The development of a child's speech: how to help him? Developed speech - developed child

“Some children develop speech skills slowly, and some are real talkers at this age,” you tell yourself, and do not rush to the doctor. You feel like there is nothing to worry about ... This scenario is very common among parents of children who are slow to speak. And some parents, with their passivity, only drag out the time, but it could be used to develop the child's speech.

If parents observe "sluggishness" during early development and in other areas - emotional, motor, cognitive - do not hesitate, you need to seek advice from a neuropathologist and speech therapist. Some parents reassure themselves that "he will outgrow" or "he just likes to move more physically." And time is running out ...

Therefore, if there are no shifts in the development of speech, you need to consult a specialist in time.

Understanding the child's normal speech and developing his language skills

It is very important for parents to discuss early development speech as well as other developmental problems of the child with a doctor. By eye, without the opinion of a specialist, it can be difficult to determine whether a child is simply immature at his age or his ability to communicate is slowed down, whether there is a problem that requires the professional attention of a doctor.

These norms of language development can provide a clue for parents to understand.

Development of a child's speech up to 12 months

When a child reaches this age, you need to carefully monitor how he tries to speak. Separate syllables and babbling of a child appear in the early stages of speech development. As babies get older (around 9 months of age), they start to make separate sounds, syllables, use different shades of speech, say words such as “mom” and “dad” (without really understanding what these words mean).

Parents should be attentive to the speech of the child up to 12 months. Children at this age are already beginning to recognize the names of objects. Children who look closely at adults as they talk but do not respond to sound may be deaf.

You need to constantly talk with your child, tell him about what you see while walking or doing some housework. Any attempt by the child to speak, to pronounce syllables should be encouraged. Then he will be interested in this entertaining game.

Development of the child's speech from 12 to 15 months

Children of this age should already have a wide range of consonants (for example, P, B, M, D or P), they begin to imitate adults and repeat sounds and words after family members. At this age, children pronounce one or more words clearly and distinctly, but spontaneously (including “mom” and “dad”). Nouns are usually in the first place, for example, the words "lala" and "kisa". Your child should also be able to understand and follow simple commands such as "Please give me a toy."

Development of the child's speech from 18 to 24 months

Although speech development varies from child to child, most babies speak 20 to 50 words at 18 months. At the age of 2, children begin to combine two words to form simple sentences such as "lala dai" or "mama na". Children at 2 years old should also be able to highlight familiar objects and name them, find friends in the photo, where there are many acquaintances and strangers to him, name and show body parts on themselves. A child of this age can also make two simple requests in a row, for example: "Please take a toy and give it to me."

Development of the child's speech from 2 to 3 years

At this age, parents often observe an "explosion" in the child's speech. The baby's vocabulary should be gradually increased over time; children should regularly combine three or more words in the simplest sentences.

Speech comprehension should also improve - by the age of 3, the child should begin to understand what it means to “put a cup on the table” or “put a pot under the bed.” Your child should also be able to distinguish colors and understand descriptive concepts (for example, large versus small).

Difference between speech and language

The concepts of "speech" and "language" are often confused, but there is a significant difference between them.

Speech is a verbal expression of a language, it includes articulation, a way of forming sounds and words.

Language is a much broader concept than speech, and refers to the entire system of expressing and receiving information in such a way that it carries meaning. This understanding through communication is called verbal, and non-verbal speech is called writing and gestures.

You should know that problems with speech and language differ significantly, moreover, they often overlap. A child with language problems can pronounce words well, but cannot connect more than two words together. Another problem of a child's speech may be the inability to understand the words and phrases he uttered, he cannot express his thoughts. And the child can also speak well, but have difficulties in the following directions.

A child who is unresponsive to or unable to reproduce sound should be of particular concern to adults. A child between 12 and 24 months of age is cause for concern if he:

Communicates only with gestures such as pointing at an object or waving a bye-bye pen
Prefers gestures over voice communication at 18 months
Cannot mimic sounds until 18 months
Has difficulty understanding simple verbal commands

You need to see a doctor if your child is over 2 years old:

can only imitate the speech or actions of adults and does not compose words or phrases on its own
speaks only certain sounds or words and cannot use oral speechto communicate more than is necessary for his immediate needs
Can't follow simple adult commands
The child has an unusual tone of speech (such as a raspy voice or nasal sound)

Parents and educators should understand that a child at 2 years old already knows about half of all words and at 3 years old - about three quarters of the entire vocabulary. By the age of 4, the child's speech should be understood even by those who do not know the baby.

Many circumstances can lead to delays in the development of the child's speech. Speech can be delayed even in a normally developing child. Delayed speech can sometimes be caused by impaired speech, as can problems with language or palate. A too short frenulum (a fold under the tongue) can limit the movement of the tongue to reproduce coherent speech.

Many children experience speech delay due to imperfection of their oral-motor system, that is, the child has ineffective communication in the areas of the brain responsible for the reproduction of speech. In such circumstances, the child has difficulty using speech and coordination of lips, tongue and jaw to produce sounds. This child's speech may be accompanied by other problems with the oral movement system, such as feeding difficulties.

Delayed speech may be part of the speech problem, rather than indicate more global developmental delays.
Hearing problems are also usually associated with delayed speech, so the child's hearing should be checked by an otolaryngologist. A child who has hearing problems may have problems with articulation as well as understanding, imitation, and speech.
Ear infections, especially chronic infections, can also affect hearing and speech. True, parents should not be afraid in all cases: simple ear infections that were treated on time do not affect the child's speech.

If you or your doctor suspect your child has speech problems, getting diagnosed early is critical. It will help ease parental fears.

