The development of speech breathing. The development of speech breathing in a child The formation of speech breathing game methods
Purpose of breathing exercises- to teach children to quickly, silently inhale and rationally, economically expend air on exhalation.
Work on speech breathing is as follows:
- in the development of a long oral exhalation;
- in the formation of the ability to economically spend air in the process of speech, taking into account its addition.
The sequence of work on the formation of speech breathing.
First stage. Proper diaphragmatic breathing. For this purpose, breathing exercises are carried out, during which breathing is normalized and the volume of inhalation is increased.
Second phase. Static exercises aimed at the development of oral exhalation. Teaching a calm, short inhalation and a free, smooth, extended exhalation using visual material.
Third stage. Teaching rational, economical exhalation in the process of pronouncing sounds.
Fourth stage. Pronunciation of syllables and onomatopoeia.
Fifth stage. Formation of correct speech breathing in the process of speech (pronouncing on one exhalation from 2 to 4 words and phrases containing from 5 to 7 words).
Breathing exercises. The development of a long smooth exhalation.
"Enjoy the smell of perfume." Inhale through the nose and slowly exhale through the mouth.
"Football". Drive a cotton ball into the gate. Stretch your lips with a “tube” and blow on a cotton ball, trying to drive it into the “gate”.
"The breeze turns the leaves." Whose leaf will fly next? Roll a spool or bubble on the table.
"The horses snort." Blow strongly on relaxed lips until a vibration is obtained.
"The coachman stops the horse." Having taken air into the lungs, blow it out with force, making the lips vibrate: prrrrrr.
"Satellite". Blowing on a small piece of cotton ("satellite"). Whose "satellite" will rise higher?
"Storm". Smile, stick your tongue between your teeth. Blow air forcefully, causing the lips and tongue to vibrate.
"The whale throws out a fountain of water." Vibration of lips and tongue. Blow hard, trying to roll a small car between two cubes. Blow on the tip of the tongue, set with a “shovel” and gently but firmly touch only the upper lip, the lower one along with the jaw is pulled down.
"Blow the snowflake off your nose." With force, blow on the tongue, trying to blow off the cotton wool from the nose.
"Hurricane". Blow on the tip of the tongue, set with a “shovel” and gently but tightly touching only the upper lip, the lower one, along with the jaw, is pulled down. Proper diaphragmatic breathing.
Game task "Ball - dimple." Take a deep breath. Your tummy has become like a ball. Exhale the air - a dimple has formed. Statistical exercise for the development of oral exhalation.
Strong winds blow, weak winds blow. Blow on the leaves. Teaching correct diaphragmatic breathing. Inhale through the nose, pause (counting 1, 2), long exhale through the mouth.
Teaching a calm, short inhalation and a free, smooth, elongated exhalation.
"The wind is humming." Open your mouth and pronounce the sound "y" for a long time on one exhale.
"Steamboat hums." Open your mouth and pronounce the sound “y” for a long time on one exhale.
"Snort's foal snorts." Take air into your lungs and blow it out with force, making your lips vibrate.
static exercise. Blowing butterflies. Whose butterfly will fly farthest?
"Songs of the Forest Animals" The Fox Cub, the Hare, the Wolf Cub and the Bear Cub gathered in the forest clearing and sang songs. Pronunciation ta-e-i, a-e-i, a-e-i, a-e-i.
"Harmonic". I.p. - stand straight, lower your arms. Place your palms on your stomach and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation force: blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound “f” (long exhalation), pronouncing the sound “t” (short exhalation).
Development of the correct direction of the air stream along the midline of the tongue.
Blow the paper snowflake off your palm. Whose snowflake will fly farthest?
"Extinguish the candle." The development of an intense intermittent exhalation with the pronunciation of fuuuu.
"The storm howls." Bring a bottle with a narrow neck to the lower lip and blow. If there is noise, then the air jet is directed correctly.
"The sleigh went down the hill." Smile, lower the tip of the tongue behind the lower teeth, raise the back with a “hill”. Make an exhale.
Development of a long strong exhalation during prolonged pronunciation of the sound combinations ffffff, yffffff.
"The breeze shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.
Exercises to develop a long exhalation.
