Why is the baby not talking? The main reasons for the delay in the appearance of speech in a child. Games and game exercises for the development of speech in children with alalia. Symptoms of motor and sensory alalia in a child: examination, treatment, homework Homework for a child with

Alalia is a disease characterized by gross underdevelopment of speech or its complete absence. The disease occurs when speech centers in the cerebral cortex.

Alalia in children is accompanied by violations of several components of speech at once: phonetic-phonemic and lexical-grammatical structure. Children with this disease have very little lexicon or don't speak at all.

Alalia is a rare and severe speech disorder. Alaliki children need complex medical and psychological correction.

A survey of children with alalia showed that preschool children are more susceptible to this disease, to a lesser extent junior schoolchildren. Also, experts note that more often the diagnosis of alalia is made for boys than for girls.

Causes of alalia

The reasons for this violation can be many:

Pathologies of intrauterine development (fetal hypoxia, past maternal diseases, injuries)
genetic predisposition
Complications during childbirth: hypoxia, infection
Head injury
Poisoning with toxic substances

Alalia: types and symptoms

Allocate the following types alalia:

Motor alalia (expressive)
Sensory alalia (impressive)
Mixed type (sensory-motor alalia or motor-sensory)

Such a classification of alalia was introduced by V.A. Kovshikov, a well-known Russian speech therapist who was engaged in a deep study of speech disorders in children.

A characteristic feature of alalia is underdeveloped speech, when the child pronounces only sounds or syllables, the first or last in a word.

Motor

Motor alalia occurs when there is a violation of the connection between the cerebral speech centers (Brock and Wernick) and the organs of the speech apparatus. Many children with this diagnosis do not master the language until they enter school.

Intrauterine organic brain damage
Multiple injuries of both hemispheres of the brain.

The mechanisms of motor alalia are not yet fully understood. Experts note that organic brain lesions are the basis of motor alalia. However, some say that the pathology of motor skills is the basis of the violation, while others say that there are violations of mental processes.

Signs of violation:

Agrammatism (incorrect construction of sentences, incorrect use of forms and cases of words)
Word search disorders
Violation of the syllabic structure of words

If a child has motor alalia, he can learn to talk, but never learn to write.

Important criteria for diagnosing alalia in children:

Slow pace of language acquisition
Pathological development of the tongue
Hearing safety
Understanding addressed speech

It is important to note that often motor alalia is combined with severe neurological and psychopathological disorders. (Children suffering from autism, mental retardation often have speech pathologies).

It is important for parents to know that doctors can call motor alalia in different ways: "hearing mutism", "aphasia", "dysphasia", "developmental aphasia", "delayed speech development" and "constitutional delay", "general underdevelopment of speech", "impaired language acquisition", "language incapacity".

touch

A characteristic sign of sensory alalia is echolalia, when the child senselessly repeats the speech of an adult addressed to him.

Sensory alalia - speech underdevelopment, characterized by impaired understanding of speech. It is associated with damage to the left upper temporal gyrus of the brain, the so-called Wernicke center.

With sensory alalia, the child's phonemic hearing is disturbed and, as a result, the perception of speech. The child does not understand the speech addressed to him and therefore does not speak.

Signs of violation:

Obsessive and meaningless pronunciation of sounds and their combinations (perseveration).
Unconscious repetition of other people's words (echolalia).
Combining several words into a single word (contamination).

Examination and correction

What examinations of children should be carried out to clarify the diagnosis. If this pathology is suspected, it is important to assess the degree of brain damage.

To do this, you need to visit the following specialists:

A neurologist will prescribe the necessary examinations and medication.

Surveys:

EEG (electroencephalography)
ECHO-EG (echoencephalography)
Rognography of the skull+
brain MRI

Otolaryngologist - check the hearing and speech apparatus.

Surveys:
Otoscopy
Audiometry
Study of the function of the auditory analyzer

It is also useful to visit a child psychologist and speech therapist. These specialists will form a correctional program for working with the baby.

When correcting alalia, an integrated approach is important, which includes:

Medical treatment
Corrective work with a speech therapist and a child psychologist.

Drug treatment mainly includes nootropic drugs (Cortexin, Cogitum, Encephabol, Gammolon, Ceraxon), which stimulate the development of brain structures. Treatment is prescribed by a doctor. Usually, a small dose of the drug is prescribed at the beginning, which gradually falls off.

Also, the doctor may prescribe physiotherapy for a child with speech disorders. Physiotherapy in combination with drugs give a good result with alalia. They use magnetotherapy, laser therapy, electrophoresis, hydrotherapy.

Lessons with a speech therapist

Correctional work with Alalik children always involves a comprehensive psychological, medical and psychological approach.

Speech therapy massage is often used in the treatment of alalia in children. It is carried out to restore the tone of the facial muscles.

The following methods are used:
Relaxation of the tongue and its root, lips, muscles of the mouth and neck with the help of acupressure, vibration effects, light pats and strokes.
Strengthening the muscles of the face by stroking the forehead, cheeks, kneading the zygomatic and buccal muscles.
Language gymnastics for improvement correct operation articulation apparatus. The gymnastics complex includes facial exercises, exercises for the tongue and lips, phonetic exercises.

Pedagogical work is built in stages:

Work on the emergence of sounds.
Calling out syllables in speech.
Linking syllables into words.

The teacher conducts exercises with the child to correct speech breathing, voice power, intonation, correct the syllabic structure of the word, and accumulate speech stock.

Exercises:

Pendulum
The speech therapist asks the child to stick out his tongue and move it from left to right. To make the baby more understandable, the movements of the tongue can be compared with the movement of the tail of a fish or a fox's tail.
The fish swims and moves its tail: back and forth, back and forth.
The fox runs and waves its tail: left-right, left-right.
Cheek puffing
The speech therapist asks the baby to puff out his cheeks.
Puff out your cheeks like an angry teddy bear.
Let's hide the "apples" behind the cheeks!
tubule
The speech therapist asks to stretch the lips with a tube.
What is an elephant's trunk? That's such a long one!

Mimic exercises

Spring came
The teacher invites the baby to imagine that spring has come. The child shows the delight of meeting with the sun, as he basks in the rays of the warm sun.
Bear in the house
The teacher proposes a situation: spring has come, the snow has melted, and the melt water got into the bear's den. The bear was frightened at first, then surprised and delighted at the onset of spring.

Exercises for the muscles of the neck

Flowers
The teacher shows the child how the flowers sway, while tilting his head either to the right or to the left.
Sun
The sun warmed up, look (the baby raises his head up), flowers will soon grow (the baby lowers his head down).

homework

Games and exercises for development fine motor skills stimulate language skills.

Such exercises can be performed not only in the classroom with a speech therapist, but also at home. Parents can easily master these simple exercises on their own. It is enough to give classes 15-20 minutes a day. It is better if it is in the morning, before lunch, when the baby is still active and not overtired.

Move the toys
The baby is offered any small items: buttons, large beads, small toys (for example, from a kinder surprise). The kid is asked to arrange these items in small vessels (jars, cups).
Make beads
The kid is given a thick thread and large beads and is offered to make beads. You can make beads for yourself or for mom.

The game "Make beads" for the development of fine motor skills in children with speech disorders

close the boxes
The child is offered several boxes with lids. different size, but the same shape, such as round or square. An adult opens the boxes and invites the child to find a suitable lid for each of them.
catch the ball
In a container with water, for example, in a basin or bath, if the game is played at home, balls of different colors are placed. The kid is offered a net with which he will catch the balls, then they are given tasks: get the red ball, and now the green one.
Button pattern
The child is offered buttons different colors and dimensions and a sheet of paper with a thin layer of plasticine. With the help of buttons, the kid lays out a pattern on paper.

Button patterns for the development of fine motor skills for alali children

Sensory and motor alalia often leads to the fact that the baby does not use verbs in his speech. Therefore, games with cards that depict actions are effective.

Who's doing what
To play, you will need cards that depict actions: a mother feeds her daughter, a boy plays football. The teacher or mother first tells the baby about what is drawn in the picture, and then they ask to tell.

Lesson cards:

Cards for working with allalics part 1 Cards for working with allalics part 2 Cards for working with allalics part 3 Cards for working with allals part 4

It is important for the parents of an alalika child to help the child adapt in society.

If a child has alalia, it is important to seek help from specialists in time: doctors, teachers and psychologists. Timely assistance will help improve the course of the disease. In addition, it is very important to adapt the child to life in society.

Parents of an Alalik child often face the question: What kind of school should the child be in? There are several opinions about this. On the one hand, the diagnosis of alalia does not imply disability, and if teachers and parents work with the child a lot, he can master the program regular school. On the other hand, with alalia, it will be much easier for a student to study in a special speech school or class, the program of which is adapted to his characteristics.

What are the advantages of studying in a specialized school:

A special program adapted to the needs of the child.
Additional hours of classes with a speech therapist and psychologist.
Small number of students in the classes.

Try to help your child live as comfortably as possible with his or her disabilities, using all means.

limited vocabulary,
Complete lack of speech

motor alalia

Manifestations of motor alalia:

Small vocabulary.

sensory alalia

Manifestations of sensory alalia:

Sensorimotor alalia

Alalia: methods of treatment

motor alalia at 3 years old

electro-reflexology

How to recognize the problem?

2-3 months - cooing,
3-4 months - babble,
6-8 months - pronunciation of the first words,
1 year - building a phrase.

Course (maybe more than one) drug therapy, which includes .
Well
sessions with a speech therapist speech therapy kindergarten.
During the entire treatment.

Activities with a child

Speech exercises and games

Guess the riddle

Tongue Twisters

Poems

For example:

Sa-sa-sa - le-tit o-sa
Su-su-su - we see-de-li o-su

The plane is flying,
Sa-mo-years buzzing.
Oo-o-o - I'm flying in Mo-swoo!

So-ba-ka came to us
Clever dog
With children-ka-mi plays-ra-et
O-chen thunder-ko la-et
"Aw-aw-aw"

In the car, in the car
Chauffeur c-dit
Ma-shi-na, ma-shi-na
There is a go-dit:
"Bi-Bi-Bi-Bi-Bi-Bi"

Ma-lazy-kuyu Lu-syu
Na-pu-ga-li gu-si.

At our machine
shi-py on shi-nah

Pa-ro-voz, pa-ro-voz
But-ven-cue, shining
He va-go-us carried
Bud is real.

Who is traveling in the aisle?
Teddy bears,
Cats push-shi-sta-e,
Hares and monkeys.

Computer games

Video of speech therapy massage:

Articulation gymnastics

Alalia in children

It happens that a child has normal hearing, intelligence is in order, but he does not speak or speaks very badly. This lack of speech or its underdevelopment is called alalia. This violation occurs in approximately 1% of preschool children and in 0.6-0.2% of schoolchildren. Moreover, it occurs twice as often in boys than in girls.

The reasons for the development of alalia have not been reliably elucidated, however, risk factors have been identified, which include birth injuries, the impact of viral infections during pregnancy, uncontrolled medication by a pregnant woman, endocrine and other diseases. Psychological factors also influence: the separation of the baby from the mother, the nervous situation in the house, a critical attitude towards the success of the child - all this can cause the child to cease to perceive and understand the speech of the people around him normally, although everything was normal before.

With alalia, systemic underdevelopment of speech occurs. All its components are violated, manifestations can be:

Mispronunciation of sounds
limited vocabulary,
Failure to understand other people's speech
Violation of the grammatical structure of speech,
Complete lack of speech
Problems in mastering reading and writing skills.

In addition to speech disorders, Alalik children have movement disorders, neurological, and psychopathological manifestations. The set of symptoms is often individual, and the manifestations of the same form of alalia in children can vary greatly. It is customary to distinguish motor, sensory and sensorimotor alalia.

motor alalia

Motor alalia occurs due to a decrease in activity or damage to the cerebral cortex, in particular Broca's center, which is located in the fronto-parietal regions of the cortex of the left hemisphere. In simple terms, with motor alalia, the connection between the brain speech centers and speech organs is disrupted.

Children with motor alalia understand the speech of other people well, but their speech develops slowly, does not go through all the stages of formation. It is very difficult or impossible for such a child to repeat not only words, but also syllables and even sounds. They understand everything and can communicate with gestures, for example, show the named object or ask for something, pointing to it. Very often these children do not speak at all. This has a bad effect on the overall development, alienates the child from communicating with other people.

Manifestations of motor alalia:

Inability to pronounce words correctly
Inability to correctly coordinate words in gender, number, case,
Incorrect use of prepositions
Permutation of sounds and syllables in a word,
Small vocabulary.

Motor alalia can be the cause of poor school performance. It underlies such disorders as dyslexia and dysgraphia, is combined with disorders of working capacity and attention in children, is accompanied by excessive motor activity or, conversely, lethargy.

sensory alalia

This form of alalia is much less common than motor. With sensory alalia, the child does not understand the speech of other people enough, although he hears well. The reason for this is the defeat of the center of Wernicke. This center is located in the temporal region of the left hemisphere and plays the role of an auditory-speech analyzer. Since the perception and understanding of speech in a child with sensory alalia is impaired, the formation of speech is also impaired.

Manifestations of sensory alalia:

Children mispronounce sounds, distort words,
They may not respond when called, but they do respond to distracted noises,
Children in some cases can repeat syllables, words or phrases, in others not,
Understanding words when they are spoken separately and not understanding the same words in a coherent speech,
Understanding the meaning of phrases only in a certain context or in a certain situation,
Some children with sensory alalia understand only what they can say,
Difficulties in maintaining attention, in switching from one activity to another.

