How to develop a baby's speech

One of the most important criteria for assessing a child’s development in preschool age is the development of fine motor skills.
Unfortunately, quite often the situation arises that parents find out about motor disorders only when they visit a speech therapist with complaints of speech problems. What is the connection between the ability to carry out small manipulations with fingers and the development of a lexical vocabulary, pronunciation of letters and construction of complex sentences? It turns out that it is the most direct one.

The center of the brain responsible for fine motor skills is located in close proximity to the speech area. Activation of the area in connection with some kind of manual activity stimulates it to get involved in the work.

This is such a simple relationship. In fact, this process has a significant impact on the child’s intellectual development and the formation of his speech.

How to develop a child's speech

The movements of the body and organs involved in speech production have common mechanisms, therefore the development of fine motor skills of the hands directly affects the development of speech. It is for this reason that finger exercises for the development of speech in children should take a strong place in your activities with your child.

Training finger movements will, as it were, prepare a platform for further speech development. You can start training your baby’s fingers within the first 5 months. We talk more about fine motor skills here.

Now let's see how you can help your child master their native speech, teach him correct pronunciation, constructing phrases and forming thoughts.

Remember: classes should be held in the most easy, fun and playful way possible. Then they will bring real benefits and bring real pleasure to both of you.

A set of measures for speech development (to be carried out at home):

Development of fine motor skills
Speech gymnastics
Logorhythmics

We do not mention here such areas of work on speech development as speech therapy massage, special exercises for practicing various sounds, developing phonemic hearing, and some others. They are the area of application of exclusively professional knowledge and skills. Here it is better to trust a specialist rather than try to cope with this task yourself. Benefits for developing fine motor skills:

Matryoshka dolls
Velvet paper
Plasticine
Mosaic
Laces
Beans, peas
Semolina
Salty dough
Counting sticks
Multi-colored clothespins
Beads
Cloths with sewn buttons
Stencils
Massage ball
Wooden construction sets

Fine motor skills:

Passive gymnastics - massage for the development of fine motor skills.
Active gymnastics - games for the development of fine motor skills: poems and nursery rhymes, finger games, finger theater.

Development of children's speech by activating fine and gross motor skills

Speech is not an innate ability; it is formed gradually, and its development depends on many reasons. One of the conditions for the normal development of sound pronunciation is the full functioning of the articulatory apparatus. The prevailing opinion that the sound pronunciation side of a child’s speech develops independently, without special influence and help from adults - as if the child himself gradually masters correct pronunciation - is deeply erroneous. But it is precisely this that is often the reason that the development of the sound side of speech, especially at an early age, occurs by itself, without due attention from parents and educators, and therefore a significant number of preschool children have one or another pronunciation defects.

Non-interference in the process of formation of children's speech almost always entails developmental delays.

It's no secret that there is now a steady increase in the number of children with speech disorders, underdevelopment of mental processes, and somatically weakened. Most of these children do not exhibit severe pathologies, but often their problems at first glance seem insoluble. It is worth noting that recently the number of various rehabilitation centers and correctional classes has been growing, but the existing methods of correction during the learning process in many cases have ceased to bring the expected results.

At the present stage of development of society, within the framework of updating the content of education and its humanization, the search for effective methods of correctional influence is relevant; the development of an integrated systematic approach to the correction of speech disorders and accompanying disorders of the mental and somatic development of the child is required.

Ideally, when overcoming various pathologies, both traditional, generally accepted methods and non-traditional ones are needed, which help to most fully and efficiently correct disorders, especially affecting conditions accompanying speech pathology. The basic ones, of course, are traditional pedagogical methods, but with the obligatory inclusion of non-traditional ones, which are distinguished by accessibility, simplicity, and effectiveness. A person-oriented approach to working with a child contributes to the choice of the most optimal, effective comprehensive methodology. The use of non-traditional methods in a comprehensive correctional and educational process improves a child’s memory and attention, increases performance, normalizes the state of the nervous system, eliminates stress, reduces fatigue, improves communication function, and, in the context of the functioning of the whole organism, improves the somatic state.

