See a speech therapist for advice. Children's portal Sun solnet.ee

Educational program for parents

Articulation gymnastics for children 3-18 months Children with speech disorders
Dysgraphia

mechanism and forms of dysgraphia, advice to parents, exercises to help overcome dysgraphia

How to Help Your Child Remember to Spell Dictionary Words
Dyslexia

forms and causes of dyslexia, basic techniques and methods of working with dyslexic children, texts of visual dictations, tests to determine dyslexia for adults.

Dysarthria (detail)

causes of dysarthria, main directions of correctional work, exercises, techniques, where to go for help

Dysarthria, erased form of dysarthria (briefly)
Hyperactivity and disinhibition

Alalia, ONR, ZRR, MDD

Stuttering

causes and symptoms of stuttering, methods of overcoming stuttering, rules and exercises, practical advice, where to go for help

Mutism

a little history, clinical variants of mutism, treatment of mutism, recommendations on where to go for help

Rhinolalia

forms of rhinolalia, elimination of rhinolalia, gymnastics, exercises, where to go for help

Bradylalia

symptoms, methods of speech therapy, recommended exercises, where to go for help

How are Caesar babies different from naturally born children?
How to get rid of interdental sounds?

Consultations for parents (legal representatives) consultation on speech therapy on the topic

Question answer

At what age is it time to show a child to a speech therapist?

The opinion that a child should be brought to see a speech therapist by the age of five is now outdated. The fact is that by this age the child’s speech has already been largely formed, and the most favorable period for speech development is the age of 2-3 years.

It is at this age that you need to ask whether everything is fine with your child’s speech. And even if the speech therapist at the clinic says that the child’s development is appropriate for his age, it is necessary to visit the speech therapy office annually to monitor the dynamics of speech formation.

After all, what is the norm at three years is already a lag at four. If the mother had problems during pregnancy or childbirth, and the child was seen by a neurologist, then in this case it is necessary to especially carefully monitor the development of speech. Then mom won’t have to hear the question so often asked by speech therapists: “Where have you been all this time?”

Can a mother herself determine whether her child needs a speech therapist?

If by the age of 2.5 years a child has not formed elementary phrasal speech, it is considered that the rate of his speech development lags behind the norm. A three-year-old child uses simple prepositions in sentences (on, in, under, for, with, from) and conjunctions because, if, when.

In the speech of a four-year-old child, there are already compound and complex sentences, the prepositions by, before, instead of, after, because of, from under, conjunctions that, where, how much are used. By this time, whistling sounds (s, z, z), s, e, and somewhat later - hissing sounds (sh, zh, ch, sch) appear. The sounds r, l usually appear by 5-5.5 years. By the age of five, the child has fully mastered everyday vocabulary and uses general concepts (“clothing,” “vegetables,” etc.). There are no longer omissions or rearrangements of sounds and syllables in words; the only exceptions are some difficult unfamiliar words (excavator, etc.).

If your child's speech differs significantly from these norms, you should contact a speech therapist. However, very often parents get used to their child’s speech and do not notice many problems in his development, especially if this child is the only one in the family.

Therefore, it is recommended to visit a speech therapist at the clinic for the first time at the age of three and then annually for preventive purposes.

If your child’s babbling has faded, and the first words have not appeared even by the age of 2, then you should seek help earlier.

Can parents correct their child’s speech themselves?

Undoubtedly, it is difficult to overestimate the role of the mother or other close people in the development of the child’s speech. Currently, a lot of books have appeared to help parents develop their child’s speech, for example Maksakov A.I. Tumakova G.A. “Learn by playing”; Fomicheva M.F. “Education of correct pronunciation in children”; Shvaiko G.S. "Games and play exercises for speech development."

Sometimes it is enough to attract the child's attention to the correct pronunciation of a sound to get a positive effect.

In other cases, it is first necessary to develop articulatory muscles with the help of articulatory gymnastics (ask a speech therapist how to perform it correctly).

However, if, despite your efforts, the child has not learned to pronounce sounds correctly within a month of lessons, it is best to turn to a professional. Further attempts to correct the pronunciation may aggravate the problem, for example, it may reinforce the child’s incorrect pronunciation or even discourage the child from studying.

Pay special attention to your own speech, because... For children aged 1 to 6 years, parents’ speech is a role model and serves as the basis for subsequent speech development.