Sensorimotor alalia

With sensorimotor alalia, disturbances characteristic of both forms of this disease are combined. Both the connection of the brain with the speech apparatus and the ability to perceive and analyze someone else's speech are disrupted. As a result, the baby not only cannot speak, but also does not understand what others are saying. This disorder is the most severe form of speech development disorders. There is a sensorimotor form in 3-4% of cases of alalia.

Alalia: methods of treatment

In some cases, alalia goes away on its own as the child grows older. However, most often it is impossible to do without medical and speech therapy assistance. Timely detection of violations and qualified assistance to the child is of great importance, if the correction is carried out at a sufficient level and started in a timely manner, speech is fully formed, the child’s intellectual abilities improve, he adapts to the world around him and becomes able to establish communication with both peers and adults. Yes, sensory motor alalia at 3 years old much easier and more successful to adjust than in 5-6 years. If the parents were not worried about the child's poorly developed speech until he went to school, then most likely in general education school he will not be a successful student, and it will take much more time and effort to restore speech.

Treatment of alalia should be comprehensive, it includes various medical effects, vitamin therapy, drug therapy that improves metabolism in the brain, a system of speech therapy exercises and general developmental activities. If the problem is caused by a disease, infection, then it is necessary first of all to direct forces to their treatment.

One of the modern methods of treating alalia in children is electro-reflexology. With the help of a special apparatus, electrical impulses are transmitted to the cerebral cortex. Those zones are stimulated, the functions of which are more impaired. As a result of such an impact, new neural connections are formed, and the learning of speech skills is faster and more successful.

It must be remembered that alalia represents serious problem, and it will not be possible to solve it in a couple of weeks. It takes more than one year of painstaking work, several repeated courses of treatment, a lot of time, patience and care from adults. However, the results are worth it. After all, not having a normal speech, the child will not be able to feel comfortable among others, he will have many restrictions in choosing a further life path.

How to recognize the problem?

Alalia is a "tricky" disease. Sometimes a child, not understanding the speech of others, distances himself from them, becomes uncommunicative. This may lead to misdiagnosis. Sometimes I attribute autism, delayed mental and intellectual development to such a baby, and it is also not always possible to establish the level of hearing.

First of all, parents should take care of their child. In order to notice the problem in time, you need to know the stages of speech development.

Speech in children develops like this:

Of course, this is an ideal plan for the child's speech development, there may be deviations. For example, a baby began to speak words only at the age of one, but by the age of one and a half he had learned to build simple phrases. In this case, most likely there is no cause for concern. But if a child at 2 years old does not speak at all or speaks only a few words, then this is already an alarming signal, and you should definitely contact a specialist. Also important feature problems of speech development is considered too slow development of speech, very slow progress or its absence for a long time.

The treatment regimen for a child with alalia may look something like this

The child speaks very poorly or does not speak at all at 2 years old, so you need to see a neurologist.
Diagnosis of the state and functioning of the brain is performed: magnetic resonance imaging, electroencephalogram.
Course (maybe more than one) drug therapy, which includes vitamin preparations, drugs that improve the transmission of nerve impulses and brain function.
Well physiotherapy treatment in accordance with the doctor's prescription.
At the age of 4 years, you need to start sessions with a speech therapist. They can be individual or in a group. Very a good option- special speech therapy kindergarten.
During the whole treatment constant activities with the child at home.

Ideally, all these efforts should lead to the fact that by the age of 7, that is, by entering grade 1, the child’s speech is restored, and he understands people well, communicates freely in various situations.

Activities with a child

All classes, especially speech exercises, are carried out in a playful way. Then they do not strain the child, he is engaged with pleasure. With the help of classes with a speech therapist and at home with their parents, an alalik baby needs to develop memory, attention, the ability to distinguish objects from each other, correlate and generalize objects. These qualities contribute to a better assimilation of speech skills.

Physical exercises and any activities that contribute to the development of fine motor skills are indispensable for the development of speech: games with a ball, finger gymnastics, modeling, cutting, mosaic, drawing, folding and unfolding of various toys (matryoshka, pyramid). Invite the baby to try himself in such exercises and activities, let him choose what he likes, then there will be more benefit from them.

Speech exercises and games

Guess the riddle

This speech exercise can be used as an ordinary game with a child. Children's riddles have always been used in folk pedagogy. They broaden their horizons, help children get acquainted with the world around them, develop ingenuity, observation, memory, and expand their vocabulary.

They start with simple riddles, accompanying them with pictures. The child shows a picture with a guess, calls it. You can analyze why the riddle is built that way, this will make it easier for the baby to understand it. The next step is learning by heart. Of course, this stage can only be carried out if the child has already mastered sufficient skills in pronunciation of words and phrases.

Especially suitable are riddles in which there are repetitions. They will be a good training of the speech apparatus.

Tongue Twisters

Tongue twisters are a great speech simulator for any person. They help to improve the speech apparatus, make it more obedient. With constant training over time, speech becomes correct, clear, expressive. Tongue twisters will help the alalik to pronounce the words in their entirety, not to swallow the endings.

They start with the simplest and shortest, so that they are easy to repeat and remember. In order to arouse the baby's interest in this activity, you can pick up funny tongue twisters or those in which there are famous characters. For example: "Skinny, weak Koschei is dragging a box of vegetables." Gradually they become more complex, lengthen. Also with the speed of pronunciation: at first we speak slowly, clearly pronouncing each word, then faster and faster.

At home, you can connect all family members to this game or even arrange a competition. Then, in addition to the practical benefits of developing speech skills, everyone will enjoy each other's attention, and this is also an important component of solving the problem of alalia.

Poetic speech is easier to hear and easier to reproduce, so telling and memorizing poetry is necessarily included in any speech correction program. They start by repeating lines, with their joint pronunciation, then they learn quatrains with short lines. Classes can be accompanied by looking at illustrations for a poem or drawing your own pictures. This will help to better understand the meaning of the text and add another facet of perception. Gradually, a large number of learned poems will accumulate, which must be periodically repeated. You can do this while walking or on the way home from kindergarten. Gradually, speech will become more and more correct and clear.

Poems must be pronounced in syllables:

Su-su-su - we see-de-li o-su

Sy-sy-sy - do not b-im-sya we o-sy

Oo-o-o - I'm flying in Mo-swoo!

So-ba-ka came to us

With children-ka-mi plays-ra-et

O-chen thunder-ko la-et

In the car, in the car

He va-go-us carried

Who is traveling in the aisle?

Hares and monkeys.

Search for objects that we have at home

To correct speech in children with alalia, it is very important to stimulate them to pronounce what is happening around, to name the various objects with which they interact. For this, a simple game of searching for various items that are in the house is suitable. The child is asked to find where, for example, dad's favorite cup is located. He finds, brings and names this object or pronounces where dad's cup is. Various difficulty options are possible: objects are visible or hidden from view, the child uses these objects or not. The most important thing is to first pronounce the names, location with him, then the child himself will speak. The opposite option is also possible: he gives the task to other people. Then it is important that the wording is complete, for example, "Dad, find where mom's red beads are."

Such a game develops memory, attention in children, teaches them to navigate freely in space, gives confidence.

Computer games

The computer is a great tool that motivates children. There are many educational games on the Internet that will help your kid have fun while working on the pronunciation of the right sounds and words.

Developing computer games are suitable for such children, especially those that are built according to the Montessori method. You can offer to play sound definition, “Define a color”, “Collect a picture”. Be sure to speak with the baby the names of the items that are found in the game. Children are very happy with their own correct answers, especially when they are accompanied by feedback from game program. For example, with the correct answer, a funny smiley opens.

But we should not forget that computer games are the development resource that must be used with caution and must be strictly dosed. Bright pictures, moving objects on the screen excite the child's nervous system too much. An Alalik child should not be allowed to play computer games on his own. This must be done first together, then under the supervision of adults. Moreover, no more than 15-30 minutes.

We adults should not forget that the little creature we once gave life to needs our constant care and love. Be attentive to your children. If it seems to you that something is wrong with the child, it is better to play it safe by asking for help than to find out later that this request was belated.

The task. Give a red cube, a red ball, a red rag, a red pencil, that is, all the red objects that are in the didactic material.

1) Put the pencils in the box, red cubes.

2) Put the red rings on the pyramid.

3) Paint over the contour pictures (triangle, ball) with a red pencil.

Then the speech therapist proceeds to master the concepts of blue, yellow, green, white, black, following the model of acquaintance with red.

Equipment. 1) Objects, toys of various colors.

2) Multi-colored pictures.

3) Outline pictures.

Games. 1) Multi-colored pictures.

Speech therapist. Give me the red cap. Give me the blue hat...

Child. For a red cap. For the blue hat...

2) coloring pictures.

Speech therapist. Take a red pencil and color the ball. Take a yellow pencil and color the lemon...

The child performs tasks and calls colors in accessible speech.

The speech therapist first shows a blue ball and asks: “Is this a blue ball?” the child says yes or nods his head. Then the speech therapist shows a red ball and asks: “Is this a red ball?” The child answers yes.

Then the speech therapist shows a yellow pencil and asks: “Is this a red pencil?” If the child has learned the colors, then he should say no or shake his head.

4) Folding figures from the mosaic.

Speech therapist. Fold from the mosaic a red square, a yellow triangle (shows sample figures).

The child performs tasks and calls colors in accessible speech.

1) Objects, toys.

The speech therapist points to objects, toys and says:

“The doll is on the floor. The book is on the table. The bear is in the closet. The handkerchief is in the pocket. The ball is under the table. The paper is under the chair. The boy is standing at the table. The chair is next to the closet.

The speech therapist points to the pictures and says: “Children are playing in the garden. The cat is sitting under the table. Etc.

The task. Show where the grandmother is sleeping, where the bird is sitting, where the boy is standing, where the boys are standing.

A game of lotto compiled by a speech therapist.

Speech therapist. Give me the Bird in a Cage pictures. "Bird in a cage" "Spoon under the glass." "Spoon on a glass"

The child gives pictures to the speech therapist, accompanying them with accessible speech.

According to this sample, the concept of spatial representations is given to the questions where? where?

Equipment. 1) Pictures of the seasons.

2) A set of pictures with individual moments of the seasons.

The speech therapist shows the pictures and calls them: “This is autumn, this is winter, this is spring, this is summer” - and tells characteristic moments about the seasons.

It's raining in autumn

Children go to school.

There is snow in the winter.

Children are skating.

Snow melts in spring.

Birds make nests.

In summer the sun is very hot.

Children bathe in the river.

Playing loto "When does it happen?".

Speech therapist. Give me all the pictures about winter.

The child selects all the pictures about winter, for example: “The boy is skiing”, “Children are skiing down the mountain”, etc., and gives it to the speech therapist.

Speech therapist. Take all the pictures first about summer, then about winter, spring, autumn, and arrange the small pictures into large cards according to the seasons.

Expansion of ideas about the seasons.

Speech therapist reads short stories about the seasons.

Cold in winter. There's a lot of snow outside. The boy has skis. The girl has a sled.

The boy is skiing. The girl is sledding. Everyone has fun!

Spring is warm. Snow is melting. Streams flow. The birds have arrived. Birds make nests. Mom is digging the garden. Children are planting flowers.

It's warm in the summer. The sun is hot. The children went to the forest. Children gather berries in the forest. The boys are fishing. Children bathe in the river. Good summer!

Cold wind blows in autumn. It's raining. Children go under umbrellas. The boys are harvesting vegetables. The girls are picking apples. Children go to school.

The child listens to the stories and illustrates with movements certain moments from each story, for example: “A boy is skiing”, “Children are planting flowers”, “Children are picking berries in the forest”, “Children are going to school”.

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Graphomotor games and exercises for children with motor alalia

Motor alalia is a complex (medical-psychological-pedagogical) problem. A significant part of children suffering from motor alalia are preschoolers with the first level of speech development. That is, with a relatively well-formed understanding of words, their own speech consists of monosyllabic, babble words and onomatopoeia.

The work to overcome alalia is a long and laborious process, including numerous directions. The formation of speech, the emotional-volitional sphere, elementary mathematical representations, the development of intelligence, motor skills, voluntary movements combined with speech, the enrichment of the vocabulary and ideas about the world around us, the activation of cognitive processes, and much more - these are the main aspects of overcoming alalia, especially at the initial level. stage. The prognosis of motor alalia is determined after assessing a complex of factors. It is favorable if the child has the following indicators:

1. Availability of medical and pedagogical support

2. Favorable microsocial environment

3. The need for speech

Positive dynamics in motor alalia is detected when the following factors are taken into account:

Early diagnosis of underdevelopment and early initiation of correction

Timely prevention of secondary developmental deviations

Systematic impact on all components of speech, especially on lexical and grammatical underdevelopment, etc.

Having a sufficient volume of play or everyday movements, a child with motor alalia finds it difficult to repeat the same elementary actions two or three times; the repetition of alternating simple movements is completely inaccessible to him. Particular difficulties in babies are caused by the reproduction of any sound or vocal reaction at the moment of movement (clap, throw). The sound is pronounced a little earlier or a little later than the action, but not at the moment. Here is the answer! Combining the moment of speech with the moment of action, we open up the multifaceted possibilities of influencing the mechanism of speech development. The most acceptable form of mastering rhythm for children is children's poems and songs.

In accordance with this, methods have been developed for coordinating speech with movement. The main idea of this technique lies in the maximum combination of the moment of a sharp movement (swipe, throw) with the moment of the beginning of speech (voice reaction). Each "sound" is accompanied by a movement, and each movement by a "sound".

Graphic exercises are recommended to be performed on a vertically located surface (a board, a sheet of drawing paper attached to the wall or the reverse side of the wallpaper). A child can draw with chalk, wax crayons, pencils, felt-tip pens. The easiest and most convenient way to draw vertically is wallpaper. A fishing line is stretched above the level of the child, through which a roll of wallpaper is thrown and, as it is used, is pulled from beginning to end. This allows, firstly, to start drawing at any time without wasting time on preparation; secondly, practice by tracing the sample, and draw below on your own; thirdly, to trace the dynamics of the development of the child's graphic skills.

