How to develop a child's speech from birth? Games, tasks and exercises for the development of speech. Ch.1 We develop the baby's speech from 1

Club of Passionate Moms

So your baby is one year old. You, as a caring mother, of course, are worried about whether the development of your child meets the standards.

Up to a year, speech development in different children goes through the same stages, we wrote about them in the article ““. The difference between peers is at first insignificant, but after a year speech develops at an active pace, and in order to “keep abreast” and guide the development of the baby, we will talk about child's speech development at 1 year old.

So, in accordance with the norms, by the end of the first year of life, your child should be able to:

• correctly pronounce from 2 to 6-8 words,
• use about 5-10 babble words like: bi-bi, bo-bo, woof,
• show the items you name,
• fulfill simple requests like: give me your hand, look at your aunt,
• understand the word "impossible".

Further speech development of a child at 1 year old will be due to the following factors:

1. high-quality speech environment;
2. baby health;
3. the development of fine motor skills;
4. hereditary factors.

Of all these factors, parents are not able to change only heredity, and the rest is all in our hands.

1. High-quality speech environment

Let's say figuratively - "in order to grow tasty fruits, you need fertile soil." This means that you need to create conditions so that the baby has the opportunity to replenish vocabulary and train pronunciation skills. Read more about how to read in a separate article.

2. Baby's health

If your baby is often sick, this means that a large amount of his energy resources are spent on restoring the balance of the body disturbed by the disease. Because for survival, the health of the body is more important than speech skills and much more.

Try to understand why your child often gets sick. Consult with various specialists, but do not rely only on doctors, analyze for yourself, no one knows your real family situation better than you.

As soon as the baby stops getting sick, all the power will go to development.

3. Development of fine motor skills

Most parents already know how the development of fine motor skills affects speech, if you want to check if you understand this process correctly, take a look.

Develop fine motor skills in your baby - this will have a beneficial effect on the development of his brain.

In the "" section you will find many ideas for interesting educational games and activities with the baby.

4. Hereditary factors

We cannot change heredity, but it is simply necessary to know the “weak points” of your family gene pool and the manifestations of unwanted diseases! Then you can respond in time and be sure to carry out the prevention of chronic family diseases.

Conditions for the development of a child's speech at 1 year

Communication

Continue to talk a lot with your baby, tell him everything that is happening, what he sees, where you are going and who has come. Do not think about whether he will understand you, it is enough that he hears your speech and remembers the constructions of different phrases.

Replenishment of the passive dictionary

Name the child different objects, let him find them with his eyes or point to them with his finger, so you will see that the baby understands more than he says.

index finger

After a year, there comes a time when the child begins to point at something with his finger and ask you to explain what it is. Catch these moments and satisfy the curiosity of your yearling, and he will grow inquisitive and talkative.

Do you want to play with your child easily and with pleasure?

Pick up a few rhymes that you will accompany with movements, over time, the baby will begin to remember the movements and repeat them after you. So you will see that the baby is already learning poetry, but so far he cannot read them aloud to you.

finger games

A lot has been written about the importance of finger games, so we will not repeat ourselves. You can also do a daily massage of the fingers and palms, fold the brush into a fist, train the pointing gesture - this can be no less fun and useful than finger games.

Songs

Sing songs with your baby, at this age, kids try to actively sing along. Come up with simple movements for songs and dance together.

Choose short songs for one or two quatrains, and soon the baby will be able to sing them with you.

Offers

Help your child build sentences. If he pulls his hands towards you and says “mom”, voice his request, say it out loud, thereby setting an example that in such a situation you need to say - “Mom, take me in your arms”.

Role (story) games

It's time to start teaching your child to play role-playing games. Playing different life situations, you not only develop the baby's speech, but also prepare him for an adequate perception of everyday situations and the ability to respond to different plot twists.

Unfortunately, psychologists and educators note that the current generation of preschool children do not know how to develop story games, so teach role-playing games to your child yourself.

Play mother-daughter, shop, doctor, develop your child's social skills along with speech.

Developing your baby's speech at 1 year old, remember that each baby is unique, which means that he may not “fit” into the average norms. However, if you see that your baby does not keep up with the norms in his development all the time, then this is an alarming signal, and it is better to consult a specialist.

In order to learn to think and speak, one must be able to look and see, listen and hear, that is, process and comprehend information received from the surrounding world. Without well-developed attention and memory, imitative activity is impossible, and it is precisely this that underlies the teaching of speech.

A baby from one to three years old needs activities with educational toys, so that he learns to distinguish objects by size, color, shape. It is important to constantly involve the child in communication, giving the simplest speech samples to repeat: interjections (ah, oh), onomatopoeia (beep, meow) simplified words (boom, lala).

As soon as the first onomatopoeia and simplified words appear, it is necessary to carry out voice development games (singing of individual vowel sounds or onomatopoeia in a voice of different strength and height).

In a non-speaking baby, the movements of the lips and tongue are not developed enough, in such cases it is necessary to do speech therapy massage and passive articulation gymnastics, as well as hand massage and passive and then active finger gymnastics.

The brain of a child is a very mobile system. The speech zones of the cerebral cortex that are not used in time can eventually “switch” to perform other functions. And this means that after three years it will be extremely difficult or even impossible to teach a baby.

GAMES FOR SPEECH DEVELOPMENT

Speech is made up of active and passive vocabulary. It is necessary to lay the foundation for speech - to accumulate a large enough passive vocabulary in order to make it possible to move to an active dictionary (independent speech). Therefore, first of all, it is necessary to teach the child to understand speech.

You need to learn to speak not only in special classes, but also in everyday life, during everyday communication. To do this, the baby is asked questions that at first the adult has to answer himself. So, the mother makes the bed for the baby and says: “Where will Vanya go now? To the crib. Sleep". If at first the baby said “Bye-bye”, then after a while he will begin to answer this question “Pat” (“Sleep”). Thus, onomatopoeia and babbling words will be gradually forced out of speech.

You need to talk with a small child only about those objects that attract his attention at this moment, or about the actions that he performs. For example, when bathing a baby, it makes no sense to talk about toys, it is better to pay attention to a washcloth, soap and a towel.