After a thorough study of the specialized literature, the main directions of work on speech development were identified:

development of the articulatory apparatus;
development of the respiratory system;
development of tactile (tactile) sensations;
relaxation;
development of fine motor skills;
development of coordination of movements (relationship of the motor analyzer with the auditory, visual, speech motor);
activation of brain activity.

Based on this, a set of measures was developed to more deeply influence the child’s speech function. This complex includes:

Articulation gymnastics.
Breathing exercises.
Exercises to develop tactile sensations.
Exercises to help relax muscles.
Exercises to develop manual praxis.
Finger and coordination games.
Massage (professor Auglin's technique).

It would seem that all these methods have been studied for a long time and are widely used in practice. What's new here? - you ask. But, as you know, everything new is a well-forgotten old, you just have to look at it from a different, unusual side. Pedagogical science does not stand still; all these methods are constantly being improved and developed.

The purpose of the created complex is the correction of speech disorders, speech development in general, which consists of a general strengthening effect on the non-speech and speech functional systems of the child.

Let's consider each method separately.

1. Articulation gymnastics.

Articulatory gymnastics is not aimed at developing a specific group of missing or improperly working muscles, but at a holistic motor complex.

Pronouncing speech sounds is a complex motor process. Since infancy, the child makes a lot of diverse articulatory and facial movements with the tongue, lips, jaw, accompanying these movements with sounds (mumbling, babbling). Such movements are the first stage in the development of a child’s speech; they play the role of gymnastics of the speech organs in natural conditions of life. The accuracy, strength and differentiation of these movements develop in the child gradually.

For clear articulation, strong, elastic and mobile speech organs are needed - tongue, lips, palate. Articulation is associated with the work of numerous muscles, including: chewing, swallowing, and facial muscles. The process of voice formation occurs with the participation of the respiratory organs (larynx, trachea, bronchi, lungs, diaphragm, intercostal muscles). Thus, when talking about special speech therapy gymnastics, one should keep in mind exercises of numerous organs and muscles of the face, oral cavity, shoulder girdle, and chest.

Articulatory gymnastics is the basis for the formation and correction of sound pronunciation disorders of any etiology and pathogenesis; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.

The goal of articulatory gymnastics is to develop full-fledged movements of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

Usually, sets of articulation exercises are used to develop a certain static posture of the articulatory apparatus in the child. It is more rational to use differentiated articulatory gymnastics, the exercises of which are aimed at strengthening the work of certain muscle groups. But the fact is that this technique is used by speech therapists, and exclusively in an individual form. When working with a group or subgroup of children, this technique is irrational. In this case, the main emphasis is on the development of mobility of the speech organs.

The formation of any motor skill is acquired through training, so articulatory gymnastics must be carried out daily so that the skills developed in children are consolidated. It is better to perform the exercises 2-3 times a day for 3-5 minutes (can be performed in classes in the form of physical exercises and during play activities). No need to take more than 2-3 exercises at a time. Each exercise is performed 5-7 times, with static exercises performed for 10-15 seconds (holding an articulatory pose in one position).

When selecting exercises for articulatory gymnastics, you need to go from simple exercises to more complex ones. Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material. To consolidate it, you can come up with new gaming techniques.

Articulation gymnastics is performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position. The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, the child can use a small hand mirror (approximately 9x12 cm).

As a result of repeated gymnastic movements, their execution becomes clear, coordinated, and familiar to the child. Movements can be performed at any pace.

First, the adult talks about the upcoming exercise using game techniques, then demonstrates how to perform this exercise.

When children do the exercise, an adult supervises their performance.

The greatest effect from gymnastics occurs when it is performed in a playful way, emotionally.

In addition to generally accepted articulation exercises, you can use non-traditional exercises that are playful in nature and evoke positive emotions in children. In the process of performing gymnastics, it is important to remember to create a positive emotional mood in the child. You can’t tell him what he’s doing wrong, it’s better to encourage him.