The proposed methodology was developed taking into account psychodynamics childhood and is designed to work with children suffering from motor alalia and children 2.5 - 3 years of age with delayed speech development.

Here are some games and exercises:

Hands are the wings of an owl. The child raises his hands up, pronouncing the sound high, lowers his hands, pronouncing the sound low. An adult reads the text, the child pronounces the sound of an owl:

The eagle owl hooted, groaned, gasped: "U-u!", "U-u!"

The echo was heard in the forest: "Whoo!", "Whoo!"

The animals fled in fear: “Uu!”, “Uu!”

Fili songs were frightened: "U-u!", "U-u!"

Hands up - clap, clap, clap (child claps his hands)

Hands down - top, top, top (stomping feet)

Hands to the sides - uh, uh, uh (flapping like wings)

Hands forward - knock, knock, knock (banging fists)

1st option. The child unwinds or twists a ribbon with a toy at the end on a pencil, pronouncing a lingering sound: a vowel or a consonant being practiced (ssss, zzzz, vvvv, xxxx)

1st option. The child unwinds the ribbon with a sound (vowel or consonant). When the tape unwinds to the surface of the table or floor, says BOOM or BOOM.

Patience and success!

Speech therapist - defectologist, specialist the highest category, Yashkina E. N.

T. V. Pyatnitsa, T. V. Bashinskaya “The system of corrective action in case of motor alalia.

Phone: 8 (3, tel./fax (3

Games for children with motor alalia

Since children with motor alalia suffer not only speech, but also basic mental processes: memory, attention, thinking, sensory ideas about size and shape, it is very important to develop these functions in various games.

It will not be superfluous to develop fine and gross motor skills, the formation of a connection between motor skills and vision. The connection between these skills and speech is very close, one leads to another.

How to develop attention and memory in children with ZRR and alalia?

Toys are used for games with non-speaking children; with a higher level of speech development, pictures can be taken. This is necessary to create an appropriate emotional state of the child, to maintain interest.

There are 4-6 toys on the table. The child turns away, and at this time 1-2 toys are removed. You need to turn around and find out what was removed from the table.
You can not remove, but add toys. The task of the child is to say what appeared on the table.
There are 2 to 4 toys on the table that you need to carefully consider with your baby. The child turns away, all the toys “hide”. We must remember what was on the table.
They look at pictures from the children's lotto with the child, then they are removed, mixed with the rest. The task of the child is to find those pictures that were considered at the beginning of the game. Complicating the game is to arrange the pictures in the order in which they were considered.
Perform sequential actions: first you need to pour water into a cup, then put a spoon into a glass, and pencils into a box. Complication - to invite the child to talk about what he did.
Finish unfinished drawings, lay out a figure from counting sticks according to the model.

Games for the development of thinking

These games are offered to the baby according to the principle "from simple to complex".

First, he is offered a comparison of objects by color and size, and then - by more significant features.

Arrange the pictures according to some criterion: what we eat, what we wear, etc.
Fold one picture from the cut parts, first from two, then from 3-4. The complication is to offer pictures in which the image is on both sides.
Guess what is drawn in the picture according to its part.
"Mailbox" - lower the figures into the box, choosing the right hole that fits the shape.
“Who needs what” - pick up the tools of action for the actions depicted on different cards (a net - for a girl catching a butterfly, a comb - for a shaggy girl, a needle - for a boy with a hole in his shirt).

Games for sensory development (color, size, shape)

Children with motor alalia have difficulty with orientation in space, as well as in determining the color, shape and size of objects.

They also do not show much interest in learning.

Games will help solve these problems:

You need to choose from the same size balls only red, only white, etc.
Invite the child to bring as many cubes as nesting dolls;
“Pick up a flower” - arrange flowers of the same color in vases (all figures are made of paper);
“Hide the ball in the palms” - offer to hide in the palm of your hand, first a small, then a large ball, whether it works or not;
"On the contrary" - in some pictures there are large objects, and in others the same objects, only small size. The host says, raising the picture: “I have a big pyramid ...”. The child is looking for the same, and answers: “I have a little one,” etc.
Lotto for fixing colors with the image of circles of different colors.

These games are given as an example to understand the principle of selection, in fact there are a huge number of them.

Offer to help a bunny, doll or bear, help them out - this way it will be much more interesting for the baby to play and study.

The most effective games for the development of fine motor skills

Fine motor skills of the fingers are especially affected.

Perform movements according to the show and without it: “fist-rib-palm”.
Lay out mosaic patterns.

One comment:

A helpful overview for parents, especially beginners and those with developmental disabilities. As a mother of a special child (autism spectrum), I will highlight the penultimate paragraph of the article: a very effective lesson for any children and adults including is sensory integration. What is Sensory Integration? This is the work of all sensory receptors (touch, vestibular apparatus, body sensation or proprioception, smell, sight, hearing, taste), from which the central nervous system receives the necessary information and organizes them so that they are used for any activity. There are a huge number of methods and activities for sensory integration, as well as the necessary literature on this topic.

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Symptoms of motor and sensory alalia in a child: examination, treatment, homework

Alalia is a disease characterized by gross underdevelopment of speech or its complete absence. The disease occurs when the speech centers in the cerebral cortex are affected.

Alalia in children is accompanied by violations of several components of speech at once: phonetic-phonemic and lexical-grammatical structure. Children with this condition have very little vocabulary or do not speak at all.

A survey of children with alalia showed that preschoolers are more susceptible to this disease, and younger schoolchildren are less susceptible. Also, experts note that more often the diagnosis of alalia is made for boys than for girls.

Causes of alalia

The reasons for this violation can be many:

Pathologies of intrauterine development (fetal hypoxia, past maternal diseases, injuries)
genetic predisposition
Complications during childbirth: hypoxia, infection
Head injury
Poisoning with toxic substances

Alalia: types and symptoms

There are the following types of alalia:

Motor alalia (expressive)
Sensory alalia (impressive)
Mixed type (sensory-motor alalia or motor-sensory)

Such a classification of alalia was introduced by V.A. Kovshikov, a well-known Russian speech therapist who was engaged in a deep study of speech disorders in children.

Motor

Intrauterine organic brain damage
Multiple injuries of both hemispheres of the brain.

Agrammatism (incorrect construction of sentences, incorrect use of forms and cases of words)
Word search disorders
Violation of the syllabic structure of words

If a child has motor alalia, he can learn to talk, but never learn to write.

Important criteria for diagnosing alalia in children:

Slow pace of language acquisition
Pathological development of the tongue
Hearing safety
Understanding addressed speech

It is important for parents to know that doctors can call motor alalia in different ways: "hearing numbness", "aphasia", "dysphasia", "developmental aphasia", "delayed speech development" and "constitutional delay", "general underdevelopment of speech", "impaired learning language", "linguistic inability".

touch

Sensory alalia - speech underdevelopment, characterized by impaired understanding of speech. It is associated with damage to the left upper temporal gyrus of the brain, the so-called Wernicke center.

With sensory alalia, the child's phonemic hearing is disturbed and, as a result, the perception of speech. The child does not understand the speech addressed to him and therefore does not speak.

Obsessive and meaningless pronunciation of sounds and their combinations (perseveration).
Unconscious repetition of other people's words (echolalia).
Combining several words into a single word (contamination).

Examination and correction

What examinations of children should be carried out to clarify the diagnosis. If this pathology is suspected, it is important to assess the degree of brain damage.

To do this, you need to visit the following specialists:

A neurologist will prescribe the necessary examinations and medication.

ECHO-EG (echoencephalography)

brain MRI

Otolaryngologist - check the hearing and speech apparatus.

Study of the function of the auditory analyzer

It is also useful to visit a child psychologist and speech therapist. These specialists will form a correctional program for working with the baby.

When correcting alalia, an integrated approach is important, which includes:

Medical treatment
Corrective work with a speech therapist and a child psychologist.

Lessons with a speech therapist

Speech therapy massage is often used in the treatment of alalia in children. It is carried out to restore the tone of the facial muscles.

The following methods are used:

Relaxation of the tongue and its root, lips, muscles of the mouth and neck with the help of acupressure, vibration effects, light pats and strokes.

Strengthening the muscles of the face by stroking the forehead, cheeks, kneading the zygomatic and buccal muscles.

Language gymnastics to establish the correct operation of the articulatory apparatus. The gymnastics complex includes facial exercises, exercises for the tongue and lips, phonetic exercises.

Pedagogical work is built in stages:

Work on the emergence of sounds.
Calling out syllables in speech.
Linking syllables into words.

The teacher conducts exercises with the child to correct speech breathing, voice power, intonation, correct the syllabic structure of the word, and accumulate speech stock.

The speech therapist asks the child to stick out his tongue and move it from left to right. To make the baby more understandable, the movements of the tongue can be compared with the movement of the tail of a fish or a fox's tail.

The fish swims and moves its tail: back and forth, back and forth.

The fox runs and waves its tail: left-right, left-right.

Cheek puffing

The speech therapist asks the baby to puff out his cheeks.

Puff out your cheeks like an angry teddy bear.

Let's hide the "apples" behind the cheeks!

tubule

The speech therapist asks to stretch the lips with a tube.

What is an elephant's trunk? That's such a long one!

The teacher invites the baby to imagine that spring has come. The child shows the delight of meeting with the sun, as he basks in the rays of the warm sun.

Bear in the house

The teacher proposes a situation: spring has come, the snow has melted, and the melt water got into the bear's den. The bear was frightened at first, then surprised and delighted at the onset of spring.

Exercises for the muscles of the neck

The teacher shows the child how the flowers sway, while tilting his head either to the right or to the left.

Sun

The sun warmed up, look (the baby raises his head up), flowers will soon grow (the baby lowers his head down).

homework

Such exercises can be performed not only in the classroom with a speech therapist, but also at home. Parents can easily master these simple exercises on their own. It is enough to devote minutes a day to classes. It is better if it is in the morning, before lunch, when the baby is still active and not overtired.

The baby is offered any small items: buttons, large beads, small toys (for example, from a kinder surprise). The kid is asked to arrange these items in small vessels (jars, cups).

Make beads

The kid is given a thick thread and large beads and is offered to make beads. You can make beads for yourself or for mom.

close the boxes

The child is offered several boxes with lids of different sizes, but the same shape, for example, round or square. An adult opens the boxes and invites the child to find a suitable lid for each of them.

catch the ball

In a container with water, for example, in a basin or bath, if the game is played at home, balls of different colors are placed. The kid is offered a net with which he will catch the balls, then they are given tasks: get the red ball, and now the green one.

Button pattern

The child is offered buttons of different colors and sizes and a sheet of paper with a thin layer of plasticine. With the help of buttons, the kid lays out a pattern on paper.

Sensory and motor alalia often leads to the fact that the baby does not use verbs in his speech. Therefore, games with cards that depict actions are effective.

To play, you will need cards that depict actions: a mother feeds her daughter, a boy plays football. The teacher or mother first tells the baby about what is drawn in the picture, and then they ask to tell.

Lesson cards:

Parents of an Alalik child often face the question: what kind of school should the child be taught in? There are several opinions about this. On the one hand, the diagnosis of alalia does not imply disability, and if teachers and parents work with the child a lot, he can master the program of a regular school. On the other hand, with alalia, it will be much easier for a student to study in a special speech school or class, the program of which is adapted to his characteristics.

What are the advantages of studying in a specialized school:

A special program adapted to the needs of the child.
Additional hours of classes with a speech therapist and psychologist.
Small number of students in the classes.

Try to help your child live as comfortably as possible with his or her disabilities, using all means.

Thanks for the great stuff! I would like to add that children with alalia after 3 years may need to consult a neuropsychologist, since impaired speech development may be associated with underdevelopment of memory, attention, perception and other processes.

The use of graphomotor games and exercises in motor alalia

Tukish Tatyana Fedorovna

Motor alalia is a systemic underdevelopment of expressive speech of a central organic nature, due to the unformed language operations of the process of generating speech utterances with the relative preservation of semantic and sensorimotor operations. Alalia is characterized by a violation of all subsystems language: syntactic, morphological, lexical and phonemic.

Preschoolers with motor alalia usually have poor motor coordination, movements are inaccurate and awkward. It is difficult for them to achieve graceful movements.

Fine motor skills of the fingers are especially affected. Most effective games and exercises for the development of fine motor skills are as follows:

To correct these shortcomings, you can perform the following exercises:

Climbing up and down stairs, standing on one leg, jumping on both legs and on each one in turn.

Tie a knot, bow, fasten buttons.

Bend and unbend alternately the fingers on each hand.

Connect the thumb with the rest of the fingers in turn.

Perform movements on display and without him: "fist-rib-palm".

Build turrets from cubes, collect pyramids.

Pull the cord through the holes in various ways, string the beads on a string.

Compress and decompress the pear of the spray gun.

Lay out mosaic patterns.

Massage (auricular, palms and feet, fingers);

Games with small objects (buttons, beads, cereals, constructor, etc.);

Modeling, drawing, cutting; embroidery with beads, assembling models (for children from 4 years old)

Effectively drawing on wallpaper.

Hands are the wings of an owl. The child raises his hands up, pronouncing the sound high, lowers his hands, pronouncing the sound low. The adult reads the text, the child pronounces the sound owl:

The adult pronounces the text, the child performs movements with onomatopoeia.