The kid, carried away by the game, will begin to repeat the proposed sound complexes and simplified words after you. And no matter what quality these first words will be, it is important that they finally sound. Praise the child and rejoice with him.

GAMES TO DEVELOP SPEECH UNDERSTANDING

Cube and brick (from 1 year old)

Take two cubes (with a side of at least 4 cm) and two bricks (with sides of at least 1 x 4 x 5 cm) of the same color.

Show the kid the cubes, name them and demonstrate how you can build a house (put one cube on top of another). Similarly, teach your child to lay out a path from bricks (put one brick after another).

During the game, constantly repeat the names of the building material, saying: “This is a cube. Let's put a cube on a cube", "This is a brick. Let's put brick by brick."

Now put a cube and a brick in front of the child and ask: “Where is the cube?”, “Where is the brick?” And then ask: “Give me a cube (or brick)!”

? The game helps the child to develop the ability to distinguish objects by name and shape, teaches the child to carry out the simplest buildings according to the model given by adults.

Assignments (from 1 year)

Take 5-8 toys that the baby constantly plays with.

Ask the child to give you toys (objects) whose names the baby knows well, or put the toys (objects) in their place; open or close the door to the room, etc.

Calling the names of loved ones, ask the child to bring them a toy or bring an adult here.

? With the help of the game, the child will develop an understanding of speech (without showing) - the names of several objects, actions, the names of others, the execution of individual assignments.

It is forbidden! (from 1 year old)

Seeing the undesirable actions of the child, contact him and, calling the baby by name, strictly say: “No!” At the same time, it is not necessary to name the action itself or the objects taken by the child (for example, do not say: “Do not touch!” or “Put the cup!”), And also take them from the hands of the baby.

? The game develops in the child an understanding of the word “no”, the ability to obey the prohibition of an adult.

Familiar things (from 1 year 3 months)

Use toys that the baby constantly plays with; household items. During games, feeding and hygienic care of the child, name the objects and toys used by the baby (car, ball, towel, soap, watch, etc.).

Place four objects (toys) in front of the child and ask them to show each of them. At the same time, ask the child questions: “Where ...?”

Arrange the same objects in front of the baby in a different order and again give the task to show each of the named objects.

? The game helps to expand the stock of words understood by the child, denoting household items, toys.

My clothes (from 1 year 3 months)

When getting ready for a walk, dressing after sleep, name the baby's clothing items (shirt, shorts, tights, T-shirt, etc.).

Lay out 4 pieces of clothing in front of the child and ask them to show each of them. At the same time, ask the baby questions: “Where ...?”

Arrange these items in front of the baby in a different order and again give the task to show each of the named items.

? The task of the game is to expand the child's stock of understood words on the topic "Clothes".

Show your nose (from 1 year 3 months)

When communicating and playing with a child, often show and name parts of the face of the baby himself, as well as toys: dolls, dogs, teddy bear.

Ask the child to show with his index finger where his nose, eyes, mouth, ears are. Then give the task to the kid to show the same parts of the face on the doll, on the animal toy.

Lyalya doll (from 1 year 3 months)

You will need a doll, a doll bed, a plate, a spoon, a trolley (a stroller for a doll).

Show your child different options for playing actions: put the doll to sleep, feed from a spoon, ride in a cart (carriage). Comment on all your actions.

Offer the child: “Feed the doll”, “Put the doll in the crib”, “Ride the doll in the cart”.

? The game will help the child to expand the vocabulary of understood words denoting different actions.

Wipe Lala's nose (from 1 year 6 months)

Take the doll and handkerchief. Pointing to the doll, tell the child: “Lyalya has a dirty nose. Here is the handkerchief. Wipe Lyalya's nose.

The kid will apply the handkerchief to the nose of the doll himself.

? With the help of this, he will learn to display in his game actions often observed in life, expand the vocabulary of understood words.

Fees for a walk (from 1 year 6 months)

Lay out your child's street clothes on a high chair before going for a walk. Say: “Now we will go for a walk. Where is our hat? Here she is. How fluffy she is - touch it with your hands! Let's put a hat on our heads. Like this! Take a look in the mirror. What a beautiful hat - blue-blue! And these are the ribbons at the cap. We will now tie ribbons to keep the ears warm. Like this! Warmly? Warmly!"

? The game will demonstrate to an adult how to pronounce their actions when communicating with a baby, and expand the vocabulary they can understand.

Exhibition of toys (from 1 year 6 months)

Make a shelf for the child, located at the level of his eyes, and arrange toys on it. Name the toys on the shelf one by one.

Allow the child to take these toys and play with them, but then ask them to put all the toys back. During the day, bring the baby to the shelf several times, show and name the toys placed on it. At the end of the day, name the toys on the shelf again and ask the child to show them himself.

The next day, replace the toys or, if the baby has not yet remembered the names, leave the old ones, but add a new one.

? The game will help to expand the child's passive vocabulary.

Lunch for animals (from 1 year 6 months)

Organize a feeding game with animal toys, a toy table and dishes. Tell the child that the animals are hungry. Offer to feed them lunch. At the same time, have a dialogue with yourself:

Here is the kitty running - top-top-top! (Move the toy cat.) What does she say?

Meow meow! I want to eat!

Sit down, kitty, at the table! (Sit the cat at the toy table.)

Who is it that is walking along? The bear is walking - top-top, top-top! What he says?

Eee! I want to eat!

Sit down, bear, at the table! (Sit the bear at the toy table.)

You can put a dog, a bunny, a monkey at the table and give everyone a plate and a spoon, having previously discussed that “soup is poured into the plate”.

? The game develops the child's understanding of the speech addressed to him.

Who's doing what? (from 1 year 9 months)

Take plot pictures, for example: a boy is eating, a girl is sleeping, children are playing with a ball.

Show your child these simple pictures and tell him who is in them and what he is doing.

Then lay out the pictures on the table and invite the baby to show the one on which the boy eats. Then let the kid choose the picture in which the girl is sleeping and the one where the children are playing. Using the same pictures, you can ask the baby questions: “Who is this?” and "What does it do?"

To the question "Who?" the baby will give you pictures. And to the question "What does he do?" - Demonstrate familiar actions. If speech capabilities allow, then the child will answer questions.

