Having passed the 3-year mark, children continue to develop rapidly. This progress is especially noticeable in their speech: their vocabulary grows, pronunciation, intonation, expressiveness improve, verbal structures become more complex, monologues become more coherent and consistent. At this stage, it is necessary to properly help the kids in their progress. To do this, it is important to know the main characteristics of the speech development of your children at the age of 4–5 years and understand what is important to work on now.
Age features
After 4 years, children are able to fluently use adverbs, adjectives, and prepositions, although the purity of pronunciation may still suffer due to difficulties with sonorants or sibilants (however, by the end of the fifth year, all sounds normally fall into place). A huge role in this belongs to parents, their ability to create a correct, active speech environment around the child and a favorable environment in the family.
The speech of children of primary preschool age is characterized by the following features:
- children can name the names, patronymics, surnames of all members of their family, and residential address;
- speak 3000–4000 words and actively use them;
- know how to navigate the time of day and the space around them;
- know the names and sequence of seasons;
- know all the basic geometric shapes, counting to five;
- use polite words;
- can identify their well-being and mood;
- know how to fully answer questions and ask them to the interlocutor;
- make a fairly detailed retelling, compose stories on a given topic, come up with the end of the designated story;
- can describe objects, identify an object only by description;
- build phrases of 6–8 words;
- use the imperative mood, plural;
- use synonyms and antonyms,
- use adjectives, adverbs, prepositions correctly;
- coordinate words in a sentence by gender, number, case;
- determine the distinctive features of objects;
- know different professions and their essence;
- can easily retell what they heard and saw;
- They know poems, tongue twisters, and funny nursery rhymes by heart.
At this age, do not put pressure on your child, forcing him to speak correctly and clearly - you will achieve the opposite effect. It is better to make comments in a soft form, affectionately, and friendly. Then the child will probably correct his mistakes very quickly.
Card index of games for the development of coherent speech in children 4-5 years old
Goal: to teach how to write a description of a painting based on fragments of this painting.
Progress of the game. The adult asks the child to look at the large picture, as well as the small object pictures next to it. “The photographer took many pictures of one sheet. This is the overall picture, and these are parts of the same picture. Show where these fragments are located in the overall picture. Now tell me what this picture is about. Don’t forget to describe those details that the photographer photographed separately, which means they are very important.”
“What doesn’t happen in the world”
Goal: to teach how to find and discuss errors when looking at an absurd picture.
Progress of the game. After looking at the absurd pictures, ask the child not only to list the wrong places, but also to prove why this image is wrong. Then you will get a complete description of the picture.
"How do you know?"
Goal: to teach how to select evidence when retelling stories, choosing essential features.
Progress of the game. In front of the children are objects or pictures that they have to describe. The child chooses any object and names it. The presenter asks: “How did you know it was a TV?” The player must describe the object, choosing only the essential features that distinguish this object from the rest. For each correctly named attribute, he receives a chip. The one who collects the most chips wins.
“And I would...”
Goal: development of creative imagination, training in free retelling.
Progress of the game. After reading a fairy tale to your child, invite him to tell him what he would do if he found himself in this fairy tale and became one of the main characters.
"Search for missing parts"
Goal: to teach how to write a description of a picture based on fragments of this picture.
Progress of the game. “The photograph has deteriorated, some fragments have been erased from the large picture. It's good that small photographs were preserved. Place each fragment in the right place and describe the picture that the photographer shot.”
“Find a place for the picture”
Goal : teach to follow the sequence of actions.
Progress of the game . A series of pictures is laid out in front of the child, but one picture is not placed in a row, but is given to the child so that he can find the right place for it. After this, the child is asked to compose a story based on the restored series of pictures. Sets of serial pictures for posting
"Correct the mistake"
Goal: to teach how to establish the correct sequence of actions.
Progress of the game. A series of pictures are laid out in front of the child, but one picture is in the wrong place. The child finds the mistake, puts the picture in the right place, and then makes up a story based on the entire series of pictures.
Publication address:
What will we develop?
For children 4–5 years old, several aspects of speech development are important, which directly depend on the level of their general development and condition, as well as the speech skills they have achieved.
- Active dictionary.
Now, in addition to nouns and verbs, the speech of preschoolers is distinguished by the presence of adverbs with signs of time and space (soon, now, about, around). The concept of stages of generalization (mouse - rodent - animal) appears. Children know animals, their babies, parts of objects (a car wheel, a cabinet shelf, a chair leg).
Expanding your vocabulary at this age is the main rule for mastering coherent speech.
- The grammatical structure of speech.
Children of this age are actively engaged in word formation. They begin to use suffixes that designate a person by his profession. Now the child forms word forms in a similar pattern, using the same grammatical features. Sometimes it may turn out incorrectly: it hurts - more painful, louder - louder. In the speech of children, there are fewer and fewer errors associated with the inflection of nouns and verbs. But if a mistake is made, after a hint from an adult, the child quickly learns the correct option: floor - floors, lake - “lakes” - lakes.
Mastering the grammatical construction of sentences will help children speak correctly, avoiding speech errors.
- Coherent speech.
After 4 years, children develop contextual speech in addition to situational speech. Inconsistent presentation of events and retelling with the help of questions or prompts from adults are also possible. By the age of 5, without additional help, a child can compose a coherent retelling of several dozen sentences, and among them there are already complex and complex constructions. At this age, the internal, planning function of speech is formed - it becomes a means of planning and regulating the child’s internal behavior.
From this time on, the speech gradually turns into a full-fledged story. In addition, the child increasingly uses the communicative function of speech - uses it for a variety of communication with others. He can ask again, object, clarify, and answer questions with reason.
Mastering coherent speech is an important factor in the success of a child’s further education.
- Speech (phonemic) hearing.
Children of this age group distinguish sounds of different articulations (for example, [a] and [r]), and note pronunciation errors not only in those around them, but also in themselves. Change intonation and timbre of voice during expressive retelling. They can distinguish vowels from consonants, hard from soft, hissing from whistling. They are able not only to determine whether there is a specific sound in a word, but also where exactly it is located (at the beginning, middle, end of the word).
The development of phonemic awareness allows you to pronounce words correctly, and then reproduce them in writing just as correctly.
- Pronunciation.
Normally, by the end of the 5th year, all inaccuracies and difficulties in sound production should disappear in a preschooler. Perhaps the child will pronounce middle sounds between [s] and [sh], [z] and [z], if he has recently mastered them. Sometimes children at this age do not pronounce [r]. At 5 years old, this problem already requires correction by a speech therapist.
So, a five-year-old child should speak expressively, coherently, using a rich vocabulary and a variety of syntactic structures, with virtually no speech errors, pronouncing all sounds clearly. It is important to work on this by involving the child in various linguistic games.
Speech games for middle group children
BRANCH OF THE MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN "ROSINKA" s. NOVOBELOKATAY "KINDERGARTEN "TEREMOK" p. NOVOBELOKATAY" MUNICIPAL DISTRICT BELOKATAYSKY DISTRICT OF THE REPUBLIC OF BASHKORTOSTAN
Speech games and exercises
for middle group children
Educator:
Dremina E.S.
Speech games and exercises for middle group children
1. Ball throwing game “Throw the ball and name the animals”
Depending on the theme of the game, the following options are possible: “Throw the ball, clearly name the fruit” or “Throw the ball, quickly name the vehicle.”
Target:
expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1
. Progress of the game. The adult names the general concept and throws the ball to each child in turn. The child, returning the ball to the adult, must name the objects related to this general concept.
Adult:
- Vegetables; Children: - Potatoes, cabbage, tomatoes, cucumbers, radishes, beets, carrots.
Adult:
- Fruits; Children: - Apple, pear, lemon, tangerine, orange, apricot.
Adult:
- Berries; Children: -Raspberries, strawberries, currants, lingonberries, blueberries, blackberries.
Adult:
- Trees; Children: -Birch, spruce, pine, oak, linden, poplar. etc.
Option 2
. The adult names specific concepts, and the child names generalizing words. Adult: Cucumber, tomato, turnip: Child: Vegetables.
2. Ball game
“I know three names of animals (flowers)” or “I know three names of girls (five names of boys)”
One and two, and three, four - We all know in this world.
Target:
expanding children's vocabulary through the use of generalizing words, developing reaction speed and dexterity.
Progress of the game.
The child, throwing or hitting the ball on the floor, says: “I know five names of boys: Sasha, Vitya, Kolya, Andrey, Volodya.” The following types of movements can be used: throwing the ball on the floor with one or two hands and catching it with two hands; throwing the ball up with two hands and catching it with two hands; hitting the ball with your right and left hands on the spot.
3. Ball game “Animals and their babies”
Human children know all the animals in the world.
Target:
consolidating the names of baby animals in children’s speech, consolidating word formation skills, developing dexterity, attention, and memory.
Progress of the game
. When throwing the ball to the child, the adult names an animal, and the child, returning the ball to the speech therapist, names the baby of this animal. Basic movements: throwing the ball with a hit on the floor, throwing the ball; rolling the ball while sitting on the carpet. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.
Group 1. tiger - lion - elephant - deer - elk - fox -
Group 2. for a bear - a cub for a camel - a cub for a wolf - a cub for a hare - a cub for a rabbit - a cub for a squirrel - a cub for a cow - a calf for a horse, a foal for a pig - a piglet for a sheep - a lamb for a hen - a chick for a dog - a puppy
Group 3. - tiger cub - lion cub - elephant calf - deer calf - fox calf
4. Playing with a ball “Who talks like that?” »
Catch the ball and quickly name the language of the animals.
Target:
expansion of vocabulary, development of reaction speed.
Progress of the game.
Option 1
. An adult or presenter throws the ball to the children one by one, naming the animals. Children, returning the ball, must correctly answer how this or that animal gives a voice: cow tiger snake mosquito dog wolf duck pig moos growls hisses squeaks barks howls quacks grunts.
Option 2.
The speech therapist, throwing a ball to the child, asks: “Who is growling? ", "Who's mooing? ", "Who's barking? ", "Who's crowing? " etc.
5. Game with throwing the ball “Give me a word”
There is only one answer. Some people know, some don't.
Target:
development of thinking, reaction speed.
Progress of the game
. V-l, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball to the speech therapist, must answer: “The magpie is chirping.” Examples of questions: - An owl flies, but what about a rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? — The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? — The bear cub has a mother bear, and the baby squirrel?
6. Ball throwing game “Whose house? »
or “Who lives where? "Who's in the den, who's in the hole? Name it quickly!
‘
Target:
consolidating children's knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.
Progress of the game
. Throwing the ball to each child in turn, the speech therapist asks a question, and the child returns the ball to the speech therapist and answers.
Option 1
. Speech therapist: Children: Who lives in a hollow? Squirrel. Who lives in the birdhouse? Starlings. Who lives in the nest? Birds: swallows, cuckoo jays, etc. Who lives in the booth? Dog Who lives in the hive? Bees Who lives in a hole? Fox. Who lives in the den? Wolf Who lives in the den? Bear
Option 2.
Speech therapist: Where does the bear live? Where does the wolf live? Children: In the den. In the lair.
Option 3
. Work on correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”
7. Ball game “Say kindly”
Catch a small ball and caress it with a word.
Target:
strengthening the ability to form nouns using diminutive suffixes, developing dexterity and reaction speed.
Progress of the game
. The speech therapist, throwing a ball to a child, calls the first word (for example, ball, and the child, returning the ball, the speech therapist calls the second word (ball). Words can be grouped according to the similarity of endings. Table - table, key - key. Hat - slipper, squirrel - squirrel . Book - little book, spoon - spoon. Head - head, picture - picture. Soap - soap, mirror - mirror. Doll - doll, beet - beet. Braid - braid, water - water. Beetle - bug, oak - oak. Cherry - cherry, tower - turret. Dress - dress, chair - armchair. Feather - feather, glass - glass. Watch - watch, panties - panties.
8. Ball throwing game “What happens in nature? »
A person can easily find out what is happening in nature.
Target:
strengthening the use of verbs in speech, agreement of words in a sentence.
Progress of the game
. The speech therapist, throwing the ball to the child, asks a question, and the child, returning the ball to the speech therapist, must answer the question asked. It is advisable to play the game by topic. Example: Theme “Spring” Speech therapist: Children The sun - what is it doing? It shines, it warms Ruchi - what are they doing? Running, murmuring Snow - what is it doing? It’s getting dark, the Birds are melting - what are they doing? They fly in, build nests, sing Kapel’s songs—what’s he doing? The Bear is ringing - what is he doing? Wakes up, leaves the den
9. Game with throwing the ball “Make a sentence”
I'll make the ball jump, I'll make a proposal.
Target:
development of attention, speed of mental operations.
Progress of the game
. The speech therapist throws the ball to one of the children while uttering inconsistent words (for example: “Girl play”). The child, having caught the ball, pronounces a sentence from these words (“The girl is playing”) and throws the ball back to the speech therapist.
10. Playing with a ball “Who moves how? »
Who flies, who swims, who crawls, and who walks.
Target:
enrichment of children's verbal vocabulary, development of thinking, attention, dexterity.
Progress of the game.
The speech therapist, throwing the ball to the child, asks a question; the child, returning the ball to the speech therapist, must answer the question asked. The game is played with throwing the ball in different ways. Speech therapist: Children: Birds, butterflies, flies, dragonflies, mosquitoes, midges fly. Fish, dolphins, whales, walruses, sharks swim. Snakes, caterpillars, worms crawl. Grasshoppers, frogs, toads, fleas, hares are jumping.
11. Ball game
“What actions do animals perform? »
or “What do animals do? »
What can animals do - birds, fish, cats, snakes?
Target:
activation of children's verbal dictionary, consolidation of knowledge about animals, development of imagination and dexterity.
Progress of the game.
The speech therapist, throwing the ball to each child in turn in different ways, names an animal, and the child, returning the ball to the speech therapist, utters a verb that can be attributed to the named animal. Speech therapist: Dog - Children Stands, sits, lies, walks, runs, sleeps, eats, barks, plays, bites, caresses, serves; Cat (Purrs, meows, sneaks, laps, scratches, washes itself, licks itself); Mouse (Rustles, squeaks, gnaws, hides, stores); Duck (Flies, swims, dives, quacks); Crow (Flies, walks, croaks, pecks); Snake (Crawls, hisses, wriggles, stings, attacks).
12. Game “Who is doing what? »
We will never forget what people can do.
Target:
consolidating children's knowledge about the profession, enriching children's verbal dictionary, developing attention and dexterity.
Progress of the game.
Option 1
. When throwing or rolling a ball to a child, the speech therapist names a profession, and the child, returning the ball to the speech therapist, must name a verb denoting what the person in the named profession does. Speech therapist: builder - Children: builds; cook (cooks (cooks); porter (carries); draftsman (draws); worker (works); cleaner (cleans); artist (draws), etc.
Option 2
. The speech therapist names the verb, and the child names the profession (sells - seller).
13. Game “Who can make these movements? »
Who and what flies, runs, walks, swims, lies?
Target:
activation of children's verbal dictionary, development of imagination, memory, dexterity.
Progress of the game
. The speech therapist, throwing the ball to the child, names the verb, and the child, returning the ball to the speech therapist, names the noun that matches the named verb.
Speech therapist: Going - Children Man, animal, train, ship, rain, snow, hail, time, road; Runs (Man, animal, stream, time); Flies (Bird, butterfly, dragonfly, fly, beetle, mosquito, plane, helicopter, rocket, satellite, time, telegram); Swims (Fish, whale, dolphin, swan, boat, ship, man, cloud).
14. Game “Hot - Cold”
We will now open our mouths to say the opposite.
Target:
consolidation in the child’s mind and vocabulary of opposite signs of objects or antonym words.
Methodical instructions
. The game is carried out after preliminary work with pictures and the child’s assimilation of words such as “same”, “similar”, “different” (“different”, “opposite”. From the pictures: The river is wide, but the stream is narrow. The bear is big, and the bear cub is small The grandfather is old, and the young man is young.
Progress of the game
. The speech therapist, throwing the ball to the child, pronounces one adjective, and the child, returning the ball to the speech therapist, names another - with the opposite meaning. Speech therapist: Hot - Children: Cold (Good - Bad; Smart - Stupid; Cheerful - Sad; Sharp - Dumb; Smooth - Rough; Light - Heavy; Deep - Shallow; Light - Dark; Kind - Evil; Joyful - Sad; Fast - Slow; Frequent - Rare; Soft - hard; Clear - cloudy; High - low)
Complication.
You can invite children to add a noun. For example: A sharp knife. Clear day. Deep lake.
15. Game
“What is it made of?
“ Here is an object, but what did people make it from?
Target:
consolidating the use of relative adjectives and methods of their formation in children’s speech.
Methodical instructions.
It is first explained to the child that if an object is made of wood, then it is wooden, and if it is made of iron, then it is iron, etc. Then work is done on the pictures, after which this topic can be reinforced in a ball game.
Progress of the game.
The speech therapist, throwing the ball to the child, says: “Boots made of leather,” and the child, returning the ball to the speech therapist, replies: “Leather.” Speech therapist: Fur mittens. Children: Fur (Copper basin. Copper; Plush bear. Plush; Wool mittens. Woolen; Glass glass. Glass; Crystal vase. Crystal). You can invite children to make sentences with these word combinations. For example: Masha has a teddy bear.
16. Game “Catch and throw - name the colors”
have
- we will tell you about it.
Target
: selection of nouns for an adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.
Progress of the game
. The speech therapist, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball to the speech therapist, names a noun that matches this adjective. Speech therapist: red - Children: poppy, fire, flag (orange - orange, carrot, dawn; yellow - chicken, sun, turnip; green - cucumber, grass, forest; blue - sky, ice, forget-me-nots; blue - bell, sea, ink; purple - plum, lilac, twilight.
17. Game “Third wheel” (“Fourth wheel”)
We recognize now what is superfluous to us.
Target:
strengthening children’s ability to identify common features in words and develop the ability to generalize.
Progress of the game
. The speech therapist, throwing the ball to the child, names three or four words and asks them to determine which word is the odd one out. For example: Blue, red, ripe. Zucchini, cucumber, lemon. Cloudy, stormy, clear. Autumn, summer, Saturday, winter. Monday, Tuesday, summer, Sunday. Day, night, morning, spring. Children, throwing the ball back, name the extra word.
18. Game “Whose head? »
Whose head does the beast have? Tell me quickly words
Target:
expanding children's vocabulary through the use of possessive adjectives. Methodical instructions. The game is played after discussing the pictures. The correct use of all these various endings in speech is achieved by repeated repetition of words in game situations.
X od of the game
. The speech therapist, throwing a ball to one of the children, says: “The crow has a head. ", and the child, throwing the ball back to the speech therapist, finishes: ". crow." Examples: a lynx has a lynx head on a fish - a fish head on a cat - a cat head on a magpie - a magpie head on a hare - a hare head on a rabbit - a rabbit head on a camel - a camel head on a horse - a horse head on a duck - a duck head on a swan - a swan head on a deer - a deer head on a fox - a fox head for a dog - dog's for a bird - bird's for a sheep - sheep's for a squirrel - squirrel for a bear - bear's for a tiger - tiger's for a chicken - chicken for a pigeon - pigeon for an eagle - eagle Complication. Make sentences with these adjectives.
19. Game “What is round? »
Here, of course, everyone knows what happens with us.
Target:
expansion of children's vocabulary through adjectives, development of imagination, memory, dexterity. Progress of the game. Throwing the ball to children in various ways, the speech therapist asks a question, which the child, having caught the ball, must answer, and then return the ball to the speech therapist. The speech therapist, in turn, passes the ball to the next child, waiting for an answer from him.
• 1. What is round? (Ball, sphere, wheel, sun, moon, apple, cherry.)
• 2. What is long? (Road, river, rope, thread, tape, cord.)
• 3. What is tall? (Mountain, tree, man, hundred, house, closet.)
• 4. What is green? (Grass, trees, bushes, grasshoppers, dress.)
• 5. What is cold? (Water, snow, ice, dew, frost stone, night.)
• 6. What is smooth? (Glass, mirror, stone, apple.)
• 7. What is sweet? (Sugar, sweets, pies, cakes, waffles.)
• 8. What is wool? (Dress, sweater, mittens, gloves, hat.)
• 9. What is prickly? (Hedgehog, rose, cactus, needles, spruce wire.)
• 10. What is spicy? (Knife, awl, glass, scissors, dagger, blade.)
• 11. What is easy? (Fluff, feather, cotton wool, snowflake).
• 12. What is deep? (Ditch, ditch, ravine, well, river, stream.)
20. Game “One - Many”
We
are little wizards: There was one, but there will be many.
Target:
consolidation of various types of endings of nouns in children's speech.
Progress of the game.
The speech therapist throws the ball to the children, calling singular nouns. Children throw the ball back, naming plural nouns. You can throw the ball with hits on the floor, roll the ball while sitting on the carpet. Examples: Table tables yard - courtyards nose - noses mountain - mountains hole - holes bridge - bridges house - houses eye - eyes meadow - meadows city - cities wire - wires cold - cold day - days stump - stumps sleep - dreams forehead - foreheads ear - ears chair - chairs stake - stakes leaf - leaves feather - feathers wing - wings tree - trees sock - socks stockings - stockings piece - pieces circle - mugs friend - friends jump - jumping duckling - ducklings gosling - goslings chicken - chicks tiger cub - cubs baby elephant - baby elephants
21. Game “Fun Score”
We always know
how many Okay, we all think so. Target:
strengthening the agreement of nouns with numerals in children’s speech. Development of dexterity and reaction speed.
Progress of the game:
The presenter throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, in response calls the same noun, but in combination with the numeral “five” (or “six”, “seven”, “eight”.) . First, it is better to name combinations based on the similarity of the endings of nouns. Examples: one table - five tables one elephant - five elephants one closet - five closets one goose - five geese one swan - five swans one crane - five cranes one nut - five nuts one T-shirt - five T-shirts one cone - five cones one duckling - five ducklings one gosling - five goslings one chick - five chickens one hare - five hares one finger - five fingers one dress - five dresses one hat - five hats one glove - five gloves one can - five cans one mitten - five mittens one button - five buttons one soap dish - five soap dishes one hat - five hats one book - five books one candy - five candies Option “And I have” The presenter throws the ball and says: “I have one table.” The child, throwing the ball back, replies: “And I have five tables.”
22. Game “Where is the ball? »
Ball, ball, where are you lying? You won't run away from us.
Target:
consolidating the correct use of prepositions in children’s speech, developing the ability to navigate in space and attention.
Progress of the game
. Option 1. Children perform the task with the ball: “Raise the ball above your head, place the ball at your right foot, place the ball on the carpet in front of you,” etc. Option 2. Children answer the question: “Where is the ball? "(on the table, on the floor, in the corner, near the table, under the table.)
23. Game “Good - Bad”
The world is neither bad nor good - I’ll explain, and you will understand.
Target:
introducing children to the contradictions of the world around them, developing coherent speech, imagination and dexterity.
Progress of the game
. Children sit in a circle. The speech therapist or presenter sets the topic of discussion. Children, passing the ball around, tell what, in their opinion, is good or bad in natural phenomena. Speech therapist: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold. Speech therapist: City. Children: It’s good that I live in the city: you can go by subway, by bus, there are a lot of good shops, but the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.
Option
“Like it or not” (about the seasons). Speech therapist: Winter. Children: I like winter. You can go sledding, it’s very beautiful, you can build a snowman. It's fun in winter. I don’t like that it’s cold in winter and the strong wind blows.
24. Game "Yesterday, Today, Tomorrow"
What was, what will be, Everyone remembers - will not forget.
Target
: strengthening children’s ability to navigate in time, developing attention, dexterity, imagination, phrasal speech.
Progress of the game.
The presenter throws the ball to everyone playing in turn, asking questions: Please answer me, What did you do yesterday? Did you do everything you wanted? What have you accomplished today? I also wanted to know - What will you do tomorrow? Children, returning the ball to the leader, answer questions.
Option.
Sitting in a circle, children throw the ball to each other and talk about what happened to them yesterday, today and what they are going to do tomorrow. The content of stories can be both real and fictional.
25. Game “Morning, afternoon, evening, night”
Morning, evening, day and night are gone forever
.
Don’t rush to see them off, tell them what you did.
Target:
consolidating children’s ability to navigate in time, consolidating the names of parts of the day, their sequence; development of attention, dexterity.
Progress of the game
. Throwing the ball in various ways (hitting the ball on the floor, rolling, passing the ball in a circle, children answer questions from the speech therapist or facilitator and tell them what they did in the morning, in the afternoon, what they will do in the evening, at night. • What did you do in the morning? • What did you do in the evening? Options: 1. “Name the “neighbors” of the morning.” 2. “First evening, and then?.” 3. “Name the missing word” (We have breakfast in the morning and lunch.)
26. Game “Catch, throw, name the days of the week”
It was not in vain that we looked at the calendar - We all remember the days of the week.
Target:
consolidation of temporary concepts in the child’s active vocabulary. Progress of the game. Children stand in a circle. A speech therapist or presenter, when throwing a ball to one of the children, can start on any day of the week: “I’ll start, you continue, name the days of the week!” Wednesday. » Children take turns throwing the ball to each other and sequentially calling out the days of the week. Complication. Children and speech therapist stand in a circle. The speech therapist names the days of the week, slamming the ball on the floor for each word: “Monday. Tuesday. “Instead of the next day of the week, the speech therapist calls the child’s name: “Sasha! » The child picks up the ball and continues, throwing the ball on the floor. You can call the days of the week in reverse order.
27. Game “Months and their sequence”
Month after month rises - Everyone will name them all.
Target:
consolidation of temporary concepts in the child’s active vocabulary.
Progress of the game.
Children and speech therapist stand in a circle. The speech therapist and the children name the months by throwing a ball on the floor: “January, February, March. " Instead of the next month, the speech therapist calls the child’s name: “Masha! " The named child picks up the ball and continues to name the months, slamming the ball on the floor.
28. Game “What for what? »
What for what, we have every year and all year round?
Target:
Consolidation of temporary concepts in the child’s active vocabulary, development of thinking.
Progress of the game
. The players stand up. The presenter throws the ball to the players one by one and asks questions. For example: “Winter. And what's behind it? " The player answers: “Spring,” and throws the ball to the leader.
Question options: “Winter. And what's behind it? " - "Spring. And what's behind it? "How many months are there in a year? "Name the summer months." “Name the first month of spring.” “Name the last month of winter.” “What month does autumn begin from? "What month does autumn end? »
29. Game “It happens - it doesn’t happen”
What will happen, what won't? Give me an answer quickly!
Target:
expansion and consolidation of the child’s active vocabulary, development of logical thinking.
Progress of the game
.
The players stand in a circle. The presenter calls the seasons. For example:
"Summer". And then, throwing the ball to one of the children, he names a natural phenomenon. For example: “Ice drift”. The child who caught the ball must say whether this happens or not. The game goes in circles. Whoever makes a mistake leaves the game. Variants of natural phenomena and seasonal changes: frost, ice drift, drops, leaf fall, blizzard, frost, rain, snow, hail, thunderstorm, etc. Complication. Children give complete answers, explaining the possibility or impossibility of this or that natural phenomenon at a given time of year.
30. Game “Who was who? »
We, of course, have not forgotten who you were yesterday.
Target:
development of thinking, expansion of vocabulary, consolidation of case endings.
Progress of the game
. The speech therapist, throwing a ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: chicken - egg horse - foal cow - calf oak - acorn fish - egg apple tree - seed frog - tadpole butterfly - caterpillar bread - flour cupboard - board bicycle - iron shirt - cloth shoes - leather house - brick strong - weak
31. Game “Who will be who?” »
You and I know what happens to someone later.
Target:
development of thinking, imagination, speed of reaction, expansion of vocabulary.
Progress of the game
. The presenter, throwing the ball to the children, asks questions: “Who (what) will it be - an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, a student, a sick person, a weak person,” etc. Children , throwing the ball back, can give several answers. For example: “An egg can produce a chick, a crocodile, a turtle, a snake, and even a scrambled egg.”
32. Game "Family"
Who are you to me and who am I to you if you are my family?
Target:
teach children to understand family relationships, use words denoting kinship and relatives.
Progress of the game
. The speech therapist or presenter, throwing the ball to the child, asks a question, which the child must answer when returning the ball. Sample questions: • How are you related to mom and dad? • Who are you to your grandparents? • Do you have a sister or brother? • Name your cousins. • Who are your cousins' parents to you? • Who are you to them?
This concludes our review of ball games. Once again we would like to draw the attention of colleagues and parents to the fact that ball games are universal and their variety and content depends only on your imagination and desire to work with children in a fun, interesting way, putting correctional work in non-traditional forms.
With the help of family
Growing up in a family, a child, first of all, adopts the experience of communicating with relatives: their vocabulary, ways of constructing sentences and expressing thoughts, intonation. Therefore, the speech development of children always depends on the environment in which they find themselves. How active and correct she is in terms of speech makes her psychologically comfortable.
The following tips will help you avoid mistakes.
- Do not imitate your baby's speech if it is incorrect: do not lisp, do not distort words or sounds.
- Always speak clearly and correctly, use the right emotions and intonations, the right tempo and strength of voice.
- When communicating with a child, try to exclude difficult to pronounce words, complex or incomprehensible phrases and expressions from your speech. It is important to explain unfamiliar words found in the work to a preschooler at a level accessible to him, reinforce them with examples, and try them out in practice.
- When asking a child about something, ask clear, specific questions, give them time to understand them, and don’t push them with an answer.
- Don’t imitate or get irritated if your baby makes a mistake: correct it calmly, gently.
- Read more poetry - it helps to master the rhythm of speech;
- Try to avoid frequent quarrels, scandals, cruel punishments, threats, and blackmail. All this not only inhibits the development of speech, but can lead to more serious consequences: stuttering, isolation, embitterment of the child, the appearance of complexes and phobias.
We teach in the game
After analyzing the above norms, parents can understand which areas of their child’s speech need to be developed first: those with which there are problems. To correct each individual area, you can select appropriate games for speech development. First of all, to expand your vocabulary. Here are some examples of such games.
- The adult names the object, and the child must put this word in the plural (wall - walls). In the course of such a game, you can also touch on polysemy (for example, a child, a chair or a seat can have a back, and a mug in the plural, only with a different emphasis - these are both geometric figures and sections for creative activities). At the same time, the child’s attention is promptly focused on the fact that not all words “multiply” equally (lion - lions, mouth - mouths). This develops the skill of using the plural and expands your vocabulary.
- You can introduce your child to antonyms by offering to select opposite meanings for words (soft - hard, clean - dirty). At the same time, let him select words with new meanings (white snow - black night), and then replace them with pronouns (he is white, she is black). This way the preschooler will practice agreeing words and using pronouns.
- After reading a story or poem, you can invite your child to come up with his own ending. It also develops thinking, imagination and coherent speech.
- Playing with a ball allows you to develop various skills: enrich your vocabulary, master synonyms, antonyms, recognize objects by description, form new forms of words. For example, a child is thrown a ball, naming the object, and he returns the ball, calling the object affectionately. Or in response to a word it selects the opposite meaning. Or names an object, having heard its signs, names the color of the specified object. Parents' imagination can suggest other options for such games.
- Animate and inanimate objects. The concept of them can be easily reinforced by playing with cards: the child must put animate objects in one group, inanimate ones in another, helping himself with questions: “This is a pear. She is alive? No. This is a cow. She is alive? Yes".
- Using a similar exercise, you can introduce your baby to relative adjectives. One group of cards will contain objects, the other will contain the materials from which they are made. The child’s task is to correlate the two pictures, saying: the ball is made of rubber. It's rubber. The pencil is made of wood. It is wooden.
In order for a preschooler’s speech to become more expressive, offer him such a game (several children or a family should play). The child, on the instructions of the adult, must demonstrate to the other players different shades of a person’s mood (fun, surprise, sadness, anger, fatigue, despondency). In this case, the baby can use appropriate intonation, facial expressions, interjections (oh-oh, wow, wow, eh, ah, ah-ah). The rest of the players guess what exactly was shown.
Speech development games for children over 4 years old
Reduce and increase
Age: from 4-5 years.
Adult: “I will name someone or something, and you “make it small.” For example, a house is a house, a table is a table, a hare is a bunny, a wolf is a top, and so on.” Next, let the child try to independently add diminutive suffixes to words. The same can be done in the opposite direction. You name a word with a diminutive suffix, and the child pronounces the word without it. During the game, make sure that your child does not name baby animals instead of the correct answer. Not a hare - a little bunny, but a hare - a bunny, not a cow - a calf, but a cow - a cow. The same games can be played with “increasing” suffixes: House - home, wolf - wolf, ant - ant and so on.
Name it in one word
Age: from 4-5 years.
Adult: “I will describe something, and you name it, what I am talking about in one word: a clock that helps you wake up, a large spoon with which to pour soup, morning food, a person who is heading to distant lands, a Child names a word. Then the players change roles. This role will be very difficult for a child; help him create the necessary description if he doesn’t succeed. Only then will it be uninteresting for you to guess the resulting puzzle. Let the baby wish for dad or grandma.
Describe it in one word
Age: from 4-5 years.
The task that the child faces is similar to the previous one, only you need to name an adjective rather than a noun. Of course, there is no need to use these terms in a conversation with a child. Just give him some examples so that he can do such tasks. tea cup? (tea), racing car? (racing), toothbrush? (dental), meat cutlet? (meat) from carrots? (carrot), dog's paw? (dog) and so on.
Who needs what?
Age: from 4-5 years.
The adult names a person or animal, and the child in response names what item (or items - you can set a condition - up to these or up to five items) he may need. hairdresser - scissors, comb, postman - bag, teacher - pointer, textbooks, salesman - scales, cash register, ant - sticks, leaves, bee - pollen, nectar, bird - twigs, fluff (for the nest), and so on. The level of difficulty of tasks is determined by the child’s level of knowledge. Complicating the game is not only to name the item, but also to say why it is needed. For example, scissors for cutting hair, scales for weighing purchases, and so on.
How can you find out...
Age: from 4-5 years.
Ask your child questions like: How can you tell if it’s cold outside or not? (look at the thermometer outside the window) ... are the potatoes cooked or not? (poke with a fork or taste) ... is the shirt dry? (touch) ...is the tea sweet? (try) ... does the felt-tip pen write or not? (try to write) ... is the rope tied tightly? (pull) ... is there water in the glass? (look) ... is there a ball in the closed box? (shake) ... is anyone home? (ring the doorbell or telephone) ... does the vacuum cleaner work? (turn on) ... are the stripes drawn the same length? (measure with a ruler) ... is the book interesting? (read) ...is the bread soft? (touch) ...does the dog like porridge? (let me try to eat it)
Part - whole
Age: from 4-5 years.
Invite your child to guess what part of an object or creature you are calling: a propeller - a helicopter, an airplane, a wheel - a car, and also ... a steering wheel - a bicycle, .... sail - ... carriage - .... roof - ... arrow - ... button - .... page - ... armrest - ... heel - ... visor - ... pocket - ... keyboard - ... door - ... rod - ... branch - ... petal - ... pine cone - ... seeds - ... tail - ... fin - ... feather - ... beak - ... shell - ... mane - ...
Or it can be the other way around. You name the object, and the child names one or more of its parts:
house - roof, door, ... ship - ... bicycle - ... trolleybus - ... table - ... chair - ... book - ... computer - ... clock - ... fountain pen - ... suitcase - ... coat - ... stove - ... kettle - ... fishing rod - ... guitar - ... door - ... fence - ... swing - ... ear - ... flower - tree - ... mushroom - ... beetle - ... butterfly - ... dog - ... apple - ... head of cabbage -
If the child finds it difficult to give an answer, help him, give your example or ask a leading question. Pay attention to the difference between part and contents: there may be a shirt in the suitcase, but it is not part of the suitcase. While completing tasks, draw your child's attention to the fact that different objects have parts with the same name. They usually perform the same function, even if they have different shapes. For example, the steering wheel of a car and a bicycle.
Fourth wheel
Age: from 4-5 years.
The rules of the game are probably known to everyone. Of the four words named by the adult, the child chooses one - “extra” - a word that does not fit into the given series in meaning. It does not have a feature common to the other three words. You can play a similar game using pictures - it's much easier. Without pictures, by hearing, not every child will immediately figure out how to solve the problem. There is no opportunity to consider the series, to think. You need, firstly, to remember all the words well and quickly understand what exactly does not fit into the general series. Therefore, to begin with, you can give simplified tasks. And then move on to more complex ones.
- 1 version of a simplified game. First, the adult tells the child the sign by which the words should be sorted. For example, items that are needed in the kitchen: frying pan, refrigerator, bed, spoon. The child immediately grasps what exactly is not entirely appropriate in the kitchen and gives the correct answer. When conducting such training games, try to give as diverse as possible signs for combining words (not only the traditional one - the purpose of the object). Let it be colors, sizes, the material from which the item is made, softness-hardness, transparency-opacity, and much more. You can name animals, combining them into groups according to their habitat, method of movement, species, etc. name not only nouns, but also adjectives, united by a common feature. For example, hot, warm, hard, cold (an extra word is hard, a common sign is temperature, in childish terms “heatedness”).
- 2 version of a simplified game. Name not four, but only three words, from which you need to choose the odd one out. But don’t name the general sign anymore. Let the child guess for himself.
Say it differently (synonyms) and vice versa (antonyms)
Age: from 5 years.
The game is again based on your example. Tell your child something like this: “There are words that mean the same thing. For example: hard - hard, sad - sad, brave - brave, shine - shine, angry - angry, enemy - adversary, and so on. I will name one of these words, and you think about how it can be said differently.”
But there are words that mean the opposite concept. For example: heat - cold good - evil friend - enemy healthy - sick bitter - sweet white - black talk - be silent laugh - cry lie down - get up close - open, etc.
Let the child choose antonyms for words. Try switching roles and let your child come up with a task for you.
We continue the offer
Age: from 5 years.
The game can be both real and comic in nature. You can agree on this with your child in advance. The adult begins a complex sentence, the child continues. There can be a lot of options, on any topic interesting to the child. Our ship sailed into the open sea and then... The travelers set up camp on the river bank and saw the Princess suddenly wake up because... Carlson could not fly that day, he had to...
Let's continue the story
Age: from 5 years.
The game is similar to the previous one. But here the adult and the child take turns speaking whole sentences, each of which continues the story they started.
Her Majesty Grammar
Mastering grammatical structure is very important for children of this age, since it allows them to avoid incorrect use of word forms. To practice this skill, there are many game tasks that children perform with interest.
- Where is the mistake? The child is shown a card and describes the object depicted on it, making logical errors. The kid must discover them (big elephant - yes, winged - no, heavy - yes, blue - no).
- It doesn't happen that way . The child is read sentences in which he must detect a discrepancy with reality (winter has come, and migratory birds have returned from the south). Then the baby must correct this mistake (birds fly in the spring).
- Which? The adult names the object, the preschooler must select several characteristic adjectives for it (the sun is round, hot, yellow, the grass is green, tall, thick).
- What is this? The adult describes the object, and the child must guess it. The second option is that the child is given a card with a picture of an object, and he must describe the picture so that others can guess what it is about.
- What happens? The adult names the attribute of the object, the child’s task is to select as many nouns with this attribute as possible. For example, tall - a house, a closet, a fence, a giraffe, a construction crane; blue can be the sky, the sea, cornflowers, mother's eyes, a parrot, etc.
- Confused. An adult reads a sentence with an obvious usage error. The child must find it and correct it (the picture is of Masha, the hare is catching a fox, the children went for a walk, Kolya likes to play, Dasha got dressed and went into the yard, etc.).
Games for children 4 years old
Game 13. “I don’t see and I don’t hear”
This is a great outdoor game for two or more players that children really enjoy. Rules: when the presenter says “I don’t see,” the players run, jump, frolic, but in absolute silence. If someone makes a sound, they lose. If the presenter says “I don’t hear,” then the players can and should make noise, shout, sing, laugh, but stand in one place. Whoever moved lost.
The game is more suitable for the street, so that children can run around and shout to their heart's content without disturbing the neighbors.
Game 14. “Colored paints”
This is a great game for reinforcing knowledge of colors and their shades. It requires a minimum of three participants.
We are sure many parents will remember the rules! You need to draw a line (or lay a rope or cord), on one side of which the leader stands, and on the other, the players. The presenter turns his back, names any color and turns back. Whoever has this color on their clothes easily crosses to the other side, but the rest of the participants must run across before the leader grabs them. Which player he caught takes the place of the leader.
Game 15. “Obstacle Course”
This game will require a little preparation, as you need to create “difficulties” that the children will overcome. It is best to play in a group or even in teams for speed.
Focusing on the interests of the baby, create an obstacle course (chairs to crawl under, a tunnel of pillows, leaves that will save you from a lava river, and so on). The theme can be different, for example, hunting dinosaurs, rescuing a princess from a dragon, a jungle, a pirate island and any other fantasy.
If teams are playing, you can prepare a main prize for the winners and an incentive prize for the losers. But the most important reward in the “Obstacle Course” will be a great mood and a boost of energy!
Game 16. “Again and Again”
An excellent game that develops classification and analysis skills.
You will need cards with pictures of animals, plants, furniture, flowers, transport and anything else that can be classified.
The essence of the game is to lay out all the pictures in front of the child, for example, with furniture and ask them to separate small objects from large ones, then wooden ones from plastic ones, and so on. The more options you have to analyze and compare, the better.
Game 17. “What’s in your mind?”
The purpose of the fun is to develop attention, auditory perception, and speech in a fun and interesting way.
Prepare several simple pictures with different contents and ask your child to choose one, but do not say which one. Then the adult asks questions to figure out which image was chosen, and the child answers either yes or no. For example: “There is a person in this picture?”, “Is there yellow in the person’s clothes?” Then switch roles - who will complete the task faster?
Ready-made plot pictures or images of animals can be purchased at any bookstore or made yourself by cutting them out of magazines.
Game 18. “Mysterious actions”
Two or more people play and need to understand what the presenter is showing with his gestures or actions. For example, an adult pinches his nose, closes his eyes and squats - this is diving into the water. You can wish for any real objects or activities: writing, swimming, sleeping, hammering, and so on. The presenter can prepare possible options in advance and write them down on cards. The participant who named the correct answers faster than the others wins.
Game 19. “Who can do that?”
Another interesting game for speech development. The task is simple - to guess what is being said faster than other players. The presenter describes an object, person or character, for example: “This is a small metal object that makes a thin sound. Such small objects are often hung around the neck of pets” (bell).
The game helps to consolidate any acquired knowledge: about professions, transport, plants, animals, seasons and many other objects and phenomena.
Game 20. “Comparisons”
An adult shows the child two objects and asks them to tell what their similarities and differences are. For example: “Here is a ball and a balloon of different colors, compare them!” The similarity is that both objects are round in shape. Differences: color, material. The more signs the baby names, the better. Gradually make the task more difficult by selecting similar objects, for example, cubes of the same color, but slightly different in size. You can also increase the number of items being compared.
This game perfectly develops attention and improves classification and analysis skills.
Repeat the pattern
Identical pictures
Two identical objects
Game 21. “Questions and answers”
The essence of the game is to answer various questions asked by an adult. These can be either funny questions or educational and reinforcing ones. For example: “Are there thunderstorms in winter?”, “What color is the sun?” or “Why do you need to eat?”
The game develops speech and memory, as well as generalization skills and is suitable for quiet family evenings.
Game 22. “Teams”
An interesting, calm game for speech development. The presenter prepares funny commands in advance: “Sit down, those who love compote,” “Close one eye, those who drank juice today,” and so on. Fun is suitable for meeting new people because it allows you to get to know the interests of new friends and create a fun atmosphere.
Game 23. “Signals”
A very interesting game that develops attention and increases concentration, and also improves memory. The task is simple - the presenter prepares “signals” in advance (any cardboard figures of different colors) and shows them to the children. Each color denotes some action, for example, yellow - stand still, red - sit down, blue - raise your arms up. Show these signals to the players in random order. Gradually make the task more difficult and say commands by showing cards of a different color. The winner is the one who is not confused and follows the signals correctly.
Game 24. “Collecting toys”
An excellent active game that helps not only develop attention and memory, but also quickly clean the room! It is advisable that there are at least two participants in the game to make it a competition.
Take a few items and place them around the room in different places (or just verbalize what to look for). Children need to find all things as quickly as possible and put them in a drawer or basket. The one who comes first wins.
Then make the task more difficult and suggest continuing the search by standing on one leg, clapping, walking single file, or crawling.
What objects were in the picture?
Don't miss anything
Noting the child’s mistakes, parents can choose other games, for example, those that help master the singular and plural forms of verbs, the imperative mood, present and past tense, practice the use of adverbs, prepositions, the ability to coordinate nouns with adjectives, verbs, etc.
If a child has problems pronouncing sounds, tongue twisters, articulation exercises (discussed here), and the development of fine motor skills (described in this article) will help. If a child cannot differentiate sounds or syllables in speech, games to develop phonemic awareness will help (see here - “Speech development in preschool children”).
The main thing is to remember: we develop a child’s speech not in order to show off to neighbors or “outdo” someone, but to help the child in further socialization, in learning, and in communicating with peers. Therefore, you should not chase after someone or prove something to someone. The task of parents is to help their child become successful in life, and not to break someone else's records.
Game "Fold the picture"
This game is used as a transition from one activity to another. And also as a sensory respite. It consists of the simplest action, you need to assemble a picture from parts. And this is where problems arise. Nowadays, puzzles are very common, and this is wonderful, but puzzles, unfortunately, do not always take into account the visual perception of the picture. This sometimes simply turns into selecting a suitable figure, and not into understanding why this particular piece needs to be placed here. To develop visual analysis and synthesis, you need to collect cut-out pictures, in addition to puzzles.
Where can I get them? Of course, you can buy ready-made ones, but you can make them even simpler. Cut the cover of a notebook, album, folder from colored paper or cardboard into the required number of pieces. And the picture is ready.
If the child has never collected such pictures, you need to start with two parts with a large picture, then increase to 3-4 or more and complicate the picture. You can also cut the parts not into squares, but into triangles.
When a child is good at assembling cut pictures from four or more parts, you can give him cubes.
And be sure to name who or what happened. And if the child has already begun to speak in phrases, we compose a phrase.
About the author: Ekaterina Mrachkovskaya , speech therapist-defectologist, speech therapist via Skype, consultant, owner of a private speech therapy office in Sarov, Nizhny Novgorod region.
Would you like to learn more about games and exercises to develop children's speech? Register for a free webinar by the author of the article - Phonemic hearing and phonemic awareness . Webinar for primary school teachers, educators, aspiring speech therapists and parents. Waiting for you!