2. Breathing exercises.

Proper breathing is very important for speech development, since the respiratory system is the energy base for the speech system. Breathing affects sound pronunciation, articulation and voice development. Breathing exercises help develop diaphragmatic breathing, as well as the duration, strength and correct distribution of exhalation.

You can use exercises in which the respiratory muscles work with special tension, and even some of the exercises of Buddhist gymnastics, which contribute to the development of not only the respiratory organs, but also the functioning of the cardiovascular system.

Regular breathing exercises help to develop correct speech breathing with an extended, gradual exhalation, which allows you to obtain a supply of air for pronouncing segments of different lengths.

Before carrying out breathing exercises, it is necessary to wipe off the dust in the room, ventilate it, and if there is a humidifier in the house, use it. Breathing exercises are not recommended after a heavy dinner or lunch. It is better that at least an hour elapses between classes and the last meal, and it is even better if classes are carried out on an empty stomach. It is recommended to perform the exercises in loose clothing that does not restrict movement.

3. Development of tactile (tactile) sensations.

As the tactile sensitivity of the fingers improves, the tactile sensitivity of the articulatory apparatus reflexively improves. The following exercises are used for this:

laying out a pattern using small objects (rice, peas, beans, buttons, pebbles, Marbles mosaics) along the contour, on a plasticine base;
making mosaics from plasticine balls;
determination by touch with eyes closed (which finger the teacher touches, determining the texture of the material, recognizing objects with the right and left hand, finding a given object among others;
searching for small objects in a dry finger pool made from various fillers.

4. Relaxation.

Relaxation exercises help the child to completely relax and release accumulated negative energy. In principle, any pose in which the muscles are as relaxed as possible and breathing is not difficult is relaxing. The most optimal positions are lying on your back and sitting in the “coachman” position.

5. Development of manual praxis.

The tips of your fingers are your “second brain.” The great German philosopher Kant wrote that the hand is the brain that has come out.

Numerous studies by specialists have confirmed that the level of speech development depends on the degree of formation of fine movements of the fingers.

A prognosis about the presence or absence of a child’s predisposition to speech pathology can be made quite early. It is believed that if at the age of seven months he can already pull out only the index finger from his fist, this indicates a good prognosis: the child is unlikely to have pathological speech.

Exercises to develop fine motor skills are well known and are actively used in practice.

exercises to develop a generalized visual image of an object (internal and external outlines of flat figures, shading them; finishing the second half of the picture, its details; drawing according to a model, etc.);
exercises to develop a generalized motor image of an object (weaving, lacing, tying knots, bows; imitation by gesture of various specific objects, actions);
exercises to develop muscle memory (unscrewing and screwing caps of different sizes and configurations; rotating a smooth and ribbed pencil between the fingers; laying out figures from counting sticks and string, laying out a well, playing an imaginary piano, etc.).

All these exercises not only increase the child’s potential energy level, but also enrich his knowledge about his own body, develop attention, volition, and are calming in nature.

The formation of any motor skill is acquired through training. These skills are strengthened systematically through daily repetitions (at least 2-3 times a day). As a result of repeated repetitions of actions, their implementation becomes clear, coordinated, and familiar to the child.

And, of course, we must not forget that the points and zones on the palms have a connection with different areas of the human brain, which means that nerve impulses from the fingers “disturb” the speech zones, thereby provoking them to active work.

6. Finger and coordination games.

Speech development directly depends on the level of development of general and fine motor skills. It has been proven by experts that the main causes of neuropsychic and somatic diseases of preschool children, including speech disorders, are intellectual overload and a decrease in motor activity, both in volume and intensity.

Modern children do not have the opportunity to demonstrate sufficient physical activity. It is increasingly limited by the created conditions:

closed, oversaturated space of groups in kindergartens and apartments;
restriction of physical activity during walks (reduction of playgrounds, large number of transport);
demands (prohibitions) of adults (don’t climb, don’t run, you’ll get dirty, fall, etc.);
the predominance of static pastime (watching TV programs, computer and board games, games with a construction set, doing visual arts, etc.);
genetic inheritance (according to the latest statistics, only 10% of children are conditionally healthy).

