Develop speech hearing, auditory attention and perception in preschoolers. Teacher Kopteva M.V.
Among other types, since from birth a child is surrounded by a variety of sounds. He receives the first information about the world around him through hearing, so good auditory perception gives children a correct understanding of objects and phenomena. However, although parents know about this, sometimes they do not pay attention to the problems with auditory memory that appear in their children. The main one is that children seem to listen, but do not hear the adult’s words (instructions, directions, explanations). Often preschoolers cannot concentrate on sound material, for example, when completing tasks in kindergarten, and schoolchildren when writing dictations, reading educational texts, and solving oral problems. Sometimes they have difficulty remembering and reproducing information they have heard. All this creates certain difficulties in preschool development and in school education. In order to eliminate such deficiencies in a timely manner, parents need to take seriously the development of auditory memory in their children at home.
How to properly develop auditory memory in children?
Despite the fact that in home studies, parents can use simpler and more accessible exercises for the development of auditory attention and memory, in contrast to developmental classes with specialists, they must certainly take into account the characteristics of the auditory development of children at different age stages. What do parents pay attention to when organizing activities at home?
Exciting games and exercises for developing auditory memory and attention
Experts have developed many games and exercises that will help parents organize home activities with their children to develop auditory attention and auditory memory.
Classic games have proven themselves in educational activities, but you can diversify them with various variations. Much depends on creativity, parental interest, age and psychological characteristics kids.
What games and exercises do kids need?
Children early age adults should be actively involved in games for auditory perception and subsequent reproduction of the information received. Considering age characteristics children, it is necessary to organize support for their motor skills and visual perception. Therefore, all games and exercises must be carried out in a comprehensive manner, solving problems of auditory, visual, and motor memory. In order to interest children, you can use nursery rhymes, rhymes, and songs. After the lesson, it is necessary to encourage the child and encourage him to play independently.
"Guess what's playing?"
by relying on visual images. An adult examines musical toys together with a child. For this fun, you can take all the toys you can find in the house: drum, bell, xylophone, pipe, tambourine, tumbler, rattle. It’s good if all game actions are accompanied by funny rhymes and nursery rhymes:
The most fun toy of all,
Painted rattle
Ding, ding...
Tram-there-there, tram-there-there,
Drumming the drum.
It's very loud, I know it myself... 
How the bear went to dance,
Sing and hit the tambourine:
Boom! Boom! Tram - ta - ry!
Fly away, mosquitoes!
Ding-dong - xylophone,
A gentle chime is heard.
I hit the blocks, ding-dong,
I create ringing melodies...
"Musical Echo"
An exercise to develop auditory memory for preschool children, develops the ability to understand and repeat rhythm. Can be used for different children preschool age, will differ only in the complexity of the rhythmic actions. An adult taps a rhythm for younger preschoolers the simplest, for example, two short beats, one long; for older preschoolers, you can offer the rhythm of a melody. The child must listen carefully and repeat. To maintain interest, it is good to offer two or more children a competition to see who can complete the task faster and more correctly.
“Draw what you heard?”
The exercise is aimed at developing auditory attention and perception, the ability to remember, and reproduce what is heard. The complex develops motor sensations. The adult invites the preschooler to listen to the poetic lines, remember all the images and sketch them from memory. For kids, all objects depicted in poems should be familiar and easy to depict. You can maintain interest in the task if you hang your child’s drawings on the wall or create an album with him.
Poem by A. Akhundova:
Hot air balloon, hot air balloon
It breaks out of your hands.
Naughty, naughty -
Suddenly it flies up to the ceiling.
I need to catch him
And tie it by the ponytail.
Or a poem by S. Marshak:
My cheerful, ringing ball
Where did you start galloping?
Yellow, red, blue,
Can't keep up with you.
"Mouse"
Fun helps develop auditory perception, attention, and teaches you to recognize by ear the tempo, timbre, and rhythm of sounds. The adult invites the child to become a “mouse” that walks around the room to a certain rhythm. When the tambourine sounds quietly and slowly, the mouse goes out for a walk; as soon as the tambourine sounds loud and fast, the mouse hides, because the cat is approaching. In this fun, an adult can show creativity and invite the child to play with different scenes: sun - rain, fungus - boy with a basket, butterfly - net.
