Educational games for the development of speech. Games for the development of speech. Finger and gesture games
Anna Samoilovich
Educational games for the development of all aspects of speech in preschool children
It is known that in the game the assimilation of knowledge is much more successful,
than in the classroom. Child enthralled by an attractive design
crowbar, as if not noticing that he is learning. At the heart of developing games are based on the combination of elements games and exercises, a gradual transition from fun games to educational and cognitive activities.
In such games, the child's mental activity increases, thinking and speech develops... Speech and thinking, these two most important mental processes are inextricably linked with each other. Educational games contribute to the removal of children feelings of stiffness, overcoming shyness, development of the logic of thinking, speech and general initiative, eccentricity of thinking.
For children's speech development, for example, to practice the correct use of the genitive endings (in the name of vegetables, fruits, berries, I use the game of attention "What's gone?" The child closes his eyes, and I remove two pears from the basket. Child guesses: "There are no pears (plums, apples.).
To exercise children in the correct pronunciation of adjectives with a noun and expand the semantic meaning of the word, we use the game “What can be ... narrow (wide, liquid, soft, hot, etc.) This game can be played in a circle with a ball. The teacher asks a question and throws the ball to the child, who catches the ball, answers the question and throws the ball back. The teacher throws the ball to the next one. In a circle with a ball we spend a lot educational games... So to expand the vocabulary and get acquainted with generalizing words, I use the following games:
"Edible - not edible" ;
"Flies, does not fly" ;
"Tasty words" ;
"What can you ride?" ;
"Whose Leaves?"(willow-willow, oak-oak);
For example, the game "Feed the animal",I am say: "Cat", the child who caught the ball, answers: "Milk"(meat, bread, etc., until the chain breaks. The child in front of whom the chain breaks goes to the center of the circle and calls another animal - the game continues.
I use a ball game to expand my vocabulary "Animals and their cubs» (The teacher calls the child animal cub) To consolidate the articulation of sounds and to isolate the sound in a word by ear (at the beginning of a word, in the middle, at the end) use ball games(and without): "Think of a word that starts with a sound.";
"Think a word that ends in a sound." ;
“Come up with a word with sound. (w, f)» .
I also use games for developing language flair who teach to pick up rhyming the words:
"Find Similar Words" A child in the center of the circle calls out a word and throws the ball, another catches, says a similar word, throws the ball back (bow-beetle, jackdaw-stick, cat-horse) ;
"Find yourself a mate".The child in the center of the circle says a word, someone from children(who will come up with faster) calls the word rhyming with it (titmouse) and becomes a pair with the first child, and throws the ball to any other child, who, in turn, calls a new word. The game continues until everyone is in pairs and the third extra is left. You can then play an outdoor game "Third wheel".
To teach children select antonyms for the word (opposite words in meaning, play the game "The word is reversed"(The teacher in the center of the circle with the ball is talking: "Black"-and throws the ball to the child, he should to answer: "White"-and throw the ball back (soft-hard, cold-hot, etc.) To put into speech children generalizing words I use the game "The fourth extra".Here it is not necessary to achieve detailed explanation if the inference is made correctly (rose, chair, tulip, chamomile; \ hammer, screwdriver, spoon, pliers).
In his work with children for speech development, I use games according to the TRIZ system... The game "How are they similar and how are they different?" For example, we considered chicken and partridge. We split into two teams. Children named several signs than similar:
both chickens, both birds, begin with "NS", have a beak, two legs, wings, feathers, a tail, hatch from an egg;
and how are they different:
wild home
does not fly
there is no home there is a home
no scallop eat scallop
not in store chicken eggs is in the store
The game "Good bad".It's raining. What well? and what is bad?
Children learn to make complex sentences, imagination develops, the dictionary is expanding children... When it rains (flowers grow well, trees are clean and green, mushrooms grow, no need to water the garden). What is bad? If it rains, then (it's muddy outside, it's cloudy, you can't walk, the animals are cold and uncomfortable in the forest, but Misha T. objected“What if it's hot outside? Then, on the contrary, they feel good, they swim. ") Children learn to reflect.
Very useful for children's speech development games with pictures with plot development of action,or "Stories in pictures", which are often printed in children's picture magazines. And also pictures-riddles like "What changed?", Find the Differences.
Educational games can be short-term and longer (10-15 min.), can be planned in advance, or they can arise spontaneously, the teacher should have a flair for "moment".
In order for children to learn to ask questions correctly, as well as to correctly use definitions and adjectives with a noun, we use the following games like: "Guess what is this?"-children name objects according to the description of an adult (like a riddle);the game "Think an object"-the child thinks of an object and describes all its signs, what it is, what it is made of, children guess; game "Well no"- the leader thinks a word, for example, a kitten, children ask questions, trying to guess what it is (e.g., is it alive, meows, eats a carrot, is it fluffy? etc.).The presenter has the right to answer only "Yes" or "No".Direct questions "Is this a kitten?" not allowed.
For the development of coherent speech, we use funny games... For example, I say children: “Today a bear came to you instead of a teacher, obey him! The role of a bear is played by a child. He does not know how to put on a coat, a hat, or does not know how to eat at the table. It does everything the other way around. Children tell him how to do it. The game - "Reification"- the living is endowed with the properties of the non-living. For example, I say children: “Imagine that you are icicle people, made of ice. Sasha T. Is talking: "Then I will live in the refrigerator.".Katya S. Corrects: “We need to build a large refrigerator-house. Kate continues: "We'll eat snow with sugar, we'll get ice cream"... The game "Snowball"-children learn to come up with adjectives and definitions for a noun. The guys stand in a circle, the leader calls the word, the next player repeats the word and names more words related to it. The word is overgrown with new words, like a snowball. The one wins after which no one else can add.
In Game "Beast, bird, fable" children come up with fables, exercise in coming up with names for animals and birds. Children stand in a circle. All in chorus say "Beast, bird, fable", repeat several times and clap their hands. The host speaks unexpectedly "stop" and indicates any player. If the game is interrupted by a word "beast", the child calls any animal, in the word "bird"-bird, in the word "Fable" comes up with something that doesn't happen (the crocodile flies, pisa sits on a birch, etc.) You cannot repeat what was said earlier.
In a puzzle game with pantomime "Where have you been, what have you seen?" children, standing in a circle, agree that they will act as a pantomime (they eat, fly on an airplane, sew, knit, put on a hat, swim, etc.). turning away from the side(do not spy or eavesdrop) When the children call him, he approaches, greets the children and asks: "Where have you been, what have you seen?" Children answer: "Where we were, we will not tell, but what we did, we will show". The child guesses and explains in words where the children were and what they did. In this game, children learn to convey their impressions of various life situations through coherent speech and expressive movements.
For development of coherent speech in children I use a method like composing fairy tales. To do this, we use different techniques, for example, flannelegraph or carpet and a set of pictures based on fairy tales. So, taking a set of pictures for a fairy tale "Zayushkina hut", brothers Dima B. and Seryozha B. composed a new fairy tale: “The dog met the bear, then they went to visit the bunny, and the bunny already had a cockerel as a guest. The bunny called him to mow the grass for the winter. ”All the children really liked the new fairy tale. I also encourage children draw funny confusion pictures and explain their content, compose fairy tales from blots. When composing stories, fairy tales, we use the game "Track" It is also called a mnemonic track. Mnemonics are a collection of techniques that make memorization easier. Each child receives a set geometric shapes... I'm telling a fairy tale, for example "Kolobok".Which -
any word is conventionally denoted by a figure. "Baba swept the barn, sous
I scraped my sekam, scooped up a handful of flour ”- put a triangle on the table. "I kneaded the dough, made a bun"-we lay out the circle. "I put it in the oven"-rectangle. "Bake a bun, put it on the window to cool"-rhombus. The rascal cat came at the end and scattered "Track" from geometric shapes. Children are happy to restore "Track" accompanying the story of a fairy tale. A poem can also be recited according to the scheme.
To carry out work on the development of complex sentences by children, we use games"The Magicians" or "If I were a wizard, president".
For children's speech development I also use such a game as "The game of "cards" A deck of 12-20 cards is made, which depict characters from a fairy tale (pictures from magazines, postcards, old shabby books can be used). The actions of fairy-tale heroes can be depicted symbolically - schematically by a mnemonic path. The children are given cards and they tell the tale from the cards.