It is important to adhere to the following rules:

- you can’t “babble” with a child, i.e. speak in a babbling language or distort sound pronunciation, imitating the speech of a child;

- it is desirable that your speech is always clear and moderate in pace;

— when communicating with a child, do not overload your speech with words difficult to pronounce for children, incomprehensible expressions, and phrases. The phrases should be fairly simple. Before reading a book or fairy tale, new, unfamiliar words found in the text must not only be explained to the child in a form understandable to him, but also illustrated: look at a bright picture, go on an excursion, etc.

— a child should not be punished for mistakes in speech, imitated or corrected irritably.

It is useful to read age-appropriate poetic texts to children.

How to get to classes with a speech therapist?

If you decide to see a speech therapist, you must first go to the clinic. The clinic's speech therapist advises parents on speech development, conducts clinical examinations of children in kindergartens and schools, and corrects simple speech disorders in children of all ages. He also refers the child, in case of more pronounced disorders, to a psychological, medical and pedagogical commission (PMPC) to clarify the diagnosis and, if necessary, place the child in a specialized group of the kindergarten. In kindergarten, a speech therapist works only with children enrolled in his group.

What does a speech therapist do?

Contrary to popular belief, a speech therapist does not only “produce” sounds. The work of a speech therapist in a correctional group begins with the development in children of attention, visual and auditory perception (recognition and discrimination), memory and thinking. Without this, it is impossible to establish a full-fledged educational process. The tasks of a speech therapist include expanding and enriching children’s vocabulary, correcting grammatical errors and teaching literacy.

A speech therapist helped my older child in six sessions, so is it worth going to a speech therapy group?

Speech impairment can only be expressed in incorrect pronunciation of sounds (dyslalia or FFN). In this case, it is enough to contact a speech therapist at the clinic. The process of speech correction for such a disorder can take from one month to a year, depending on the number of incorrectly pronounced sounds and the individual characteristics of the child. With general speech underdevelopment (GSD), not only sounds are impaired (sometimes up to 16 or more).

The syllabic structure of the words is broken: “peter” - now, “masalet” - airplane, “agat” - grapes. The vocabulary is poor, verbal substitutions are often allowed: helmet - “hat”, bottom - “sole”, saw - “knife”. The child has difficulty constructing a phrase, often with grammatical errors.

Correction of such speech disorders is possible only with daily complex medical and pedagogical intervention in a specialized group and can take up to 2-3 years or more.

Will my child become “like everyone else”?

Parents often ask whether the child will be able to correct all existing violations. The result of correctional work depends on many factors: the severity of the violations, the presence of concomitant diseases, the timeliness of assistance and the regularity of classes, the complexity of the impact, the interest of the child and parents in correcting the violations. In many cases, the correction process takes more than one year and requires a lot of patience from all participants in the process. Children with developmental disorders certainly need qualified assistance from a correctional teacher. But no less they need adequate help from their parents. In the absence of sufficiently effective and early diagnosis of the child’s development, it is the parents who, suspecting a delay or disturbance in the child’s development, should seek help from specialists and actively get involved in the work themselves. After all, no one can approach a child better than mom and dad, and no one is more interested in the final result.

The child's medical record contains a diagnosis of RRD. What is this?

A diagnosis of “speech development delay” (SSD) means that the child’s speech development is slower than expected. This may be due to hereditary reasons (father or mother also started talking late), or frequent illnesses of the child. In this case, all the body’s forces are spent on fighting the disease, and not on development, including speech. Speech development can also be delayed if the child does not talk or read much. Radio and television do not help the formation of speech. At the initial stages of speech development, the child must not only hear speech, but also see the articulation of the adult. Speech should be simple, clear and accessible. If speech development delay is due to these reasons, specialist intervention is not required. It is enough to create favorable conditions for the child’s development.

However, it happens that delayed speech development is caused by harmful influences during pregnancy, childbirth or in the first years of a child’s life (stress, infections, injuries and much more), which parents are sometimes unaware of. In this case, speech development is not only delayed, but also disrupted. It is no longer possible to do without medical and pedagogical assistance.

ZRR is usually given to children under 3-3.5 years of age. After this age, and sometimes earlier, if the child’s speech still does not correspond to the age norm, we can speak not of delayed, but of impaired speech development. In this case, you need to contact a neurologist and speech therapist.

How to properly teach a child to read and write?