During the diagnosis, the speech therapist will assess the child's language skills in context overall development... In addition to monitoring the child, the speech therapist will conduct standardized tests and find out if there is a delay in the development of the child's speech, and will also recommend special exercises... The speech therapist will also appreciate:

How receptive the child is to language (what he understands from the flow of speech)
What your child might say (aka expressive language)
Can your child communicate in other ways, such as gestures, facial expressions, etc.
How clearly the child's sound is heard and how intelligible his speech is.
How good is the child's articulation and are the speech organs (mouth, tongue, palate, etc.) positioned correctly? The doctor will also assess how developed the child's swallowing reflexes are.

If a speech therapist thinks your child needs speech therapy, your participation in this process will be very important. You can observe how the doctor works and learn to participate in the process. A speech therapist will show you how you will work with your child at home to improve their speech and language skills.

When you visit a speech therapist, you may find that your expectations for your child's speech are too high. But educational materialsthat determine the stages in the development of a child's speech can help you look at him more realistically.

What can parents do to develop a child's speech?

Like many other skills, a child's language development is a mixture of natural ability and upbringing. Much depends on the natural abilities of the child. However, a lot depends on the speech that the child hears from others. By repeating the sound of words that the child hears from others, he imitates these sounds and thus learns to speak faster.

If a child has language development problems, early intervention by doctors can provide the child with assistance according to their needs. Thanks to experts, parents can learn new ways to stimulate the development of the child's speech.

Here are some tips to use your child's speech development skills at home.

Spend a lot of time interacting with your child, even in infancy, when he cannot even reproduce syllables: speak, sing, and also encourage imitation of sounds and gestures.
Read to your child as early as 6 months old. You don't have to read a whole book to your child in one night, but you should look for age-appropriate thin books with large pictures. Try showing your child books with three-dimensional pictures that the children can touch. There are a lot of such books on the market now. Later, have your child try to name what he sees in the pictures. Then have the children move to nursery rhymes with a clear rhythm. Read also fairy tales that allow children to anticipate what will happen next. Your baby should already be memorizing favorite stories.
Use simple, everyday situations to strengthen your child's speech skills. In other words, the child should listen and repeat after the adults. For example, adults should repeat the names of foods in the grocery store to the child, explain what you are doing, how you cook or clean the room, show the child objects around the house. When you drive, repeat the sounds you hear to your child. Ask your child questions and encourage their answers (even if they are difficult to understand).

Regardless of your child's age, recognizing and fixing speech problems early is the best approach to help your toddler eliminate speech delays. With the right approach and the patience of adults, the child will definitely improve his speech skills.

What determines the success of the development of the baby's speech?

Parents play the main role in the development of children's cognitive abilities and speech. The success of your child's speech development depends only on your observation, sensitivity, ability to notice any problems in time, on the desire to develop and improve the child's skills.
The period from 0 to 5 years is decisive for the development of speech. At this time, the brain develops intensively and its functions are formed. According to research by physiologists, the functions of the central nervous system can be easily trained precisely during the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.
For "speech-making", such a critical period of development is the first three years of a child's life: by this time, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main forms of his native language, accumulates a large stock of words. If, in the first three years of the child's speech, due attention was not paid, then in the future it will take a lot of effort to catch up.
You must remember that speech is a tool for the development of the higher departments of the human psyche. By teaching a child to speak his native language, adults contribute to the development of his intellect and higher emotions, prepare the conditions for successful schooling.

GENERAL RULES FOR PARENTS
1. From the first days of a child's life, a full-fledged speech environment should surround. Try to accompany your daily activities with the correct speech, name your actions, household items while the baby is awake, while more often give him the opportunity to see your face, observe your articulation.
2. More often take the child in your arms, swaddle, feed - the child needs constant bodily contact with the mother.
3. Encourage any attempt by the child to speak: the baby will start talking only when you want to listen to him.
4. Talk to your child slowly, in short phrases; use the correct Russian language, do not switch to " children's language"yourself and don't let other adults do it.
5. Read to your child every day. Do not show your annoyance and reluctance if a child asks you to read a book that he especially loved for the hundredth time.
6. Encourage curiosity, the desire to ask questions, for this answer each child question.
7. Don't compare your child to other children.

Speech therapist: V.N. Gerasimova

On the subject: methodological developments, presentations and notes

Consultation for parents "What determines the success of a child's education at school"

Every parent hopes that their child will do well in school. But a miracle will not happen if you do not make certain efforts in advance. What is required for successful learning? Experts counting ...

The development of speech in a child goes through several stages. Most often, there are four periods of speech development in a child. The first period is the period preparation of verbal speech.This period lasts until the end of the first year of the child's life. The second period is the period initial mastery of language and the formation of dismembered sound speech.Under normal conditions, it proceeds fairly quickly and, as a rule, ends by the end of the third year of life. The third period is the period development of the child's language in the process of speech practice and generalization of linguistic facts.This period covers the preschool age of the child, that is, it begins at the age of three and lasts until the age of six or seven. The last, fourth period is associated with child mastery written speech and systematic language teaching at school.

Let us consider in more detail the main features and patterns of the development of a child's speech at these stages.

The first period - the period of preparation of verbal speech - begins from the first days of a child's life. As you know, voice reactions are already observed in newborns. This is a whimper, and a little later (three to four weeks) - rare abrupt sounds of rudiments of babbling. It should be noted that these first sounds lack the function of speech. They arise, probably, due to organic sensations or motor reactions to an external stimulus. On the other hand, already at the age of two to three weeks, children begin to listen to sounds, and at the age of two to three months, they associate the sounds of the voice with the presence of an adult. Hearing a voice, a three-month-old child begins to look for an adult with his eyes. This phenomenon can be considered as the first rudiments of verbal communication.

After three to four months, the sounds made by the baby become more numerous and varied. This is due to the fact that the child begins to unconsciously imitate the speech of an adult, especially its intonation and rhythmic side. Singing vowels appear in the child's babbling, which, when combined with consonant sounds, form repeating syllables, for example, "da-da-daz- or nya-nya-nya."