More for development of coherent speech of children In my work, I use the composition of small fairy tales by children and endings to familiar fairy tales. The book by L.B. Fesyukova helps us a lot in solving this problem. "Raising a fairy tale".For speech development thinking is an irreplaceable material. Children learn to come up with a new ending to fairy tales. For example, in a fairy tale "Spikelet" the children figured out how the Krut and Vert mice recovered, began to help the cockerel, sowed grains from a spikelet and grew a field of wheat. They built a bakery and began to bake bread. Katya M. came up with the idea that they opened their own store and began to sell bread to all the animals. Ira K. doubted: "But the animals have no money?" Resourceful Denis A. invented: “And they changed. The squirrel exchanged bread for nuts, hares for carrots and cabbage, a bear for honey. ”Everyone liked the tale. The children chatted so easily that ideas from all came in an unimaginable amount. Particle helps us create new fairy tales "not", or in another way we call "Perivirie" fairy tales. For example, in the same tale "Spikelet": “And he found a cockerel ... not a spikelet, but what (children suggest, I help you choose a more interesting option).Decided: "Found a sunflower seed". Have composed farther: “We planted a seed in the ground, a sunflower grew, there were a lot of seeds, they made sunflower oil, halva, kazinaki sweets. So a fairy tale "Spikelet" changed in a new direction. If children are at a loss, it is worth giving them an interesting idea, leading questions, prompting thought. We also come up with fairy tales about our favorite toy, fairy tales from a rhyme, fairy tales from "Alive" drops and blots, a tracing-paper fairy tale (according to a familiar fairy tale, as according to a scheme, a new fairy tale.
Over time in preparatory group children began to compose their own fairy tales. I wrote down the most interesting ones. I present some of them to your attention.
Yana Ovcharova "Magic flower" (subgr.)
Once upon a time there was a little bunny. Once he and dad went for mushrooms and berries. They walked through the forest and saw a large oak tree, and nearby large beautiful flowers. The bunny has never seen such beautiful flowers. He picked one flower and put it in a basket to give it to mom later. But then a wolf came out from behind the oak. Bunny and his dad ran aimlessly. A bunny ran, ran and got lost. Then he saw a squirrel on a tree and asked: "Squirrel, squirrel, you are sitting high, looking away, help me find my house." And the squirrel saw his house and suggested where to go. The bunny got home, but dad is not. The bunny and mom thought that dad was eaten by a wolf. And dad, when he was running away from the wolf, fell into a deep hole and could not get out of it. The bunny and mother were very sad. The bunny took out a flower from a basket, which he plucked near an oak tree and put it in a vase. One petal came off, my mother picked it up and at this time thought: "I wish dad would come back now".And as soon as she thought, dad was immediately at home. Then the hare realized that the flower was magic! The flower still has seven petals. Then mom gave two petals to dad, two to herself, two to the hare and one they had in reserve, they dried it in a book. Mom made a dream a wish: so that they have a daughter, so that they have a big beautiful house... Dad made a plan: so that he has a car, the second is to have a rest to go to the sea. Bunny made a plan: so that he has many friends and that no one offends him in the forest, neither the wolf, nor the fox. All their wishes were fulfilled. And they began to live amicably and merrily.
Denis Rudakov (subgr.)
"Leonardo".
Once upon a time there was a turtle boy. His name was Leonardo. A turtle swam out of the water onto the shore, then a crab crawled up to it and wanted to pinch it, but broke its left claw on its shell, but he was stubborn and decided to pinch its paw again, but she hid its head, paws and tail under the shell, and the crab broke its second claw and ran to complain to its mother. And Leonardo's turtle swam into the sea again. There he became friends with sea urchin... He rolled the hedgehog on his back. When the hedgehog climbed off the turtle, several needles fell from it onto the shell and they stuck. Leonardo has become like a hedgehog. only he had few needles. A jellyfish wanted to sting him, but got on the needles and swam away, the shark also wanted to grab him, but also pricked and swam away. Leonardo swam like this for a long time until he grew up, and his needles gradually fell away. Leonardo swam ashore, where he saw the tortoise Tortilla. They merried. They had children: the boys Donatelo and Raphael and the girl Mequilangelo. Their last name was Ninja.
Skubakova Alina (6 years old, preparatory group)
"Naughty butterflies"
Once upon a time there were two butterflies. Mom did not allow them to fly far from home. But they did not obey their mother and flew to look for a flower meadow. We flew, flew and got lost. They met the Elephant and asked if he knew where the flower meadow was, but the elephant did not. Then they met a bee, the bee knew and showed them the way. They made friends with the bee. The bee invited them to her place. They agreed, but when they went to her hive, one butterfly stuck to the honey and began to cry. Another butterfly and a bee, no matter how hard they tried, could not get it out of there. Another butterfly flew to call for help. She again saw the Elephant and asked him to help. The elephant blew with its trunk, and pulled the butterfly out of the honey, it was marsh from this that its wing was slightly crumpled and it could not fly. Then the Elephant put her on his back and took the butterflies home. Butterflies said Elephant: "Thanks", and since then they have always obeyed my mother, lived well and made good money.
"The Adventures of Chippolino and Kolobok"
Borisov Vanya (6 years old, preparatory group)
The gingerbread man rolled along the path and met Chippolino. They became friends. Then they decided to do
yourself houses. Gingerbread man made himself a house from butter, and Chippolino from onions. And when someone came to visit Chippolino, he began to sneeze, and the one who came to Kolobok smeared himself in oil. Once the gingerbread man rolled and walked and met a wolf, the wolf wanted to eat him. Then Kolobok shouted and called Chippolino for help. Chippolino came running right away and would sprinkle a bow right in the wolf's eyes. The wolf grimaced and ran away. Once Chippolino and Kolobok were hungry, but a fairy-sorceress lived not far from them, she decided to help them. The fairy made it so that it began to rain from sausages. Gingerbread man and Chippolino ate sausages, but there were still so many of them! Then they sold all the sausages and bought themselves a machine for making chocolate. They made a TV out of chocolate, a house and everything, everything ... They began to eat chocolate and ate everything. Then they decided to change the body, the Fairy helped them. And then Kolobok became a little man, and Chippolino became an onion. That's the end of the fairy tale, but who listened well.
Lizina Masha (6 years old, preparatory group)
"Three magic houses"
Baba Yaga lived in the forest. She had a black house, it was dirty and one evil. In the forest there were two more magic houses, one gray - it was also dusty, but it was so average, it had both good and evil) and another house, all white, it had one good. Once Baba Yaga went for a walk and came across a white house. Looks, beautiful grows near the house snowdrops: "Ugh, what a disgusting"- said Baba Yaga and spat on the flowers. They immediately dried up. I went further, there, too, different beautiful flowers grow, she again: "Fu, what an abomination" Everything was so beautiful and clean in the house, but Baba Yaga did not like anything. Angry, she ran home. Baba Yaga lived with a cat, he was fat, overweight. The cat was sitting at the door, Baba Yaga, out of anger, kicked the door so hard that she nailed the cat with the door. The cat seems to be stacking on the wall. Baba Yaga knocked her fist on the table out of anger, the dust rose in a column, Baba Yaga sneezed from the dust so that all the dirty pots fell on her head. One pan was put on Baba Yaga right on the head, and the other fell on the cat. The cat took offense at Baba Yaga and left home. And Baba Yaga could not remove the pan from her head, so she walked with it on her head instead of a hat for a whole week.
The cat walked, walked and came across a gray house The cat settled in this house and began to tidy everything up there, put things in order. Then the gray house turned white and all evil fled from it.
And Baba Yaga, at last, took the pot off her head and went to look for the cat. She left the mortar and broom at home, but she took with her a magic ball. He rolled over the mountains, and Baba Yaga ran after him at a jump. The ball fell into the hole, and Baba Yaga scattered and fell right on him. Glomerulus like scream: "What a stone fell on me! Help! Save!", - as it jumps out, as it jumps and rolls down the mountain. Rolled, rolled and ended up in the village to the people. And there a girl knitted socks out of it alone. If anyone wore those socks, then they ran fast, fast, faster than athletes, and they could never get lost, socks always brought them home.
And Baba Yaga got up, chewed, chewed and went home. Baba Yaga returned to her home and she was bored without a cat. She called the geese- swans: "Fly to distant countries, bring me a good mood" There were no geese for a long time, but they flew in and brought Baba Yaga a good mood. She toasted it and quickly swallowed it, and cheered up, became kinder and, suddenly, saw how disgusting her hut, all dirty. Then she remembered about the white hut and went to look for it, but did not find it. But I found another hut, also white, where the cat lived. Baba Yaga was so delighted! She asked the cat for forgiveness and they began to live with the cat again together in his hut. And everyone who accidentally got to them was helped.