The basis of learning to read is not the letter, but the sound. Before showing your child a new letter, for example M, you should teach him to find the sound [m] by ear in syllables and words. At first, you should name both the sounds and the letters corresponding to them the same way - [m], [b], and not em or be. Saying this, we pronounce two sounds - [e] and [m]. This only confuses children.

Another serious mistake is in letter-by-letter reading, that is, the child first names the letters: MA - and only after that adds the syllable itself: MA. This skill of incorrect reading is very persistent and is corrected with great difficulty. Even if a child can read words of three or four letters in this way, reading more complex words will be impossible. Correct reading is reading in syllables (until fluent reading is formed). At first, let the child draw out the first letter of the syllable for a long time until he recognizes the next letter.

The main thing is that he does not stop after the first letter and reads the letters of the syllable together. First of all, children are taught to read syllables like AP, UT, IK, etc. Then they move on to syllables like MA, NO, VU. After the skill of reading syllables is sufficiently automated, they move on to reading words like MAC, MOON, STICK, etc. according to increasing complexity of words. If in oral speech a child replaces some sounds, for example [Ш] with [S] (“sapka”) or [R] with [L] (“lyba”), it is not recommended to teach him the corresponding letters until the sound pronunciation is completely corrected . Otherwise, the child may form an incorrect connection between the sound and the letter representing it.

Before teaching a child to write, it is necessary to develop a correct grip on the pen. A lot of kids do it wrong. The child’s hands should lie on the table so that the elbow of the right hand (for right-handed people) protrudes slightly beyond the edge of the table, and the hand moves freely along the line, while the left hand lies on the table and holds the sheet.

The handle is placed on the upper part of the middle finger, and the nail phalanges of the thumb and index fingers hold it at a distance of 1.5–2 cm from the end of the rod. Teach your child to navigate on a sheet of paper: show the upper right, lower left corner, middle of the sheet, etc. Then they are taught to see the lines, find the beginning and end of the line.

How to help a child

what if he forgets, confuses, or writes letters incorrectly?

If a child writes letters in the wrong direction (mirrored) and confuses the arrangement of letter elements, this is most often a consequence of unformed spatial representations. Check if your child can show his right ear, left leg, etc. correctly.

Game-activities such as “Tangram”, “Pythagoras”, “Fold a square”, and various “constructors” are very useful. It happens that a child confuses letters that are completely different in spelling: M and B, T and D. The reason for this may be that the child has difficulty distinguishing the corresponding sounds by ear. At the same time, his physical hearing may be absolutely normal. Teach your child to listen for difficult sounds in syllables and words. To make it easier for your child to remember letters, the following techniques are recommended:

— Coloring letters, shading;

— A child sculpting letters from plasticine.

— A child cutting out letters according to a contour drawn by an adult.

- “Writing” with broad gestures all the letters being studied in the air.

- Comparison of the letter and its elements with familiar objects, other letters: the letter U - bunny ears, etc.

— Tracing a letter cut from fine sandpaper or velvet paper with your finger, recognizing letters by touch with your eyes closed.

— Laying out letters from various materials: braid, buttons, matches, etc.

— A child tracing letters written by an adult.

- Writing letters using reference points set by adults.

Is it possible for my child to stutter?

Approximately 2% of children stutter, i.e. one in fifty. Moreover, stuttering occurs four times more often in boys than in girls. Stuttering usually occurs between 2 and 5 years of age. Very often, parents blame fear, illness, or other stress as the cause.

In fact, many children are afraid of animals or other things, but they do not stutter. Consequently, the real reason is the weakening of the child’s central nervous system, and fear served only as a trigger. Stuttering can be provoked by a sudden change for the worse in the family situation or regime.

There are frequent cases of stuttering in children with precocious speech, whose parents read them too many poems, fairy tales, make constant requests: “tell me”, “repeat”, and often force them to speak for show.

One of the common causes of stuttering in children is an excessive speech load (repetition of incomprehensible and difficult words; recitation of poems that are complex in content and large in volume; memorizing fairy tales and stories that are not appropriate for the age and development of the child). Sometimes in children who started speaking late (at the age of about three years), stuttering occurs simultaneously with the rapid development of speech. Stuttering can also appear in children with slow developing motor skills.

Such children are awkward, do not look after themselves well, chew sluggishly, and their fine motor skills (strength, dexterity, mobility of the hand and fingers) are not well developed.

Such children are not recommended to watch a lot of TV, especially at night.