? With this activity, the child will learn to understand simple questions.

Body parts (from 1 year 9 months)

When communicating and playing with a child, show and name parts of the body.

Ask the child to show on himself where the different parts of the body are: eyes, forehead, nose, hair, back, stomach, arms and legs.

Ask to show the same body parts on the doll. Let the child show them in the picture.

? The game will help the child remember the words denoting parts of the face, will contribute to the development of fine motor skills of the fingers.

Magic bag (from 2 years old)

You will need a bag of bright fabric and small toys. Show the child the bag and say that it is not simple, but magical: now different toys will appear from it. Take out a toy from the bag, for example, a fox, name it, and then pass it on to the baby.

Taking out the next toy from the bag, for example, a cube, name it too. So, one by one, take out 3-4 toys from the magic bag, name them and give them to the child for examination.

When the baby has examined all the toys, ask him to put the toys in the bag. At the same time, call one after another, and let the child put them in turn in a magic bag.

? The game develops a child's understanding of speech, expands his passive vocabulary.

Who is it? (from 2 years old)

Take pictures of boy, girl, man, woman. Lay them out in front of the baby and call each one: “This is aunt”, “This is uncle”, “This is a boy”, “This is a girl”.

Ask to show the boy first, then the girl, etc. When the baby shows the picture correctly, give it to him. At the end of the game, all four pictures should be with the baby.

You can continue the game by asking the child to return the pictures to you: first the boy, then the girl, then the aunt and uncle. After receiving the pictures, arrange them in two rows on the table, and then say: “I will hide the girl!” and turn the picture upside down; "Hide the boy!" and flip the next picture, and so on.

Ask the baby to remember: “Where did the boy hide?”, “Where is aunt?” etc. Having given an answer, the baby can turn the pictures upside down by himself. If he made a mistake, name the picture correctly yourself. If the child chooses the picture correctly, praise.

Similarly, play games with pictures that depict domestic (cat, dog, cow, horse) or wild (bear, fox, wolf, hare) animals.

? The game develops the child's understanding of the speech addressed to him and improves fine motor skills of the fingers.

What is he doing? (from 2 years old)

Take plot pictures: a cat is sleeping, a cat is eating from a bowl, a cat is playing with a ball. Lay them out in front of the baby and ask them to show where the cat sleeps, where it plays, and where it eats.

You can invite the child to show pictures with the boy: the boy runs, jumps, swims, eats with a spoon from a plate, drinks from a cup, drives a car, draws, plays with a balloon, washes, cries, etc. (for one game - no more five pictures).

? The game develops a child's understanding of speech, expands his passive vocabulary through verbs.

Listen and do (from 2 years old)

In everyday communication, in games, name and show a variety of actions. So, show how you can spin in place, jump, raise and lower your arms, squat, etc.

Then ask the baby to follow your commands. Commands can be as follows: “Sit-get-up-jump”; "Stand up - put your hands up - put your hands down - sit down"; "Jump-circle-crouch"; "Stomp your foot - clap your hands - run to me."

? The game will help to consolidate the words denoting actions in the child's passive vocabulary.

Show and hide (from 2 years old)

Take two cubes, two balls, two nesting dolls, two cars. Lay out the toys on the table and ask the child to choose the ones you name and then hide them in the box. For example, say: “Hide the blocks in the box,” and when the child completes the task, comment: “There are no blocks. Where are the cubes? It's in the box."

Do the same with the rest of the toys.

? The game will help develop a child's understanding of the grammatical forms of words: the genitive plural of nouns, the meaning of the preposition "in", the interrogative word "where".

Naughty toys (from 2 years old)

Use any soft toy, such as a cat, to play with. Take a toy and tell your child that the cat has been naughty today:

Jumping, jumping, playing

And where - she does not know.

Put the cat on the child’s shoulder (while holding it) and ask: “Where is the kitty?”, And then answer yourself: “On the shoulder.” Then put the toy on the child's head and ask again: “Where is the kitty? On the head." The cat can be put on the child's lap, on the palm.

Similarly, a cat hides under various pieces of furniture, and you comment on her actions: “Pussy under table, under chair, under bed”, etc.

The next time the cat will hide behind any objects: behind closet, behind armchair, behind back, behind a door, behind curtain.

And finally, the pussy got tired of being naughty and lay down to rest. Here she lies at dads, at mothers, at grandmothers and at the baby himself on his knees and sings a song: “Mur-mur-meow! Moore-mur-meow!"

Next time play with a bird hanging from a string that “flies” around the room and sits on various objects, toys and people.

? With the help of this game, the child will begin to understand the meaning of prepositions.

THE FIRST IMITATIONS AND WORDS

Who is at the door? (from 1 year old)

Lay out toys or pictures in front of the baby and ask: “Give me moo!” or “Give av-av!”

Next time, add an element of surprise or mystery to the game. For example, ask a child, “Who is that knocking on our door?” Having opened it and found a plush dog, offer to play hide and seek with it.

Then show the baby what kind of circus numbers the dog can show: walk on its hind legs, do somersaults, jump to the ceiling, jump on the baby’s shoulder, etc. Keep in mind that the dog is not silent, but barks loudly and fervently: “ Aw-aw!”

? The game helps the baby learn to imitate an adult and pronounce onomatopoeia.

What is the baby doing? (from 1 year old)

Show your baby how to indicate actions that are familiar to him with the help of a certain combination of sounds.

For example, when feeding a child, say: “Am-am!”, When bathing: “Kup-kup!”, And putting to bed: “Bye-bye!” When playing outdoor games with your baby, do not forget to voice your actions. While dancing, hum: “La-la-la!”, stamping your feet, say: “Top-top-top!”, clapping your hands: “Clap-clap!”, jumping: “Jump-hop!”

Playing with the child in the ball, repeat the sound complexes and the words: “Oops!”, “On!”, “Give!” When showing your baby how to dig sand or snow with a shovel, do not forget to voice your actions: “Cop-cop!” and encourage your child to do so.

Musical toys (from 1 year old)

Show your child how to play musical instruments and let them play by themselves.