From the second half of the first year of life, the child has elements of real speech communication. They are expressed initially in the fact that the child develops specific reactions to the adult's gestures accompanied by words. For example, at a calling gesture with the hands of an adult, accompanied by the words “go-go *, the child begins to stretch his hands. Children of this age also react to individual words. For example, to the question “Where is mom?” The child begins to turn towards the mother or look for her with his eyes. Starting from seven to eight months, the child has an increase in the number of words that he associates with certain actions or impressions.

The first understanding of words by a child arises, as a rule, in situations that are effective and emotional for the child. Usually this is a situation of mutual action of a child and an adult with some objects. However, the first words learned by the child are perceived by him in a very peculiar way. They are inseparable from emotional experience and action. Therefore, for the child himself, these first words are not yet real language.

The emergence of the first meaningful words spoken by the child also occurs in effective and emotional situations. Their rudiments appear in the form of a gesture accompanied by certain sounds. From eight to nine months, the child begins a period of development of active speech. It is during this period that the child makes constant attempts to imitate the sounds pronounced by adults. In this case, the child imitates the sound of only those words that cause a certain reaction in him, that is, have acquired some meaning for him.

Simultaneously with the beginning of attempts at active speech, the child's number of words understood rapidly increases. So, up to 11 months, the increase in words per month ranges from 5 to 12 words, and in the 12th - 13th months, this increase increases to 20-45 new words. This is due to the fact that, together with the appearance of the first words uttered by the child, the development of speech occurs in the process of verbal communication itself. Now the child's speech begins to be prompted by the words addressed to him.

In connection with the beginning development of verbal communication proper, which stands out as an independent form of communication, a transition occurs to the next stage of the child's mastery of speech - the period of initial language acquisition.This period begins at the end of the first or early second year of life. Probably, this period is based on the rapid development and complication of the child's relationship with the outside world, which creates an urgent need for him to say something, that is, the need for verbal communication becomes one of the child's vital needs.

The first words of the child are unique. The child is already able to indicate or designate an object, but these words are inseparable from the action with these objects and the relationship to them. The child does not use a word to refer to abstract concepts. Sound similarities of words and individual articulate words in a given period are always associated with the activity of the child,

manipulation of objects, with the process of communication. At the same time, the child can call completely different objects with the same word. For example, the word "kiki" in a child can mean both a cat and a fur coat.

Another feature of this period is that the child's utterances are limited to just one word, usually a noun that performs the function of a whole sentence. For example, turning to a mother can mean both a request for help and a message that the child needs to do something. Therefore, the meaning of the words spoken by the child depends on the specific situation and on the gestures or actions of the child accompanying these words. The significance of a particular situation persists even when the child begins to pronounce two or three words that are not yet grammatically comparable with each other, since speech at this stage of development is not grammatically differentiated. These features of the child's speech are internally connected with the fact that his thinking, in unity with which speech is formed, still has the character of visual, effective intellectual operations. Generalized ideas that arise in the process of the child's intellectual activity are already formed and fixed in his mind with the help of words of the language, which themselves are included in thinking at this stage only in a visual, practical process.

The phonetic aspect of speech is not sufficiently developed at this stage either. Children often release individual sounds and even whole syllables in words, for example, "Enya" instead of "Zhenya". Often in words, the child rearranges sounds or replaces some sounds with others, for example, "fofo" instead of "good *."

It should be noted that the considered period of speech development in a child can be conditionally divided into several stages. The features described above refer to the first stage - stage "words-sentences".The second stage begins in the second half of the second year of the child's life. This stage can be characterized by as a stage of two-three-layer proposals,or how the stage of morphological dissection of speech.With the transition to this stage, a rapid growth of the child's active vocabulary begins, which by the age of two reaches 250-300 words that have a stable and clear meaning.

At this stage, the ability to independently use a number of morphological elements in their characteristic meaning in the language arises. For example, the child begins to more competently use the number in nouns, diminutiveness and imperative categories, noun cases, tenses and faces of verbs. By this age, the child has mastered almost the entire system of sounds of the language. The exception is smooth mud, whistling fromand s-and hissing fand sh.

The increase in the rate of language acquisition at this stage can be explained 1 by the fact that in his speech the child tries to express not only what is happening to him at a given moment, but also what was with him earlier, i.e., what is not connected with the clarity and effectiveness of a particular situation. It can be assumed that the development of thinking necessitated a more accurate expression of the formed concepts, which pushes the child to master the exact meanings of the words of the language, its morphology and syntax, to improve the phonetics of speech.

The release of the child's speech from reliance on a perceived situation, on a gesture or an action symbolizes the beginning of a new period of speech development - the period of development of the child's language in the process of speech practice.This period begins at about two and a half years and ends at six years. The main feature of this period is that the child's speech at this time develops in the process of verbal communication, abstracted from a specific situation, which determines the need for the development and improvement of more complex linguistic forms. Moreover, speech for the child begins to have a special meaning. So, adults, reading small stories and fairy tales to a child, provide him with new information. As a result, speech reflects not only what the child already knows from his own experience, but also reveals what he does not yet know, introduces him into a wide range of facts and events that are new to him. He himself begins to tell, sometimes fantasizing and very often distracted from the present situation. We can reasonably believe that at this stage, verbal communication becomes one of the main sources of thinking development. If at the stages considered above, the dominant role of thinking for the development of speech was noted, then at this stage speech begins to act as one of the main sources of the development of thinking, which, developing, forms the prerequisites for improving the child's speech capabilities. He must not only learn a lot of words and phrases, but also learn the grammatical structure of speech.

However, at this stage, the child does not think about the morphology or syntax of the language. His success in language acquisition is associated with practical generalizationslinguistic facts. These practical generalizations are not conscious grammatical concepts, since they are "construction according to a model", that is, they are based on the reproduction of words already known to him by the child. The main source of new words for him are adults. In his speech, the child begins to actively use the words he has heard from adults, without even understanding their meaning. For example, cases are often noted when a child uses abusive and even obscene words in his speech that he accidentally heard. Most often, the originality of a child's vocabulary is determined by the words that are most commonly used among his immediate environment, that is, his family.