The richer and more correct a child's speech is, the easier it is for him to express his thoughts, the wider are his opportunities to cognize reality, full-fledged future relationships with children and adults, his behavior, and, consequently, his personality as a whole. Conversely, a child's obscure speech will greatly complicate his relationship with people and often leaves a heavy imprint on his character.
At the age of 5, children with speech impairments painfully feel them, become shy, withdrawn, and some even irritable. In such children, one can observe the manifestation of aggression towards peers, and sometimes towards adults.
Our task is to educate a full-fledged personality. For this, it is necessary to create conditions for free communication between the child and the team. To do everything so that children, as soon as possible, have mastered their native speech well, spoke correctly and beautifully.
In the family, the child is understood perfectly, and he does not experience any particular inconvenience if his speech is imperfect. The circle of the child's connections with the outside world is gradually expanding, and it is very important that both peers and adults understand him. Therefore, the sooner you teach your child to speak correctly, the freer he will feel in the team.
The question of the purity of speech acquires special significance with the arrival of the child at school. In school, speech deficiencies can cause student failure. From the first day at school, the child has to make extensive use of speech: answer in the presence of the whole class, ask questions, read aloud, and speech deficiencies are immediately discovered.
Particularly important is the correct clean pronunciation of sounds and words during the period of teaching the child to read and write, since written speech formed on the basis of oral.
A close connection has been established between the purity of the sound of children's speech and spelling literacy. Younger students write mostly the way they speak. Among the unsuccessful schoolchildren of the elementary grades, there is a large percentage of tongue-tied children.
What should you pay attention to when organizing homework? What is the right way to help a child?
Deficiencies in pronunciation can be the result of violations in the structure of the articulatory apparatus: deviations in the development of teeth, improper positioning of the upper teeth in relation to the lower ones, etc. defects, to treat teeth.
Pay particular attention to hearing. Hearing plays an important role in the child's mastery of speech, in the correct and timely assimilation of sounds. Hearing speech, individual words, sounds, the child begins to pronounce them himself. Even with a slight hearing loss, he loses the ability to perceive speech normally. Therefore, it is very important for parents to pay attention to the development of the baby's hearing. It is necessary to protect the child's hearing from constant strong sound effects (radio, TV turned on at full volume), and in case of diseases of the hearing organs, timely treat them, and not with home remedies, but in medical institutions.
Adults should help the child master the correct pronunciation, but speech development should not be forced. It is harmful to load a baby with complex speech material, make him repeat words he does not understand, memorize poems that are complex in form, content and volume, learn correctly, pronounce sounds that, due to the unpreparedness of the articulatory apparatus, are not yet available to him (for example, at 2-3 years old, teach correctly, pronounce hissing, sound p), read works of art intended for school-age children.
The child masters speech by imitation. Therefore, it is very important that you - adults monitor your pronunciation, speak slowly, pronounce all sounds and words clearly.
Often the reason for the incorrect pronunciation of sounds is the child's imitation of the defective speech of adults, older brothers, sisters, and comrades with whom the baby often communicates.
Parents should pay attention to the fact that when communicating with a child, especially in an early and young preschool age, you cannot "fake" a child's speech, pronounce words distorted, use truncated words or onomatopoeia instead of common words ("bibika", "lyalya", etc.), lisp. This will only slow down the assimilation of sounds, delay the timely mastery of the vocabulary. The frequent use of words with diminutive or affectionate suffixes, as well as words that are inaccessible to him or her sound-syllabic, does not contribute to the development of the child's speech. If your child mispronounces any sounds, words, phrases, you should not imitate him, laugh or, conversely, praise him. Also, you cannot demand the correct pronunciation of sounds during that period of the baby's life when this process is not finished.
Some shortcomings in the speech of children, perhaps, can be eliminated only with the help of specialists, speech therapists. But a number of shortcomings are easy to eliminate, and available to parents. In a family, a child is usually corrected when he mispronounces a particular sound or word, but this is not always done correctly. Correction of speech errors must be approached very carefully. You can not scold a child for his bad speech and demand that he immediately and correctly repeat a difficult word for him. Often this leads to the fact that the child refuses to speak at all, withdraws into himself. You need to correct mistakes in a tactful, benevolent tone. You should not repeat a word that is incorrectly pronounced by a child. Better to give a sample of his pronunciation.
Studying with the child at home, reading a book to him, looking at illustrations, parents often invite him to answer questions about the content of the text, retell the content of the tale (story), and answer what is shown in the picture. Children cope with these tasks, but they make speech mistakes. In this case, you should not interrupt the child, you should give him the opportunity to finish the statement, and then point out mistakes, give a sample.
Very often children ask us different questions. Sometimes it is difficult to find the right answer to them. But you cannot shy away from the child's questions. In this case, you can promise to give an answer when the child eats (takes a walk, completes some task, etc.), while the adult prepares for the story during this time. Then the baby will receive the correct information, see an interesting interlocutor in the face of an adult, and in the future will strive to communicate with him.
In a family for a child, it is necessary to create such conditions so that he feels satisfaction from communicating with adults, older brothers and sisters, receives from them not only new knowledge, but also enriches his vocabulary, learns to correctly form sentences, correctly and clearly pronounce sounds and words , interesting to tell.
Games and poems, exercises that you can use at home, serve to develop the correct pronunciation, help to reflect on the sound, semantic, grammatical content of a word, develop small muscles of the fingers, which helps to prepare the child's hand for writing.
Exercises for the development of the articulatory apparatus
"Spatula"... The mouth is open, the wide relaxation tongue rests on the lower lip.
One, two, three, four, five,
We go, we go for a walk
Take all the spatulas
And let's go to the sandbox.
I have a shoulder blade -
Wide and smooth.
"Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
Do you like to drink tea?
Then don't yawn!
Open your mouth
Take out the cup.
Arrow. The mouth is open. The narrow, tense tongue is pushed forward.
Open your mouth wider
And pull your tongue forward.
One, two, three, four, five -
We will execute the arrow.
Dynamic Tongue Exercises
"Horse". Suck your tongue to the palate, click your tongue. Click slowly and forcefully, pull the hyoid ligament.
Clink-clink-clink!
We all said
How the horses galloped.
Here the horses galloped,
Tongue, clink with us
Hey, where's the smile?
Teeth and "sticky".
"Harmonic". The mouth is open. Suck your tongue to the palate. Without lifting the tongue from the palate, strongly pull down the lower jaw.
Antoshka has an accordion.
Play for us a little.
"Painter". The mouth is open. With the wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.
We paint diligently: back and forth,
I smile, but the language does not understand
How hard will he paint the palate in time?
Let's paint the ceiling soon!
The painter was in a hurry
And he took the brush away.
"Delicious Jam". The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.
Oh, how delicious!
Delicious jam!
Put your tongue wide
And raise the edges.
Lick the upper lip -
I love jam very much.
Surprisingly everyone
Delicious jam.
Who loves jam
Makes movement -
Lick your lip
Show your tongue.
Lip exercises
"Fence". The teeth are closed. The upper and lower teeth are bared. Lips are stretched in a smile.
Smile and you
Show your strong teeth.
We will paint the boards
And let's put it like this.
Ducks walk behind the fence
And they shout quack-quack!
We opened our mouths wider,
Teeth showed
Lips stretched
They drowned in a smile.
"Tube". Push your lips forward with a barrel.
Chi-chi-chi like trumpeters
Let's all pull the lips
And we'll show you the straws.
"Proboscis". Pull the closed lips forward.
Look, who is this? This is an elephant with a proboscis.
Exercises for finger gymnastics
"House". Fingers spread out from top to bottom rest on the table.
"Bunny". The index and middle fingers are apart, the ring and little fingers are bent and tilted towards the thumb.
The index and middle fingers are raised up - these are the ears; the remaining fingers are collected in a fist - the body.
Finger gymnastics complexes (in games and exercises)
"Building a house." Hands are clenched into fists, the thumb is raised up - this is a hammer. Throughout the poem, the hammer drives in the nails (moving from top to bottom with the thumb - first straight, then bent).
An adult reads poetry:
All day fat and fat.
A resounding knock is heard.
The hammers are knocking
We are building a house for bunnies.
The hammers are knocking
We are building a house for squirrels.
This house is for squirrels
This house is for bunnies.
Chukomina N.V.
Educator AU DO " Kindergarten Birch
Uvat municipal district "Tyumen region., With. Uvat.
Conversation development games
The basis for such games is ordinary speech. The child gains a rewarding experience of fluent and grammatically correct speaking. Games are useful for stimulating positive emotions if the child is fenced off, withdrawn, or offended.
"Skillful rhymes". It is useful to refer to such a game when resenting a peer, brother or sister.