The higher the child’s motor activity, the better his speech develops (not to be confused with hyperactivity, when a decrease in speech function occurs against the background of increased physical activity). The relationship between general and speech motor skills has been studied and confirmed by the research of many leading scientists, such as I.P. Pavlov, A.A. Leontyev, A.R. Luria. It has been scientifically proven that the mechanism for transmitting impulses from motor and speech motor receptors to the brain center arrives along the same nerve pathways. When a child masters motor skills and abilities, coordination of movements develops. The formation of movements occurs with the participation of speech. Precise, dynamic execution of exercises for the legs, torso, arms, and head prepares for the improvement of the movements of articular organs: lips, tongue, lower jaw, etc.

Coordination-movement and finger games are speech exercises for coordinating speech with movement. In essence, these games are “telling” poems using the arms, torso, head, legs; they invariably arouse keen interest in children, increase emotional tone and memory efficiency; contribute to the development of voluntary attention, general and fine motor skills, the development of coordination of movements, imagination, and figurative thinking.

7. Self-massage.

A modern child psychologist from Switzerland, Fritz R. Auglin, developed and put into practice a special massage, the positive results of which, according to the professor himself, are a consequence of the influence of external impulses on the cerebral cortex.

Children trained in self-massage, under the guidance of a teacher, perform it in the middle of the lesson, when they begin to get tired. The gaming form of massage and the elements of competition present in it are perceived by children as entertainment. They perform the exercises with great pleasure.

Strengthening cerebral circulation and metabolism as a result of massage improves the formation of many mental processes (memory, attention, etc.); causes general improvement, as it organizes and harmonizes all processes occurring in the whole organism.

All exercises are simple, publicly accessible, have no age restrictions or contraindications, and are carried out in a playful, interesting way for children.

I would like to note that most of the exercises were included in the system of criteria for assessing the effectiveness of the developed complex for the development of a child’s speech function.

Of course, work on the development of fine motor skills and coordination of gross motor movements should become an important part of the development of children's speech, the formation of self-care skills and preparation for writing. After all, the coordinated work of the small muscles of the fingers and the entire muscular system has a great influence on the development of the child’s speech, mental processes associated with the organization of information coming from the external environment, and also activates the cognitive and emotional sphere of the baby. Along with the development of fine motor skills, memory, attention, thinking, knowledge (knowledge, abilities, skills), as well as vocabulary are developed.

Passive gymnastics (massage)

It is better if an experienced professional shows you the massage technique, but you can master the simplest techniques yourself.

The massage is performed with one hand, the other holds the massaged hand. Session duration: 3 – 5 minutes; carried out several times a day.

Massage includes the following types of movements:

Stroking - performed in different directions;
Rubbing - differs from stroking with a greater force of pressure (the hand does not slide over the skin, but moves it);
Vibration - applying frequent blows with the tips of half-bent fingers;
Massage using a special ball - with the ball you need to make movements in a spiral from the center of the palm to the tips of the fingers; practical advice: you need to use a hard ball, that is, it should not be easily deformed (then the impact will be maximum);
Flexion-extension of the fingers - the fingers are initially clenched into a fist, each in turn is extended and massaged from the side of the palm in a circular motion from the base to the tip.

We talk more about massage here.

Active gymnastics: games for developing speech using fine motor skills

Game aids:

Butterflies made of colored paper
Leaves of colored paper
Pinwheel
Cotton balls
Paper boat

Games for children from 2 months:

That's how different they are. Objects of various textures and shapes are placed in the child’s hand. The baby must grab the object and hold it for a while. This exercise develops not only motor skills, but also tactile sensations. It’s good if you comment on what is happening: “This ball is smooth,” “This hedgehog is prickly,” etc.