At the same time, the child's speech is not a simple imitation. The child is creative in the formation of new words. For example, wanting to say "a very small giraffe", a child, just like adults build neologisms, speaks by analogy of "little giraffe".

It should be noted that for this stage of development of the child's speech, as well as for the previous stage, the presence of several stages is characteristic. The second stage begins at the age of four to five years. This stage is characterized by the fact that the development of speech is now closely related to the formation of reasoning logical thinking in children. The child moves from simple sentences, in most cases not yet related to each other, to complex sentences. In the phrases formed by the child, the main, subordinate and introductory sentences begin to differentiate. Causal ("because! -), target (" so "), investigative (" if ") and other connections are formed.

By the end of the sixth year of life, children usually fully master the phonetics of the language. Their active vocabulary is two to three thousand words. But from the semantic side, their speech remains relatively poor: the meanings of words are not precise enough, sometimes too narrowed or too broad. Another essential feature of this period is that children can hardly make speech the subject of their analysis. For example, children who have a good command of the sound composition of the language, before learning to read, with great difficulty cope with the task of arbitrary decomposition of a word into sound components. Moreover, the studies of A.R. Lou-riia have shown that the child experiences significant difficulties even in determining the semantic meaning of similar sounding words and phrases ("teacher's son" - "son's teacher *).

Both of these features are overcome only during the next stage of speech development - the stage development of speech in connection with language learning.This stage of speech development begins at the end preschool age, but its most essential features are clearly manifested in the study of the native language at school. Influenced. learning is undergoing huge shifts. If before, at the early stages of speech development, the child mastered the language practically, in the process of direct verbal communication, then when teaching at school, the language becomes the subject of special study for the child. In the process of learning, the child must master more complex types of speech: written speech, monologue speech, techniques of artistic literary speech.

Initially, the speech of a child entering school largely retains the features of the previous period of development. There is a large discrepancy between the number of words a child understands (passive vocabulary) and the number of words he uses (active vocabulary). In addition, the lack of accuracy of the meanings of words remains. Subsequently, a significant development of the child's speech is observed.

Language teaching at school has the greatest effect on the development of awareness and controllability of the child's speech. This is expressed in the fact that the child, firstly, acquires the ability to independently analyze and generalize the sounds of speech, without which it is impossible to master literacy. Second, the child moves from practical generalizations of the grammatical forms of the language to conscious generalizations and grammatical concepts.

The development of a child's awareness of the language, which occurs in the process of teaching grammar, is an important condition for the formation of more complex species speech. So, in connection with the need to give a coherent description, a sequential retelling, oral composition, etc., the child forms a detailed monologue speech, which requires more complex and more conscious grammatical forms than the forms that the child used before in dialogical speech.

At this stage of speech development, a special place is occupied by written speech, which initially lags behind oral speech, but then becomes dominant. This is because writing has a number of advantages. By fixing the speech process on paper, written speech allows you to make changes to it, return to what was previously expressed, etc. This gives it exceptional value for the formation of correct, highly developed speech.

So influenced by school education the child's speech is further developed. It should be noted that in addition to the four indicated stages, one could name another - the fifth stage of speech development, which is associated with the improvement of speech after the end of the school period. However, this stage is already strictly individual and is not typical for all people. For the most part, the development of speech is completed with the completion of school hours and after-. the resulting increase in vocabulary and other possibilities of speech is extremely insignificant.

What determines the development of a child's speech up to one year old and how you can influence him speech activity?

Most children begin to pronounce their first words at the age of 12-14 months. Until this time, the child has a sound activity preceding speech, which manifests itself in a cry, similar to crying, or humming.

Crying is a signal to parents that the baby is asking for help! The baby cries for four reasons:

When he is hungry, when he is cold, when he needs a change of underwear, when he is not well.

The mother's ear determines the nature of the child's cry and its cause. When these causes are eliminated, the cry of the child stops.

When a baby is healthy, well fed, dry, warm and comfortable, then relatively early, about the third month of life, his sound activity manifests itself in the form of humming. Agu - this is the sound a child makes when he is happy and completely satisfied with everything.

Scientists note that a child's positive mood is much brighter and stronger when adults address him with speech, when they playfully talk to him and smile. Therefore, the child's speech must be developed from the very beginning of life. You need to talk to him when you take food in your arms, saying aloud: And now mom will feed you, etc. You need to talk when you change diapers for him, do hygiene procedures, when he is awake in the bed. It is good to hum a lullaby before falling asleep. It is necessary for a child to hear and perceive human speech from the very beginning of life. This is the first and necessary condition for its normal development.

By the age of 6 months, babies begin to babble with more sounds than before. The child is already beginning to imitate adults, repeating some elements of the speech they hear.

During this period, one should speak with him, call each other, repeat the sounds that are found in his babble. It is necessary to associate babbling with objects and fill it with a certain content, developing the child's understanding of the surrounding reality.

From 6-7 months, children begin to gradually understand speech and respond to it with certain actions. They crawl up when they are called, respond to greetings by shaking their heads, say goodbye by waving a pen, make goodies, find and show objects at the request of adults.

By the age of one, babies begin to communicate their needs with sounds. For example, they say am-am (I want to eat), bah (a toy fell), they draw the attention of adults to objects that interest them with sounds.

What determines the development of your baby's speech?

1. Emotional connection with parents
First of all, the emotional connection with the parents is very important. If a child feels loved and protected, he usually speaks well. Too harsh upbringing, many prohibitions can lead to a child's isolation and a lack of desire to talk.