“One word, two words - there will be a song”
This game is a lot of fun for children, but it requires at least a little experience for children. You can offer it to kids and make it more complicated as the child learns children's songs. Middle school children can easily take part in this fun. The adult makes a selection of familiar songs and lets the child listen to them. He must guess what song was played. To maintain interest, the parent sings a familiar verse with the baby. For middle and older preschoolers, it will be interesting to introduce a competitive element into the game; whoever guesses the most melodies wins a prize. The fun is also good for family leisure. On a walk or in the country, you can play this game with voice accompaniment.
Games and exercises for middle and older preschoolers
In middle and older preschool age, auditory memory exercises become more complex, as the tasks of working with children become more complex. For example, great attention is given to the formation of their good development which is necessary when learning to read and write. An older preschooler should be able not only to perceive sounds, but also to distinguish them by their sound composition, by individual characteristics (hardness - softness, sonority - deafness). Children need to learn to voluntarily concentrate on the perceived text and understand the task by ear. Parents are required to create a home environment that is aimed at developing auditory perception, attention and memory. These are not only special games and exercises, but also the whole way of life of the family.
- The speech and listening of an adult should be an example for the child to follow: parents themselves must observe the intonation expressiveness of speech, teach the ability to listen to each other, not shout when communicating, draw children’s attention to the beauty of natural sounds, distinguishing them by pitch, timbre, and rhythm.
- Eliminating irritating noise in the house, which distracts children's attention, leads to hearing strain.
- Organize a variety of leisure activities for preschool children, visiting with them musical theater, children's theatrical performances with musical accompaniment, and playing games in the family circle - dramatizations according to folk tales, nursery rhymes, poems.
- Create a developing subject environment by offering children educational (didactic) games, listening to audio cassettes with songs and fairy tales, and replenishing the play corner with musical toys: flute, children's piano, harmonica.
- If possible, offer your child to attend a music or choir club.
What games and exercises can parents do with middle and older preschoolers to develop auditory attention? Experts offer both classic and modern games for training to develop auditory memory and attention.
“What cars are in the garage?”
The game develops auditory perception, teaches to distinguish sounds by timbre and pitch, and helps several children spend their leisure time in an interesting way. An adult invites the children to build a garage that can accommodate all the cars in the play area. The presenter negotiates with the players what sound signals the cars will use in different compartments. Compartments can be distinguished by color, for example, in red - cars with a high sound (small BB cars), in blue - with a loud and low sound (professional cars: fire truck, truck). Each child must remember his signal and try to reproduce it. The plots of the game can be different: “all the cars go about their business”, “they let a fire truck pass”, “trucks are carrying cargo to a construction site”, “buses are taking children on an excursion”.
“Remember the color and color it”
Didactic game for the development of auditory perception, correlating the visual image with the auditory one. The adult invites the preschooler to listen carefully to the poem and remember what colors were indicated there, so that he can then color the corresponding picture. Parents themselves can compose similar funny rhymes for their children.
There is a green house in the garden,
The roof is red on it,
The red dog is on guard.
On the blue fence,
The sparrows are sitting together
They tweet bravely:
“They finally dodged
From a strict dog,
Can we rest, brother?
Take a little nap!”
"Compositions"
Adults and preschoolers can come up with similar exercises themselves. For example, to compose poetic lines on any subject:
- “the rain is knocking on the roof, hush, children, hush”;
- “We’re decorating the Christmas tree, bringing the holiday closer”;
- “Mom is working, daughter is working, they are planting flowers in the flowerbed.”
When small poems are invented and repeated, invite the child to reproduce them. Tasks can be used during , . It is good to use competitive elements: who can come up with and remember the most lines of poetry; incentive prizes.
“What’s extra?”
The exercise is aimed at developing auditory attention and classifying objects. The adult reads the poem slowly, inviting the preschool child to listen to it carefully and name all the objects with a general word, to find an extra concept.
The mugs are exactly in a row,
All the plates are shining
There is a saucepan on the stove,
The frying pan is neat!
The ball lies near the spoons
It shines like new!
All the dishes were washed,
We didn't miss anything.
Very important, like a boss.
Here are the porcelain cups
Very large, poor things.
Here are the porcelain saucers,
Just knock and they will break.
Here are the silver spoons
The head is on a thin stalk.
And here is the shaggy dog.
He brought us the dishes.
Experts recommend carrying out special auditory exercises which help children perceive and reproduce rhythm and improve different kinds memory, voluntary attention, motor activity.
Special exercises for the development of auditory attention and memory
"Listen and repeat"
An adult claps his hands or taps a certain rhythm with a ball, and the preschool child repeats it without errors. You need to start with fairly simple tasks, gradually moving on to more complex ones. Alternatively, at an older preschool age, a child may already act according to the instructions: “make three short and two long claps.”