Make up, make up, make up and do not fight anymore, and if you fight, you will remain without a friend.
* Hey hand, shake, shake, just don't fight anymore.
* Relax your hand, relax and don't pinch anymore.
* Oh, the hand is stuck! I let go of my hand, grab the torso. You call it good, let go of my hand.
Game rhymes to help relieve feelings of resentment.
Away resentment - you are forgotten anyway,
Run to the yard, climb over the fence
Get on your horse, ride from me!
Development of the child's grammatical abilities
These games help children develop grammatical abilities without cramming the letters of the alphabet, without the dull reading of syllables from a book.
"Remember letters"... Purpose: to help the child memorize the letters of the alphabet, relying on auditory, visual, muscle memory.
* An adult draws a letter around the contour, naming it, and the child shades the letter with a pencil or paints.
* An adult draws the contours of a conceived letter in the air, a child tries to guess and name it. In a similar way, an adult draws a letter on the child's back.
* The letter is molded from plasticine, constructed from matches, counting sticks, seeds.
* An adult and a child take turns referring to the similarity of a letter with objects from the surrounding world.
"Hide and Seek with Letters". Purpose: to train quick wits, imagination, the ability to recognize familiar letters in graphic outlines.
A simple pattern is drawn on a sheet of paper, on the sand, on the asphalt. It is necessary, after carefully looking at it, to see the outlines of letters in its lines and show them in a pattern along the contour in turn.
Games with fairy tales
At home, all family members can participate in such games.
"Guess the name of the tale"... All participants alternately throw a ball to each other and call the first word or syllable of the planned fairy tale. The person who caught the ball guesses and pronounces the full name.
Sivka ... Zayushkina ... Skate ... Ugly ... Frost ... Princess ... Geese ... Boy ... Red ... Tiny ... Thug ... Flower ... Scarlet ... Golden ... Bremen ... Doctor ...
"What's unnecessary?"
One of the players names several words that are found in the planned fairy tale, and one does not apply to this fairy tale. Other players guess the tale and say an extra word.
Fox, hare, hut, palace, dog, rooster (fairy tale "The Fox and the Hare").
Grandfather, grandmother, granddaughter, turnip, cucumber (tale "Turnip").
Mashenka, ducks, Vanyusha, Baba Yaga, geese - swans (the tale "Geese - swans").
Emelya, an old man, a pike, sons, a swan, Marya - a princess (fairy tale "By the pike's command").
Old man, fish, old woman, Washer, trough ("The Tale of the Fisherman and the Fish").
"Fairy-tale nonsense"... This game unites all participants, develops a sense of humor in both adults and children, gives a charge of joy, helps to defuse tension, switch from a monotonous business.
A small fairy tale is taken as a substantive basis for the game, and a game modification is invented. It is more interesting to play fairy tales in which the actions are repeated several times: "Turnip", "Teremok", "Fox and the Hare". Roles are assigned between the participants, each character is assigned a duty phrase, which he utters every time in the course of the tale after the name of his character.
For example: the tale "Turnip".
An approximate set of duty phrases for fairy tale characters:
Turnip - "Wow!"
Grandfather - "I'll show you!"
Grandma - "May you ..."
Granddaughter - "Cool".
Bug - "Now I will sing."
Cat - "Bubble gum".
Mouse - "Come out, you mean coward!"
Grandfather planted (...) a turnip (...). A turnip has grown (...) big - big.
The grandfather became (…) the turnip (…) to pull: pulls - pulls - cannot pull.
Grandfather called (...) grandma (...). Grandma (…) for a grandfather (…), grandfather (…) for a turnip (…) - pull - pull - they cannot pull.
The grandmother called (...) her granddaughter (...). A granddaughter (…) for a grandmother (…), a grandmother (…) for a grandfather (…), a grandfather (…) for a turnip (…) - pull - pull - cannot pull.
The granddaughter (...) called the bug (...). A bug (…) for a granddaughter (…), a granddaughter (…) for a grandmother (…), a grandmother (…) for a grandfather (…), a grandfather (…) for a turnip (…) - pull - pull - cannot pull. The Bug (...) clicked on the cat (...). A cat (...) for a beetle (...), a beetle (...) for a granddaughter (...), a granddaughter (...) for a grandmother (...), a grandmother (...) for a grandfather (...), a grandfather (...) for a turnip (...) - pull - pull - can't pull.
The cat clicked (...) the mouse (...). A mouse (...) for a cat (...), a cat (...) for a Beetle (...), a Beetle (...) for a granddaughter (...), a granddaughter (...) for a grandmother (...), a grandmother (...) for a grandfather (...), grandfather (…) for a turnip (…) - pull - pull - pulled a turnip (…)!
Fun ABC studies
This group of games helps children learn a lot of new words from life, replenish their vocabulary, knowledge of the language.
Ball game "Say the other way around".
Winter summer. Heat is cold. True False. The rich man is the poor man. Bitter is sweet. Useful - harmful ...
"Magic Wand Fairy Vocabularies"
The game requires a "magic" wand. One end of the stick decreases and the other increases.
An adult player calls a word, then touches one of the children with a stick. The child calls the given word either diminutive or enlarging, depending on the end of the stick that was touched to the child.
House - house - house. Bridge - bridge - bridge. Rain - rain - rain. Cat - cat - cat ...
Senior educator MADOU d / s No. 7, Ishim
Everyone knows what an important function in life human body performs breathing. In addition to its main physiological function, - the implementation of gas exchange, - breathing also provides such a function as speech breathing. Speech breathing (diaphragmatic) is the basis of sounding speech, the source of the formation of sounds, voices.
The mechanism of this type of breathing is laid down in us by nature from the very beginning. This is the most ancient type of breathing, inherent in all warm-blooded and 90% of all the need for breathing is carried out due to it.
The main muscle that drives this type of breathing is diaphragm... It separates the abdominal and chest cavities. When inhaling, the diaphragm relaxes and, descending, presses on the abdominal organs, which in turn press against the abdominal wall, forcing it to bulge and round. As you exhale, the diaphragm contracts, compresses the lungs, and the abdominal wall retracts. Wherein top part the chest remains motionless. Outwardly, it looks like belly breathing.
When correcting speech disorders, it becomes necessary to specially organize and develop speech breathing; breathing exercises are of particular importance. Appropriate gymnastics is aimed at developing in children the skills of correct rational breathing, voluntary control of the process of air flow movement.
Exercises to form diaphragmatic expiration
The child is in a supine position. The baby's hand rests on the upper abdomen (diaphragmatic area). The child's attention is drawn to the fact that his belly “breathes well”. You can put a toy on your belly to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be done effortlessly to avoid hyperventilation and increased muscle tone.
Blow out the candle
Children hold the strips of paper about 10 cm from their lips. Children are encouraged to slowly and quietly blow on the "candle" so that the flame of the "candle" is deflected. The speech therapist notes those children who blew on the "candle" the longest.
Tire burst
Starting position: children spread their arms in front of them, depicting a circle - a "tire". As they exhale, children pronounce the sound "shhhh" slowly. At the same time, the arms are slowly crossed, so that the right hand lies on left shoulder and vice versa. The chest is easily compressed at the time of exhalation. Taking the starting position, children take a breath involuntarily.
Inflate the tire
Children are offered to pump up the "burst tire". Children "clench" their hands in fists in front of their breasts, taking the imaginary handle of the "pump". A slow forward bend is accompanied by an exhalation to the sound "s-s-s". When straightening, inhalation is produced involuntarily.
Balloon
The exercise is similar to the Tire Blown Exercise, but as they exhale, the children utter the sound “f-f-f”.
Beetle buzzing
Starting position: raise your arms to the sides and take them back a little, like wings. Exhaling, the children say "w-w-w", lowering their hands down. Taking the starting position, children take a breath involuntarily.
Crow
Starting position: raise your hands through the sides up. Slowly lowering their arms and squatting, the children pronounce with a drawn-out "K-a-a-a-r". The speech therapist praises those "crows" who slowly descended from the tree to the ground. Taking the starting position, children take a breath involuntarily.
Firewood saw
Starting position: stand opposite each other in pairs, hold hands and imitate sawing wood: hands towards yourself - inhale, hands away from yourself - exhale.
Woodcutter
Starting position: stand up straight, legs slightly narrower than shoulders; as you exhale, fold your hands with a hatchet and lift up. Sharply, as if under the weight of an ax, lower your outstretched arms down as you exhale, tilt the body, allowing your hands to “cut through” the space between your legs. Say "uh". Repeat 6-8 times.