Show how musical toys sound: a pipe: “Doo-doo-doo!”, an accordion: “Tra-ta-ta!”, a bell: “Ding-ding!”, a drum: “Boom-boom!”

After that, pronounce the appropriate onomatopoeia and, without taking musical instruments in your hands, depict how they play the pipe, harmonica and bell (see the description of finger games). Encourage your baby to repeat movements and onomatopoeia after you.

? The game teaches the baby to actively use onomatopoeia.

What is Lala doing? (from 1 year old)

It is useful to organize a game with a doll, showing the child familiar actions with it, and, of course, voice them.

Let the doll laugh, cry, play pranks, fall, surprise the baby with his ability to dance. During the game, call her the babble word "Lalya". Voice how the doll cries: "Wah-wah!" Show your child how to rock the doll by singing to her a song: "Ah-ah!", And when she falls asleep, say: "Bye-bye!" Feed the doll with your child (am-am) learn to walk (top top), and when the doll falls, say “Bukh!”, “Lale bobo!” Let Lyalya learn to sing (la la la) dance (tra-ta-ta), clap (clap clap), saying goodbye (bye Bye).

? The game teaches the baby to actively use onomatopoeia.

Show the child a toy cow and say: "Moo-hoo!", then show the cat: "Meow!" etc.

You can take turns hiding these animals in a house made of cubes, behind a screen (a large book), a curtain or under a table and ask the baby to guess who is casting the vote.

Let the kid guess sound riddles, and you will guess them.

First answer correctly, and then deliberately make a mistake. The kid will be surprised at the wrong answer, but he will soon realize that this is a mistake and will have fun. As a result, the game will become even more interesting.

? The game teaches the baby to actively use onomatopoeia.

Who lives in a fairy tale? (from 1 year old)

After your child learns to recognize and imitate animal voices, look through books with familiar fairy tales and poems.

Ask the kid to show the characters he knows and voice them.

? The game teaches the baby to actively use onomatopoeia.

Clockwork toys (from 1 year old)

You can repeat onomatopoeia by playing with clockwork toys. To do this, first show your child a clockwork toy and demonstrate how it works. Start the toy with a key or by pressing a button and, watching with your child how it moves, pronounce the appropriate onomatopoeia.

Next time, tell your baby that he himself will be a clockwork toy (chicken, frog, duck, etc.). “Turn” it with your index finger, like a key, or press an imaginary button and ask to show how the toy moves or “says”. If the baby is silent, say that the toy is broken, “fix” it and offer the game again.

? The game teaches the baby to actively use onomatopoeia.

The speech of a child at 1 year old depends on how the preparatory work was carried out for its development from birth to a year. Cooing, babbling and pronouncing the first words prepared the articulatory apparatus for more complex work, the baby's acquaintance with the objects of the immediate environment enriched his passive vocabulary.

By the age of one year, the baby already knows the meanings of many words, the active dictionary contains 10-25 words, he begins to use speech as a means of communication. He can pronounce words correctly (mama, lala, baba), babble (pa, ma, bang), partially reproduce the forms of words (“kach” - swing, “zya” - you can’t), and imitate the voices of animals and the sounds around him (mu -moo, boo-boo, wee-wee, bee-bee).

At this stage, it is already possible to determine if there are speech problems. Unlike specialists, it can be difficult for parents to see them, but below we will tell you by what signs you can independently identify speech problems in a baby.

Passive and active vocabulary

During this period, attention is drawn to such a characteristic feature as imitation of the words of adults. The kid repeats not only familiar words, but also previously unknown ones. These can be words addressed to the child, or words that he heard from others. Such active imitation can be seen from the age of 1 year 5 months. It is important here not to lisp with children, forging your speech under the “childish” language, but to give an example of the correct pronunciation of words.

Starting from the year of life, the understanding of words grows, the baby knows the names of objects in his immediate environment, the names of objects, animals and other objects that are most often shown to him in pictures in children's books, on the street. The kid loves to look at bright color book illustrations. Adults should support this interest by choosing understandable pictures.

When commenting on illustrations for a child, one must speak accurately, in simple words, try to designate the subject with one, constant word so that the meaning of the depicted picture is not lost in the flow of adult speech. For example, while the word monkey is called a monkey and a gorilla.

By the age of one and a half years, the child's active vocabulary is equal to 20–30 words; in terms of its sound composition, it is still simple. Thanks to the desire to imitate the speech of adults, the baby by the end of the second year increases the number of spoken words ten times. In speech, nouns predominate, but there are verbs (there are 2–3 times fewer of them) and adverbs (there, here, here).

Occasionally, by the age of two, the use of adjectives can be found in children's speech, this feature will continue further, at a younger preschool age. Often found in the speech of the child and personal pronouns are easily used (I, you, he, she).

The grammatical structure of speech and sound pronunciation

After a year and a half, the ability to change words in the simplest ways appears, linking them into one phrase (give a doll - “give ku”). Most often, one-syllable sentences are used. In such primitive sentences, one word can be used in different meanings. When pronouncing the word “mu”, the child in one case wants to be given a toy, and in another, with the same word, he draws the attention of an adult to the eyes or horns of a toy cow that he is holding in his hands.

By the end of the second year of life, there may be three or four words in sentences. Sentences can be both interrogative and exclamatory. The interrogative words themselves are not yet available to the child; he expresses the question with the intonation with which he pronounces such a sentence. There are no prepositions in the words either (“Seva bi-bi” - Seva has a typewriter).

All vowel sounds in the second year of life are already pronounced by the baby. Its articulations and some consonants are available: m, p, k, t, d, n, f, x, b, d, c, d. The clarity of their pronunciation depends on the place of the sound in the word and the number of syllables in it. In simple words of one or two syllables, all sounds are pronounced correctly (Katya, dad, Tanya, Vova). The same sounds are “swallowed” and distorted in more complex words (pisina - machine). Combinations of two consonant sounds nearby (heb - bread) are not given to the baby, especially if these are sounds that are difficult to pronounce, for example: s, w, p, l.

A different rate of speech acquisition by children of the same age becomes noticeable. It depends on the individual characteristics of the baby, heredity, and on diseases suffered in early childhood. Of great importance is the intensity of communication between adults and a child, how the speech development of a child is stimulated at 1 year old.