"Play it like me"
Preschool children, with the help of a children's musical toy, repeat the rhythmic pattern set by the adult.
“Walking and running to a tambourine, to a counting rhyme”
The adult agrees with the players what movements to perform to this or that music, then hits the tambourine with different rhythm, tempo, and volume. Preschool children must perceive sounds by ear and act in accordance with assignments. You can use a series of poems, the main thing is that a certain rhythm is observed, which allows children to train auditory attention and motor-motor activity in combination.
Barely, barely
And then, then, then,
Everybody run, run, run.
Hush, hush, don't circle around,
Stop the carousel.
One-two, one-two.
The game is over!
"Musical evening"
Can be organized as a family leisure activity. Participants are given two cards: one bright for cheerful, upbeat music, the other in pastel colors for a sad melody. The presenter invites you to listen carefully to the recordings musical works and show the corresponding card. The one who was the most attentive wins.
As a more difficult option, children are asked to guess which one sounded in the melody they heard.
"Poetry Evening"
A similar exercise is carried out with a series of poems. The adult begins to read a work familiar to the child, who must continue it. The player who never makes a mistake wins. This exercise not only trains auditory memory, but also makes it possible to expand your vocabulary, teaches you to think, and awakens your imagination.
Important: Dear adults, with the help of accessible and exciting games, exercises you can develop your child’s auditory memory thought processes. Such training will help you prepare your preschooler for success in school.
The main problem that worries parents regarding the development of their children is the absence or low quality of speech. There are many reasons why this problem is becoming more common, so we will outline the main ones. They can be divided into internal (endogenous) and external (exogenous).
Internal reasons speech disorders in children - those that provoke hearing impairment or delay in psychophysical development: intrauterine pathologies (allergies and other diseases of the mother during pregnancy, heredity, toxicosis of pregnancy, Rh conflict, obstetric pathologies, smoking and alcohol consumption during pregnancy, complicated childbirth, etc.); damage nervous system(hypoxia and birth injuries).
TO external reasons speech disorders include: lack of an emotional positive environment and communication; imitation of expressed speech disorders; mental trauma (fear, stress, unfavorable family environment); general physical weakness, immaturity of the body, prematurity, rickets, metabolic disorders, serious illnesses internal organs and, especially, brain injury.
Another cause of speech problems in children is impairment of auditory attention.(This does not necessarily mean that the child has hearing impairment.) As a rule, children with impaired auditory attention suffer hyperactivity. The result is a chain: hyperactivity – impaired auditory attention – speech impairment. Let's figure out what hyperactivity and auditory attention are, and in what sequence you should work.
Hyperactivity- a state in which physical activity and a person’s excitability exceeds the norm, is inadequate and unproductive. Hyperactivity is a sign of an unbalanced nervous system.
How to help a child?
Let us immediately note that in our work we provide only pedagogical impact without using medications.
First of all, it is necessary calm the child's nervous system. For this purpose, in class we listen classical music(Mozart, Beethoven, Bach) – and we recommend listening to it at home. You can use music in the background, or you can spend moments of relaxation: comfortable position and complete peace. One of the productive methods in this regard is Tomatis method, which we use in our work.
They also have a beneficial calming effect games with cereals (buckwheat, lentils, peas), water and sand. For these activities, you need a large container into which the child can “bury himself up to his elbows,” pour, pour, and have complete freedom of action (mothers will not have to be afraid of a dirty and wet floor). Games with cereals and water can be complicated and given specific tasks. For example: “Find the hidden toy”, “Bury the toy”, “Fill the container with a spoon”, “Catch a fish”, etc.
For the child to direct his energy into the right direction and spent time with health benefits, must be added to his daily schedule sports and outdoor games. At this stage, it is better to play with the child individually, since team games can further undermine his nervous system. In addition, in team play, children need to follow certain rules and adhere to established boundaries - which the child is not able to do at this stage.
Can't do without daily walks fresh air (of course, choosing the right clothes). In addition, be sure to go to the pool - swimming will significantly improve the condition of your entire body.
Now about the problems of auditory attention.
Auditory attention- the ability to focus consciousness on something sound stimulus, object or activity. When we focus on an auditory stimulus, the clarity of auditory sensations (hearing sensitivity) increases.