Games for children from 9 months:

Prefabricated nesting dolls. First you need to collect one doll, then gradually complicate the game; after 2 years it should be a triple matryoshka.
Pyramids. First you need to use a classic pyramid, the size of the rings of which decreases towards the top.
Trace along the outline. You need to make cards with images of objects known to the baby, for example, a house, a tree, a car, and paste over their outlines with velvet paper. The essence of the game: an adult guides the baby’s finger along the contour and names the object. Then the outline is covered with beads or peas and the game is repeated.
Cups and spoons. The child uses a spoon to pour sugar or semolina from one cup to another. You can also transfer beans, peas or nuts by hand.
Modeling from plasticine. You need to start with a cylinder, and over time complicate the tasks: a ball, a carrot, a snake.

During the games, do not forget to comment on your actions and explain to your child everything that you do.

Games for children from 1 year:

Strong palms. The child squeezes rubber toys. The best thing is the rubber hedgehog: the needles act like a massager.
Mosaic. First you need to lay out simple shapes: paths, flowers, squares, and then move on to more complex ones: houses, cars, Christmas trees.
Constructor. The size of the parts and the complexity of the design depend on the age of the baby: you need to start with the largest parts and the simplest structures, for example, building a turret.
Beads. The size of the beads also depends on the age of the child. First, instead of beads, you can use balls from pyramids with round parts and string them on a thick cord; then the size of the parts must be gradually reduced, moving on to real beads. For the exercise, medium-sized beads already strung are used. The goal is to teach the child to lay out the outlines of objects from beads. For example, you can lay out a circle, square, heart, spiral, etc.
Laces. Since lacing has different contents, it makes sense to play with the lacing process - for example, ask the child to sew a dress for his mother (lace-button) or lace shoes (lace-boot).
Magic tray. Sprinkle a thin layer of semolina onto a tray and run the child’s finger over the cereal. The child is then shown how to draw various shapes. At the age of 2 - 3 years, you can draw numbers and letters.
Multi-colored clothespins. The essence of the game is to teach the child to independently attach clothespins, and to make the game interesting, you can do this according to a thematic principle: rays to the sun, needles to the hedgehog, rain to the cloud, grass to the ground. Of course, for this you first have to make preparations. This is a rather difficult task for a child. Don't try to achieve results right away. To begin, take the baby’s hands in yours and do the exercise with him.
Cinderella. You need to mix white and red beans and ask your child to sort them by color.
Funny pictures. Spread the plasticine evenly over a sheet of cardboard and show your child how to lay out drawings using peas.
Counting sticks. Show your child how to use counting sticks to lay out different shapes. It is advisable that the counting sticks are not smooth, but ribbed: this serves as an additional massage for the fingers.
Little sculptor. Dough modeling (dough recipe: 1 cup flour, 1/2 cup salt, a little water). The advantage of dough over plasticine in this case is that the crafts can subsequently be used as toys.
Fasten the button. You will need two pieces of thick fabric. On one of them, sew three buttons of different diameters, in the second, cut loops of appropriate size. First, show your child how to fasten the buttons, commenting on your actions: “We insert the large button into the large buttonhole, the medium button into the middle one, and the small button into the small one.” Then take the child's hands in yours and repeat the exercise. After this, you can invite the baby to try to fasten the buttons on his own. Don’t insist if the baby doesn’t want to or if he can’t do it. This is a very difficult exercise and requires practice to perform successfully.
Stencils. It is recommended to start with stencils for internal tracing (it is easier for a child to trace inside than outside) and with the simplest shapes (circle or square). Practical advice: you can buy ready-made stencils, but it is better to make them yourself. The fact is that most standard stencils are small in thickness, and it is inconvenient for a child to trace them, since the pencil keeps slipping off. Therefore, the stencils must be quite voluminous. A good solution is to cut them out of a piece of linoleum or a shoebox.