Hands up - clap, clap, clap (child claps his hands)

Hands down - top, top, top (stomps feet)

Hands to the sides - uh, uh, uh (flapping like wings)

Hands forward - knock, knock, knock (banging fists)

The child throws the ball with the word ON, asks to give the ball back with the word GIVE

1st option. The child unwinds or twists a ribbon with a toy at the end onto a pencil, pronouncing a lingering sound: vowel or practiced consonant (ssss, zzzz, wwww, xxxx)

1st option. Child unwinds ribbon with sound (vowel or consonant). When the tape unwinds to the surface of the table or floor, says BOOM or BOOM.

Usage didactic games and exercises for working on the syllabic structure of the word (from work experience) Lately preschoolers often have difficulty pronouncing complex words. In the course of work, one has to face the fact that

The use of didactic games and exercises for the development of the lexico-grammatical structure of speech in children "USE OF DIDACTIC GAMES AND EXERCISES TO DEVELOP THE LEXICO-GRAMMATIC STRUCTURE OF SPEECH IN CHILDREN OF JUNIOR PRESCHOOL AGE". Bulgakov.

The use of didactic games and exercises when working on the syllabic structure of a word. Part 1 Municipal institution "Psychological and social center of the education system" HOPE ". APPENDIX “The use of didactic.

"The use of didactic games and exercises when working on the syllabic structure of a word" part 2 Games aimed at the formation of phonemic perception Exercise No. 1. An adult gives the child two mugs - red and green - and offers.

The use of games and exercises to form cognitive interest in older preschool children. The use of games and exercises to form cognitive interest in older preschool children. (From work experience) Educator:.

The use of didactic games and exercises for FEMP in children with general underdevelopment speech In the course of his labor activity, I have chosen for myself a topic on which I have been working for many years, constantly improving myself and my children. "Usage.

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This card file was created to help speech therapists and defectologists working with children with STDs, alalia, with complex disorders, etc. The card file contains material from well-known speech therapists - practitioners Nishcheva, Arkhipova, and others. The material is competently and colorfully designed, which is important when working with this contingent children. Children in the classroom become more active and interested in speech imitation.

S.V. Batyaeva, E.V. Sevostyanov "Album on the development of speech for the smallest."

Arkhipova E.F. Logopedic work with young children.

Zhukova, Mastyukova, Filicheva "Overcoming the delay in speech development"

Why is the baby not talking? The main reasons for the delay in the appearance of speech in a child. Games and game exercises for the development of speech in children with alalia.

Troyan N.A., member of the psychological-medical-pedagogical council, teacher-speech therapist at MDOU "Kolokolchik", Yurtaeva T.L., member of the psychological-medical-pedagogical council, teacher-speech therapist at MDOU "Kolokolchik", Lyakisheva V.V., member of the psychological-medical-pedagogical council, teacher-speech therapist MBDOU "Scarlet Flower".

Your child will soon be 3 years old, and he is silent, turns away when he is asked “what is your name”. The asset is only "mom, dad, b-bi", and a few more words. The speech is babble, but there should already be a phrase and a vocabulary of 1.5 thousand words.

The child calls different objects with one word, for example, “kika” is a cat and a candy and a pyramid; mooing or pointing if something is needed.

Speech appeared, the child spoke words and even a short phrase, then there was a "fading" of speech - the child fell silent.

The child rearranges syllables in words, the pattern of the word (the syllabic structure of the word) is disturbed, for example, “Sasha-shasa”.

The child speaks words, but his speech is similar to the speech of a foreigner - the words are not coordinated with each other, for example: give me a doll, dad went for a walk.

In terms of development, your child lags behind his peers.

First of all, you need:

examine hearing,
undergo a complete neurological examination, consult with a psychologist, speech therapist.

You should not think that the child is lazy or "does not want" to talk. Children at this age do not know fatigue.

It is necessary to identify the problem in time, find the cause, eliminate the cause, and start classes with a speech therapist as soon as possible.

The reasons for the delay in speech development can be:

Neurological and sensorimotor problems:

pathology of pregnancy, childbirth, other disorders.

pedagogical neglect, overprotection, lack of communication with the child (non-speaking parents have non-speaking children).

Alalia (from Greek a - a particle meaning negation, and lat. lalia - speech) - the absence or underdevelopment of speech due to an organic lesion of the speech zones of the cerebral cortex in the prenatal or early period of a child's development.

Alalia is one of the most severe speech defects, in which the child is practically deprived of linguistic means of communication: his speech is not formed independently without speech therapy help.

Lack of speech severely limits the full development and communication of the child with others. And this, in turn, leads to a gradual lag in mental development, which in this case is secondary. As speech develops and under the influence of special training, the intellectual lag gradually disappears.

Depending on the predominant localization of the lesion of the speech areas of the cerebral hemispheres, two forms of alalia are distinguished: motor and sensory.

Motor alalia is the result of an organic disturbance of the central character. Such an unhealthy neurological background, combined with a gross lag in speech development, leads to a decrease in speech activity, the emergence of speech negativism (unwillingness to speak), and a gradual lag in mental and intellectual development.

The skills of independent domestic self-care in such children are insufficient: they dress poorly, do not know how to fasten buttons, lace up shoes, tie a bow, etc. General motor skills are impaired: children move awkwardly, stumble and fall more often than usual, cannot jump on one leg, walk along a log, move rhythmically to music, etc. Lagging behind in the development of motor skills of the articulatory apparatus. It is difficult for the child to reproduce certain articulatory movements: raise the tongue up and hold it in this position, lick upper lip, click your tongue, etc.

With sensory alalia, the main defect in the structure is a violation of the perception and understanding of speech (the impressive side of speech) with full physical hearing. Sensory alalia is caused by damage to the temporal regions of the brain of the left hemisphere.

Children either do not understand the speech addressed to them at all, or they understand it extremely limitedly. At the same time, they adequately respond to sound signals, after a short training they can distinguish noises of different nature (knocking, grinding, whistling, etc.). However, children have great difficulty in determining the direction of the sound.

In children with sensory alalia, the phenomenon of echolalia is noted - the automatic repetition of other people's words. Most often, instead of answering the question, the child repeats the question itself.

Speech disorders in children with alalia require long-term and systematic correction. Outside of special training, this defect is not overcome.

The essence of speech therapy work is not to teach the alalik the rules of grammar, writing, reading, but to turn on those that have been preserved instead of the disturbed channels of speech activity, to make them work hard, perform a double or even triple load. Such a difficult task requires frequent recourse to various pre-speech skills. These are gestures, rhythmic movements, drawing, imitation of non-speech sounds, for example, the howl of the wind, the voices of animals. As these skills are mastered, the child is led to sounds made by a voice similar to speech, as well as to words, the meaning of which is gradually becoming more complex. Speech therapy work with alalia should be started early, as soon as the child's lag in speech development is noticed, because. Speech is not formed independently and without the help of a speech therapist. In any case, the lack of speech by the age of 2 is already an alarming signal.

Working with non-speaking children begins with their parents. And they treat this situation differently. Some do not see a problem in the fact that a child is silent at 2.5 years old ... Indeed, many children begin to speak after 2.5-3 years. But such a delay in itself should alert: it means that there are some, albeit minimal, changes in development.

Other parents, on the contrary, read a lot, look for a way out of the situation, but, clearly following the advice, they cannot or do not want to admit that all children have different starting opportunities, and they are surprised: I do everything as recommended: I don’t lisp, I speak in full , I read a lot, I put on audio cassettes to listen to. And he is still silent. Such parents have to explain that they are rewarding the child with overwork. Yes, one kid will stand on his feet and easily stomp himself, without outside help, while the other will walk along the wall for a long time, and he will have to specially form, correct his gait. So it is with speech. If the parent sees that the child is not coping, he should help him, make the task easier. Some are sincerely surprised at the advice to use onomatopoeia in communication with a child, the babbling words ku-ku, bi-bi, bye-bye: “What are you, we did this when he was a year old, now we only say “car, towel”.

As a result of such conversations, recommendations were made for parents whose children cannot speak for a long time.

1. Talk more with the child, voicing all actions (feeding, dressing, bathing), commenting on the environment, not being afraid to repeat the same words, pronounce them clearly, patiently, kindly.
2. Develop speech understanding using simple instructions like “Give me a pen”, “Where is the leg?” Rely on what is available to the child. Repeat what you have already learned over and over again.
3. Use in speech, along with full words, their simplified versions: car - bi-bi, doll - la-la, fell - bang.
4. Sing to your child before bed. It is better not to change the repertoire often.
5. Cause a desire to imitate an adult. This is possible when emotional interest and the availability of words that the child utters during joint games are combined (Hide and seek - peek-a-boo, Train - tou-tu). You can be surprised at what you see together: “Wow!” The first words spoken against an emotional background can be interjections: oh, ah, wow. The child is allowed to repeat only vowels: o, a, u.
6. Tell more often, read the first children's fairy tales, poems. Encourage them to complete the words as much as possible.
7. Do not overload your child with television, video and audio information. When reading, reduce the text to understandable phrases.
8. Do not talk in front of a child about his lagging behind.
9. Do not get annoyed, do not be embarrassed that your child does not speak. Do not show excessive anxiety: everyone has their own deadlines, their own problems.
10. Not waiting for the child to speak. Start teaching him to distinguish objects by size (large - small); correlate colors, shape (give the same); quantity (one - many).
11.Massage the fingers and palms, games like "Magpie-white-sided".

The presence of emotional contact between the teacher and the child

Work with any child begins with establishing contact. In the case of non-speaking children, it is important not to scare them away with an insistent “say”. At first, it is better not to demand speech activity from them. It can be advised to use various games with a toy that has interested the child. Games like "Do as I do" (shake the doll, roll the ball, put the car in the garage) call him to speechless, and subsequently to speech imitation.

Much will depend on how interesting the games are organized, how emotionally involved the child is. In addition, it is important to encourage any manifestation of activity by the child, to praise, to encourage new attempts to speak. This will help avoid the accompanying speech impairment. psychological problems- unwillingness to speak, fear of speech.

Games for the development of emotional communication with a child

Give me a pen!

Game progress: The parent approaches the child and holds out his hand to him.

- Let's say hello. Give me a pen!

In order not to frighten the baby, one should not show excessive assertiveness: do not come too close, say the words of the appeal to the child in a low, calm voice. For communication to be correct, squat down or a highchair - it is better that the adult and the child are at the same level, they can look into each other's faces.

Hey! Bye!

Purpose: development of emotional communication between a child and an adult, establishing contact.

Game progress: An adult approaches the child and waves his hand in greeting.

Then he invites the child to respond to the greeting.

- Let's say hello. Wave your hand! Hey!

At parting, the game is repeated - the adult waves his hand.

Then he invites the baby to say goodbye.

- Wave goodbye. Bye!

This meeting-farewell ritual should be repeated regularly. Gradually, the child will begin to show more initiative, learn to greet at a meeting and parting on their own. This game is useful because it teaches the rules of behavior between people.

Let's clap our hands!

Purpose: development of emotional communication between a child and an adult, establishing contact.

Game progress: Clap your hands with the words:

- I'll clap my hands, I'll be good, we'll clap our hands, we'll be good!

Then he invites the baby to clap his hands with him:

Let's clap our hands together.

If the baby does not repeat the actions, but only looks, you can try to take his palms in your own and make claps with them. But if the child resists, you should not insist, perhaps next time he will show more initiative.

Purpose: development of emotional communication between a child and an adult, establishing contact; attention development.

Game progress: We show the baby a toy (Petrushka hid).

- Ouch! Who is it hiding there? Who's there?

Then Petrushka is shown with the words:

- Ku-ku! It's me, Petrushka! Hey!

Petrushka bows, turns in different directions, then hides again. The game can be repeated several times.

Catch the ball!

Purpose: development of emotional communication between a child and an adult, establishing contact; movement development.

Equipment: small rubber ball or plastic ball.

Game progress: We pick up the ball, invite the child to play with it. It is better to organize a game on the floor: we sit opposite each other, legs wide apart so that the ball does not roll past.

- Let's play ball. Catch the ball!

The adult rolls the ball towards the baby. Then he encourages him to roll the ball in the opposite direction, catches the ball, emotionally comments on the course of the game.

- Roll the ball! Op! Caught the ball!

The game is played for some time, the game should be stopped at the first sign of fatigue or loss of interest on the part of the child.

Parsley

Purpose: development of emotional communication between a child and an adult, establishing contact.

Equipment: Parsley doll (bi-ba-bo).

Game progress: Unbeknownst to the child, an adult puts a toy on his hand, then starts the game. Parsley approaches the baby, bows.

- I'm Petrushka - fun toy! Hi Hi!

Then Petrushka invites the baby to say hello, takes his hand in hers.

- Let's say hello! Give me a pen!

After that, Petrushka performs various actions: clapping, dancing and singing, inviting the child to repeat these actions.

- Let's clap your hands - clap-clap-clap! And now I'll sing a song: la-la-la! la-la-la!

Then Petrushka hides and reappears. The game ends with the toy saying goodbye and leaving.

Kitty

Purpose: development of emotional communication between a child and an adult, establishing contact.

Equipment: soft toy Kitty.

Game progress: An adult shows a toy kitten to a child and offers to stroke it.

- Look, what a kitten came to us - a small, fluffy one. Let's pet the kitten - like this. The action is accompanied by a poem:

Kitty, kitty, kitty! -

Yulia called the kitten.

Don't rush home, wait! -

And stroked her hand.

You can continue the game with the kitten: give it milk to drink, show how the kitten can jump, wag its tail.

Ball

Purpose: development of emotional communication between a child and an adult, establishing contact.

Equipment: a small plastic ball (which can fit in the palm of your hand).

Game progress: An adult shows a ball to a child and offers to play.

- Look, what a beautiful ball. Let's play: I'll hide the ball, and you guess which hand it's in.

After that, the adult removes his hands behind his back and hides the ball in his fist. Then he puts both hands, clenched into fists, forward and invites the child to guess and show which hand the ball is in. Then he turns his hand over and opens his palm.