If auditory attention is well developed, the child distinguishes individual speech sounds in the speech stream, and this in turn ensures an understanding of the meanings of words. In a word, without speech hearing, verbal communication is impossible, and cognitive activity difficult.
Impaired hearing perception can be significantly corrected through special games. We begin with them after we have relieved the overexcitation of the child’s nervous system and taught him to stay in one place for at least three minutes.
Games for developing auditory attention
1. Game “Sun or Rain?”
Target: teach a child to perform different actions depending on different sound signals. Developing the skill of switching auditory attention.
Short description: the adult explains: “Now you and I will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You go for a walk, and I will ring the tambourine. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully and watch when the tambourine rings and when I knock on it.” An adult plays the game, changing the sound of the tambourine 3 - 4 times.
Game "Guess what I'm playing on"
Target: teach your child to identify an object by its sound. Development of stability of auditory attention.
Preparatory work: pick up musical toys: drum, accordion, tambourine, any sounding toys.
Short description: An adult introduces a child to musical toys. Then he puts the toys behind the screen. Having played one of the instruments, he asks the child to guess what he played. If the child does not speak yet, he can look behind the screen and show.
Another version of the game is in case the child has a second set of toys (the same as the adult): the child must make a sound with the same instrument that he heard.
There should be no more than four different instruments in one lesson. Repeat the game 5 – 7 times.
3. Game “Attention!”
Target:
Description: An adult invites a child to play with a ball. The child performs one or another action with the ball at the command of an adult. For example: “Attention! Roll the ball!”, “Attention! Throw the ball!", "Attention! Throw the ball up,” etc.
Target: development of auditory perception and attention.
Description: the child closes his eyes, and the adult (or adults) imitate the sounds made by different animals (mooing, barking, meowing). The child must identify the animal.
5. Game “Nose – floor – ceiling”
Agree with your child that when you say the word “nose,” he needs to point his finger at his nose. When you say the word "ceiling", he should point to the ceiling. Accordingly, when he hears the word “floor,” he points to the floor. Then you start saying the words: “nose”, “floor”, “ceiling” in different sequences, and show either correctly or incorrectly. For example, you call the nose and point to the floor. The child should always point to in the right direction, without being confused by your false prompts.
Here we have provided examples of games that can be played at home. A speech therapist-defectologist has a lot of such games in his arsenal.
Important: as soon as we reduced the child’s excitability and began to systematically work on improving auditory attention through games, the process of speech and mental development already launched! From now on, the main thing is regularity of work.
We remind you that this article is addressed to the parents of those children whose speech development disorders are caused primarily by hyperactivity and insufficient auditory attention.
The development of speech in children of primary preschool age occurs especially quickly: the vocabulary is replenished quickly, like at no other age, the sound design of words improves, and phrases become more developed. However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still speak insufficiently clearly and pronounce individual sounds incorrectly. The majority of children are like this. Most of them typical mistakes are omission and replacement of sounds, rearrangement of not only sounds, but also syllables, violation of the syllabic structure (abbreviation of words: “apied” instead of bicycle), incorrect stress, etc.
At this age stage, it is necessary, first of all, to teach children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audible (especially if they are not sure of the correct pronunciation), others speak loudly. The teacher draws children's attention to the fact that words can be pronounced at different volumes (whisper, quietly, moderately, loudly), teaches children to distinguish by ear how loudly others and themselves speak. Such exercises help develop auditory perception, auditory attention and memory in children of primary preschool age, and this is the basis for the development of phonemic hearing in children of middle and senior preschool age.
Phonemic hearing is a subtle, systematized hearing that has the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of words. Phonemic hearing is one of the components of speech hearing.
Violation of phonemic awareness prevents children from mastering to the required extent: vocabulary, grammatical structure, inhibits the development of coherent speech, causes difficulties in differentiating acoustically close sounds (V-B, B-P, S-Sh). In children with impaired phonemic awareness It is difficult to develop the skills of sound-syllable analysis and word synthesis (determining the place, number and sequence of sounds in words), children cannot choose a word with a certain sound, with a certain number of syllables, etc.
Children with good phonemic awareness acquire the basic sounds of the language quite early. By virtue of physiological characteristics Due to the structure of the articulatory apparatus, they cannot correctly reproduce all the phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation.
It is recommended to begin work on the formation of phonemic perception with children of primary preschool age with the development of auditory attention and memory, using games for the development of non-speech and speech hearing.