Starting position: sit down, clasping the legs of the chair with your legs, put your hands on your belt. Inhale, slowly turn the body to the side; on the exhale, show how the mosquito rings - "z-z-z"; quickly return to the starting position. A new breath - and a turn in the other direction.
A child's speech is an indicator of his mental development. The more clearly and accurately he pronounces syllables and words, the faster those around him react to his requests. An active vocabulary helps to better understand the world, quickly assimilate social norms, develop memory and thinking. Psychologists do not recommend letting this process take its course: parents should help the child learn a speech skill. Initially, children learn to speak by imitation. But if you engage in the development of speech in children from 1 to 2 years old, the process can be significantly accelerated.
The development of speech is an important milestone in the mental development of children 1-2 years old. It is important for parents to help their children learn speech skills by creating favorable conditions for the development of the child.
The norms of speech development in babies 1-2 years old
A child of 1 year of age is characterized by the development of such skills:
- repetition of open syllables. For example, a 1 year old child cannot pronounce the word “no”, but he reproduces it as “ne”. Or says "yes", "that", etc .;
- the ability to repeat sounds and syllables: pronounces sounds characteristic of animals - "av-av", "mau", "ko-ko";
- expresses emotions in intonation;
- denotes objects and actions with syllables;
- perceives the names of objects, can point to them, understand what adults are talking about.
It is important not only what and how children of 1-2 years old pronounce, but also the ability to remember the names of objects, their purpose.
What determines the development of speech
The development of a child's speech depends on many factors: characteristics of physical development, emotional connection with parents.
The development of a child's speech depends on 4 factors, which include anatomical, physiological, emotional and social components:
- Emotional connection with parents: for young children, the presence of mother and father, grandparents is important. Safety, predictability, understanding and respect for needs are all fertile ground for overall development, including the conversational component.
- Meeting the need for communication with parents. First, non-verbal communication skills are formed - by facial expressions, gestures, body movements, and then verbalization follows. Therefore, not only games for the development of speech are important - an emotional response to crying, fun, hugging, addressing the baby, calling him by name - all these are prerequisites for a child to start learning to speak at 1 year old.
- ... There is a direct link between the development of the speech centers of the brain and fine motor skills of the hands. Knowing this physiological feature, you can start the development of speaking skills through finger games, tactile analyzers of the palms.
- Formation of the speech apparatus: the correct anatomical structure of the tongue, palate, larynx and vocal cords are important prerequisites for the development of speech in children of the first years of life. Sometimes a delay in speaking skill is associated with an incorrect location of the frenum of the tongue: it is larger than necessary, and it does not reach the palate. In such cases, an incision of the bridle is made in stationary conditions. The development of the circular muscles of the mouth, as well as the cheeks, is also taken into account. With children of one year old, you need to deal not only with repeating sounds - it is important to teach how to drink from a straw, blow bubble and rubber balls.
Only a harmonious combination of these four components guarantees the timely development of speech in children from 1 to 2 years old. Therefore, classes should include a complex different games taking into account the characteristics of the baby a year and older.
How to develop a child's speech
When developing a child's speech, it is important to take into account his age characteristics, as well as individual psychological factors that influence him.
Parents, before starting to develop speech in a child at 1 year old, should take into account 3 important rules:
- exercises must be selected so that they correspond to the age characteristics and mental development of each baby separately. One child at 1 year and 10 months may not get what is easily given to another at 1 year and 5 months. Complex games will only harm: the kid will lose interest in them or, even worse, will then resist everything that is associated with such tasks;
- taking into account the zone of proximal development: we learn to speak one- and two-syllable words after the baby has begun to pronounce closed and open syllables. We turn to phrases after learning to designate an object or action with words. A common mistake parents make is to keep the conversation going in syllables when simple words are not yet coming out;
- understanding of the mental characteristics of children in the interval of one to three years: erratic attention lasting up to 10 minutes is normal for children of this age. In the brain, neural connections are only being formed and an overload with developmental games will lead to undesirable consequences. It could be like headache, about which the baby still cannot tell, but expresses by crying, and persistent rejection of developmental activities. Five to ten minutes is how long the developmental exercise should last according to age.
It is important for parents to remember that all children have a different pace of development and the goal should not be to speak in phrases of a child in a year and a half, but to systematically master the speaking skill.
Not every mother has the opportunity to systematically prepare for classes, learn jokes, and disassemble finger games. Learning that combines both prepared exercises and those that pass naturally for a child at 1 and 3 months or 2 years will be effective.
Daily Activities: 6 Easy Exercises
Daily simple exercises help your child actively develop speech skills. It is enough to devote 15-20 minutes to classes a day.
- Teach the child to express emotions with sounds: surprised "ooh" and "wow", disgruntled "ay-ay-ay", disappointed "eh" - all this will help him to intuitively understand the function of speech.
- Sing together or practice pitch adjustment in a different way. If the baby imitates well, you can call out sounds during household chores, constantly raising the pitch after him. He will quickly grasp the meaning of the game. This is especially interesting for children when playing with strands or when adults are in another room. The kid will understand that the pitch means desire, distance.
- Pronounce the names of objects, but only when they are in the field of children's attention. Up to two or three years old, children understand what the speech is about, if they see them - visual-active thinking. During feeding, we talk about a plate, a spoon, we call what the child is pointing at. When swimming, we list what the toddler plays with. It is also important to communicate with a one and a half year old baby about what is to come: the ritual of going to bed is called "sleep", dressing for a walk on the street is "walking."
- Ask to blow on a toy spinner with blades, offer to inflate a dandelion. Also, let's drink more often from a straw - this helps to develop the articulation apparatus. Please note that there is a difference between drinking through a nipple and a tube: in the first case, the baby does not need to work with his lips and cheeks for the liquid to flow - it flows by gravity. But drinking juice through a straw is more difficult - you need to suck it in. That is why breastfeeding experts say that children on HBV start talking earlier - the muscles of the lips and cheeks are prepared and the skill of putting the tongue to the palate is developed.
- Suggest items to play with different texture: wet and dry cereals, wet soft toys, bulk materials (under supervision). It is especially interesting for children to pick out interesting items from the sorter.
- Encourage older children to play. Observe how they communicate with each other: the speech of a 1-year-old child does not yet allow to express something understandable to a 3-year-old baby, therefore the second provokes the first to search for different forms of expressing what he wants. Playing children can be offered fun for interaction: building a pyramid together, making Easter cakes, alternating rolling of a toy car.
For parents, it is not so much the knowledge of how to teach the child to speak in terms of the methodology that is important, but the desire. For 3-5 months, the development of speaking skills will advance only with an approach based on a careful and patient attitude towards the baby's mistakes and tests.
Speaking skill games
Use speech therapy exercises and games aimed at developing speech skills.
There are many speech therapy best practices on how to develop a child's speech in the interval of 1-2 years. Here are some of the most affordable:
- For children from 1 year to 1 and 3 months: playing with toys in the form of animals. Offer to feed them, but first an animal, for example, a dog, should ask for food - "av-av", etc. During this period, it is important that the baby actively imitates - repeating sounds and syllables.
- Babies from 1 year and 3 months to 1 year and 6 months: games in building towers, rolling cars, loading the body. It is necessary to name objects and actions. This will help your toddler learn to distinguish between processes and names.
- Children from one and a half to two years, for example, at 1 year and 10 months, need to expand their vocabulary: explain the objects in the picture, and then ask them to find the same one among the toys or in the room.
Before you teach your child to speak, you need to determine the level of his understanding. If a conceptual component is formed - it knows the meaning of words, but does not say them, then the parent's task is to push them to speak. For this, it is not necessary to delve into psychology and speech therapy: observation and close contact with the baby - The best way understand your child.
Several years may pass between the first long-awaited word "Mom" and the baby's understandable speech. But you really want to talk to the baby and understand his desires. If your head is spinning from developmental activities, stop and just play ... games that will help your baby talk!
Parents are silent - children are silent
- - "Is talking?" - the pediatrician asks me briefly at the next appointment.
- “He says a lot, but little is clear,” I answer.
- - "By the year I have to speak 20 words!" the doctor insisted.
And your baby spoke 20 words at a year old? Did you even count? So I did not count, because all children are different. Who came up with this norm? And how to count, if half of the words are special words, family words, understandable only to parents.
Delayed speech development in a child at 2 years of age: signs, causes, treatment.
But if you see that peers on the site are already babbling quite understandably, and your baby is still distorting words, do not rush to lead him to a speech therapist. Do you talk a lot? With him, with her husband, with other family members?