2. The constant need of the child for communication
Having already learned to speak, some words and even phrases, the child is looking for communication, primarily with his mother. Parents are obliged to keep up a conversation with the child, explain something to him, tell him something interesting. But it is worth remembering that children often copy the phrases and communication patterns of their parents, so you should carefully approach this.

3. The main factor in the development of speech is development fine motor skills
Pediatricians and speech therapists put this factor first. Fine motor skills should be developed almost from the birth of the baby - to massage his fingers, play finger games. To do this, you should use objects and materials that are interesting to your baby at this stage of development. It is very useful to play with different cereals. For example, put beans in a saucepan, and let the child move their hands there, transfer beans from cup to cup with your fingers.

You can allow the child to collect matches in a box, roll a nut with his palms, roll a round hair brush, play with knots on a rope. Modeling is very useful - from plasticine or dough. And also games with dice.

The more parents play with children, the more they use educational games, the more they communicate, paying attention to the surrounding objects, the more chances that the child will speak faster.

The development of speech is a complex designation of the processes, stages and techniques associated with mastering the means of speech (oral and written). The subsequent development of communication skills, verbal thinking and literary creativity is directly related to the development of speech.

Stages of speech development in a child

The speech formation process covers several age stages:

The period of preparation of verbal speech (from birth to the end of the first year of a child's life);
The period of initial language acquisition and the formation of dissected sound speech (usually ends by the end of the third year of life);
The period of speech practice and generalization of linguistic facts (up to six to seven years);
The period of mastering written speech and mastering a scientific approach to language (school period).

A child without special training from adults masters the language by the age of four.

Standard indicators of speech development

2-5 months

- humming, which occurs as a reaction to emotional communication with an adult;

- pronunciation in a chant of sound combinations ("ah-ah", "agu", etc.);

- the first laugh and the first smile when an adult appears (animation complex);

5-6 month

- babble, pronounces syllables and chains of syllables, first without intonation, then with different intonations;

10-12 month

- learns to understand and pronounce the words "yes", "no", accompanying them with gestures;

By 1 year

- about 15 words appear in the dictionary ("mom", "dad", "baba", "give", "na", "drink", "bi-bi", "av-av", etc.);

By 1.5-2 years

- simple sentences appear in speech, consisting of two or three words ("mom, give me a drink", "bear, sit there", etc.);

- the appearance of the first adjectives in active speech ("good", "big", "red", etc.) is noted;

3 years

- the accumulation of lexical means of the language associated with the development of ideas about the surrounding reality;

- learns to observe, compare objects (kettle and watering can);

- establishes semantic connections between words denoting an object and its part (dog and tail), an animal and its cub, an object and a person that belongs to it (mother's bag);

- the accumulation of lexicon (moreover, a grouping of initial similar cases occurs, which will then serve as the basis for the formation of word-formation models - a rose and a vase, ran away and flew away);

- masters changing the forms of verbs and noun. in units the number necessary for the transmission of logical-semantic relations (object, attributive, adverbial);

- simple syntactic constructions are mastered, allowing to express actual situations (the cat is sleeping, the sister is eating porridge);

- the formation of inflectional skills begins with the development of basic gram. categories: categories of gender and animate / inanimate;

- sound pronunciation: y, a, o, i, y-k, g, x-p, b, m-f, v-t, d-s, z;

- typical for age is the softening of sounds: d ", t", s ", c". This is due to imperfection of articulatory motor skills and difficulties in distinguishing phonemes; the formation of the correct sound pronunciation directly depends on the development of phonemic hearing (the process develops by the age of two, but is formed throughout the entire period of preschool childhood); correction of sound pronunciation involves only work on the sounds of early ontogenesis;

4 years

- replenishment of vocabulary;

- establishes more complex connections between lexical units;

- can establish more complex connections, for example, between family members (grandmother and granddaughter) or hen-rooster-chick;

- the arsenal of linguistic means is replenished with words with suffixes (-onok, -enok, -nit, -nik,) and prefixes (-you, -pere, -za, -you, -from);

- they begin to apply models incorrectly, choosing by analogy (chicken, squeaky);

- mastering the case system of the language and the system of verb endings;

Is developing phonemic hearing, the child is capable of more subtle differentiation of sounds;

- articulatory motor skills develop;

- the skills of phonological analysis are formed (the concept of the number and sequence of sounds);

- opposition sounds are turned on: front-lingual-back-lingual, labial-labial-dental, hard-soft);

5 years

- replenishment of vocabulary at the expense of lexical units thematic groups (shoes, sandals);

- mastering antonyms, synonyms, paronymy, word combination (apply juice);

- introduced an expanded nomination of items (air transport, wildflowers);

- the child gets acquainted with various derivational models (noun with Suf.-ist, -ach, -chik, -nik, -shik, -chik, -nits, -nik; adj .: -ov, -n-; vb. With prefixes for-, you-, pe-, from-; pri-);

- gradual mastery of the system of forms of verbs of the productive classes (tickle-tickle, wash-wash);

- mastering the plural noun;

- learns prepositional-case constructions (p. Pad., Tv. Pad.);

- phonemic hearing reaches perfection;

- the child is able to pronounce two-syllable, three-syllable and four-syllable words, consisting of open and closed syllables;

- able to determine the sound in a word and determine its position;

6 years

- the vocabulary is actively replenished at the expense of "peripheral" words related to uncommon vocabulary;

- are able to establish more complex connections between words;

- are able to establish connections between one-root words (snow-snow-scooter), synonymy (old-decrepit), homonymy (mink - animal and dwelling);

- masters less typical word-formation models, for example, possessive adjectives (bear-bear, sand-sand);

- the child gets acquainted with the formation of words by addition (mousetrap);

- understands comparative phrases and polysemy of words;

- masters the case paradigm of noun. masculine, feminine, neuter, plural (roses, roses; pencils, pencils);

- mastering constructions in which full adjectives and ordinal numbers agree with noun. in gender, number, case (red brick house, red ball);

- Difficulties are caused by the forms of coordination of possessive adjectives with nouns in gender, number, case (bear's tail);

- Difficulties in combining quantitative numbers with nouns (two balls, five eggplants);

- is able to learn derived prepositions because of, from under;

- establish a more complex relationship: cause and effect.