Norms for the development of fine motor skills

In order to understand whether your child’s fine motor skills are okay, no special tests are required. The doctor will pay attention to the ability to perform manual actions, in some cases he may ask to perform some tests (draw, shade, etc.). However, this applies to preschoolers, and how not to miss time at an earlier age?

In principle, the lag in the development of manual motor skills is clearly visible in the acquired (or not) self-care skills. This is the ability to tie shoelaces, fasten buttons, etc. On the other hand, a large selection of types of children's clothing that “simplify” the work of hands can mislead you. The presence of Velcro and zippers prevents some skills from showing. Just in case, we draw your attention to some average standards for the formation of motor skills:

From 2-3 months, the child reaches out with his hands to objects that interest him, to his parents, and grabs with his fingers first himself, and then those around him. This is the first acquaintance with your own motor skills.
From 3 months to six months, the ability to grasp an object with one’s hand is demonstrated.
At the age of one year, a child can transfer objects from hand to hand and place one in another. In addition, during this period the so-called “tweezer grip” should be formed - the ability to grasp a small object with two fingers.
Around the age of 1 year, children begin to perform actions with objects, imitating adults.
At one and a half years or a little later, the “artist” is born in them - the child manages to draw the first doodles that delight the parents. At this age, children know how to turn book pages, hold a pencil, and a spoon.
At the age of 2, he mastered the ability to string rings from a pyramid onto a rod, unscrew the lids, and place one cube on top of another.
By the age of 3, children are able to draw with their fingers or a pencil, and reproduce simple shapes and dashes according to instructions.
At 3-4 years old, a child is already a quite skilled “creator” - he can handle children’s scissors, a brush and plasticine, trace the outline of a drawing or build a tower from a significant number of cubes.
At the age of 5, a child can color pictures, draw a schematic house, a man, and similar “pictures.” Can copy printed letters and numbers based on a model. In terms of everyday skills, they master lacing shoes and fastening buttons.
At the age of 6, children are quite capable of writing letters and numbers; preparation for schooling is in full swing. Various types of hatching, tracing along a dotted contour, depicting geometric shapes, neat cutting with scissors and creating appliqués are mastered.

Finger Theater

Finger theater is an exciting game that:

Stimulates the development of fine motor skills;
Introduces the child to the following concepts of shape, color, size;
Helps develop spatial perception (the concepts of “right”, “left”, “next to each other”, etc.);
Develops imagination, memory, thinking and attention;
Helps develop vocabulary and activates speech functions;
Forms creative abilities and artistic skills;
Introduces basic mathematical concepts.

For children aged 1 – 2 years (using the example of the fairy tale “Kolobok”):

First, introduce your child to the characters in the fairy tale. Invite your child to look at and touch the figures. Then put each character on your finger in turn and describe it.
Introduce your child to the name of each finger on his hand. For example, you can say this: “I have a Kolobok sitting on my index finger.”
Then act out a fairy tale for your child. Place the characters on your fingers and cross your arms. Start telling the story, raising your fingers with the characters as the action progresses. For example, the fairy tale “Kolobok” can be told as follows. Thumbs up with Grandma character. Tell your child that today this hero will bake Kolobok. Rhythmically tap the heels of your palms against each other without releasing your fingers. At the same time, say: “Grandma is kneading the dough.” Using the same principle, play up the appearance of each character.

For children aged 2 – 4 years (using the example of the fairy tale “Kolobok”):

Ask your child if he remembers the fairy tale “Kolobok”. Remind him if necessary.
Then ask your child to place the characters on the table in the order they appear in the story. At the same time, ask to characterize each of them according to the principle: “Grandma is old, kind, caring; Kolobok is round, ruddy, mischievous,” etc.
Ask your child questions about the fairy tale. For example: “Why did grandma decide to bake Kolobok? Why did he leave his grandmother and grandfather? Who did he meet on the way?
Then act out a fairy tale in front of the little spectator using a finger theater.
At the end, ask your child to act out a fairy tale in front of you using a finger theater. If necessary, prompt him.