The games offered below can be used to develop children's auditory attention, correct speech perception, and to teach children to relate sound word with a picture or object, clearly pronounce one or two, as well as three or four syllable words, answer questions; loudly and quietly, reproduce onomatopoeia.
The auditory signals perceived by the child are accompanied by the display of toys, pictures in one way or another related to the sounds heard or the performance of actions in which certain sounds are heard. sound signals. Young children distinguish sounds:
- according to the method of reproduction (claps, stomps),
By tempo (quick taps – “heavy rain”, slow taps – “light rain”),
- by rhythm (rhythmic sound - “children are walking”, broken rhythm - “horse is galloping”)
- by sound strength ( loud sounds- “a bear is coming”, quiet ones - “a cat is sneaking”).
Work on the formation of auditory perception and memory attention takes place in stages:
- Finding and recognizing the source of sound
- Ability to differentiate auditory signals, where sounding toys, rattles, bells, whistles, metallophones, drums, tambourines and other toys are widely used. You need to start working with pairs of toys with sharply contrasting sounds.
A young child differentiates the sounds of toys starting from 2–3 years old. The child shows what sounded, names the toy if possible, and makes sure to make sounds himself using the toy.
While playing with sounding toys, the child gradually learns to distinguish sounds: by the duration of the sound (long - short), by the pitch of the sound (high - low), by the volume (loud - quiet). The child also learns to convey an elementary rhythmic pattern, tempo, and strength of sound.
Games for the development of auditory perception of a child 2-3 years old
Games for the development of auditory perception are necessary to improve the ability to focus on sound. Without this ability, it is impossible to learn to listen and understand speech. Sing simple songs to your child as often as possible, beating the rhythm with your palms or stamping your feet. Play out the plots of the songs, involving the child in the game, sing, changing the timbre and strength of your voice, hum familiar melodies without words.
Try to conduct all conversations at home calmly, without raising your voice. Many years of experience show that if in the house high level noise (conversations in a raised voice, constant music, running TV), then the child’s ability to perceive by ear suffers significantly.
What do you hear?
The game develops hearing acuity and the ability to correctly perceive verbal instructions
Necessary equipment: various toys.
◈ Call your child in a whisper from a distance of 2-3 meters. Then give short and simple tasks in a whisper, for example: bring me a doll, pick up a teddy bear.
◈ Speak quietly but very clearly.
Hammer
The game promotes hearing development, mastering the concepts of “loud” and “quiet”
Required equipment: baby hammer.
◈ Invite your child to play carpenter. Give him the hammer.
◈ Explain that now you will hammer in a small nail, so you need to knock quietly. Demonstrate how to knock quietly.
◈ Then hammer in a large nail. To do this, you need to knock hard and loud.
◈ Give the baby a hammer, and lead the game yourself, repeating: “Little nail, big nail.”
Where I am?
Necessary equipment: tambourine or bell.
◈ Ask your baby to close his eyes. Step aside and knock on the tambourine. The child must, without opening his eyes, show with his hand the place where the sound comes from.
Can you?
The game helps break down listening skills
◈ B game form Give your child various tasks, starting your sentence with the words: “Can you jump twice, go to the table, pretend to be a bunny.”
◈ Invite your child to switch roles.
Turn around and guess
Required equipment: pencil or pen.
◈ Take a pencil and knock with your baby on different objects: on a table, on a chair leg, on a ball, on a box, on a glass, on jars.
◈ Ask your child to turn away and guess what object you are knocking on.
◈ Swap roles: let the baby knock and you guess.
“One-two!”
The game develops a sense of rhythm
Necessary equipment: drum.
◈ Show your child how to march to the beat of a drum. Encourage him to repeat your actions.
◈ If there is no drum, then any box or, at worst, a table will do.
Attention!
The game promotes the development of auditory perception and attention
Necessary equipment: ball.
◈ Invite your child to play ball. Ask him to perform this or that action after you say: “Attention!” For example: “Attention! Roll the ball."
The game promotes the development of attention and auditory perception
◈ To play this game, you will need the help of one or more family members.
◈ The game is also suitable for children's groups.
◈ Select a presenter. He turns away (or closes his eyes), and one of the other players imitates the voice of an animal (moos, barks, meows). The presenter must guess which player's voice he heard.