In the case when speech development the child does not correspond to the norm, you should contact a speech therapist.

Why is there a delay in speech formation?

A baby, having been born, does not have an innate knowledge of the laws of the language in which he will speak. He has the ability at a certain period of his development to learn the norms and rules of the language spoken by the people around him. This is the so-called linguistic ability, which is realized in the course of communication with adults through the imitation of the speech by the child. At the same time, the child's linguistic-speech-thinking activity plays an important role, which ensures the formation of unconscious linguistic generalizations. As a result, he masters the basic units of the language and the laws of their functioning.

The child's speech turns out to be not a simple repetition of patterns that he hears from adults, but creativity, in which speech is born as a means of communication, a means of cognition and a means of regulating the activities of his own and those around him.

If, for some reason, imitative or linguistic-speech-thinking activities are not formed on time, then later, the child has an underdevelopment of speech of one degree or another.

In modern speech therapy, there are two groups of factors that cause a delay in the rate of speech formation:

a) imperfection of social conditions of upbringing and pedagogical errors;

b) insufficiency of the sensorimotor or neurological base of the child's speech.

The first group can be attributed to the wrong methods of upbringing in a family or a child care institution, consisting in insufficient attention to the child on the part of adults, or, conversely, in overprotection. In either case, the child does not develop motivation for verbal communication. In the first case, there is no one to turn to, in the second - there is no need, everything will be done on time. In the framework of the clinical classification, such a violation is considered as a delay in the rate of speech development of a functional nature.

Often manifestations of underdevelopment are aggravated personal characteristics a child prone to stubbornness, self-will, hysterical reactions.

A delay in the rate of speech development, due to a decrease in the motivation of communication, with a timely start of work and with a change in the conditions of upbringing, reveals a tendency for a quick and complete correction.

If the child has an unformed or insufficient sensorimotor sphere ( phonemic perception, motor skills of the articulatory apparatus, visual gnosis - see the definitions of these concepts below) or neurological diseases, then such an underdevelopment requires not only changes in the conditions of upbringing, but also the help of a specialist in the form of consultations or regular classes. Correction of this form of speech pathology takes a longer time and requires more effort and attention.

If the child has problems with the development of speech, and the parents constantly ask him: "Say", "Repeat", then the picture of speech underdevelopment, as a rule, is aggravated by the presence of persistent speech negativism in the child.

Speech negativism, or refusal to speak, can be expressed actively and passively, but in any case, the child refuses to speak, not only on the orders of the parents, but in any situations.

Parents often describe this state of affairs when the child once says a word, as if tasting it, and no longer repeats it for months. Sometimes it almost comes to a fight. Parents first ask to repeat the word after them, then beg, then demand, in the end, the child is punished - put in a corner. But this leads to only one thing: over time, all tasks that require verbal reactions from the child are actively ignored or rejected by him.

The child is silent or turns away in response to any question, for example: "What is your name?", "How old are you?", "What toy do you have in your hands?" and so on. He hums and points a finger if he asks for something, and more often he tries to satisfy his own needs.

Such "independence" of the child, when, without outside help, he takes out the necessary thing from the closet, turns on the TV, etc., pleases the parents, although it often testifies to the lack of development of verbal communication skills and the presence of persistent speech negativism.

If you want to help your child, forget the words "say" and "repeat" at least for the first time.

The influence of a speech defect on the process of personality formation can be significantly weakened or reduced to zero if early correction is started. This makes it necessary to conduct special work to fill gaps in the speech development of children. Correctional assistance is effective, provided in a period sensitive to speech: at the age of 2.5 to 5 years, i.e. during the period when the speech function is actively developing. We do not so much correct speech as we shape it, directing it in the right direction, stimulating positive manifestations and inhibiting negative ones. As a result, it is possible to achieve full compensation for speech underdevelopment even before the child enters school.

Signs of poor speech development in a child

the child develops with a delay;
the child has suffered serious illnesses;
the child has neurological diseases;
the child is reluctant to repeat the words and sentences that he hears after you;
when the child hears the request "Repeat" or "Say it again", he is silent, gritting his teeth, or leaves, as if he did not hear you;
he prefers to solve his problems on his own, without turning to you for help ("independent" child);
the child is equally active in communicating with acquaintances and strangers;
the child does not care if anyone understands him. He speaks one language he understands;
does not react to comments “Say it again better”;
the child's speech significantly lags behind the level of speech development of his peers.

If you find at least one sign of poor speech development in a child, then your child needs help.

What to do if you have problems with speech development

1. The development of speech, the launch should be dealt with by the mother, since systematic, daily, painstaking work is needed. In addition, no one except the mother knows the interests, preferences and character of the child. This knowledge is used in the development of speech.

2. Play. All exercises are done through the game.

According to new studies, up to 3 years of age, the main engine of speech is not the development of fine motor skills, as was believed until recently, but positive emotions from the game.

They stimulate the circular gyrus, which is responsible for the development of speech before the age of 3 years.

3. It is important to go through all the stages of speech development - onomatopoeia, syllables, words, sentences.

4. Emotions. During the game, you need to be very emotional, this is transmitted to the child, it becomes interesting for him to play, and for the mother it is an incentive to continue playing and invent new ones.

5. Systemic knowledge of what constitutes speech: breathing, articulation, rhythm, fine motor skills, development of active vocabulary, development of passive stock, general play and hearing.

6. All these areas need to be developed every day. The most important thing is that it is not at all difficult, you can do it fun and with interest.