You should not overload your child with a large number of impressions (cinema, reading, watching TV, etc.) during the period of recovery after an illness. Failure to comply with the regime and requirements of proper education at this time can easily lead to stuttering.

You cannot intimidate or punish a child by leaving him alone in a room, especially a dark one. Before going to bed, it is better to play quiet, calm games. Do not try to get an answer from a child when he is crying, sobbing convulsively. This can cause stuttering. Calm him down first.

Stuttering can sometimes occur by imitation if someone around the child stutters.

In order to help the child in time, it is very important not to miss the first signs of stuttering: the child suddenly suddenly becomes silent, refuses to speak (this can last from two hours to a day, after which the child begins to speak again, but stuttering); the use of extra sounds (a, and) before individual words; repetition of the first syllables or whole words at the beginning of a phrase; forced stops in the middle of a word or phrase; difficulties before speaking.

When the first signs of stuttering occur, you should contact a neuropsychiatrist.

Speech development of children 4-7 years old

Speech therapy homework on the formation of the lexical and grammatical structure of speech and the development of coherent speech
Preface

SEPTEMBER

Week 1 Vegetables
Week 2 Fruits
3rd week Garden
Week 4 Where did the bread come from?

OCTOBER

1st week Trees
Week 2 Mushrooms
3rd and 4th week Autumn

NOVEMBER

1st and 2nd week Wild animals of our forests and preparing them for winter
3rd and 4th week Pets

DECEMBER

1st and 2nd week Poultry
3rd and 4th week New Year. Christmas decorations

JANUARY

1st week Christmas
Week 2 Winter fun
Week 3 Wintering birds
4th week Winter (summary)

FEBRUARY

1st week Dishes
2nd week Transport. Traffic rules
3rd week Defender of the Fatherland Day
Week 4 My family

MARCH

1st week March 8th - mother's holiday
2nd week Professions
3rd and 4th week Migratory birds

APRIL

1st week Early spring
2nd week Cosmonautics Day
3rd week Easter
Week 4 Furniture

MAY

1st week Repetition
2nd week Victory Day
3rd week Spring. Primroses
Week 4 Insects

JUNE

When is it time to see a speech therapist?

The opinion that a speech therapist works only with older preschoolers is already outdated. The most suitable age for identifying speech problems and working to correct them is considered to be 2-3 years. Even in such children, a specialist can easily determine the presence of speech development disorders.

Everyone knows that a problem is easier to prevent than to fix. If speech disorders are not corrected at an early age, they only get worse, creating conditions for a lag in the formation of higher mental activity.

If you notice that:

The baby does not develop humming or babbling at six months;
a one-year-old baby does not begin to pronounce his first words;
a two- or three-year-old cannot construct simple sentences;
the child has a small vocabulary;
sounds are difficult to pronounce;
there are problems with attention, memory,

make an appointment with a speech therapist!

How are classes going?

The main rule in corrective speech therapy work is the comfortable psychological state of the child.

All classes with preschoolers are conducted in the form of a game and do not take more than 45 minutes. To prevent children from getting tired, activities change frequently during the lesson. This allows the speech therapist to carry out comprehensive work in one lesson, conducting all the necessary exercises - from articulatory gymnastics to didactic games. It is quite difficult to determine in advance how long the correction will take. All children are individual, so only after consultation and the start of classes can a specialist predict the approximate timing.

It is extremely important that the child continues to study at home and maintains the skills he has developed. That is why the participation of parents in the work process is simply necessary. The more consistent and active the work is, the faster the child will cope with the problem.

How can a speech therapist help a child?

The specialist will assess the child’s speech therapy level, identify existing problems in speech and non-speech development, and outline a plan for correctional work.

The speech therapist will help the child:

Learn to correctly pronounce the sounds of your native language. This means the child will be able to communicate well with friends, both adults and peers will understand him, he will not experience awkwardness and inconvenience due to distorted sound pronunciation.
Distinguishing sounds by ear, which promotes correct writing, will eliminate errors when reading and writing text, and will prevent the occurrence of dyslexia and dysgraphia.
Learn to speak beautifully, build coherent speech, without which it is impossible to communicate or study school subjects that require retelling and oral answers.
Improve fine motor skills, coordinate finger movements, and therefore subsequently learn to write and draw beautifully. In addition, such work stimulates the general formation of speech skills.
To develop memory, imagination, imaginative thinking, without which it is impossible to study the exact sciences.