Norms of speech development in the second year of a baby's life

Evaluating a child's speech per year is very problematic: the guidelines for its development are very arbitrary and a delay in speech activity is acceptable. You can give approximate norms by the end of the second year of life:

• the baby answers simple questions;
• he can perform a simple task, for example, take a cup to his grandmother, give a thing or a toy;
• the child easily repeats simple phrases and simple words after adults;
• all vowels and most consonants are available to his pronunciation;
• by the age of one and a half years, the baby combines two words into a sentence, and by two years he builds a sentence of 3-4 words;
• he actively and on his own initiative enters into communication with other children and familiar adults;
• he can ask a question using intonation;
• the child is able to pronounce at least 50 words, more often 200-300;
• begins to use singular and plural nouns (cube - cubes), diminutive suffixes (house - house);
• he can understand and follow the two-step instruction: “Take the spoon on the table and take it to dad”;
• the baby can show two or three parts of the body or more;
• listens to nursery rhymes, fairy tales, rhymes, tries to memorize small pieces.

If in the list above you see an item that your baby does not correspond to, you should carefully observe the child, assess whether he seeks to communicate with others, whether he understands the speech addressed to him. It is possible that the baby has a slight delay in speech development.

Symptoms of delayed speech development of the baby

How to understand that a one-year-old child has a delay in speech development? This question interests many parents, and often moms and dads rush from one extreme to another. Some, seeing how their child's peers speak fluently and freely, anxiously listen to the speech of their baby, who has not mastered even half of such a vocabulary. Others, relying on the stories of those who tell how their silent children suddenly spoke at 3, 5, 6 years old, do nothing and wait for the same miracle, and then face the problem of a serious delay in the development of their baby.

The age from one to two is a kind of milestone, when it becomes clear whether children's speech develops normally, or the child has one of the following pathologies:

• motor alalia
• sensory alalia,
• dysarthria,
• aphasia,
• rhinolalia,
• hearing loss, or lack of hearing,
• speech delay,
• general underdevelopment of speech.

At two years old, it is necessary to examine the baby with a specialist if he has the following symptoms:

• the child is silent or babbles in one language he understands;
• when asked what his name is, he turns away;
• the baby does not turn to an adult when he needs something, but mumbles or points with his finger;
• the child understands what is said to him, but he himself cannot formulate the statement;
• at first speech appeared, there were words or even phrases in it, and then it disappeared, and the child practically fell silent;
• By the age of 2, there are almost no words in speech.

According to the results of the survey, it is advisable to start stimulating speech development at the age of two, and parents themselves can make significant progress in this direction. Many simply do not know what and how to do, so it is recommended to go for a consultation with a speech therapist, psychologist or defectologist - you can deal with them from the age of 2.

Self-diagnosis of speech developmental delay

Not being specialists, parents are unlikely to be able to independently determine the cause of a speech defect. They only have access to simple diagnostics. Parents can determine:

• Is the child's hearing impaired?
• What is the state of the child's gross and fine motor skills?
• whether the mobility of his organs of articulation is preserved,
• to what extent he understands the speech addressed to him.

Hearing test

Hearing loss is a significant cause of delayed speech development. Without hearing the correct pronunciation of words, the baby will not be able to pronounce them. You can suspect such a pathology if the following symptoms appear from the year:

• the baby does not respond to quiet sounds that are heard outside his field of vision;
• it does not turn towards the source of the sound;
• the child does not show interest in music, the sounds of working household appliances, electronics;
• the baby does not understand when they are addressed to him;
• he does not imitate onomatopoeia, there is no babble and simple words in his speech;
• the child does not use his voice to attract the attention of adults.

When in doubt, you can independently check the hearing of the baby. This requires an adult assistant and a separate room, protected from extraneous noise. The baby should be offered to play with the mother in sounding toys. Further, an adult makes sounds with them behind the baby's back at a distance of at least 6 meters, so that he does not see the source of the noise. In the absence of reaction, the distance is reduced by one meter, approaching with each step closer to the child.

You can start the examination with a whisper behind the baby's back, depicting an unusual combination of sounds for him, which should attract the child's attention. Then these sounds or the name of the baby are repeated in a voice of normal volume. The same procedure is carried out after a few days. If you suspect a lack or hearing loss, you need to show the child to an otolaryngologist.

Diagnosis of fine and gross motor skills

It is not in vain that such great importance is attached to the examination of motor skills. The areas of the brain responsible for the development of speech and fine motor skills of the child are located next to each other. There are no problems with fine motor skills, which means that the mechanisms for the emergence of speech are preserved, and, most likely, the problem lies not in the field of neuropathology. Uncertain and uncoordinated movements, the inability to make precise movements with the hand and fingers - you need a consultation with a neurologist and a thorough diagnosis.

Indicators of development of general motor skills by the end of the second year of a child's life:

• He can run;
• climbs the stairs well, stepping in turn with one foot on each step;
• bounces up low or jumps over a very low obstacle;
• kicks the ball;
• steps over objects;
• marches, though not very dexterously;
• can backtrack.

Achievements in the development of fine motor skills in a two-year-old baby:

• trying to stop the ball rolling towards him;
• he can stack from 4 to 6 cubes on top of each other (“building a tower”);
• the child draws vertical lines or simply “scribbles”, although the pencil or felt-tip pen is often held incorrectly;
• he has a well-developed “tweezer grip”, when the baby takes very small parts of toys or pieces of food with two fingers;
• he strings the rings of the pyramid on the pin of the stand;
• tears off small pieces from a sheet of paper, a piece of plasticine.

To determine the level of development of motor skills, it is not necessary to organize a special examination, it is enough to carefully observe the movements of the child during wakefulness.

Diagnosis of organs of articulation

Anomalies in the structure of the speech organs, a violation of their mobility can affect the ability to pronounce certain groups of sounds. To detect pathology, it is enough to check the structure of the tongue, jaws, lips, palate.

Possible problems:

• progeny - the lower jaw is pushed far forward relative to the upper jaw;
• prognathia - the upper jaw protrudes forward;
• open bite - a gap is visible between closed teeth;
• high and narrow palate ("Gothic");
• a shortened frenulum of the tongue, it is difficult for the baby to raise the tongue up, it begins to bifurcate in the child like a snake;
• massive or very small tongue.