7. Special games from which you can choose those that are interesting to your child. In the future, mom can learn to invent games herself and make any speech game.

8. Believe in your child.

Games to promote speech

Which one?
To enrich speech with adjectives.
What ball? - big, small, round, rubber, elastic, red, leather.
What snow? - white, cold, sparkling, beautiful, fluffy, light.
What wardrobe? What kitten? What table? Etc.

What can ...?
A game to increase the stock of verbs.
What can a dog do? - bark, walk, run, bite, guard, guard, eat, growl ...
What can a frog do? What can hands do? etc.

Reverse words
Summer - winter, hard - soft, found - lost.
Ask your child to choose antonyms for the following words: joy, morning, sat down, brave, enemy, stand, hard, picked up, wet, clean, deep, tall, narrow, close, back, far, etc.

Comrade words
These words sound different, but mean the same thing. They help to better describe the subject, thing.
Cold - icy, frosty, chilly. Smart - wise, intelligent, smart. Etc.

One - many (you can play with the ball)
The adult names the word in the singular, and the child selects the plural. For example: leg - legs, window - windows.
Name it affectionately (you can also play with the ball)
For example: table - table, finger - finger, etc.

Because…
The inclusion of conjunctions and prepositions in speech makes speech smooth, logical, whole. Develop this ability in your child by reasoning and answering questions:
I wash my hands because ...
Why are you going to sleep? etc.

Explain
An adult gives a task to a child: "I will now utter a sentence, and you will answer my question"
The dog goes to the kitchen. She drinks the cat's milk. The cat is unhappy.
Explain why the cat is unhappy?

Who (what) was he?
The adult names the child the phenomena, objects, animals, etc., and the child must tell who (what) they were before.
The cow was a calf
The butterfly was a caterpillar
The chicken was a chicken, and the chicken was an egg
The ice was water, etc.

Game "Magic Bag"
This game requires a little preparation. Prepare pictures in advance with the image of vegetables, fruits, berries, sweets. An adult takes a picture out of the bag and says: "Here is the cabbage. What is it? Who will we give it to?" The child tells what kind of cabbage and who loves to eat it. This game allows the child to learn the endings of nouns in the dative case.

Speech development through games using a real example

A story-driven game and expanding active vocabulary

Narrative games encourage the child to speak for himself. First sounds, then syllables, then individual words, and then sentences. It so happens that the child is basically silent. Here, without torture, he himself will not notice how he begins to speak during the game.

1) I bought a home puppet theater based on the fairy tale Kolobok. We played. The son was a bun, and I was all the rest. Grandfather says to grandmother - bake me, old, bun. And the grandmother is deaf.
Asks: "What-what. Bake Cheesecake",
Grandfather: "No, Ko-lo-bok!"
Grandma: "Aaa, pie!"
Grandfather: "Grandma, no! KO-LO-BOK" (almost screaming).
Grandma - "Aaa, gingerbread, well, I would say so."

The child is already laughing.

The grandfather addresses the child by name: "Sonny, tell me, otherwise the grandmother does not hear me!"
Grandma asks Tim: "What does Tim tell you to bake - AAO. Grandma -" aaaaa ", kolobok! (First victory! New sound, similar to the word" kolobok ". Delight for both) Now I'll bake!

And further along the tale. The gingerbread man sings: "aaaaaa", and of course I help him. When the gingerbread man ran away from the fox, and the fox admired his dexterity (children love to feel agile and fast), the gingerbread man rolls to the farm. And he meets the chicken - Ko-ko-ko, and the cockerel - Ku-ka-re-ku, the cow - Muu, that's all I say. About a week later, I ask for the kolobok - who are you Tim says - "muuuu." Oh, a cow! Wow!".

2) "We build houses and visit with small toys. They drink tea and say" yum-yum "- first I say, and then I ask -" How tasty is it for you? "And the child says" yum-yum. " need a new word! "

3) We play trains, my train is in trouble, I call for help - "tu-tu !!!" After a week, the child begins to say "tu-tu".

4) Play confusion. Figures of animals, get acquainted.
Hi, I'm a cow, I say "beeeeee". The child laughs, waves his head and says "muuu". I say - "cow, you messed up, you have to hum, Tim tells you correctly - muuu". Cat: "hello, I'm a cat, I can talk pee-pee." The child corrects again - "meow". I speak. And so on. The child in the game is not a child, he is the hero of a fairy tale and therefore tries to say something more confidently. I am addressing him not by his name, but by the name of the hero.

It should be noted that it is important here to speak in simple and understandable words. For example, you do not need to speak on the bottom of the barrel, scratched it, on the barn. What are sousseki? How do you explain this to a child, but a barn?

It should be easier - I looked in a box, in the kitchen, for example. It is also important for kids to tell stories, and not read. In addition, during any games, name all items.

Fine motor skills

1) For games on the development of fine motor skills, I made a magic box and filled it with shaggy wire, beads, thermomosaic. They strung beads and a thermomosaic on a fluffy wire - they made worms. Introduced them to each other, made them a house out of blocks, played hide and seek with them.

2) We loaded dry buckwheat into the back of a small tractor, and transported it from one side of the table to the other, not forgetting to make the sounds of a tractor (this is still active speech developing).

3) I poured many different beans and chickpeas or colored dry sand into the bathroom, added small glass balls, shells and beads. The child looked for them, poured them into a glass, sitting in the bathroom. Of course, I sat next to him so that he would not take a bean in his mouth. Why in the bathroom? So as not to collect later throughout the apartment. Then I collected everything and put it away in an inaccessible place.

3) I took a rubber wolf, made a small hole in its face to feed it (cut off its nose). They played like this - an angry and hungry wolf comes, shouts, "ahh, I'll eat you now, oh, how angry and hungry I am!" And I tell him - "wolf, you do not eat us, look, we will give you delicious, magic beans!" We took small beans with the child and fed the wolf - threw it into the hole. It is quite difficult to take this small bean or lentil with your fingers and push it into the hole. The wolf said - "Ooo, mmmm, how delicious, yum-yum, thank you, I'm kind, I went into the forest, bye." All this the wolf speaks very emotionally.

5) Modeling from clay and plasticine is also very useful for the development of fine motor skills. In addition to sculpting just all sorts of sausages, rolls, balls, we made hedgehogs, we stuck toothpicks, spaghetti, and beans into the plasticine. They also played from the book "Plasticine Hide and Seek": you need to hide animals from predators, for example, pinch off plasticine and glue pictures with it.

6) There are also such cool sets for girls to create jewelry (we used Battat firms) There you need to assemble chains from different parts. You need to figure out which detail to insert into which, plus they are of different textures, which is useful for the brain. We made worms and snakes out of them, and later we began to make pirate chains.

7) Stickers. There are good story books where you need to paste characters or objects. They were always in my bag. In the queue at the clinic, in the bank - stickers always helped me out. One game per day, about 10 minutes, but it took us more time - about an hour, tk. on that my child loved to tinker with trifles.

Hearing

1) We make a special box for listening practice. We put bells there (sold in a speech therapy store), bells (sold in a fisherman’s store), a rattle, a toy, the sound of rain and pretend an orchestra: to some funny song we “play” with these instruments. We test them - how a bell rings if you hold it by the tip, and how if you hold it in your palm.

2) We take 8 jars of yogurt and put semolina in 2 of them, beans in 2, in 2
- lentils, another 2 - buckwheat. Every day we take out this box and ask the kid to look for pairs among the jars of cereals, compare how what rustles, and also guess what is inside. When the child remembers everything, you can replace the contents of the jars.

3) Another game with jars: shake a jar of semolina and say what it looks like, for example, a mouse rustling in the corner, pee-peep. Then we take a jar, for example, with beans, shake it slowly - what is it like? Maybe the bear is walking through the forest, breaking branches? Shake louder - and this is an angry bear. Chickpeas are a whole herd of hedgehogs running to dance.

The more unusual the options for interpreting sounds, the funnier the child.

This lesson is for 10-15 a day.

Logo rhythm

1) I put the child on my lap, take his palm, start reciting a rhythmic verse and clap his palm in time with mine. Any verse, for example, "Robin Bobin was somehow refreshed on an empty stomach" or "A Greek was driving across the river", you can count rhymes - "An orange was rolling through the city of Berlin", "A cuckoo walked past the forest", etc. - everything that has a vigorous rhythm.

2) The sense of rhythm is developed by games such as "Horses" (when the child sits on top of the mother, and the mother imitates a horse that gallops) and "Over the bumps, over the bumps ..."

3) Two bears sat
On a little bitch
One was reading a newspaper, (spread the child's arms wide, imitating reading a broadband newspaper)
The other was grinding flour (knock on each other with the fists of a child)
One Ku-Ku, two Ku-Ku (also knock with our fists to the rhythm of one on the other)
Both collapsed in flour (abruptly lower the child's hands to your knees, as if you fell)
Ponytail in flour (tickle the ass)
Nose in flour (stroke the nose with his own hand)
And the ear is in sour milk (touch the baby's ear with his hand too).

4) Here is a lesson from "Family Soft School"
We hum a song and shake it on our knees to the beat "This is how the officers go gop-gop, gop-gop (raise your knees slowly, clearly and high)
This is how the gentlemen go
clink-clack-clack-clack (lift at a faster pace, imitating a pony running)
And how the old grandmothers go (from side to side shakes the child)
Boo into the hole (drop between your knees)
Crushed forty flies (tickle and hug)

5) Our favorite rhythm game - I played cool songs, put the child on my lap. We listened to the songs and I clapped my hands and bounced the baby with my feet. We listened mainly to the songs of Playground number one, Irina Bogushevskaya, to the verses of Andrey Usachev. They are funny, witty, not banal, funny.

Articulation

I take the cockerel lollipop, which is not available to the child at normal times. Cockerel says - Let's play? Will you catch me with your tongue and tickle me? I put a cock in my left cheek, and my son stretched his tongue up to him to lick. He is sweet, and the cockerel is funny, ticklish. Then to the left cheek. Further, the cock sits on the chin - the tongue stretches down, above the upper lip - the tongue up. Then the cock goes forward and the tongue must also be pulled forward. Then I asked my son to lick the upper lip first, then the lower one. Then make a circular movement with your tongue licking your lips in one direction and the other. All 2 times. Takes about 5-7 minutes, trains the muscles of the tongue well. Cockerel thanks for the game, says that he liked it very much and asks to come tomorrow. For 5 minutes I give the cockerel to the child to just lick.

Breath

1) learn to blow out candles;

2) trying to blow the feathers off the table;

3) blowing on each other for entertainment purposes.

Books on the development of speech in children

1) Vinarskaya E. N. "Early speech development of a child and problems of defectology";
2) Galiguzova L. N., Smirnova E. O. "The stages of communication: from one to seven years";
3) Gerbova V. V., Maksakova A. I. "Classes on the development of speech in the first junior group kindergarten: (From work experience) ";
4) Darr Regina "The First Three Years of Life";
5) Kasyanov V. M. "Child development and environment" (Formation of speech function.
Children's nervousness);
6) M. Koltsova "A child learns to speak";
7) R. Ye. Levina "Education of correct speech in children";
8) L. V. Melekhova, M. F. Fomicheva "Speech of a preschooler and its correction";
9) Pechora K. L., Pantyukhina G. V., Golubeva L. G. "Children early age at preschool institutions";
10) "Development of speech junior schoolchildren"edited by M. R Lvov;
11) Rosengart-Pupko G. L. "Formation of speech in young children";
12) V. A. Bruise "Speech therapy";
13) Piaget J. "Speech and thinking of a child."