From birth, a person is surrounded by many sounds: the sound of drops on a window glass, the sound of thunder, the rustling of leaves underfoot, the singing of birds, the rustling of falling leaves, the sound of rain, the buzzing of a beetle, the rustling of grass, the babbling of a brook, the splash of water, the crunch of snow, music, speech. people….. But the baby is not able to distinguish and evaluate them. This happens over time. The ability to focus on sounds is essential to developing the ability to listen and understand speech. The child must learn to strain his hearing, to catch and distinguish sounds, i.e. he must develop voluntary auditory attention. Focusing on the words of an adult is both a result and necessary condition development of listening, and then colloquial speech. A child 2.5 - 3 years old can already listen carefully to short poems, fairy tales, stories, and also imagine what they say. Gradually, the volume of auditory attention increases, its stability increases, and volition develops. Children listen more and more to the spoken speech, distinguish and reproduce its individual elements accessible to the child. They retain the material they perceive by ear in their memory, learn to hear mistakes in other people’s and their own speech. The role of speech as an object of children’s attention especially increases when they are faced with the need to communicate with peers and adults.
Raising active voluntary attention to speech is one of mandatory conditions formation of intelligible, correct, clear speech.
The development of auditory attention involves a number of areas of work:
Awakening interest in the sounds of the surrounding world and the sounds of speech.
The world is full of sounds - living and inanimate. Invite your child to listen and say what sounds of the world around him he hears. To develop auditory attention, it is good to have a variety of musical instruments, bells, and rattles. Show your child musical instruments, let him hear how they sound, and then ask him to turn around and guess what instrument you are playing.
Differentiation of non-speech sounds
Draw your child’s attention to “house sounds.” Ask: What's the noise there? Explain: It’s the refrigerator making noise, it’s washing machine, vacuum cleaner, phone ringing, etc. The voices of nature are truly enticing and surprising: a snipe can sing with its tail, a starling can imitate a horse, a sheep, a rooster, it can learn human words, dolphins speak... through their nostrils, the bats they can scream so that we can’t hear them, the fish talk with their swim bladders, and the singing of a tiny salt marsh cricket can be heard for kilometers!
Isn't it amazing!
Differentiation between soft and loud sounds
Draw children's attention to loud thunderclaps, to the quiet rustling of leaves underfoot, to loud speech, teach them to speak in a whisper, read poetry loudly, for example:
There is thunder and thunderstorm in the sky.
Close your eyes!
The rain is over. The grass is shining
There is a rainbow in the sky.
S. Marshak
Saying quietly, in a whisper, mysteriously, you can offer the following verses to the children’s attention:
In the silence of the forest
Whispers rush to Rustle.
Whispers rush to Rustle,
Whispers rustle through the forest.
Where are you going?
I'm flying to you.
Let me whisper in your ear:
Shu-shu-shu yes shi-shi-shi.
Hush, Rustle, don't rustle.
Prick up your ears
Listen to the silence!
Do you hear?
What do you hear?
There are mice rustling around somewhere,
There's rustling under the roots
Peel the cone together......
V. Suslov
Development of the ability to determine the direction and source of sound
Simple, accessible games will help develop these skills: “Where does it sound?”, “Find the bell,” “Where is the gnome hiding?” and many others.
Development of the ability to correlate the number of sounds with numbers.
In the “Count the Claps” game, invite your child to count the number of claps with his eyes closed, as well as with with open eyes. When working with children 5-6 years old, the following games are suitable: “How many sounds are there in “A” in a word?” (Picture, drum), “Come up with a word” (with a given amount of a particular sound), “Guess the word according to the scheme” _O_I, _A_U_A, _A_I_A., suggesting pictures (horses, rainbow, raspberries).
Differentiation of onomatopoeias
Noisy BA-BANG
In very loud boots
Walks through the forest Bang-bang!
And when I heard this sound,
Hidden in the branches is a tuk-tuk,
Tsok-tsok ran up the pine tree,
Jump-Jump rushed into the thicket;
Chick-chirish leaves flutter!
Sheburshonok in the mink - shorkh!
Everyone sits quietly!
And, giggling, they watch,
How Bang Bang makes noise in the forest
In very loud boots.
What short onomatopoeic words do the child remember? Offer to repeat them.
Development of the ability to localize and recognize voices.
Games will help you solve this problem: “Guess who called?”, “Whose voice is this?”
Tell the fairy tale “The Three Bears”, expressively pronouncing the words of each character, thereby showing the child that by their voice they can distinguish between the heroes of the work, relatives, acquaintances, and friends who live nearby. What an interesting activity it is to recognize others by their voice!
Developing the ability to focus on the meaning of what is said
Sing short rhythmic songs, recite poems, tell fairy tales, explaining the meaning of unfamiliar words. Teach your child to listen to works fiction in sound recording, selecting material in accordance with age.