In addition to these defects, parents may notice increased salivation, trembling of the tongue, lethargy of the lips, and a constantly parted mouth. If you have these symptoms, you should immediately contact a specialist. The lack of timely corrective measures can lead to the development of mental retardation and even mental retardation.

Speech comprehension test

To make sure that the child understands the speech addressed to him, he is offered to perform several tasks in a playful way:

• offer to choose one toy from several laid out in front of the baby;
• understands and selects objects of red, yellow, blue and green color;
• assemble a matryoshka or pyramid
• ask to show the things that he uses in everyday life: a spoon, a cup, a chair, slippers;
• offer to show parts of the body in yourself or in the doll;
• ask to find an object or action in the picture (they can be cut out of unnecessary magazines and pasted on cardboard);
• offer to fulfill a simple request: bring a book, come closer, give a toy.

The absence of defects in the organs of articulation and understanding of the speech of others with underdevelopment of speech skills may indicate a tempo delay in speech or a general underdevelopment of speech. Stimulating sessions with a specialist, started as early as possible, will help to overcome the backlog from peers.

Prevention of speech disorders from 1 year to 2 years

Correcting pathologies of the development of the central nervous system or defects in the structure of the organs of articulation is the prerogative of the doctor. If the underdevelopment of children's speech is due to the fact that the child was not given enough attention, it is necessary to prevent further lag.

The main tasks for the development of children's speech from 1 year to 2 years old, facing parents:

• to teach the baby to imitate the speech of adults;
• support his desire to communicate with others;
• develop the ability to understand the speech of loved ones;
• to teach a child to blow into pipes, whistles, blow bubbles;
• in front of the mirror, together with your mother, perform simple exercises: smile, stretch your lips, puff out your cheeks, and others;
• to distinguish various objects by their sound content, for example, a bell from a squeaky toy, a whistle from the sound of a drum;
• fold, shift, unscrew, pour, collect various toys and objects;
• learn to express your thoughts in words and short phrases.

The child is taught to look for the right item ("hide and seek"), to choose the right thing or toy from several items. Complicating such tasks, parents offer toys or objects that are outwardly similar, but have different names (both duck and chicken are birds). They may ask to find toys that have the same name but different sizes, or different colors (large and small dolls, multi-colored cars, pyramid rings).

The video below is well told about speech-developing games during this period:

For babies who understand adult speech well, but are slow to master the active vocabulary, such requests are effective: show me where it is, or give me this and that. Always after this, be sure to ask what the baby did. A great trick is to act out small stories with toys. Such mini-performances help the baby understand the connections between objects and actions. In addition, you need to constantly name the objects found in the environment of the child, describe their shape, color, size, material. Gradually, the baby will develop the ability to generalize.

Children of this age are already able to carry out feasible assignments of adults. The only condition is that they must consist of one stage. Complex instructions such as do this first and then that may not yet be available to the baby. Stimulate children's speech situations when the child is forced to turn to adults. These situations need to be created artificially, and not to prevent the desires of the baby, not giving him what he asks for. We constantly force the baby to try to express his request in words.

Ask him questions that need to be answered in simple words, and do not rush to answer them yourself, but offer answers, comment on them. “Where is Seva going now? uh, walk." “What will Tanechka do? bye, sleep." A good technique is provocative questions. For example, showing the car, mom asks: “Is this a cup?”. The child may want to correct the adult, name the object correctly.

Working with pictures in children's books is fertile ground for the development of speech. The natural interest in colorful and understandable illustrations at this age should not only be supported, but also used for educational purposes. Up to a year and a half, the baby is asked to show some object, to find a cat, a dog, a car in the picture. In the future, you need to draw the child's attention to the actions of animals or people in the pictures, asking what they are doing.

Reading simple fairy tales, folklore works such as nursery rhymes, jokes is very useful for the development of speech. Listening to poetry, the baby feels their rhythmic pattern, tries to clap his hands to the beat or shakes his head, moves his body. It is very good if parents encourage the negotiation and repetition of words or phrases from poems, nursery rhymes, fairy tales.

For a two-year-old child, imperfect pronunciation of individual sounds, non-observance of the syllabic structure of words, and the order of words in sentences are acceptable. The vocabulary of the baby is small, and the voice is often weak and quiet. Lightweight words are preserved in speech, there is no grammatical connection between words. Achieving this year - speech has become the main means of communication.

If this did not happen, and the baby communicates with the help of facial expressions and gestures, it is necessary to conduct an examination of his hearing, organs of articulation, and understanding of speech. Corrective work carried out on the recommendations of specialists: speech therapist, psychologist, defectologist, and with their participation, will help the child achieve the norm of speech development for his age.

If you have any questions about the development of the speech of a child from one to two years old, you can ask us. If you want to diagnose a possible pathology of speech development, or just show your child to a specialist to make sure that there are no speech disorders, please contact us for a consultation.

It happened: the baby turned one year old! At this age, children become incredibly inquisitive and active. The choice of games and activities is becoming more and more extensive. What is the best way to develop and educate a child during this period? What to focus on? What activities with the child and toys to choose?

Many mothers, inspired by the advice of early childhood educators, rush to buy toys and learning aids as soon as the child is one year old. But in most cases, the baby completely ignores puzzles, "lace-ups" and other "braces". And the child reacts negatively to the imposition of such toys. He cries, throws them on the floor, tries to run away. This is not a reason to despair and put an end to the development of the baby!

No need to force him to play what he is not interested in yet. Such useful toys will definitely interest him sooner or later. At the very beginning, it is better to focus on the development and consolidation of the child's existing skills, namely, walking, first words, fine motor skills, and sensory skills. Games for children of 1 year old are very diverse and will help parents not only to consolidate, but also to repeatedly improve the skills of the baby, adding new skills and knowledge.

You don't have to wait for instant results. A child needs a little time to master some new game or learn to play with a new toy. Parents need to be patient and work with the baby every day.

You need to do this as positively as possible, without getting tired, to show how to build a tower of cubes or assemble a pyramid. The results are bound to come, perhaps much sooner than Mom and Dad think. You can not put pressure on the child! Not interesting - no big deal.