- In which hand the ball is in - guess! You guessed right - here it is, the ball, look! Let's hide the balloon again! (Children love this game, so most likely the game action will have to be repeated many times).

sun bunny

Purpose: development of emotional communication between a child and an adult, establishing contact.

Equipment: a small mirror in a frame (without sharp edges).

Game progress: The mirror should be prepared in advance. Having chosen the moment when the sun peers through the window, the adult takes a mirror and catches a ray of sunshine. At the same time, through a comment, draws the baby's attention to how the sunny "bunny" jumps along the wall, along the ceiling, from the wall to the sofa, etc.

“Look, there’s a sunbeam on the wall!” How he jumps - jump-jump!

You can invite the child to touch the light spot. Then slowly move the beam away, inviting the child to catch a sunbeam.

- Touch the bunny - like this. Ouch! Look: the sun bunny is running away - catch the bunny! What a smart bunny, how far it jumps. And now he's on the ceiling - can't get it!

If the child liked the game, you can offer him to switch roles - give him a mirror, show him how to catch the beam, how to control the movements of the "bunny". During the game, do not forget to comment on all actions.

Handkerchief

Purpose: development of emotional communication between a child and an adult, establishing contact.

Equipment: a large bright silk scarf (it is desirable that the scarf is not electrified).

Game progress: Before starting the game, prepare a scarf: it is desirable that it be pleasant to the touch, beautiful colors. It is permissible to use a translucent scarf first (in this case, the child can observe from under it what is happening around and will not be afraid of sudden darkness and loss of visibility). In the future, you can use opaque scarves. It is convenient to play this game, sitting on the couch or sitting on the carpet.

Invite your child to play with the scarf. Put a scarf on your head with the words:

- I'll hide now. Come on, find me!

The child will be happy to pull the scarf off your head. After that, offer to hide the baby - throw a scarf over his head.

- Where is our Vanya? Vanya, where are you? Ay!

After these words, pull off the scarf from the child's head, hug him, rejoice at the meeting with him. The game can be repeated many times.

hide and seek

Purpose: development of emotional communication between a child and an adult, establishing contact.

Equipment: a large blanket or blanket.

Game progress: Similar to the game with a handkerchief, you can organize a game of hide and seek using a blanket or blanket. At the same time, a child or an adult, hiding, can move freely around the room, choosing a suitable secluded place. Unlike the handkerchief game, this is a longer game. A driving adult can deliberately slowly walk around the room, looking into the most unexpected places - under the table, in cabinets, etc. - with the words:

Where is our boy hiding? Misha, wow! I'm going to look!

When a child is waiting to be found, he experiences strong emotions - tension and, possibly, fear. At the end of the game, such tension is necessarily resolved - the child is found, stroked on the head, hugged, praised.

crackers

Purpose: development of emotional communication between a child and an adult, establishing contact.

Game progress: an adult shows his palms and invites the child to clap them.

Baby knows how to clap

He does not spare his hands.

Like this, like this, like this

He does not spare his hands!

General imitation games

miracle flower

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

Game progress: Arms are bent at the elbows, we fold our arms crosswise and interlock our palms with our thumbs, move our fingers.

Move by the flower

All four petals.

I wanted to pick a flower

But the flower suddenly flew away. (we separate the thumbs, spread our arms to the sides).

Did you guess what the "flower" was? (butterfly).

We're kicking top-top-top!

Game progress: Offer the kids a new game.

We're kicking top-top-top! (stomp, raising legs high)

And clap, clap, clap! (clap hands)

Oh yes, strong ones! (hands on the belt, spinning).

That's who we are!

Purpose: development of imitation of the movements of an adult; development of speech understanding.

Game progress: Offer the children a new game.

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

We kick top, top, top! (stomp)

We clap, clap, clap! (clap)

Turn your head, turn, turn! (move head from side to side)

We kick ourselves in the chest! (Straighten your shoulders, lightly hit yourself on the chest)

Tummy patted! (stroke belly in circular motions)

The mouths smiled! (with index fingers we stretch the corners of the mouth)

That's what good fellows we are!

yellow boots

Purpose: development of imitation of the movements of an adult; development of speech understanding.

Game progress: Offer the kids a game of boots.

Imagine that you have beautiful yellow boots. Let's put on our boots!

(show how you can imitate the movements of putting on boots)

- Everyone put on their boots - come on, stomp! Now listen carefully and repeat the movements after me.

Run along the path

Babies on legs. (easy running)

Our legs are tired

They ran along the path.

Let's stroke our legs (light strokes of the legs with the palms)

And let's get some rest. (calmly lie on your back and relax).

slap slaps

Purpose: development of imitation of the movements of the hands of an adult; learning to quickly switch from one movement to another; development of speech understanding.

Game progress: Offer the kids a new game. Starting position - sitting on your knees on the floor.

Clap times! (clapping hands on the word "clap", hitting the hands on the knees on the word "one")

Again! (clap your hands on the word “more”, hit your hands on your knees on the word “once”)

We clap now! (clap hands)

And then hurry, hurry

Slap, spank more fun! (rhythmic strokes of the palms on the floor).

Development of physiological respiration

Purpose: development of a long continuous oral exhalation; activation of the lip muscles

Veterok (with paper plumes)

Autumn leaves. Leaf fall.

It's snowing (pieces of cotton wool, paper snowflakes)

Spinner (toy - spinner)

Wind song (Chinese wind chime "wind song")

Fly, birds! (colorful birds folded out of paper (origami)

Balloon ( balloon on a thread)

Swim, boat! (paper or plastic boats, a basin of water)

Bulki (glass of water, cocktail tubes)

Musical vial (clear glass vial)

The development of speech breathing

Speech breathing is the correct combination of inhalation and exhalation during the pronunciation of sounds, words and phrases: it is necessary to speak on exhalation, you can not get air while pronouncing words and phrases, speech must be smooth.

Stages of development of speech breathing:

Singing vowel sounds - A, O, U, I, E;

Prolonged pronunciation of some consonants - C, Z, W, F, F, X;

Pronunciation of syllables on one exhalation;

Pronunciation of words on one exhalation;

Pronouncing phrases of various lengths on one exhalation;

Expressive story, retelling of texts.

Sounds around us!

Purpose: development of correct speech breathing - singing the vowels A, O, U, Y on one exhalation.

All kinds of sounds are heard in the world around us. How does the baby cry? "A-A-A!" And how the bear cub sighs. When does he have a toothache? "OOO!" The plane in the sky is buzzing: "U-U-U!" And the steamer on the river is buzzing: “Y-Y-Y!” Repeat after me.

An adult draws the attention of children to the fact that each sound should be pronounced for a long time, on one exhalation.

Purpose: development of correct speech breathing - singing the consonant sound F on one exhalation.

Game progress: Standing on the carpet, spread your arms wide apart - you get a ball, then pronounce the sound F for a long time, while bringing your hands in front of you - the ball is blown away. At the end, hug your shoulders - the balloon has deflated.

Let's play balls! Spread your arms out to the sides - that's it! Here are the big balls. Suddenly, a small hole formed in the balloon, and it began to deflate ... Air comes out of the balloon: F-F-F! Ball deflated!

Remind the children to breathe in more air while the balloon is inflated. And then gradually exhale it smoothly, pronouncing the sound F. You can’t get air.

Purpose: development of correct speech breathing - singing the consonant sound Sh on one exhalation.

Let's play snakes! The snakes have come out of their holes and are basking in the sun. The snakes hiss: "SH-SH-SH!"

Purpose: development of correct speech breathing - singing the consonant sound C on one exhalation.

Do you like to ride a bike? What about by car? But sometimes the wheels of cars and bicycles are punctured and blown away. Let's take the pumps and pump up the wheels - that's it! "S-S-S!" pumps are working!

Purpose: development of correct speech breathing - pronouncing several identical or different syllables on one exhalation - KO-KO-KO. KU-KU, quack-quack-quack, KU-KA-RE-KU, CHIK-CHIRIK.

Let's play birds. The birds met in the clearing and began to talk.

"KO-KO-KO!" - says the hen

"KU-KU! KU-KU!" - cuckoo cries

"QUA-QUA-QUA!" - the duck quacks.

"KU-KA-RE-KU!" - cockerel is poured

"CHIK-CHIRIK!" - the sparrow chirps.

Development of hand movements and fine motor skills of fingers

The motor impulses of the fingers affect the formation of "speech" zones and have a positive effect on the entire cerebral cortex of the child.

There is a wide selection of books, manuals, toys - finger games, special toys (dolls, whose clothes are fastened with buttons, buttons, zippers. Beads, laces), plastic materials.

Development of active speech of the child

Creating the need to imitate the word of an adult is a crucial moment in speech therapy work with speechless children. It should be noted that the development of speech imitation is a natural period in the development of children's speech, both in the norm and in the case of speech disorders. It would be wrong to “skip” this period and start speech therapy work with non-speaking children by learning correctly pronounced words or, even worse, by setting sounds.

At the same time, one should not go to the other extreme - to expand and consolidate the autonomous speech of children, when the sound combinations used by the child are understandable only to close adults, it is necessary to move on to learning to imitate at least part of some words.

Development of speech imitation

This is the reproduction after the speaker of the sounds, words, phrases uttered by him.

Speech imitation at first looks like an echo: an adult speaks - the child immediately repeats. In order for a child's imitation of an adult's speech to be meaningful, speech must be closely connected with the child's practical activities.

The development of speech imitation in a child requires compliance with a number of conditions:

Establish emotional contact, which will provide the necessary motivation for speech activity;

Development of attention and auditory perception, as well as breathing;

A certain level of speech comprehension.

The activation of children's speech should be closely connected with the child's practical activities, with a visual situation, with a game. Only in this case, motives arise that encourage the child to speak. At the same time, it is possible to avoid the occurrence of "parrot" repetition - the reproduction of words without genuine comprehension.

The activation of imitative speech activity of a child implies certain requirements for adult speech:

Speech should be correct and clean, without speech disorders;

Articulation should be clear, the child should see the movements of the lips of an adult;

Speech should be not only emotional, but also well intoned, with emphasis on the stressed syllable;

Words and phrases offered to the child for repetition must be pronounced repeatedly;

An adult stimulates the active speech of the child with the help of questions;

An adult gives the child only samples of the correct speech; substitute words reproduced by him should not be repeated after the child.

Requirements for the speech of the child: answers are accepted in any form. At the stage of development of speech imitation, one should not demand too much from the child and his speech. The main thing is to get the child to start talking. You should not demand from the child the exact sound pronunciation. At this age, the most important is the development of the communicative function of speech.

In what situations can a child's verbal imitation be evoked? You can encourage the child to repeat words and phrases as in situations Everyday life, and during specially organized games and activities, while reading poetry, riddles, singing songs.

Options for speech imitation in the games listed below are offered in the following sequence: sounds - amorphous words - words - phrases. This form of offering material allows you to flexibly select the appropriate game, depending on the level of speech development of children and their age. In addition, you can offer different variants one game, gradually complicating the speech accompaniment

Games for the development of speech imitation

Purpose: development of imitation of the movements and speech of an adult, repetition of the sound U

Game progress: Invite the children to play airplanes.

Listen to the poem about the plane:

Ran across the ground,

It has risen to the sky!

Let's play airplanes! Planes flew in the sky, buzzed: "U-U-U!"

Spreading straight arms to the sides, we run around the room, accompanying the movements with the pronunciation of a long continuous sound U. it is necessary to ensure that the children run carefully, do not collide with each other.

Purpose: development of imitation of movements and speech of an adult - repetition of onomatopoeic words CHU-CHU and TU-TU

Listen to the poem about the locomotive:

Let's play steam locomotives! The train went: "CHU-CHU-CHU!" The locomotive honks: “TU-TU!”

We walk, depicting with the help of circular movements with our arms bent at the elbows, the movements of the wheels of the train. Movement is accompanied by speech.

Let's play the flute

Purpose: development of imitation of movements and speech of an adult - repetition of onomatopoeic words DU-DU-DU

Game progress: Invite the children to “play” on the pipe. Before starting the game, show the children a real pipe, play on it. Then depict the game on the pipe with the help of the movements of the hands and voice it.

Let's play flute! How does the pipe blow? "DOO-DOO-DOO!" Repeat after me!

“Dudim” (we pronounce the word-onomatopoeia DU-DU) and at the same time, with hand movements, we depict the game on the pipe.

Similarly, you can play games: "Let's play the balalaika" (LA-LA-LA), "Ring the bell" (DON-DON, DING-DON, DING-DING-DING), "We beat the drum" (TA-TA-TA, BOM-BOM-BOM, BAM-BAM-BAM)

Purpose: development of imitation of movements and speech of an adult - repetition of amorphous words OH-OH-OH-, AY-AY-AY.

Course of the game: The game is played on the carpet.

Let's play hedgehogs. I will say the words and show the movements, and you repeat after me!

Here the hedgehog curled up in a ball (children squat down)

Because he's chilly "OH-OH-OH!" (we speak in a plaintive voice with the children)

The ray of the hedgehog touched

The hedgehog stretched sweetly. "AH AH AH!" (we speak in a cheerful voice, straighten up, stretch)

Purpose: development of general motor skills, development of imitation of movements and speech of an adult - repetition of amorphous onomatopoeic words GOP-GOP-GOP, BI-BI-BI, etc.

Game progress: Listen and repeat after me!