Development of speech memory
Many games and exercises contribute to the development of speech memory in children: “Remember and repeat” (The child is offered several pictures that he must remember. The pictures are removed and the child names the objects that were depicted in these pictures). “What did Dunno mix up?” (A familiar fairy tale is offered in an incorrect version. The child corrects the mistakes).
Development of sustainable attention to the sound envelope of a word
The word names the object and phenomena of the surrounding world, the properties and quality of objects, actions and states.
An object and the word that names it are not the same thing.
Pick up a ball or some other toy. The ball can be squeezed with your hands, it is elastic. It can be considered. It is spherical, smooth, red, with stripes. It can be thrown and caught. Hit it on the floor, and we hear a ringing sound of impact.
The ball bounced several times on the floor and rolled away somewhere. He's gone. All that's left is the word. We said it several times: “Ball. Ball. Ball".
We cannot perform with a word all the actions that we did with an object. What can you do with a word?
The word can be heard, pronounced, laid out from letters or written, read.
Understanding speech depends on both auditory attention and life experience.
Expand your child's horizons. Take him on walks, excursions, and trips as early as possible. Tell him about what you see, share your thoughts, impressions, conclusions with the child, but without imposing your opinion. Communicate with your child, respecting his personality, life experience and accumulated knowledge.
It should be remembered that the full formation of a child’s correct speech is possible only with systematic work on the development of auditory attention.
I really want there to be fewer children with speech problems! But statistics show the opposite - almost every 3 people need classes with a speech therapist. Dear Parents! Here is an example of simple and accessible games, knowing which you can practice playfully at home on your own for 5 minutes a day. Believe me, the sooner and more systematically you do this, the greater the chances of success.
I suggest the following exercises for
development of auditory attention:
1. Pay attention to “house sounds.”
Ask: “What’s the noise there?” (mixer, refrigerator, washing machine
car...).
2. Attract the child’s attention: “Do you hear it coming?
(knocks, drips, makes noise) rain, wind, a car is driving, a plane is flying, etc.
3. Show your child different musical instruments
(drum, bell, rattle, etc.). Let me hear how they sound. After
ask them to turn around and guess what musical instrument you play.
The name of each sounding instrument is pronounced. Number of toys
increases gradually from 3 to 5. The exercise is carried out until a stable
distinguish between loud and contrasting sounds.
4. Show your child 4-5 objects (for example: metal
box, glass jar, plastic cup, wooden box, etc.).
Using a pencil, call out the sound of each object, reproduce it
repeatedly until the child catches the nature of the sound. Start exercise
necessary with 2 contrasting sounds with visual support: about metal, about wood,
later the 3rd and 4th sound options are added. Then only by ear (child
turns away) is asked to determine what it sounds. The exercise is carried out until
achieving stable differentiation of sounds.
5. Place familiar objects in front of your child:
pencil, scissors, glass of water, empty wooden box, etc. Without
visual support, offer to determine what he will hear and talk about your
actions. The child turns away, and you pour water from one cup into
another, cut the paper, crumple it, tear it, knock with scissors on a cup (options
a lot of. If the exercise is difficult, do it with visual support.
6. Place bulk ingredients in identical opaque jars
products with particles of various sizes: semolina and buckwheat, peas, salt,
beans, granulated sugar, etc. Encourage your child to listen carefully first
and remember the sound of each product in the jar when shaken. Then by
each time, shake the jars and ask them to guess what is in the jar.
The number of cans is initially limited to three, then slowly
increases with constant comparison of acoustic perceptions.
7. Teach your child to distinguish identical sound complexes by
pitch, strength, timbre.
Offer to show loudly (quietly) how a dog barks and moos
a cow, a cat meows, a rooster crows, etc.
8. Say the same sound and change it
character, timbre and emotional coloring and then ask the child
reproduce the sample.
For example: A - the girl is crying
A - showing the throat to the doctor
A - the singer sings
A - the girl pricked herself with a needle
A - rocking the baby
Oh - mom was surprised
Oh - the patient groans
Oh - the singer sings
Oh - the hunter shouts in the forest
Uh - the locomotive is humming
Uh - the pipe sounds
U - the boy is crying.