“Many parents do not even realize that they themselves are robbing the child of the chance for normal and timely speech. Now children simply do not hear as many words as they should. What is a typical family evening like? Mom is standing at the stove, dad is in front of the TV or computer, the child is given a bunch of toys, "just not to distract."
Adults do not communicate much, part of the communication has been absorbed by social networks, and therefore the younger generation does not need it in speech, ”says Ksenia Ladozhskaya, a speech therapist and speech therapist at a private development center in Moscow.
Does the kid say little? Then let's start with the parents! We turn off the TV and phone, as well as laptops and tablets. Just read the article first, because then we will tell you about the games that will help your "silent" to speak.
Talking games for toddlers
Commentator mom
Teaching your baby to talk to himself is a very useful thing. Just comment out loud on all your movements: Mom went for a walk, Mom is getting dressed. The little one will very soon start repeating after you, albeit in his own, for now, "gibberish" language.
"I do not understand you"
Mom can pretend to be deaf for a day and constantly ask the baby again. For example, a kid pulls a handle for a cup of water, but you deliberately serve him a spoon, although his request was understood. What is left for the child? Try to express your need verbally. If the baby is angry, help him: what can I give you? Bread, drink some water?
"We sing the words"
“We baked a loaf, of this height ...” Involve the child, at first he will simply raise and lower his arms, circle in a round dance, but imperceptibly will begin to sing along, trying to pronounce the words. Also suitable for this purpose folk games: "Over the bumps" or "The woman sowed peas."
An important rule! At first, the kid can sing only individual words or even parts of words. Don't rush or fix him, he should feel "free". At the same time, do not go to the other extreme, do not go to children's language and do not distort words like a kid.
Articulation exercises for classes with a child under one year old
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Fingers will help to speak
More than once you have heard that the development of fine motor skills of the hands is directly related to speech. But fingers will help the baby speak in the literal sense of the word.
"Whose finger are you?"
You can play out a real theatrical scene with just one child's pen, the "actors" don't even need costumes. Show your kid how your finger can talk, twitch it and ask: "Whose finger are you?" "I'm my mother's finger!" - answer as if it was said by a finger. Now repeat the process with your toddler's hand, adding other simple questions. In order for the baby to believe that the finger really knows how to talk, you can sew a tiny hat for him, draw eyes and a mouth. It is even easier to use special toys in the form of animals or people.
"Snail, show us your horns!"
Mom's fist can turn into a real snail that knows how to show and hide horns.
- Make a tight fist and slowly move it across the table, like a snail crawling.
- Let the kid ask the snail to show the horns, if the first time he did not cope with the task, do it for him.
- The snail, at the request of the child, shows the horns - the middle and index fingers, then hides them again.
- Then offer the snail a candy or other treat, the snail rejoices - the palm opens.
- The task of the game is to make the child talk, to captivate him with the "executive" and funny snail.
Good old nursery rhymes
Learn nursery rhymes, children love them very much, quickly memorize and soon begin to repeat on their own. Accompany the reading of each nursery rhyme with hand movements, and maybe the whole body.
Games for children over three years old
If your kid already speaks, but knows a little words, you can "talk" him with the help of games, better than collective ones.
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Who is the package?
This game can be played in a small group of children or with parents. You will need several boxes, as well as toys or other items that you will pack in them. Let dad play the postman who brought the package for the child, he tells who sent the package, what is in it and why it was sent. Now the baby is trying on the role of the postman, what package did he bring and for whom?
Go hunting!
What kid hasn't dreamed of going on a real hunt with his dad? It's time to make his wishes come true, albeit in a playful way. You need to play on the street, preferably on the playground, where there are many children. Children stand in one line and take turns moving to an impromptu forest, where the hunt will begin. Taking a step, pronounce the name of the animal.
“I'm going to the forest, I'm going to hunt moose!” Says the first player. “And I go to the forest to hunt hares,” says the second. If the participant cannot name the animal, he is eliminated, the winner is the one who can reach the farthest.
Toys play a fairy tale
You and your child distribute toys among yourself, these will be characters for fairy tales. You can choose a well-known fairy tale or agree on what you will invent on the go. Then each one in turn calls the sentence and shows the action with a toy (for example, "an old woman baked a bun" - the doll comes up to the box and takes out a bun). It turns out to be a real performance.
The main thing is to involve the child so that he begins to tell and wants to come up with remarks to the heroes. Perhaps later the kid will want to show you the play himself or play the role of a character. Consider this your success!
Games that develop the speech of a child at the age of 3-4 years
Sweet words
You can play this game in a family circle, the more players, the more interesting it is. The presenter calls the surrounding objects, and the players take turns calling them affectionately. Potatoes - potatoes, chair - high chair, mom - mom. If a child cannot pronounce an affectionate word, he is out of the game. This game is suitable for children who are already four years old; younger players will find it difficult.
We talked about what word games, as well as collective and finger games, help to develop the baby's speech. Do not be lazy to play them, as well as tell poetry, read fairy tales, talk a lot, and then your baby will babble "incessantly."
What speech development games do you play with your kids?
The development of speech in children of preschool and primary school age. Games for the development of speech. Games for developing speech.
1. Game for the development of speech "Interview".
First, introduce the children to new words.
An interview is a conversation intended to be broadcast on radio, television or in a newspaper.
The reporter is the one who asks the questions.
The respondent is the one who answers the questions.
We need to teach children to speak boldly into a microphone. To do this, ask the children to take turns saying something into the microphone, at least counting up to 10 by counting down and back. Then roles are assigned between the children. Possible topics are discussed. The tape recorder is being configured.
Reporters start asking questions. Then the conversation is collectively listened to and discussed.
Possible topics: discussion of going to the theater and watching a play; discussion of a holiday, an exhibition of drawings, an interesting book, the most interesting event of the week.
Options for the game: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.
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2. Developing speech game "Pictures-riddles".
One driver is selected from the group of children, the rest sit on chairs, they have to guess. The teacher has a large box in which there are small pictures depicting various objects (you can use pictures from the children's bingo).
The driver approaches the teacher and takes one of the pictures. Without showing it to the rest of the children, he describes the object painted on it. Children offer their versions.
The next driver is the one who first guessed the correct answer.
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3. Game "Define a toy". Development of speech.
Each child brings some kind of toy. One driver is selected from the group. He walks out the door for 3-5 minutes. In his absence, the teacher and the children come up with a story in which the main character is one of the toys brought.
All toys, including the selected playable character, are placed on tables or chairs. Driving child is invited. The guys from the group take turns telling him a made-up story, not naming the main character, but replacing his name with the pronoun "he" or "she". The story is told in 3-5 minutes. The driver must show the toy, which is the main character of the told story.
If the guess is correct, another driver is selected and the game is repeated. If the answer is wrong, the guys supplement the told story in such a way as to help the driver with new details, without naming the intended toy.
4. Game "Write a proposal".
The teacher offers the group 2 cards from the children's loto, which depict objects. The group sits down in a semicircle, and in turn, each child comes up with a sentence that contains the names of the two objects in mind. Then two other objects are shown, and again in a circle the children come up with new sentences.
Notes:
1. Stimulate in children the desire to draw up non-standard, original sentences.
2. If the children can easily cope with coming up with sentences for two given words, next time offer them three words for making sentences.
Note: Parents can also use this game for individual lessons with a child, competing to come up with more suggestions. Naturally, the child must win.
5. Game "Opposite".
The facilitator shows a group of children one picture. The challenge is to name the word for the opposite object. For example, the presenter shows the object "cup". Children can name the following objects: "board" (the cup is convex, and the board is straight), "sun" (the cup is made by a person, and the sun is part of nature), "water" (water is a filler, and a cup is a form) etc.
Each child in turn offers his answer and be sure to explain why he chose such a subject.
Note: the game is also suitable for individual lessons with a child.
6. The game "Bridge".
The facilitator shows one card on which the object is drawn, then another. The task of the game is to come up with a word that is between the two conceived objects and serves as a kind of "bridge" between them. Each participant answers in turn. The answer must necessarily be substantiated.
For example, two words are given: "goose" and "tree". "Transitional bridges" can be the following words: "fly" (a goose flew up a tree), "cut" (a goose was cut out of a tree), "hide" (a goose hid behind a tree), etc. Note: the game is also suitable for individual activities with the child.
7. "What does the expression mean?" or "Proverbs".
It is impossible to learn the secrets of the language, its richness and expressiveness without understanding the meanings of stable phrases: phraseological units, proverbs, sayings.
The sources of phraseological expressions are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, and still others came from mythology, fairy tales, literary works.
The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have the same word order, you cannot introduce a new component into them.