Speech development

Speech development is the most important area of ​​study with the baby. How to develop speech in a one-year-old child? Of course, talk to him. Constantly. Do not be lazy to tell your child how the day went, or describe what you are doing (cooking food, cleaning the apartment). Describe the world around him when you walk on the street. Name objects, their color, size (the terms “big” and “small” are enough).

Fairy tales, children's songs, nursery rhymes and poems are great for developing speech. There are many beautiful children's books with poems on sale now. Rhythmic phrases are easier to hear and remember the child. It is very good to buy a lot of different books with bright pictures, including special copies for bathing, in order to have fun and informative time in the bathroom.

When the baby is one and a half years old, you can pay attention to the technique of working with cards with bright pictures and words. Montessori, Doman, Lupan, well-known and authoritative teachers of early development have such classes.

The meaning of the lesson is to show the baby a card and talk about its content, naming an object or animal, describing a color, etc. Such activities with a child can be carried out several times a day, using no more than three or four cards. You need to make sure that the baby is not tired.

Cards can be purchased in ready-made sets or do it yourself

Development of fine motor skills and sensory

The development of motor and sensory skills is of tremendous importance! Such classes are the best way to develop brain activity, the correct perception of the environment, the psycho-emotional development of the personality.

In this area, you can come up with a great variety of entertaining games. Children love to play with grains. For one-year-old babies who still put everything in their mouths, it is better to choose semolina. It is relatively safe, it is impossible for her to choke, clog her ear or nose.

"Find a toy":

• You will need a large bucket, basin or plastic container (at least 10 liters).
• Several packs of the cheapest semolina.
• Several small toys such as ping pong balls.

It is necessary to pour the cereal into a large container and bury toys in it. Next, the child is invited to find in the semolina what is buried there. The game is very fun. Children will be happy to rummage through the groats, pour it in their hands, look for toys.

It is very good for motor skills to practice finger games - the usual "Okay" or "Magpie-Thief". This is not only fun, but also great for developing coordination and rhythm.

Children love water games. You can play in the bath, pouring water from bowls of different sizes, catching small rubber or plastic toys in a large basin or bucket.

A great purchase would be various rubber bath toys, special children's faucet or shower heads that make bathing interesting and fun.

Development of creative abilities

What to do with a child in a year to develop a creative vision of the world? Perfect for finger painting and plasticine modeling. Modeling is better to postpone until the time when the baby stops pulling everything into his mouth. But finger painting can be practiced immediately after 1 year or even earlier.

Perfectly develops motor skills and thinking of playing with cubes, a pyramid and sorting toys. These are educational toys that can be safely purchased by the year and earlier. If you actively play these games with your child, teach how to build a tower and assemble a pyramid, then in a month he will easily do it himself.

Perfectly develop motor skills and coordination of trying to eat on their own. Don't be afraid to give your child a spoon. Yes, at first most of the porridge will be on clothes and on the floor, but after a few weeks it will be possible to happily watch the crumbs who eat on their own.

It is best to choose special paints, bright and safe, and the largest size paper. Today, such products can be purchased at any stationery store or children's supermarket.

Physical development

With children, you need to play not only games that develop the brain, you need to devote no less time to physical education. How to take care of the physical development of the crumbs?

The first and most important rule is to walk more! At the same time, you need to allow the child to stomp their feet along the street. It often happens that in a year babies still do not know how to walk on their own. No problem! In a year and a month, most of these children are already taking their first independent steps. It is necessary in every possible way to encourage the baby, praise and admire his efforts.

At home, you also need to organize activities such as gymnastics and exercises. At the same time, it is important not only to teach the child exercises, but also to show by example, doing exercises with him every day. Parents will benefit from this practice.

Experts believe that in childhood, physical and mental development are inseparable from one another.

You can include the following exercises:

• Rolling the ball from mother to child and back.
• Running ("catching up" with parents).
• Ball toss.
• Walking on an inclined plane.
• Climbing ladders, steps or stairs with the support of mom or dad.
• Climbing on a chair, chair, sofa. Getting down from there.
• Rolling on a large inflatable ball with the help of adults.
• Walking in place.
• Raise your arms up and to the sides.
• From a year and a half, you can start jumping in place.
• Closer to the age of two, it is good to practice such exercises as “milling” with the hands and raising the legs, bent at the knee, at right angles to the body (marching).

Of course, do not despair if the baby does not immediately begin to repeat the movements. Or he doesn't like some of them. A month or two will pass, the child will get used to it, and gymnastics will become his favorite pastime.

You can not be lazy to teach your crumbs something new. The development of a child in a year is very important! Every month it is necessary to introduce new classes, give the baby useful knowledge, teach the necessary skills. This work will quickly bear fruit, and the baby will give more and more reasons for pride.

Often, parents believe that there is no need to think about the development of the child's speech if obvious pronunciation defects do not appear (the child lisps or does not speak at all). However, many problems in the future can be avoided, and a competent and clear speech of the child can be formed if you start paying attention to the development of speech as early as possible throughout the entire period (and, and a year, and two, and three ...).

The development of speech is not at all work on individual disturbed sounds or on expanding the vocabulary, as is commonly believed. The formation of speech depends on the activity of many areas of the brain, so you need to work in all areas: develop fine motor skills, enrich sensory experience, work on articulation, breathing, increase vocabulary, and much more.

I have written more than once about games that contribute to the development of speech in 1-2 years. In this article, I would like to put everything together, as well as publish many more useful exercises for articulation and breathing exercises and more.

So, games and exercises for the development of speech:

1. Finger and gesture games

Scientists have found that in the brain, the nerve centers responsible for the movements of the fingers and hands are in close proximity to the areas of the brain responsible for the development of speech. Therefore, it is simply necessary to promote the active actions of the fingers and hands of the baby. Wonderful assistants in this matter are finger games, I have already written about them more than once, a complete list of interesting finger and gesture games, sorted by age, can be found here:

In addition to funny rhymes, it is very useful to learn simple gestures together with the baby, for example:

• To the question "How old are you?" show the index finger - "1 year old";
• We threaten with the index finger "Ai-ai-ai";
• We show "yes", "no" with a movement of the head;
• Show "thank you" with a nod of the head;

To the question "How are you doing?" show the thumb - "In!" ("Fine!")