9. This exercise is aimed at changing the sound complex according to
height and strength. Offer to say “MEOW” to the child loudly (the cat is nearby and
asks for food), be quiet if the cat is outside the door; in a high voice (small kitten);
reproduction of the following sound imitations: I-GO-GO, MU, GAV, KVA, BE, KU-KU and
RECOGNIZE BY SOUND
Goal: development of auditory attention and phrasal speech.
Material: various toys and objects that can be used
produce characteristic sounds (book, paper, spoon, pipe, drum, etc.),
Progress of the game:
The child sits with his back to the adult who makes noises
and sounds with different objects. If the child guesses what produced the sound, he
raises his hand and tells an adult about it without turning around.
You can make a variety of noises: throwing a spoon on the floor,
ball, paper; hit an object with an object; leaf through a book; tear or crush
paper, etc.
For each correct answer, the child receives a colored reward.
chips or small stars.
WHO IS ATtentive?
Goal: development of hearing acuity, ability to perceive correctly
Material: doll, toy bear, car.
Progress of the game:
The child sits at a distance of 2-3 m from the adult, and on the table
there are toys. The adult warns the child: “Now I will give you
assignments, I will speak in a whisper, so you need to sit quietly so that you can hear.
Be attentive!" Then he continues:
Take the bear and put it in the car.
Take the teddy bear from the car.
Putting a doll in the car.
Take the doll for a ride in the car.
The child must hear, understand and follow these commands.
Tasks should be given short and simple, and pronounced quietly, but very clearly.
RUN ON YOUR TOES
Goal: development of auditory attention, coordination and feeling
Material: tambourine
Progress of the game:
An adult knocks on a tambourine quietly, loudly and very loudly.
The child performs movements according to the sound of the tambourine; goes to a quiet sound
on tiptoes, to a loud sound - at full stride, to a louder sound - he runs.
WHERE DID YOU CALL?
Goal: development of the direction of auditory attention, skills
determine the direction of sound, orientation in space.
Material: bell.
Progress of the game:
The child closes his eyes, and the adult quietly stands away from
child (left, right, behind) and rings the bell. Child, without opening his eyes,
must indicate with your hand the direction from which the sound is coming. If he indicates
That's right, the adult says: “That's right!” Child opens eyes, adult
raises and shows the bell. If the child is wrong, he guesses again.
The game is repeated 4-5 times.
It is necessary to ensure that the child does not open the
eyes, and, indicating the direction of the sound, turned his face in the direction from which
sound is heard. The call should not be very loud.
DEVELOPMENT OF AUDITORY ATTENTION AND PHONEMATIC HEARING:
1. Determination of the sound of toys. Take 3-5 sounding
different toys (bell, pipe, rattle, drum, xylophone,
squeaky and wind-up toys) and invite the child to look at them and listen,
what sounds do they make? Then take the child to the side (3-4 m), turn
with your back to the toys and reproduce the sound of one of them. Baby should come
and point to the toy that sounded or reproduce its sound.
2. Determining the location of the sound of the toy. Where is it coming from?
3. Determination of sound in everyday life (doorbell, telephone,
kettle, sound of water, radio).
5. Determination of sounds and noises coming from the street
(car, tram, wind, rain, thunder, crowd noise).
6. Fulfillment of unaccompanied requests and instructions
gestures (give, take, put, bring, go there, open, close, lift).
7. Moving objects according to a task, for example: take from
table the bear and put it on the sofa (on a chair, on a shelf, on the floor).
8. Swap toys, for example a bunny (on the sofa) and
bear (on the floor).
9. Familiar toys, pictures, objects are laid out on the table.
Invite your child to look at them carefully and then hand you 2 at once
objects, for example a house and a car, a ball and a dog, etc. In the future the task
make it more difficult: ask to serve 3-4 items at the same time.
10. Repetition of combinations of sounds and syllables:
A-U, A-I, O-A
A-O-U, A-U-I, I-U-A
AU, UA, AI, UI, AUI, UIA
TA, PA, MA, NA, SA
TA-TA, TATA
MOM MOM
PA-PA-PA, PAPAPA
TA-MA, TA-MA-SA
TA-TA-PA, etc.
Try to use those sounds that the child has preserved
or worked out.
First, during this activity, give your child
the ability to see your face, then you can cover your face with the screen or turn it
child's back to you.
11. Repetition of words, combinations of words and small sentences:
house and tree
shovel, bucket, sand
cat, dog, cow, horse
blue ball, big house
the cat is sleeping, the dog is barking
the cow gives milk, etc.
The child stands with his back to the speaker and repeats all phrases after him, maintaining the number and order of words in them.