Phraseologisms are used figuratively. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.
For example:
The child said: - Adults say:
get better - get better
where the eyes see - where the eyes look
the soul is gone - the soul is on the heels
free bird - free bird
discover Africa - discover America
count in the head - count in the mind
an eye fell on a book - a glance fell on something
fresh mind - fresh head
nerves scandal - nerves are naughty
not suitable for heels - not suitable for soles
The understanding of phraseological units in the literal sense leads to funny incidents. For example, a boy got very excited when he heard that his cat was sleeping without hind legs. He woke up the cat, counted his paws, and, calmed down, returned. The mother, who said she had a mouthful of worries, was advised to spit them out as quickly as possible. Three-year-old Irochka does not want to put on a new suit, she is crying because she heard someone from the adults remarked: "She will drown in it."
Completing the task "What does the expression mean?" will help the child to correctly use phraseological units in his own speech.
Proverbs:
1. "The work of the master is afraid."
2. "Every master in his own way."
3. "Jack of all trades".
4. "The tailor spoils it - the iron will smooth it."
5. "The potatoes are ripe - get down to business."
6. "Without labor and in the garden there is no fruit."
7. "As is the care, so is the fruit."
8. "More action - less words."
9. "Every man is known by work."
10. "There is grief - grieve, there is work - work."
11. "Without discipline to live - there is no good."
12. "The earned bread is sweet."
13. "He who is dexterous, he acts dexterously."
14. "There is no end without beginning."
15. "There is no sense without order."
16. "You can't buy gingerbread without work."
17. "The eyes are afraid - the hands are doing."
18. "In order not to be mistaken, there is no need to rush."
19. "There is no good without labor."
20. "Labor is the best medicine."
21. "Patience and work will grind everything."
22. "If you read books, you will know everything."
23. "A house without a book, which is without windows."
24. "Bread nourishes the body, and the book nourishes the mind."
25. "Where learning, there is skill."
26. "Learning and work live together."
27. "Learning is light, and ignorance is darkness."
28. "Honor the teacher as a parent."
8. Game "Steps. (Who will get to ...)"
With the help of this simple game with elements of competition, you can engage with the child to expand his vocabulary, and the development of speech in general.
The players stand side by side, agree on where the finish line will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example "Polite words". Every child can take a step just by using a polite word. We give a minute for reflection and "Start!"
Other topics: "Everything is round", "everything is hot", "everything is wet". "Affectionate words for mom". "Words of comfort," etc.
Option: Children stand in pairs against each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.
9. Attention! Search! (We develop coherent speech, attention and observation)
This game is played by at least 5 people. Otherwise it’s not interesting. The host says: I am looking for a girlfriend (friend). She has blue eyes, dark long hair, she loves cats and hates milk.
The one who is the first to guess which of the children is in question becomes the leader. When playing with small children, it is allowed to describe clothes.
10. Game "Two circles".
Children are built in two circles - external (large) and internal (3-4 people). Children from the big circle stand, and from the small one they go along with the leading adult and say: "We go in a circle and take with us ... sweet."
Large circle players must quickly name something sweet, such as sugar. The child who first named the object stands in the inner circle. The game continues ("... we take with us soft, liquid, sour, hard", etc.). The last child left in the large circle must complete some task as punishment for sluggishness.
11. Coming up with a story.
An adult reads sentences, children insert a subject, predicate, explanatory words, etc. As a basis, you can take the stories of Suteev, Bianki.
For example:
"She sat on the threshold and meowed plaintively ... (who?). The cat sat in front of a cup of milk and eagerly ... (what did she do?). The cat caught in the garden ... (whom?). The cat's hair ... (what?), claws ... (what?). The cat was lying with the kittens ... (where?). The kittens played with a ball ... (how?).
12. Dissemination of proposals.
An adult says: “The gardener is watering ... (what? Where? When? Why?). Children go ... (where? Why?), Etc. You need to pay attention to the correctness of the construction of sentences.
13. Supplement the proposal.
Asking the child to complete sentences: "Children water flowers in flower beds, because ...". "There is not a single leaf left on the trees, because ..." "In winter, the bear sleeps, because ...", etc.
14. "I was in the circus ..."
To play you will need cards with letters and syllables. You can play both together and with a company. The participants in the game are given cards with letters, or all the cards are in a pile on the table and the players take them in turn.
The first player takes a card with a letter or syllable and says: "I was in the circus and saw ..." He must name something starting with a letter on his card. You can name not only nouns. For example, the letter "K" can be used to name a clown, a tumbling gymnast, and a red curtain.
If you use cards with syllables, then it is not necessary that this syllable appears at the beginning of a word. Options: "I was at sea ...", "I was in the forest ...", "I was in the theater ...", etc.
15. Prepositions.
Take a disposable cardboard plate, line it into sectors. In each sector, write prepositions - "on", "in", "under", "above", "s", etc.
You can play like roulette - throwing a ball on a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - on which preposition the ball or arrow will fall, with that preposition you need to make a sentence.
16. Homemade alphabet.
Get a thick scrapbook or office folder. Draw letters of the alphabet on each sheet. Although later you will need more sheets for each letter. Cut out pictures from old magazines, pictures from different boxes are also suitable - in general, any pictures, stickers. Stick pictures with your child on the page with the letter on which the word begins. Place a caption under each picture in block letters.
Later, when the child has mastered the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.
17. Chain.
A word game for any number of participants. Pick a few consonants and write them down on a piece of paper. Come up with words that include all of these letters. Letters can be interchanged, other consonants can be added to them. For example, let's take the letters "c", "l", "m". We compose words with them: plane, oil, salami, thought.
The one who comes up with more words wins.
18. Add a letter.
There are at least two players. Make up singular nouns. The first player names any letter from the Russian alphabet. The next one in turn must join his letter at the beginning or at the end, having in mind any word with such a letter combination. The players continue in this way in turn to lengthen the letter combination. Whoever names the whole word wins.
Another option is for older children. The loser is the one who names the whole word or the one who cannot add a letter, implying any word. The player can "bluff", i.e. add a letter, the word for which he does not know. In this case, two options are possible: the next player can either ask the previous one to say a word, and if the previous one cannot do this, he loses, or the next player himself continues bluffing further until one of the next players finally demands to say the word.
This option is difficult, often the player cannot add a letter to a letter combination from a well-known word.
19. Travel. Family game.
One says: “Our ship is going to ... for example, to India. What will we take with us?” Someone asks: “What letter?”. "On the letter" K "!" The first one starts and says: "Take the cat!" Another: "Cacti!" "Pans!" If a lot of words have already been said for this letter, you can continue like this: "The first deck is already occupied. Let's fill in the next one, with the letter" P ".
Another option is "Travel".
Prepare sets of letter cards. One is the same for each. We draw a steam locomotive with trailers. On each trailer we write a large letter of the alphabet. (You can draw other vehicles as well).
We set the task. For example, today we are going to the sea. We take our seats. Who will go with us? What will we take with us? One says: "A giraffe will go with us" and puts a card with the letter "F" on the trailer with the corresponding letter.
The next one says: "I'll take the TV with me" and puts the card with the letter "T" on the trailer with the letter "T".
20. Who is friends with what letters.
The game is not only for memorizing letters and developing speech, but also very cognitive. Each player must have a picture of an animal. It can be different. For example, mom has an elephant, dad has a crocodile, a child has a hedgehog. Mom says: "My elephant is friends with the letter" X "because it has a trunk." Dad says: "And my crocodile is friends with the letter" R "because he lives in the river." The child says: "My hedgehog is friends with the letter" I "because he has needles.
21. Let's invent (from 3 years old).
We develop abstract thinking, speech.
For the game, you will need a set of objects of different shapes (sticks, a ball, a ring, boxes, a cylinder) and cards depicting different objects of a certain shape - a mirror, pencil, egg, apple.
IMPORTANT! images in pictures should look like objects.
For example:
pencil, fishing rod, needle, knife - similar in shape to a stick;
vase, glass, thimble - a hollow cylinder.
The game is played like this - children (or a child) sit in front of the table, each has a set of objects. An adult sits down opposite, he has cards with pictures. An adult shows the cards one at a time and asks: "Who has an object similar to such a pencil?" A child with a stick answers: "I have!" and receives a card with a pencil.
Variant the other way around: Children have cards with pictures, and an adult has different objects.
Children from 5 years old can play this game on their own and without pictures, coming up with what this or that object might look like.
22. Continue the row.
To build sentences in accordance with the norms of the native language, the child does not need to invent suffixes and prefixes, learn the rules of grammar - he learns them in the process of communication.