The influence of fine motor skills on the speech development of preschool children. An article on speech development on the topic

The influence of fine motor skills on the speech development of preschool children

“The origins of children’s abilities and gifts

are at your fingertips..."

V.A. Sukhomlinsky

Speech is of great importance in life. Speech development is becoming increasingly important in our society. Speech is one of the most powerful factors and stimuli in a child’s development.

In recent years, there has been a trend in our country towards an increase in the number of children with speech development disorders. These deviations are associated primarily with unfavorable environmental conditions and various infections. The problem of speech correction is relevant in our time. Considering that speech deviations occur at an early age, they need to be identified and corrected in a timely manner.

Scientists have proven that in the last 10 years the level of speech development of children has noticeably decreased. In our time, there has been a declining level of everyday culture: low-quality literature, “poor speech from TV screens” have become widespread, parents talk less with their children, citing a lack of free time. The child mainly receives the information he needs from television and radio programs. All this does not contribute, and, of course, hinders the development of correct speech in children. A child’s speech, as we know, cannot be formed in isolation; its development occurs in conjunction with general development, physical and mental.

Speech is, first of all, a tool of communication. The development of speech in a child is associated with the formation of the personality as a whole, the development of basic mental processes. The clarity and accuracy of thinking depends on the wealth of vocabulary and the ability to choose the best and most accurate word. If the speech of a preschooler is insufficiently developed, and even more so if there are any problems, even if not clearly expressed, difficulties arise at school age with mastering the processes of reading and writing.

If we turn to the historical aspect of the development of speech in society, we will establish that in the beginning there were gestures as a means of communication. Later they began to be accompanied by shouts and exclamations. And it took thousands of years before verbal speech appeared and then developed, such as we know it now. But for a long time speech continued to be combined with gestures. Hand movements continued to improve, leading to the development of speech.

The development of a child’s speech is approximately the same. First, the movements of the fingers develop, then the articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.

Nowadays, you can notice a significant pattern - “fingers help you speak.” This is not just a well-known expression. Often a person who cannot find the necessary words finds it difficult to explain and helps himself with gestures. At the same time, a child, enthusiastically drawing and writing, helps himself by involuntarily sticking out his tongue.

Researchers from different countries have established, and practice has confirmed, that the level of speech development is directly dependent on the degree of formation of fine movements of the fingers. It turns out that if you carefully look at the image of the brain, it becomes clear that the speech area is located next to the motor area, being part of it. 1/3 of the entire area of the motor projection is occupied by the projection of the hand, located close to the speech zone.

Therefore, training the movements of the fingers and hands is the most important factor stimulating the child’s speech development, helping to improve articulatory movements, preparing the hand for writing and, no less important, a powerful tool that increases the performance of the cerebral cortex, stimulating the development of the child’s thinking.

A child with a high level of development of fine motor skills is able to think logically, his memory, attention and coherent speech are sufficiently developed.

Many scientists have studied the relationship between fine motor skills of the hands and the level of speech development. Eastern doctors have found that massaging the thumb increases the functional activity of the brain. Research by Russian physiologists confirms the connection between hand development and brain development. The works of V. M. Bekhterev proved the influence of hand manipulations on the speech functions of higher nervous activity. Simple hand movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. They help improve the pronunciation of many sounds, and therefore the development of speech. The famous researcher of children's speech, Mira Mikhailovna Koltsova, noted that the hand should be considered as a speech organ. If the movements of the fingers correspond to age, then speech development is within normal limits.

Maria Montessori noticed a connection between the development of fine hand movements and children's speech. She concluded that if speech was not normal, fine motor skills were probably to blame. Famous teacher V.A. Sukhomlinsky said: “The mind of a child is at the tips of his fingers,” “The hand is the instrument of all instruments,” Aristotle concluded. “The hand is a kind of external brain,” Kant wrote.