Riding on a horse

We went to the garden. (lightly squat in place, arms outstretched, as if holding the reins)

GOP-GOP-GOP! GOP-GOP-GOP! (clap hands - two short, one long)

We drove by car

We reached the corner (turns with hands that seem to hold the steering wheel)

BI-BI-BI! BI-BI-BI! ( thumb push signal)

We reached the mountain (circular movements with arms bent at the elbows in the direction back and forth)

TU-TU-TU! TU-TU-TU! (wide movement of the arm bent at the elbow, from top to bottom, as if pulling the horn lever)

Big house, small house

Purpose: development of imitation of movements and speech of an adult - repetition of amorphous words OH-OH-OH, AY-AY-AY; words HOUSE, BEAR, BUNNY, BIG, SMALL; phrases THE HOUSE IS BIG, THE BEAR IS GOING.

Game progress: Invite the children to play bear and bunny.

I will say a rhyme and show movements, and you repeat after me!

The bear has a big house: OH-OH-OH! (we speak in a low voice, raise our hands up)

And the bunny has a small one: AY-AY-AY! (we speak in a thin voice, squat)

Our bear went home: OH-OH-OH! (we speak in a low voice, we waddle)

Yes, and little hare: AY-AY-AY! (we speak in a thin voice, pressing our palms to our chest, we jump on two legs)

After practicing onomatopoeic words in speech (OH-OH-OH, AY-AY-AY), you can start practicing words and phrases. For example, an adult says: "The bear has a house .." and pauses. Children agree: "big!". Further: “And at the bunny ...”, and the children finish saying: “... small!” etc. Or we say: “Our bear ...” and pauses, and the children are already finishing the phrase: “... went home!”

You can also practice reproducing words and phrases during a conversation by asking questions. For example, "What is the bear's house?" (large), “What is the bear doing?” (bear goes)

Big feet go down the road

Purpose: development of imitation of movements and speech of an adult - repetition of the word-onomatopoeia TOP-TOP; words LEGS, LEGS, ROAD; phrases BIG LEGS, LEGS GO; development of general motor skills.

Game progress: Let's play the game "Legs and legs" - we will walk and run. Listen to the poem and repeat after me!

Big feet go down the road:

Little feet ran along the path:

TOP-TOP-TOP, TOP-TOP-TOP! (we speak in a thin voice, we run in small steps)

Encourage the children to perform the movements with you by inserting the onomatopoeia TOP-TOP-TOP at the right places in the poem. Further encourage the children to repeat words and phrases - ask questions ("What is it? - "legs", "What legs?" - "big legs", "What are the legs doing?" - "Feet go")

During the game, you can move in one direction and then in the opposite direction (respectively, the first and second parts of the poem) or move in a circle.

Purpose: development of imitation of movements (use of gestures "on", "give") and speech - repetition of the words ON. GIVE; repetition of phrases ON THE BALL, GIVE THE CUBE, ON THE SPOON, etc. in different situations(game, household) with different subjects.

How to play: Show the children how to play with a toy bunny. We give the hare 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, we make a “pleading” movement towards ourselves with the palm.

And now we ask the bunny for a ball: “Bunny, GIVE THE BALL! GIVE!"

Invite the kids to take turns giving the bunny the ball, then asking for the ball. Such a game is played with a wide variety of toys and objects (for example, you can give a bear a cube, a flower doll).

Give the children toys and invite 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, learn to share.

Formation of understanding of speech.

Children with sensory and sensorimotor alalia orient themselves in the environment, mainly relying not on speech, but on the situation, gestures of people, facial expressions, head turns, and approximately guess what is being said.

When a child does not understand speech at all or almost at all, it is often necessary to involve a third person to explain the meaning of tasks to him (the sister or brother of the child would be most suitable for this role). You need to act out the exercise as if the three of you: you explain the exercise, your assistant performs it, actually showing the child what he should do, the child looks at him and, by analogy, guesses what exactly is required of him.

For example, a child needs to repeat two sounds without mixing up the order. You reproduce these sounds, the assistant repeats them (stomping his foot, clapping his hands, etc.). You reproduce the sounds again and turn to the child: "And now you." If he still does not understand what needs to be done, you and your assistant explain the same task using another (third) pair of sounds as an example. You can switch roles: the assistant shows the action, you repeat after him.

When explaining tasks, do not limit yourself to simple demonstration of actions and gestures, but actively use speech. Just speak very clearly and slowly. It is advisable to use a small set of the same words.

Praise the child for every sound made, even the most indistinct, and for every task, correctly or incorrectly performed. Say: "Well done!". And then, as if by the way, name the correct word and show the exercise with which he failed. This tactic is needed because talking child, most likely, there is a very large lack of self-confidence, fear of failure, and from this a low level of motivation for verbal communication. On this topic, I recommend reading the manual Gribova O.E. What to do if your child does not speak. It describes ways to interact with completely non-speaking children.

The development of auditory perception in sensory and sensorimotor alalia.

Classes to overcome sensory and sensorimotor alalia should begin with work on non-speech sounds. On their basis, you will form in the child certain algorithms for actions with sounds in general, which it will be easier for him to transfer to the sounds of speech.

Distinguishing non-speech sounds.

Show your child what sound the sounding toys make (start with two). Let him turn away. Play one of the sounds behind him. Let him show what toy sounded. Gradually increase the number of toys to four.

Make two sounds that are more or less similar to each other (stomp your foot on the floor and clap your hands). Let the child turn away. Play one of these sounds. The child needs to repeat it. Then do the same with the second sound. It is desirable to increase the number of sounds to four (in addition, you can clap on the table, knock on glass).

Perform the same exercise with sounds close to each other (scratch something on different surfaces, knock on the table with different objects, rustle with different objects). Show your child how to play sounds several times so that he remembers them.

If the house has a piano (you can use a toy), alternately extract from it two sounds as far as possible in pitch. Let the child listen to the sounds and look at the keyboard. Then let him turn away. You press a key, he guesses by ear which key you pressed, and shows it.

Exercise differently. Extract very quiet and maximum loud sound with a single key. Show the child how it is done - then just touch the key, then lower your hand on it with force. You can take the child's hand in yours and perform these actions with his finger. Then let him turn away. You extract either a quiet or a loud sound, the child must repeat it.

Perform the same task with other loud and quiet sounds (clapping, tapping on the table, etc.).

Perform a similar task with sounds of different durations. For this it is convenient to use a pipe. Show your child how to blow long, how to blow short. Let him repeat. Then blow into the pipe behind his back. He must determine the duration of the sound and repeat it.

Operation with non-speech sounds.

In speech, sounds are always presented in the form of a sound series, which is never given in its entirety, like a visual series (when all objects are in front of the eyes), but only sequentially - sound after sound. Therefore, operating with speech sounds is possible only from memory. This creates additional difficulties in the perception and analysis of the sound composition of words.

When performing further exercises, you need to teach the child to memorize the sequence of non-speech sounds and correctly reproduce it.

Remove two familiar sounds behind the child's back (stomp, clap). The child needs to repeat them without confusing the order. Before that, clearly explain what he should do. If the child does not understand the task, involve an assistant.

Offer the same sounds to the child in reverse order. It is desirable to increase the number of sounds to four.

Play two sounds of different volume (very quiet and very loud), repeat two or three times. The child must reproduce the sound sequence. Then he must repeat it in reverse. Try lengthening the row: loud - quiet - quiet - loud, loud - loud - quiet, etc.

Perform the same exercise with very high and low sounds.

Perform the same exercise with short and long sounds (blow into the pipe).

Tap a simple rhythm of three sounds on the table: ta - ta-ta or ta-ta - ta (with pauses of different lengths between sounds). The child needs to repeat after you.

Play patty. Set the rhythm pattern you want to play. Say ta - ta-ta (note that from now on you start using speech sounds). Then, repeating: ta-ta-ta, clap your hands with the child. In the future, tap your hands with a more complex and lengthy sound pattern: ta - ta-ta-ta-ta, ta-ta - ta-ta-ta, etc.

Do the previous exercise differently. You set the rhythm that the child needs to reproduce by blowing on a pipe. For example: doo-y-y - doo-doo; doo-doo - doo-o-o. When you pronounce the vowel (U), stretch your lips forward so that the child can see how you blow, as if into a pipe. First, show your child how to play different sound patterns with a pipe.

A similar exercise can be performed with a drum. You set the rhythm: bom - bom-bom, the child needs to tap it with a stick. First, you can beat the drum together.

When performing exercises, the child at the same time will learn to respond to the sounds of speech, and perhaps slowly begin to distinguish between them.

Make a long sound (A). The child should look at you. Then the same sound is made by your assistant. The child will look at him. Make sounds loudly, opening your mouth wide, attracting the attention of the child. Then he needs to turn away. You and your assistant make sounds, the child needs to be shown who said (A). Ask: "Who said (A)?"

Perform the same exercise with vowels (О), (У), (И), (Э). If possible, increase the number of assistants. Ask your child who made the sound. Let him point his finger.

Perform the same exercise with consonants (M), (F), (P).

Then with the sounds (B), (D), (D), (C). Since these sounds are not as sonorous as the previous ones, repeat them several times: (B-B-B), (D-D-D).

Show your child a picture of a cat. Say, “This is a cat. She says meow. Show how the cat washes, repeat "MEOW". Let your assistant do the same. Ask your child: "Who said meow?" He must show who.

Exercise similar to the previous one, perform with other pictures. Depict the animals drawn on them, “speak” behind the child’s back with their voices, he should show who “said” for this or that character.

For each of the animals, choose a short characteristic pantomime by which the child could identify them. The dog wags its tail and barks AB-AB. The cow chews grass (MU). The fox is very cunning (cunning muzzle. TYAV-TYAV). The hen pecks at the grains (KO-KO). The frog jumps funny and slaps its lips - it catches mosquitoes (KVA-KVA). The wolf howls, stretching up a dull muzzle (U-U). The beetle flaps its wings (F-F). The cockerel, squinting, slyly looks around (Oh-Oh). The horse clatters its hoof (I-I). Bear walks waddle (boo-boo). The mosquito flies and looks for someone to bite (Z-Z-Z). Owl clapping his eyes wide open (UH-UH). The snake, wriggling, hisses (Sh-Sh-Sh). The goose stretches its neck (GA-GA). The tiger bares its teeth menacingly and sparkles with its eyes (R-R-R). Hedgehog bristles needles (F-F-F). The mouse gnaws cheese, quickly chattering with its teeth (PI-PI-PI). Try to get your child to memorize the habits as much as possible. more animals. You will need your characters more than once.

Show your child pictures of animals, depict their habits, imitating "voices". The child should follow you to play the appropriate pantomime. Show the cat - MEOW-MEOW. Show the dog - AB-AB, etc. If the child does not guess what is required of him, refer to the assistant with the same words (let him mime), then to the child: "Now you." You can show him with his own hands what movements he should make. Let them copy your facial expression.

First, use onomatopoeia from one vowel sound: I-I-I - a horse; U-U-U - wolf; A-A-A - doll; Oh-oh-oh - cockerel.

Repeat the last exercise from the previous chapter with the onomatopoeia listed. Let the child draw each character several times.

Show the child only pictures and say onomatopoeia, he must portray pantomimes.

Pronounce onomatopoeia very clearly (without a corresponding picture), the child must portray the desired character. Say: “Show Lyalya. Show the wolf. Articulate the sounds very expressively so that the child can see how you pronounce them.

If the child does not recognize sounds, show pictures.

You can tell him the character you want with just one gesture. For example, say "I-I-I" and click your tongue. If the child still does not distinguish sounds, do not be embarrassed and continue with the lesson. Repeat the vowel sounds with him again, then add the consonants: (Ф, Р, Ж, С, Ш), imitating the speech of a hedgehog, tiger, beetle, mosquito, snake.

Say onomatopoeia (remind the child with the appropriate pantomime to whom they belong), let him portray the desired character. The sounds (Ж) and (Ш) are similar to each other, therefore (Ж) pronounce very loudly, and (Ш) muffled, in a whisper. If the child cannot distinguish some onomatopoeia or confuses them, it's okay.

Put two pictures with characters that you will characterize by onomatopoeia (a doll and a beetle, a horse and a hedgehog). Say the appropriate sounds, the child must name the corresponding picture. For example: "A-A-A. Who is it?". And alternately point to the pictures with the beetle and the doll. If necessary, explain the task through an assistant (who should do the task instead of the child, giving him a sample).

Have your assistant do the previous exercise, making “mistakes” (showing the wrong picture). Ask your child: “Is this right?”. The child needs to respond with an affirmative (head nod) or negative (head shake) gesture. The task is difficult, therefore - if the child can. Add onomatopoeia, consisting of two sounds: AB-AB dog, MU-MU cow, GA-GA goose, OW-WH owl, BU-BU bear, PI-PI mouse, KO-KO chicken. Enter them not at once, but one at a time.

Do four with them latest offers. Add onomatopoeia, consisting of three sounds: MEOW-MEW, KVA-KVA, TYAV-TYAV.

Complete the same tasks. A child does not have to master absolutely all onomatopoeia.

Rules for teaching children.

Children with motor alalia are able to distinguish between both non-speech sounds and speech sounds (since their auditory perception is not impaired), but it is useful to go through the proposed material very quickly with them. This will contribute to their overall development.

A child with motor alalia needs to be introduced in detail to the characters of onomatopoeia, since it is from them that he will have to start developing his own speech. The child must remember how they sound, to whom they belong, and learn to distinguish one from the other well by ear.

while working with children.

Games should not be long in time (from 5 to 15 minutes).

They should be carried out at a leisurely pace so that the child has the opportunity to understand the task, to realize, correct a possible mistake, and an adult to help him with this.

The game should be interesting, tempting for the child, so it should contain an element of comparison, colorful and funny design.

In the game, it is necessary to achieve the active speech participation of the child, while, if possible, using physical activity.

In the process of the game, the adult is directly involved (the degree of his participation is determined by the speech capabilities of the children, the tasks and conditions of the game), in conclusion, be sure to encourage the child.

During games, it is necessary to gently, unobtrusively activate the child's behavior, his cognitive activity.

Be patient with your child.

The sooner work is started to overcome the underdevelopment of speech,

the more effective the results will be!

1. Belyakova L.I., Goncharova N.N., Shishkova T.G. Methodology for the development of speech breathing in preschool children with speech disorders. - M., 2004.
2. Budennaya T.V. Logopedic gymnastics. - St. Petersburg, 2000.
3.Veryasova T.V. Game training for the development of motor praxis in preschool children with speech disorders. - Yekaterinburg, 2003.
4.Veryasova T.V. A system of exercises for the development of manual and articulatory praxis. - Yekaterinburg, 2000.
5.Volkova L.S. speech therapy. - M., 2003.
6. Zhukova N.S., Mastyukova E.M. speech therapy. - Yekaterinburg, 2004.
7. Krause E.N. Speech therapy massage and articulatory gymnastics: practical guide.– SPb., 2004.
8. Lopukhina I. Speech therapy: Speech. Rhythm. Motion. - M., 2000.
9. Pirogov I. Healthy breathing. - M, 2000.

10. Pozhilenko E.A. Articulation gymnastics. - St. Petersburg. 2003.

11. Pozhilenko E.A. The magical world of sounds. - M., 2001.

13. Seliverstov V.I. Speech games with children. - M., 1994.

14. Tkachenko T.A. speech therapy exercises. - M., 2008.

15. Fomicheva M.F. Education in children of the correct pronunciation. - M, 1998.

16. Khvattsev M.E. Speech therapy (work with preschoolers). - M. - St. Petersburg, 1996.

17. Nishcheva N.V. Let's talk right. - St. Petersburg: CHILDHOOD - PRESS, 2002.

18. Shvaiko G.V. Games and game exercises for the development of speech. - M., 1998

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Tatiana Tukish
The use of graphomotor games and exercises in motor alalia

Tukish Tatyana Fedorovna

motor alalia- this is a systemic underdevelopment of expressive speech of a central organic nature, due to the unformed language operations of the process of generating speech utterances with the relative preservation of semantic and sensorimotor operations. For alalia characteristic violation of all subsystems language: syntactic, morphological, lexical and phonemic.

Preschoolers with motor alalia usually have poor coordination of movements, movements are performed inaccurately and awkwardly. It is difficult for them to achieve graceful movements.

Small children are especially affected finger motility. The most effective games and exercises for the development of fine motor skills:

To correct these shortcomings, you can perform the following exercises:

Climbing up and down stairs, standing on one leg, jumping on both legs and on each one in turn.

Tie a knot, bow, fasten buttons.

Bend and unbend alternately the fingers on each hand.

Connect the thumb with the rest of the fingers in turn.

Perform movements on display and without him: "fist-rib-palm".

Build turrets from cubes, collect pyramids.

Pull the cord through the holes in various ways, string the beads on a string.

Compress and decompress the pear of the spray gun.

Lay out mosaic patterns.

Massage (auricular, palms and feet, fingers);

Games with small objects (buttons, beads, cereals, constructor, etc.);

Modeling, drawing, cutting; embroidery with beads, assembling models (for children from 4 years old)

Effectively drawing on wallpaper.

A game "Owl"

Hands are the wings of an owl. The child raises his hands up, pronouncing the sound high, lowers his hands, pronouncing the sound low. The adult reads the text, the child pronounces the sound owl:

Hooted, groaned, ahal owl: "Whoo!", "Whoo!"

Echo heard in the forest: "Whoo!", "Whoo!"

The animals fled in fear: "Whoo!", "Whoo!"

Fili songs got scared: "Whoo!", "Whoo!"

"Charger"

The adult pronounces the text, the child performs movements with onomatopoeia.

Hands up - clap, clap, clap (child claps his hands)

Hands down - top, top, top (stomps feet)

Hands to the sides - uh, uh, uh (flapping like wings)

Hands forward - knock, knock, knock (banging fists)

"Ball Game"

The child throws the ball with the word ON, asks to give the ball back with the word GIVE

"Ropes"

1st option. The child unwinds or twists a ribbon with a toy at the end onto a pencil, pronouncing a lingering sound: vowel or practiced consonant (ssss, zzzz, wwww, xxxx)

1st option. Child unwinds ribbon with sound (vowel or consonant). When the tape unwinds to the surface of the table or floor, says BOOM or BOOM.

Related publications:

Using didactic games and exercises to work on the syllabic structure of a word (from work experience) Recently, preschoolers often have difficulty pronouncing complex words. In the course of work, one has to face the fact that

The use of didactic games and exercises for the development of the lexical and grammatical structure of speech in children«USE OF DIDACTIC GAMES AND EXERCISES FOR THE DEVELOPMENT OF THE LEXICO-GRAMMATICAL STRUCTURE OF SPEECH IN CHILDREN OF JUNIOR PRESCHOOL AGE». Bulgakov.

"Using didactic games and exercises when working on the syllabic structure of a word" part 2 Games aimed at the formation of phonemic perception Exercise No. 1. An adult gives the child two mugs - red and green - and offers.

The use of games and exercises in the pedagogical process when the child has difficulty communicating, increasing self-confidence Consultation. Topic: “The use of games and exercises in the pedagogical process when the child has difficulty in communicating, increasing confidence in.

3.4 Practical tasks

Development of passive vocabulary

The proposed tasks for the development of speech understanding are intended for children who own some passive subject and verb vocabulary.

Understanding of speech at this level of speech development is often characterized by inaccuracy.

It is desirable that children learn to distinguish between the number of objects (many - few - one), size (large - small), taste (sweet - salty), as well as their spatial arrangement, if these objects are in places familiar to the child. If the child stubbornly does not correlate color or size with their verbal designation, then it is necessary to confine ourselves to comparing objects by their color or size, postponing the work of memorizing color names to a later date.

Particular attention should be paid to teaching children to distinguish between the grammatical forms of the singular and plural of some nouns and verbs. However, you need to know that such tasks are available only if they have formed ideas about the number of items: one - many.

Exercise 1. Teach children to recognize objects by their purpose.

Sample. “Show what you will eat”, “Show what you will put on your head when you go for a walk”, “Show me what you will brush your teeth with?”, “Show me what you will draw a house with?” etc.

Fragment of one lesson

Task 2. To teach children to recognize the demonstrated toys (objects or animals) by their description.

There are toys on the table: a ball, a cat, a bird. The speech therapist offers to guess who he is talking about now: “She has a fluffy tail, soft hair and a long mustache,” or: “He is round, red, wooden,” etc.

Task 3. To teach children to correlate the words one - few - many with the corresponding number of objects.

In the conditions of a specialized kindergarten for children with speech disorders, this task can be combined with counting lessons.

Task 4. To teach children to correlate the words big - small with the size of the items offered.

Task 5. To teach children to quickly switch at a verbal request from one action to another:

a) without an object:

go - stop go - jump

sit down - get up run - go

lie down - sit down run - stop

sit - fly jump - run

b) with an object or objects:

take the ball, lift it up, put it down, give it to Vova; take the hoop, lift it above your head, climb into it, put the hoop at your feet.

Task 6. To teach children to distinguish between affirmative and negative orders that differ from each other by a particle not.

a) without an object:

go don't go jump don't jump

sit down - don't sit down breathe - don't breathe

run don't run smile don't smile

lie down - don't lie down close your eyes - don't close your eyes

get up - don't get up ride - don't ride

sing - don't drink sing - don't sing

b) with an object (ball, hoop, cube or any other object):

take - do not take the cube give - do not give the hoop

carry -- don't carry the hoop hide -- don't hide the ball

lift - do not lift the ball remove - do not remove the cubes

At first, the speech therapist exaggeratedly (if necessary) intones the denial or affirmation (denial with strict intonation, affirmation with soft, affectionate intonations). In the future, the child should focus only on the meaning of the negative word.

Task 7(only for a group of children). Learn to distinguish to whom the request command is addressed.

“Vova, sit down. - Children, sa-tanya, jump.-- Children, jump.

“Vova, get up.-- Children, Tanya, raise your hands.--Children,

get up. raise your hands".

“Nina, run.-- Children, run. Vova, close your eyes.-- Children,

close your eyes".

Task 8. To teach children, in the form of imperative verbs, to distinguish to whom requests are addressed - to one person or several persons:

go - go lie down - lie down

sit down - sit down jump - jump

run - run close your eyes - close your eyes

put your hands up put your hands up

Task 9. To teach children to distinguish between the grammatical form of the singular and plural of nouns ending in the nominative plural with -s (-i) (II declension).

take the ball - take the balls

take the mushroom - take the mushrooms

take a flower - take flowers

take (give): a cube - cubes, a pencil - pencils, a shovel - shovels, a book - books, a picture - pictures;

give me a notebook, give me my notebooks.

Task 10. to teach to distinguish between singular and plural nouns ending in the nominative plural in -а (-я) (II declension).

Instruction. Show where the house(s) is drawn.

home - at home

eye - eyes

feather - feathers

tree - trees

chair - chairs

window - windows

leaf - leaves

wing - wings

If children cannot complete tasks 9 and 10, the speech therapist should find out. Have they mastered the concepts of “many” and “one”.

The following proposed tasks are aimed at teaching children to distinguish between some grammatical forms of words, as well as to distinguish between words that are similar in sound or similar to the subject situation. Initially, children in their understanding are guided by the linguistic context of the whole question of a speech therapist. As soon as the children learn to understand and complete all tasks without difficulty, the speech therapist can gradually begin to remove all prompting words and allow the child to focus on the different sounds of individual parts of the word. Such phasing is not necessary if the speech therapist detects the ability of children to distinguish the grammatical forms of words.

Exercise 1. To teach children to distinguish between words (nouns) that are similar in sound (then differ in only one sound):

wagon - lawn goat - donkey soap - Mila

earth - snake barrel - dot roof - rat

pot - powder log - knee nose - cart

Task 2. Learn to distinguish words (verbs) that are similar in sound:

Who is being carried and who is being carried. Who swims and who rides.

What hangs and what stands. Who digs and who buys.

Task 3. Teach children not to mix up the names of actions that indicate similar situations:

washes - washes - washes carries - lucky

runs - jumps sweeps - cleans

lies - sleeps sews - knits

builds - repairs

Game reception to the task

“What will we wash, and what will we wash?” Children choose the appropriate objects or their images in the pictures according to the action named by the speech therapist.

The game “Show who is sleeping and who is lying” or “Show who is lucky and who is carrying” can be played according to the actions demonstrated, but it is better to choose picture material with an appropriate plot.

Task 4. To teach children to distinguish between the names of actions that are opposite in meaning:

button up your coat - unbutton your coat, take off your hat - put on your hat;

take it - bring it, wet it - squeeze it, tie it - untie it, open it - close it, find it - hide it, enter it - exit it, wash it - wipe it, turn it on - turn it off.

Task 5. Teach children to understand the actions depicted in the plot pictures:

wiping - wiping, dressing - dressing, bathing - bathing, riding - rolling, washing - washing, putting on shoes - shoes, swinging - pumping, combing - combing.

Fragment of one lesson

After the children got acquainted with paired plot pictures, in one of which a person, for example, a boy or a girl, performs an action on his own, and in the other picture an adult helps them to perform the same action, the speech therapist invites the children to compare these pictures and show where the girl dresses herself, and where does her mother dress her. If the children cope with the tasks, then the speech therapist removes from his question the prompting words mom, dad: “Where does Olya comb her hair, and where does she comb her hair?” etc.

At the next stage, all suggestive words are removed from the contexts of the questions, and children should focus on the grammatical forms of verbs, for example: “Show me where the girl is combing her hair and where the girl is combing her hair”, “Where is Vova being wiped, and where is Vova being dried?”.

Task 6. To teach children to distinguish between the meanings of prefixes in passive participles:

wrapped (-a, -s) - unfolded (-a, -s) doll, candy;

tied (-a, -s) - untied (-a, -s) knot, bow, laces;

buttoned (s, -o) - unbuttoned (s, -o) coat, collar;

dressed (s) - undressed (s) doll, girl, boy;

open (-a, -o) - closed (-a, -o) window, closet, window.

Task 7. To teach children to determine, by the grammatical form of the verb, who owns the action being performed - one person or several persons:

sleeping - sleeping flying - flying

running - running lying - lying

goes - go lucky - driven

sits - sits rides - rides

stands - stand carries - carries

Fragment of one lesson

The speech therapist prepares plot pictures, on one of which the action is performed by one person, and on the other, the same action is performed in this situation by several persons. First, children learn to distinguish between the grammatical form of the singular and plural of verbs, focusing in understanding on prompting words, for example: “Show me where the boy is sitting and where the children are sitting”, “Where is the girl jumping, and where are the children jumping?”. Then the same nouns are given in the singular and plural: “Show where the girl is sitting on the bench, and where the girls are sitting on the bench”, “Where is the car driving on the road, and where are the cars going on the road?”. If such a formulation of questions does not cause difficulties in understanding, then all prompting words are removed from the context of the questions and children are invited to focus only on the grammatical form of the explanatory mood verb, for example: “Listen and choose the picture that I am telling you about: what are flying in the blue sky ? (aircraft). What is flying in the blue sky? (airplane). What is floating on the river? What are they floating on the river?

Task 8. To teach children by the past tense verb to determine the person to whom the action belongs, for example:

Zhenya fell.-- Zhenya fell.

Zhenya got up.-- Zhenya got up.

Zhenya washed his hands. - Zhenya washed her hands.

Zhenya wiped his hands. - Zhenya dried her hands.

Zhenya swept the floor. - Zhenya swept the floor.

Zhenya put away his toys.-- Zhenya put away her toys.

Task 9. Teach children to distinguish which of them needs to perform an action:

Vova, catch Nina. Nina, catch Vova.