This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. Changing words in a pattern, by analogy, the child discovers both linguistic rules and exceptions to them.
For example: a fox, a bear, but a hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.
The outstanding German scientist Wilhelm von Humboldt, the founder of linguistics, wrote: "When learning a language, every child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this is a critical point in any language teaching, from which real language proficiency and real enjoyment begins. "
The ability to use analogies will serve as a support for your child in learning foreign languages.
Parents and caregivers can easily come up with tasks for the exercise "continue the series" themselves. Here are some examples of tasks:
People - a person, children - ...
Son - daughter, grandson - ..., nephew - ...
A team of horses - equestrian, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers - wooden, rails - ...
The passenger entered the carriage, the passenger goes to ..., the passenger leaves ..., the passenger stands next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
Pilot - plane, helicopter pilot - ..., cosmonaut - ...
Sugar - in a sugar bowl, butter - in ..., bread - in ..., salt - in ...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
many …
23. Snowball.
Players take turns adding words to the suggested start of the phrase.
Game options:
1. "Getting ready for the road"
Host: "I'm going on a trip and put it in a suitcase ...".
Child: "I'm going on a trip and put soap in my suitcase."
Other situations are played up according to the same principle, for example:
2. "Cooking breakfast, lunch, afternoon tea, dinner"
Host: "We are preparing breakfast, let's make a menu."
Child: "I usually have a sandwich for breakfast."
Next player: "I don't eat a sandwich for breakfast, I prefer ...". Next "" I do not like, neither a sandwich, nor ..., I prefer ... "etc.
3. "Setting the table"
Host: "Let's set the table for dinner. I'll put a bread bin on the table."
Child: "Let's set the table for dinner. I will put a bread bin on the table, a napkin holder."
The next player repeats the phrase and adds what else he considers necessary, etc.
4. "Let's go for a walk"
Host: "We are going to the forest. I will put on rubber boots."
Child: "We're going to the forest. I'll put on rubber boots, take a basket."
The next player repeats the phrase and adds what he still considers necessary, etc.
5. "We are waiting for guests"
Host: "Guests will come to us today. Let's make an entertainment program. You can arrange rides."
Child: "Guests will come to us today. Let's make an entertainment program. You can arrange rides, show tricks."
The next player repeats the phrase and adds what he still considers necessary, etc.
24. Story to be continued.
Invite the children to tell the story. The first player says the first sentence, the second repeats what the first said and adds his own sentence, etc.
25. What are the words.
Read the poem by M. Plyatskovsky "What words are" to your child.
There is a sweet word - candy.
There is a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a word prickly - hedgehog.
There is a word wet - rain.
There is a stubborn word - a goal.
There is a word green - spruce.
There is a book word - page.
There is a word for forest - tit.
There is a fluffy word - snow.
There is a word funny - laughter.
Then you name the word (for example, house, thunderstorm, joy) and ask what it can be. Each player comes up with his own definition.
The selection of synonyms helps to learn different meanings the same word, teaches you to choose the most accurate words, avoid repeating the same words.
The adult explains that the same thing can be said in different words. Such words are called close in meaning.
Adult: "I'll start, and you continue. Winnie the Pooh is funny (funny, funny, amusing, comical ...).
Eeyore's donkey is sad (sad, unhappy, distressed ...) ".
Adult: The hare is cowardly. How else can you say? (Fearful, timid, fearful ..)
Adult: "The hare is running away from the fox. How else can you say?" (Runs away, is smashed, flees, flies at full speed, carries away his feet).
27. Polysemous words.
Adult: "Sometimes we use the same word for different things. For example, onions are vegetables, onions are weapons.
What are the meanings of the word needle? (Sewing needles, needles for conifers, needles for a hedgehog).
Discuss what meanings the words can have: pen, spout, tongue; stroking, running, flying, rushing; ruddy, expensive, strong, fresh.
Read and discuss the poem with your child.
B. Zakhoder (from the songs of Winnie the Pooh)
Go ahead
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we absolutely-
Not at all on the road!
But only now
(Tirlim-bom-bom),
Tell me from-
(Tirlim-bom-bom),
Tell me from-
Why are your feet so chilly?
The pin has a head. (V. Lunin)
The pin has a head, but no hair, alas!
The kettle has a spout, but no head.
There is an eye for a needle, but it does not hear,
There is a tongue at the shoes, but the shoes are silent anyway.
There are holes in the road, but no chin and cheeks,
There is a foot at the mountain, but you can't see your legs.
The mountain ash has brushes, but the poor thing has no hands,
With a white eye potatoes, not seeing, looks around.
The key is silvering in the thicket, to which there is no lock,
A river runs lazily across the field, without legs.
The comb has teeth, but it cannot eat,
For the month the month passes, and not for the moon the moon.
The stream has sleeves, although the stream is not dressed,
The folder is worn under the arm, but not under the cat
Noses. (A. Usachev)
Cranes have noses
The ships have noses
The teapot has a spout,
Only very small.
Unusual Beast - Nosuha,
Nosuha has a nose to ear.
And the huge Rhino
Instead of a nose, he wears a horn.
The nose of the goblin bitch,
And the pig has a piglet.
But also the pig and the sailor
You must wipe your nose!
Who carries what. (M. Yasnov)
Semyon carries a briefcase in his hand,
Pavlusha - a deuce in his diary.
Seryozha got on a steamer -
He is on watch.
Andryusha walks in strong men -
He carries the backpack on his shoulders.
Petr beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He's been talking nonsense all day!
Watch. (V. Orlov)
They say: the clock is standing
They say the clock is ticking
They say the clock is ticking
But they are a little behind.
We watched with Mishka together,
And the clock stands still.
28. On the contrary (antonyms).
Many words can be matched with words with the opposite meaning. An adult begins a phrase and a child ends it, for example:
sweet sugar, and pepper ...,
the road is wide, and the path ...,
plasticine is soft, and stone ...,
hot tea, and ice cream ...,
thick jelly, and fruit drink ...,
a sheet of emery is rough, and a sheet of paper ...
The hare runs fast, and the turtle crawls ...
It is light during the day, and at night ...
Another variant:
The porridge is boiled thick and ... (liquid). Beasts can be brave and ... (cowardly). Carrots can be eaten raw and ... (boiled). Apples can be small and ... (large).
Read to the child D. Ciardi's poem Farewell Game.
And here's the farewell game ...
Book us
It's time to close;
We all hope
What with her
You became
A little smarter
You learned a lot
Funny words
And more
All sorts of things
And if you
I remembered them,
Not in vain
Your day is wasted!
And you and me
The turn has come
Play the game
"Vice versa".
I will say the word
HIGH,
And you will answer: ...
I will say the word CEILING,
And you will answer: ...
I will say the word LOST,
And you say: ...!
I'll tell you the word
COWARD,
You will answer:
THE BRAVE.
Now
START
I will tell, -
Well, answer: ...!
29. A game of rhymes - suggest a word.
By realizing the rhythm and rhyme of a given line, children begin to better understand poetic speech.
An adult suggests: "I will read you a poem, but I will not say some words on purpose, and you try to tell me them." An adult reads a poem and does not finish one word per line. The child prompts the rhyme. In case of difficulty, the words in the line are finished off by an adult. The poem should be read until the child learns to independently correctly spell out the words.
A very scary story. (Daniil Kharms)
Eating a bun with butter,
The brothers walked down the alley.
Suddenly on them from the back street
The big dog barked loudly.
The younger said: - Here's the attack,
He wants to attack us ...
So that we don't get into trouble,
To the dog, we will throw a loaf into ... the mouth.
Everything ended beautifully.
It immediately became clear to the brothers
What's for every walk
We must take ... a roll with us.
Bumpy Mouse (A. Kondratyev)
Once upon a time, there were two serious cones on a pine tree.
Once upon a time, there were two funny mice under a pine tree.
And the mice shouted:
- Hey, get down the bumps!
You only know about us by hearsay.
The bumps answered:
- Silly mice,
Why is it bad for us to hang
Here on our tower.
We'd better invite you:
Get in, hang in.
And this is the kind of rhyme game offered by the poet Vadim Levin. It's called "Add Two Lines".
The presenter comes up with the first two lines of the poem, and the other participants in the game finish it, for example:
Hippo in the zoo
Swallowed a hedgehog and behold
Ending options:
He has a stomach ache.
The poor hippo is crying.
He raised a terrible cry -
I'm not used to spicy food.
Drinks castor oil all day
And roars ... like a hippopotamus.
The hippopotamus laughs with might and main:
The hedgehog tickles his gut!
Suggest your ending.
Try to add these couplets: