Card file of exercises for the development of speech breathing in children card file on speech therapy on the topic

Article:

Our speech is carried out thanks to the clear and correct work of all organs taking part in the speech act.
Breathing is an important part of speech. What is the difference between speech breathing and normal breathing? Breathing in life is involuntary, that is, it occurs unconsciously. Inhalation and exhalation are performed through the nose; they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause. For speech, especially monologue, ordinary physiological breathing is not enough. Speech and reading aloud require a large amount of air, a constant respiratory supply, its economical use and timely resumption. Speech breathing is designed to participate in the creation of vocal sound during a uniform exhalation. It differs from the physiological one in that it is a controlled, conscious process. In speech breathing, inhalation and exhalation are not equal; exhalation is much longer than inhalation. The breathing sequence is also different. After a short inhalation there is a pause, and then a long exhalation. The amount of air exhaled depends on the length of the phrase. Speech breathing is considered incorrect if breathing is rapid, exhalation is shortened, inhalation is too large or the intake of air is noticeable to others.

The respiratory system of a preschool child has not yet reached full development. Children's breathing is shallow and rapid. In this case, inhalation is weakened and exhalation is shortened, and, as a rule, there are difficulties in pronouncing long phrases. As a result of the uneconomical and uneven distribution of exhaled air, the child exhales the entire supply of air on the first syllable and then finishes the phrase or word in a whisper. This often results in the so-called “swallowing” of the end of a word or phrase.

Very weak inhalation and exhalation lead to quiet, barely audible speech, which makes it difficult to communicate with others. This is often observed in physically weak children, as well as in timid and shy children. If the breathing is ineptly distributed over the words, the child takes a breath in the middle of the word (my mother and I sing - (inhale) - let's go for a walk).

Uneven jerky exhalation: speech sounds either loud or quiet, barely audible. Sometimes a shortened exhalation forces you to speak phrases at an accelerated pace, without observing logical pauses.

What to do? The most important thing is to teach children to breathe correctly!

Nasal breathing.

It is imperative to breathe through your nose; the habit of breathing through your mouth has a very harmful effect on human health. Yogis believe that breathing through the mouth is as unnatural as eating through the nose. They claim that children who breathe through their mouths are retarded in their mental development. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs and middle ear cavity well, and has a beneficial effect on the blood vessels of the brain. In addition, such gymnastics significantly increases the strength of the protective mechanisms that protect the brain from insufficient blood supply. It is necessary to breathe through the nose both in everyday life and when performing breathing exercises.

The purpose of these exercises: the child should learn to feel the difference in the direction of the air stream.

Forming smooth exhalations through the nose or mouth and alternating them.

Exercises:

• open your mouth wide and breathe calmly through your nose;
• close one nostril with your finger - exhale smoothly and inhale through the free nostril. Alternately close the left and then the right;
• inhale through slightly closed lips, exhale smoothly through the nose;
• inhale with your mouth wide open, exhale smoothly through your nose (do not close your mouth);
• inhale through the nose, exhale smoothly through the mouth (mouth wide open, tongue on the lower teeth - like warming your hands);
• inhale through your nose, exhale smoothly through loosely closed lips;
• inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.

Formation of jerky exhalations through the nose or mouth and their alternations.

Exercises:

• inhale through the nose, exhale through the nose in bursts;
• inhale through the nose, exhale through loosely closed lips jerkily, intermittently, taking short intervals;
• the mouth is wide open, stick out the tongue, inhale and exhale through the mouth jerkily, intermittently (like a dog breathing);
• inhale with your mouth wide open, exhale jerkily through your nose (do not close your mouth);
• inhale through the nose, exhale jerkily through the corners of the mouth, first through the right, then through the left.

Formation of the ability to combine smooth and jerky exhalations.

Exercises:

• inhale through the nose, elongated exhalation with intensification at the end;
• inhale through the nose, jerky exhalation, at the end turning into a smooth exhalation;
• the lips are extended forward like a tube. Inhale through the nose, exhale jerkily through the mouth, finally turning into a smooth exhalation;
• inhale through slightly closed lips, elongated exhale through the nose with intensification at the end;
• inhale through slightly closed lips, jerky exhalation also through the mouth, at the end turning into a smooth exhalation;
• lips in a smile, inhale through the nose, elongated exhale through the mouth;
• lips in a smile, inhale through the nose, jerky exhale through the mouth, at the end turning into a smooth exhalation.

Each exercise is performed 8 times, after a 3-5 second break it is recommended to move on to the next one. The total duration of gymnastics is 5-6 minutes.

Tips for doing breathing exercises

1. Time limit up to 5 minutes. Breathing exercises have a fairly large load on the body of children. If you overdo it, you may feel dizzy and have a headache.
2. Regularity. Breathing games are recommended every day.
3. The room in which the child studies must be ventilated.
4. Pay attention to how the child performs the exercise: the shoulders should not rise during inhalation, and the cheeks should not puff out during exhalation. The exhalation should be calm, smooth, unhurried.
5. If the child is unable to exhale through his mouth, gently pinch his nose.
6. Breathing exercises should be varied to interest the baby. Don't repeat the same task over and over again.
7. Consider the child's age.
8. Safety of games and exercises. If this is a “Blow out the Candle” game, then keep track of the safe distance. Do not be distracted by extraneous factors, concentrate only on the child.

Diaphragmatic breathing.

The most correct, expedient and convenient for speech is diaphragmatic breathing.

Diaphragmatic breathing is breathing in which inhalation and exhalation are performed with the participation of the diaphragm and intercostal muscles. The lower, most capacious part of the lungs is active. The upper parts of the chest, as well as the shoulders, remain practically motionless.

At this stage, we develop the sensation of movement of the respiratory organs, mainly the diaphragm and the anterior wall of the abdomen. The exercises are performed first in a lying position, then sitting and standing.

From a lying position:

"Fish" . Place the child on his back and place a light soft toy fish on his stomach. When you inhale through your nose, your stomach protrudes, which means that the toy standing on it rises. When exhaling through the mouth, the stomach retracts and the toy lowers.

Swinging a fish on the wave

Then up (inhale),

Then down (exhale)

She floats on me.

“Hippopotamus” - We say to the child: “Put your palm on your stomach and feel how your stomach rises when you inhale and falls when you exhale. Can be accompanied by a rhyme:

The hippos were lying

The hippos were breathing.

Then the tummy rises (inhale),

Then the tummy drops (exhale).

From a sitting position.

The child sits in front of a large mirror, places his palm on the diaphragm area and controls himself visually and tactilely.

"Hippos"

The hippos sat down,

We touched our bellies.

Then the tummy rises,

Then the tummy drops.

From a standing position.

Observation of children shows that some of them, when changing position, switch to the usual upper clavicular or upper costal type of breathing; their hand placed on the diaphragm area does not make movements. In this case, we place the child’s palm on the area of ​​the diaphragm and invite him to “feel with his hand”, and also see how the “stomach” moves during the breathing process. Inhale calmly, shoulders do not rise.

Features of the development of speech breathing in children are normal

Spivakova E.V. Features of the development of normal speech breathing in children // Sovushka. 2021. N3 (21). URL: https://kssovushka.ru/zhurnal/21/ (access date: 11/18/2021).

Order No. 680214

Breathing is an important life-supporting function of the human body. The process of physiological breathing is normally carried out rhythmically, the depth of breathing corresponds to the body's needs for oxygen. Inhalation is a more active phase of breathing than exhalation. When you inhale, the diaphragm contracts, pushing the abdominal organs into the stomach, thereby increasing the volume of the chest, which helps fill the lungs with air. When you exhale, the diaphragm muscle relaxes, rises upward and, together with the intercostal muscles, compresses the lungs. In the act of breathing, the diaphragm is the main driving force.

Along with the main biological function of gas exchange, the respiratory organs also perform a voice-forming function.

Breathing during speech, or so-called speech breathing, compared with physiological breathing in a calm state, has significant differences due to the special requirements for the respiratory act during speech.

Normally, before starting speech, a quick, deeper than at rest, inhalation of a normal amount of air is made, which can ensure the maintenance of subglottic pressure and correct voice production. A rational way of using the air stream is of great importance for voicing a coherent statement. The exhalation time is extended as much as the sound of the voice is necessary during the continuous utterance of an intonationally and logically completed segment of the utterance (the so-called speech exhalation).

During speech development, a specific “speech” breathing mechanism is developed, and as a result, specific “speech” movements of the diaphragm are also developed. During oral speech, the diaphragm repeatedly produces finely differentiated oscillatory movements that ensure speech breathing and sound pronunciation.

Thus, speech breathing is a system of voluntary psychomotor reactions closely related to the production of oral speech. The nature of speech breathing is subject to internal speech programming, and therefore to the semantic, lexico-grammatical and intonation content of the utterance.

The development of speech breathing in a child begins parallel to the development of speech.

If a healthy newborn baby has a loud, clear cry, with a short inhalation and a long exhalation, then, starting from 12 weeks, in most healthy children the frequency of the cry decreases, and an initial hum appears. The sounds of humming are pronounced while exhaling, i.e. humming is a kind of speech breathing training [1, p. 7].

According to N.I. Krasnogorsky [2, p. 474-480] in children aged 3–6 months, the respiratory system is being prepared for the implementation of vocal reactions, i.e. At the early stage of speech ontogenesis, there is a diffuse development of coordination of the phonatory-respiratory mechanisms that underlie oral speech.

In preschool age, children simultaneously develop coherent speech and speech breathing during the process of speech development.

According to research by L.I. Belyakova [3, p. 44] in healthy children 4-6 years of age who do not have speech pathology, speech breathing is at the stage of intensive formation. Simple speech tasks are realized by them against the background of a formed speech exhalation. In the process of one speech exhalation, they pronounce simple 3-4 word phrases with commonly used vocabulary. Poetic texts with short lines are pronounced by children of older preschool age, usually using speech breathing.

Complicating the speech task for children aged 5–6 years in the form of 4-, 5- and 6-word phrases with new vocabulary leads to impaired speech breathing.

Complicating the content of an utterance, both semantically and lexico-grammatically, destroys speech exhalation: additional breaths and breath holdings appear, i.e. the utterance is interrupted and, accordingly, does not have intonation completeness.

The utterance of a phrase by children 10 years old, as well as by adults, in a calm emotional state always occurs within one speech exhalation, i.e. speech exhalation is extended in time according to the length of the utterance.

Thus, by the age of 10, the formation of speech breathing occurs, which begins to correspond to the syntagmatic division of texts, i.e. the formation of speech breathing is completed.

Literature:

1. Zhukova N.S. Overcoming general speech underdevelopment of preschool children / N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva. Ekaterinburg: Litur, 2004. P. 7.
2. Krasnogorsky N.I. On the physiology of the development of children's speech // Journal of Higher Nervous Activity named after. I.P. Papova. 1952. Issue. 4. pp. 474-480.
3. Belyakova L.I. Stuttering / L.I. Belyakova, E.A. Dyakova. M.: V. Sekachev, 1998. P. 44.

Breathing exercises developed by A.N. Strelnikova.

This author's technique is suitable for classes with children from 3 years old. The whole family can do it. The purpose of these exercises is to increase the volume of inhalation and diaphragmatic exhalation. Each movement corresponds to certain phases of breathing. So, inhalations are made with movements that compress the chest. Inhalation should be as active as possible, exhalation should be passive. A short, noisy breath is taken through the nose with slightly closed lips. Exhale freely through the mouth. All exercises are rhythmic. Each of them is performed 8 times, after a 3-5 second break it is recommended to move on to the next one. The total duration of gymnastics is 5-6 minutes. In the beginning, three exercises are mastered. On each subsequent day one more is added. The whole complex consists of 11 exercises:

1. “Palms” I.p.: stand up straight, raise your palms to face level, lower your elbows. Take a short, noisy, active breath through your nose and at the same time clench your fists. Exhale smoothly, freely, through the nose or mouth, unclench your fingers, relax your hands.

2. “Belt” I.p.: stand up straight, clench your fists, press them to the belt. At the moment of a short, noisy inhalation through your nose with force, sharply lower your fists down, as if throwing something off your hands. During the push, unclench your fists and spread your fingers. As you exhale, return to the starting position.

3. “Bow” IP: stand up straight, arms down. Lean forward slightly, round your back, lower your head and arms. Take a short, noisy breath at the end point of the bow. Then smoothly, exhaling freely through your nose or mouth, return to the starting position.

4. “Cat” I.p.: stand straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning your torso to the right and then to the left. When turning, simultaneously take a short, noisy breath and make a throwing motion to the side with your hands. As you exhale, return to the starting position.

5. “Hug your shoulders” I.p.: stand up straight, bend your arms at the elbows at shoulder level, with your hands facing each other. At the moment of a short noisy inhalation, hug yourself by the shoulders with your nose (arms should move in parallel). As you exhale, return to the starting position.

6. “Big pendulum” IP: stand straight, arms down. Lean forward slightly, lower your hands to your knees - inhale noisily. Immediately lean back a little, bending slightly at the lower back, hugging yourself by the shoulders - take another breath. The exhalation is passive between two inhalations - movements. Return to starting position.

7. “Head turns” IP: stand straight, arms down. Turn your head to the right and take a short, noisy breath. Without stopping, turn your head to the left and take a short breath again. The inhalation is passive between two inhalations.

8. “Ears” IP: stand straight, look ahead. Slightly tilt your head towards your right shoulder - take a short, noisy breath in through your nose. Then tilt your head to the left - also inhale. Exhale passively between two inhalations, bend over without interruption.

9. “Small pendulum” IP: stand straight, arms down. Lower your head down, look at the floor - inhale. Throw your head up, look at the ceiling - also inhale. The exhalation is passive between inhalations, movements are made without stopping. Don't strain your neck.

10. “Rolls” IP: right leg in front, left leg one step behind. The weight of the body is on both legs. Shift the weight of your body to your front right leg. Sit lightly on it - inhale. Straighten up, transfer the weight of your body to your left leg standing behind you. Sit down lightly on it - inhale. Exhale passively between breaths. The exercise is performed 8 times without stopping. Change legs.

11. “Dance steps” I.p.: stand up straight, arms down along the body. Raise your right leg bent at the knee to the level of your stomach, squatting slightly on your left leg - inhale. Return to the starting position - passive free exhalation. Then squat on your right leg, raising your left leg - inhale. Exhale freely after each inhalation.

What role does air play in speech?

A person will not be able to utter a single word if the air does not pass through the vocal cords. The flow should come out slowly and evenly. You can speak only during exhalation, when the chest with a certain effort squeezes air out of the lungs. The jet must pass not only with the required force, but also in the right direction. An adult does not notice these subtleties; his conversation occurs automatically, without the participation of consciousness.

To understand how difficult it is for a baby to learn to speak, try saying the shortest phrase yourself, inhaling and exhaling randomly. The child needs help; mom and dad should do this. It is useless to explain to him the structure of the speech apparatus, the work of the vocal cords. With a two-year-old, you don’t need to conduct lessons, but play; with the help of interesting exercises, he himself will begin to speak correctly.

Important!

If you have followed all the recommendations, but have not noticed a positive result, contact a speech therapist. A professional will identify the causes of incorrect speech and eliminate them.

There may be a person in your environment who does not know how to breathe correctly when speaking. If the child loves this guest, he can adopt his manner. Don’t laugh at your friend, explain to your child that no one taught Uncle Petya to breathe correctly; if the kid wants to help him, let him first start speaking correctly himself, and then teach his friend. Such an incentive will strengthen the baby’s desire to perform the exercises correctly.

Exercises for preschoolers

If the child has been taught well, by the age of 5 he should already be able to speak correctly, but additional lessons still won’t hurt. Musical toys develop speech breathing well: whistles, pipes, harmonicas. With decorative whistles in the shape of birds and animals, you can act out a conversation scene: the cockerel asks something, the hen answers. If at 2 years old the child could sometimes extract a jerky sound from the pipe, now you can teach the child to play smooth, pleasant melodies.

When your child has mastered musical instruments well, try teaching him to whistle into a glass or plastic bottle. The lower lip should be lightly pressed against the side of the vessel next to the hole, the air stream goes inward. The direction of exhalation should be changed slightly until a sound appears. Not everyone succeeds in the exercise - don’t insist, say that you will return to this task in a month or two.

For a well-developed respiratory system, inflating toys or balloons would be a good workout. Buy a plastic duck, take it to the pond and tell him that if the baby wants to swim with the toy, he must inflate it himself. You can offer to inflate balloons, but first try to do it yourself: some manufacturers produce products so tight that they can only be inflated with a special pump.