Katya, take Olya by the hand. Olya, take Katya by the hand.

Katya, give the ball to Vova. Vova, give the ball to Katya.

Activation of speech imitation

A crucial moment in speech therapy work with speechless children will be the creation of a need to imitate the word of an adult. Imitative speech reactions can be expressed in any sound complexes. The speech therapist needs to create conditions in which the child would have a desire to pronounce (repeat) the same sound combinations repeatedly. For example, at the request of a speech therapist, a child imitates the cries of animals and birds: “mu”, “ko-ko”, etc., the chain of these onomatopoeia lengthens to 3-4 syllables. During this period of speech development, children can name toys, familiar objects, actions, and also express their desires or unwillingnesses in a sound form accessible to them.

Speech therapist. We came and sat down (sitting on a chair).

We play the trumpet (they bring the hands, clenched into a fist, to the lips).

We will blow into our pipe.

Children. Tu-tu-tu, boo-boo-boo.

"The house is small, the house is big."

Speech therapist. The bear has a big house, oh, oh, oh (spreads his arms to the sides).

Children (angrily). Oh, oh, oh (raise hands up).

Speech therapist. And the hare has a small one, ah, ah, ah (mournfully).

Children squat, exhale, lower their heads, cover their knees with their hands.

Children (mournfully). Ah ah ah.

Speech therapist. Our bear went home (children waddled).

Children (angrily). Oh oh oh.

Speech therapist. Yes, and a little hare.

Children (jump on two legs). Ah ah ah.

Speech therapist. Chickens chirp at night.

(Children stand bent over at the back, dangling their arms and lowering their heads. Pat their knees, say: tah-tah-tah.)

Children. Tax-tax-tax.

Speech therapist. Let's raise our hands to our shoulders.

(Children straighten up, take a breath.)

Then let's put it down.

Children. Ko-ko-ko.

Formation of the first forms of words

After the children have a need to imitate the word of an adult, it is necessary to get them to reproduce the stressed syllable, and then the intonational-rhythmic pattern of one-, two-, three-syllable words (the child can reproduce the sound composition of the word approximately). An important achievement in the development of speech will be the ability of children to combine two words in one sentence, for example, "Petya, let me go" or "Give me a ball."

Children must learn to express their desires not with gestures, amorphous words or invariable nouns in the nominative case, but in the imperative form of the verb. It must be remembered that some children cannot immediately master the syllabic structure of the proposed verbs, so at first it is permissible to pronounce only the stressed syllable, but in the future at least two syllables should be reproduced.

It is recommended to use the following speech therapy techniques: naming objects or subject pictures; a request to transfer, take, give, etc. an item; negotiation of phrases started by a speech therapist with visual support for an object or its image; naming actions in imperative form. Necessary condition is repeated pronunciation of learned words by children.

Exercise 1. Teach children to name familiar faces, objects or subject pictures. Exemplary lexical material

Organization of driving training

If a child is diagnosed with "motor alalia" based on the results of a speech therapy examination, special remedial classes should be started.

Many parents have the erroneous opinion that it is possible to engage with a speech therapist not earlier than the child is 4-5 years old.

In fact, the earlier correction is started, the greater part of speech disorders can be overcome by the beginning of schooling.

Why is it important to start classes as early as possible?

Age from birth to 5 years - sensitive (most favorable) period for correcting speech disorders. The fact is that it is at early and preschool age that the intensive formation of the brain and the development of its functions take place.

Physiologists believe that training the functions of the central nervous system necessary when they are formed naturally. This makes them easier to train. And without appropriate support, the development of these functions can stop and even stop.

The connection between speech and brain functions was studied by the famous Russian physiologist I.P. Pavlov: “The mechanisms of speech are connected with the activity of the brain, which is hierarchical in structure. Each of the links of which makes its own specific contribution to the nature of speech activity.

His research was continued by such world-famous neurophysiologists as A.R. Luria, N.A. Bernstein, P.K. Anokhin.

The classic of Russian psychology L.S. Vygotsky showed that “... initially, planning speech is external in its form, and then it passes into the internal plan, becoming internal speech.”

Research by modern psychologists has shown that the speech and behavior of a child with underdevelopment of the regulatory function is distinguished by the following features:

The actions of such children are impulsive.
They don't see their mistakes.
Children are easily distracted, lose the "ultimate" task.
They find it difficult to establish the sequence of mental operations.
Children with speech underdevelopment cannot slow down side associations.

Working with children who have been diagnosed with "motor alalia", a speech therapist cannot ignore these distinctive features their activities.

How does a speech therapist organize the learning process?

Such classes are most productive if they are carried out individually.

If involved in the work group of children , then it should not be more than 3 people.

All assignments are offered only in play , and at the beginning of the work, most tasks do not require the participation of speech.

These practices are aimed at:

On the development of memory and attention;
For the development of fine and gross motor skills;
On the development of thinking;
On the development of ideas about the shape, color and size of objects.

At the same time, the speech therapist carefully watching a child , for what speech manifestations are available to him, what is the level of understanding of speech, whether there are phrases in everyday life, how many words he can pronounce on his own.

It is very important to establish close emotional contact with the baby so that he trusts the teacher and does not close. To do this, it is necessary to encourage any, the smallest achievements of the child.

The speech therapist does not have the right to force the baby to say something, to repeat after him, if he does not have the desire to do so. It is quite possible that the words “say, repeat” were abused in the family, and the child has already developed a negative reflex, a negative reaction to them. The speech therapist will try to replace these words with others - for example, "prompt, guess."

It is possible that he himself will ask and answer his own question. If onomatopoeia became available to a non-speaking child, then it is allowed to repeat these sound reactions after him 1-2 times ( me-me, av-av, bi-bi, meow, w-w-w).

Stages of oral speech formation

Children diagnosed with "motor alalia" come to a speech therapist with varying degrees of speech underdevelopment. Some children master the first words by the age of 2-3, and the first phrases by the age of 3-4, while others cannot pronounce a sound even at the age of 4-5, that is, they suffer from a complete lack of speech. This discrepancy requires individual approach to every child.

Starting work, the speech therapist builds it based on what the child has already achieved . With this speech pathology, the grammar of speech, the active vocabulary, the pronunciation of individual sounds or entire sound groups suffer, but the understanding of speech practically does not suffer.

The main stages of motor alalia correction:

Single sentence.
The first forms of words.
Double proposition.
A sentence of several words.
Expansion of the scope of the offer. Difficult sentence.

This system of work was proposed by a team of authors represented by N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva - well-known specialists in the field of speech therapy and defectology.

Material is given with gradual complication , begins with the development of the first words and ends with the construction of a detailed phrase. The methodology is based on such a unit of speech as a sentence.

The outstanding linguist A.N. Gvozdev wrote: “The sentence in the development of children's speech plays a separate role. ... it is the main unit of speech, as a tool of thinking and generalization. Mastering the native language basically proceeds in the form of mastering sentences of various types.

The first stage is a one-word sentence

If a child has practically no speech, the task of a speech therapist in the first lessons is to arouse a desire to imitate an adult, any voice reactions.

If the baby has difficulty understanding the speech addressed to him, the teacher also works on the development of her understanding.

Children are shown and called:

Their toys.
Body parts.
Household items.
Common phenomena of the surrounding life (water, sun, house, plane).
Actions performed by him and his relatives.

All these words are a speech therapist repeats many times , showing pictures, objects, or actions.

It is necessary that in the speech of adults there should be as few abstract words as possible and as many concrete meanings as possible.

In parallel with this work, the speech therapist creates conditions for the child to want to imitate him. It does not matter in what form he will pronounce words, express his desires, name objects or actions - the main thing is that there is a need to imitate the words of an adult.

The biggest mistake at this stage is learning the correct pronunciation of words or, even worse, staging sounds.

Children smell flowers Oh), show how the girl cries ( wah wah), a toy falls (bang), crying mouse ( i-i-i), and a bear with a bad tooth groans ( n-n-n). A creative teacher has in his arsenal a huge variety of logorhythmic exercises with the ability for children to negotiate individual syllables or words. “We came and sat down, we play the trumpet, we blow our pipe” (Children: tu-tu-tu, doo-doo-doo).

In babies, the names of loved ones are accessible to their pronunciation ( ba, da, la), requests ( on, give), imitation of animal cries ( wee-pee, co-co, meow, aw-aw), the sound of musical toys ( boom-boom, la-la, ding-ding), noises and knocks ( boo, up), interjections ( oh oh oh).

By the end of this stage, children build up their passive vocabulary, actively imitate an adult who has not yet corrected them.

The second stage - the first forms of words

At this stage, children are taught combine words into a two-word phrase . Here, too, children's words are not corrected, preferring that children combine them in their "original" form.

Adem amo - we go home, the woman bites - the grandmother eats. Children are taught to pronounce words of 2, then - of 3 syllables, emphasizing the stressed syllable ( cotton wool, kitty, fly, water, fox, cubes, milk, car).

Children give commands to toys or peers, relatives ( go, sit, sing, eat, my, help), combine in one phrase the appeal and the verb ( Masha, catch. Kolya, go).

By the end of this stage, children are able to build sentences of two words, they can correctly pronounce words of two and three syllables, correctly placing stress, answer questions for the picture, showing the correct answer.

The third stage is the construction of a two-part sentence

This stage is considered a kind of turning point: the speech of some children begins to develop rapidly, while in others all manifestations become protracted.

If the child does not feel the grammar of the language, he is offered the following tasks:

Distinguishing words that differ in only one sound ( log-knee).
Distinguishing verbs that sound similar ( carry-carry, hang-stand).
Distinguishing actions that are opposite in meaning (fasten-unfasten).
Identification of the person who performed the action ( Sasha fell Sasha fell).
Working with prepositions in, over, behind, under, in front of, from under.
Distinguishing adjectives that are opposite in meaning ( big - small, thick - thin).

To teach children to make sentences, they are asked to choose the name of an object for action, compare plot pictures, where actions are performed by one or more persons. Children complete words and phrases in poems.

To master the syllabic structure of words, children are taught to divide words into syllables by tapping or clapping syllables.

By the end of this stage, children are able to coordinate the subject and predicate in a simple sentence, learn the syllabic pattern of two-syllable and three-syllable words, understand the content short stories and stories.

Fourth stage - multi-word sentences

At this stage, children are taught inflection , drawing their attention to the "end" of the word, ask them to answer the adult's question in a full sentence.

Now some of the classes are devoted to sound pronunciation, preparing the articulatory apparatus for staging sounds.

Children are offered the following tasks:

Answers to questions on the plot pictures.
Execution of orders and pronunciation of the performed actions.
Changing words by gender and number.
Learning how to ask questions.
Learning couplets.
Listening to short stories and answering questions about their content.

By the end of this stage, children master the elements of colloquial speech, it acquires a communicative function, they can pronounce words of 3-4 syllables.

The fifth stage is the expansion of the scope of the offer. Difficult sentence

At this stage, children are taught to agree on adjectives and nouns, select definitions for objects, memorize verses of 4-6 lines, and make sentences with homogeneous members.

After mastering these skills, children are taught to compose complex sentences using games:

"What comes first, what comes next."
"Guess where I went wrong."
"I don't know what I'm going to do."
"Tell me why you chose this toy."
"And what do you want?".
"What did they tell you on the phone?"

By the end of this stage, children's speech becomes grammatically correct, although some inaccuracies are permissible in it.

Painstaking and long-term work of a speech therapist with the support of the child's parents will surely solve the problem. - teaching a child with motor alalia correct and beautiful speech.

It is important to remember that this process requires patience and time, combining the efforts of a speech therapist, a teacher-psychologist and the baby's parents.

Why is the baby not talking? The main reasons for the delay in the appearance of speech in a child. Games and game exercises for the development of speech in children with alalia. Symptoms of motor and sensory alalia in a child: examination, treatment, homework Homework for a child with

Causes of alalia

Alalia: types and symptoms

Motor

touch

Examination and correction

Lessons with a speech therapist

homework

Manifestations of motor alalia:

Manifestations of sensory alalia:

How to recognize the problem?

Guess the riddle

Tongue Twisters

Poems

Computer games

Alalia in children

motor alalia

Manifestations of motor alalia:

sensory alalia

Manifestations of sensory alalia:

Sensorimotor alalia

Alalia: methods of treatment

How to recognize the problem?

The treatment regimen for a child with alalia may look something like this

Activities with a child

Speech exercises and games

Guess the riddle

Tongue Twisters

Search for objects that we have at home

Computer games

Graphomotor games and exercises for children with motor alalia

Games for children with motor alalia

How to develop attention and memory in children with ZRR and alalia?

Games for the development of thinking

Games for sensory development (color, size, shape)

Games will help solve these problems:

The most effective games for the development of fine motor skills

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Symptoms of motor and sensory alalia in a child: examination, treatment, homework

Causes of alalia

Alalia: types and symptoms

Motor

touch

Examination and correction

Lessons with a speech therapist

homework

Group

Defectologist & Speech Therapist | Parents & Children

13 entries to all entries

Why is the baby not talking? The main reasons for the delay in the appearance of speech in a child. Games and game exercises for the development of speech in children with alalia.

First of all, you need:

The reasons for the delay in speech development can be:

The presence of emotional contact between the teacher and the child

Games for the development of emotional communication with a child

Give me a pen!

Hey! Bye!

Let's clap our hands!

Catch the ball!

Parsley

Kitty

Ball

sun bunny

Handkerchief

hide and seek

crackers

miracle flower

We're kicking top-top-top!

That's who we are!

yellow boots

slap slaps

State - public administration

Modernization of education

Targeted development programs

Education system monitoring

Road map

Reports

Olympiad for schoolchildren

About olympiads and competitions