• We depict how the bear walks (legs shoulder-width apart, we shift from foot to foot);
• We depict how a bunny jumps (arms in front of the chest, hands down, jump);
• We depict how the fox walks (we wag the booty);
• We depict how a wolf clicks its teeth (we open and close our mouth wide, clicking our teeth);
• We depict how a butterfly flies (we wave our hands, we run around the room);
• We depict how an airplane flies (arms motionless to the sides, we run around the room);
• We depict how a duck walks (we move on our haunches).
• Closer to the age of two, we begin to learn a new answer to the question “How old are you?” and we train to show at the same time the index and middle fingers - “2 years old”. The same finger figure can be called "Bunny"

2. Sensory games for the development of fine motor skills

A complete list of fine motor skills games can be found here:

3. Articulation exercises

One of the very first and very useful articulation exercises that a one-year-old baby can handle is blowing. Tasya learned to blow at the age of 1 year 3 months, a candle helped us with this. Immediately, as they got used to the candle, it began to turn out to blow into the pipe and inflate soap bubbles. So, what can you learn the blowing skill on:

blow out the candle;

Blow into a pipe;

Blow through a straw into a glass of water to make the water bubble;

Blow soap bubbles;

Blow on a paper butterfly tied to a string so that it takes off;

Blow off small papers laid out on a plate.

Here are some other articulation exercises you can practice (from about 1.5 years old, something, perhaps, will work out earlier):

• "Hide and Seek". First we show the tongue - we stick it out as far as possible, then we hide it, so we repeat it several times.
• "Watch". We move the tongue from side to side - left-right.
• "House". We declare that the baby's mouth is a house. Mom gently taps her finger on her cheek: “Knock-knock,” and the baby’s mouth opens. We say: “Bye! Bye!", and the mouth closes.
• "Yummy". We open our mouth and lick ourselves: first we draw the tongue along the upper lip, then along the lower one.
• "Balloon". We inflate the cheeks and burst them with our fingers;

• "Fence". We show our teeth (“we grin”) and say that the tongue is hidden behind the fence.
• "Brushing our teeth." We show the teeth again, then with the tip of the tongue we slide first along the upper teeth, then along the lower ones.
• "Horse". "Clicking" with the tongue, like horses.

"Choose out." We stand together in front of the mirror and begin to exaggerate: smile broadly, frown, stretch out our lips.

4. The game "Who lives in the house"

In my opinion, the game is wonderful in encouraging the child to pronounce simple sounds. In addition, a surprise moment in it increases the interest of the baby. So, in advance we put in a bag or box several plot toys (animals, dolls, etc.), which are well known to the baby. Then we ask several times “Who lives in the house?”, catching up with intrigue. When the child is really interested, we take out the first character and say it together (and later the baby does it himself), for example, “Cow” or “Mu-mu”, depending on what stage the child’s speech is at. So in turn we get all the hidden toys.

5. Rhymes that encourage the pronunciation of sounds and words

This is my favorite. Tasya and I simply adored these rhymes, my daughter tried her best to repeat simple words after me. The text in the verses is chosen in such a way that it motivates the child to talk. Even if at first the child will not repeat anything after you, this does not mean that the verses are useless. It is worth returning to them periodically, and the baby will definitely begin to try to repeat simple words and onomatopoeia.

How can we go for a walk? Top top!

How do we close the door? Clap!

Cat to us from the porch: Jump!

Sparrows: Chick-chirp!

The cat is happy with the birds: Murr!

Sparrows took off: Furr!

Further legs: Top-top!

And now the gate: Clap!

How does the grass grow? Sh-sh-sh!

Who is scurrying about in the grass? Mouse!

A bee on a flower: Zhu-zhu!

Wind leaves: Shu-shu!

River in trickles: Tribulation!

Hello bright summer day!

A cow was grazing in the meadow: Moo, moo.

The striped bumblebee flew: Z-z-z, z-z-z.

The summer breeze blew: F-f-f, f-f-f.

The bell rang: ding, ding, ding.

A grasshopper chirped in the grass: Tr-r-r, ts-s-s.

A prickly hedgehog ran: Ph-ph-ph.

The little bird sang: Til-l, til-l.

And the angry beetle buzzed: W-w-w, w-w-w.

in a book «» (Ozone, labyrinth, My shop) you can find many similar rhymes, although basically they are a little more complicated than these two, but reading them will also have a very beneficial effect on the development of the child's speech.

6. Breathing exercises

(from about 1.5 years old)

The wheel burst. First we clasp our hands in a circle in front of us, depicting a wheel. Then, as you exhale, we begin to slowly cross our arms (so that the right hand rests on the left shoulder and vice versa) and say “shhhh” - the wheel is deflating.

• Pump. Next, we offer the child to pump up the deflated wheel. We clench our hands in front of the chest into fists, as if holding a pump. We lean forward and lower our hands down, accompanying our actions with the sound “s-s-s”, repeat several times.
• Loud quiet. We pronounce a sound loudly and quietly. For example, first we pretend to be big bears and say "Uh-uh", then we pretend to be small bears and say the same thing, only quietly.
• Woodcutter. First, we put our hands together (as if holding an ax) and raise them up. Then we sharply lower them down, bending over and saying “wow”. We repeat several times.
• Wizard . First, we wave our hands and hold them at the top. Then we smoothly lower it, pronouncing the syllables: “M-m-m-a”, “M-m-m-o”, “M-m-m-y”, “M-m-m-s”.

7. Reading books

While reading, it is advisable to constantly use the questions “What is this?”, “Who is this?” (even if you have to answer them for the first time), questions activate the mental detail of the baby, encourage him to talk.

8. Role-playing games

The role-playing game is a very fertile environment for the development of speech. During the game, the child has a natural need to say something: you need to somehow name the main characters of the game and their actions, express your thoughts and feelings.

Read more about how to play role-playing games with a 1-2 year old child.

9. Viewing Doman cards or other material that expands the child's horizons

I will wrap up on this. I wish you interesting activities with your baby!

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