The development of motor skills leads to the development of speech. Fine motor skills of the hands are various movements of the fingers and palms. Work on the development of fine motor skills will improve and accelerate not only the development of fine motor skills of the hands, but also the speech development of children of early preschool age, improve the quality of speech, clarity of sounds and expand their vocabulary, and will arouse children’s interest in learning new and interesting things. Therefore, training the movements of the fingers and the entire hand is the most important factor stimulating the child’s speech development.

In modern society, children rarely do anything with their own hands, because modern toys and things are designed as conveniently as possible, but are not effective for the development of motor skills (clothes and shoes with Velcro instead of laces and buttons, books and manuals with stickers instead of pictures for cutting out, etc. .d.). Remember, now even in kindergartens they ask you to bring shoes with Velcro, so that teachers do not have to take the trouble to teach the child to tie his shoelaces. Even 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider.

The consequence of poor development of general motor skills and, in particular, the hand is the general unpreparedness of most modern children for writing or problems with speech development. Children with poorly developed motor skills do not skillfully hold a spoon or pencil; they cannot fasten buttons or lace their shoes. It can be difficult for them to collect scattered parts of construction sets, puzzles, counting sticks, and mosaics. They often refuse to sculpt and appliqué and do not keep up with their peers in the group during activities.

Unfortunately, most parents learn about problems with coordination of movements and fine motor skills only before school. This results in an increased burden on the child: in addition to learning new information, he also has to learn to hold a pencil in his unruly fingers.

Finger training, that is, the development of fine motor skills, should begin as early as possible, especially in children with general speech underdevelopment.

Fine motor skills of the hands are developed by: finger gymnastics; exercises with a massage ball; finger theater; games with construction sets, mosaics, puzzles; plasticineography; reel games; games with counting sticks; nitcography; cutting simulator; drawing with fingers, palm; games with household items:

*with pasta, with cereals

*with clothespins

*with elastic bands, beads, hairpins;

Exercises using paper, paper napkins, cotton wool; playing with sand and water.

When working on the development of fine motor skills, you must follow certain rules:

1. Exercises should be carried out regularly, in accordance with the individual characteristics of the child, age, and capabilities.

2. The exercise that is offered to the child must be prepared in advance by the teacher (the movements are rehearsed, the text is memorized).

3. You need to start with easier exercises, and as you master them, introduce more complex ones.

4. Alternate between new and old games and exercises.

5. Carefully ensure that the child performs the exercises correctly.

6. Tasks are performed at a slow pace, first with one hand, then with the other, and finally with both hands together.

7. Instructions should be calm, friendly, and precise.

8. Perform certain movements while listening to (and then reciting by the child) the poem.

9. Conduct classes emotionally, actively, to reinforce the child’s interest.

10. Don’t forget to praise your child for his successes!

So, if the fingers develop, the child’s speech and thinking will develop, and the problems of not only learning many types of activities in kindergarten, but also later in school will disappear.

Finger games for speech development

The essence of the finger motor skills lesson is to teach the child to use his fingers to depict some objects or living beings. In this case, all finger movements must be explained to the baby. This will help the child understand concepts such as “top”, “bottom”, “right”, “left”, etc. After the child learns how to do the exercises himself, you can try to act out scenes or short fairy tales, distributing the roles among yourself and your little actor (for example, a meeting between a hedgehog and a bunny in the forest). Here are some examples of such exercises.

Finger game\
. The index and middle fingers are straightened, the rest are clenched into a fist. Little man. “Run” with your index and middle fingers on the table.
Finger game\
. Clasp your hands, straighten the fingers of one hand and the thumb of the other. Cat. Connect the middle and ring fingers with the thumb, raise the index and little fingers up. Horned goat. The index and little fingers are straight, the thumb is on the bent ring and middle fingers. Butterfly. Cross your hands at the wrists and press your palms with the backs of your hands facing each other, fingers straight; palms with straight fingers make slight movements in the wrists - “butterfly flies.” Glasses. Fold the fingers of your right and left hands into rings and bring them to your eyes.

In addition to these examples, you yourself can come up with many interesting and entertaining exercises for your child to develop speech.