"Let's warm up the hands." Take a deep breath through your nose. Round your lips and forcefully exhale the air through your mouth. A warm air stream should be felt. Repeat 3-4 times.
"Football" Take a breath. Smile, put the wide front edge of the tongue on the lower lip. With an exhaled air stream, drive a cotton ball into the "gate".
"Let's put out the candle." Exhale evenly and slowly into the candle flame. Vowel pronunciation sounds A-I, A-U, Z-Y-O on one exhalation. With exaggerated articulation.
Blowing on a paper sultan (the air jet should go obliquely upwards).
"The plane is buzzing." Pronouncing the sound "U" with a change in pitch and strength of voice.
"Focus". Place a piece of cotton on the tip of your nose. Smile, open your mouth. Put the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and there is a “groove” in the middle. Blow off the cotton. At the same time, the air should go through the middle of the tongue, then the cotton wool will fly up.
"A strong wind drives the leaves." Put a wide tongue ("shovel") on the lower lip. Blowing with the formation of a "groove" along the midline.
"The wind is blowing." Set the vial upside down at the level of the nose. Raise the wide tongue to the upper lip and blow hard on the tongue. There is noise in the bubble.
"Elephant is drinking water." Make a "proboscis". Inhale and exhale air through your mouth.
One of the constant signs of stuttering is impaired speech breathing. In addition to the possibility of convulsive activity in the muscles of the respiratory apparatus, impaired speech breathing in stutterers is expressed in the following indicators: insufficient volume of inhaled air before the start of speech utterance, shortened speech exhalation, unformed coordinating mechanisms between speech breathing and phonation.
The work on the formation of speech breathing includes the following steps:
1) Expansion of the physiological capabilities of the respiratory apparatus (setting diaphragmatic-costal breathing and the formation of a long exhalation through the mouth).
2) Formation of a long phonation exhalation.
3) Formation of speech exhalation.
The formation of speech exhalation is of fundamental importance for the organization of smooth speech. It is known that the fluency of speech is a holistic continuous articulation of an intonation-logically completed segment of the utterance in the process of one continuous exhalation.
Considering that stutterers have superficial, insufficiently regular breathing, in which the muscles of the chest, especially the muscles of the upper shoulder girdle, are in a state of excessive tension, most practitioners use diaphragmatic-costal breathing to correct stuttering, which is often called diaphragmatic. With this type of breathing, the work of the abdominal muscles is of particular importance.
The setting of diaphragmatic-costal breathing begins in the supine position. It is optimal that the setting of diaphragmatic breathing is carried out against the background of muscle relaxation. As a rule, during this period, stutterers are already familiar with the elements of relaxation.
At preschool age, the formation of diaphragmatic breathing must be carried out at the initial stage in the prone position. In this position, the muscles of the whole body relax slightly and diaphragmatic breathing is automatically established without additional instructions.
In the future, various game techniques are used to train diaphragmatic breathing, its strength and duration. In doing so, the following should be taken into account methodical instructions.
1. Breathing exercises should be organized in such a way that the child does not fix attention on the process of inhalation and exhalation.
2. For children preschool age breathing exercises are organized in the form of a game so that the child can involuntarily take a deeper breath and a longer exhalation.
3. All exercises for training speech breathing are associated with the implementation of two main movements:
hands from the position “to the sides” move “anteriorly” with the girth of the chest, or from the position “above” they move down. Body movements like
usually associated with a tilt down or to the side. 4. Most exercises for preschool children include exhalation with articulation of consonants (mainly fricative) or phonation of vowels, which allows the speech therapist to control the duration and continuity of expiration by ear, and further forms a biological feedback in the child.
Exercises for the formation of diaphragmatic exhalation
The stutterer is in the supine position. The child's hand rests on the upper abdomen (diaphragmatic area). The child's attention is drawn to the fact that his stomach "breathes well." You can put a toy on your stomach to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.
Blow out the candle
Children hold strips of paper about 10 cm from their lips. Children are invited 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.
busted tire
Starting position: children spread their arms in front of them, depicting a circle - a “tire”. On exhalation, the children pronounce the sound “sh-sh-sh” slowly. At the same time, the arms are slowly crossed, so that the right hand rests on the left shoulder and vice versa. Chest during exhalation
compresses easily. Occupying the starting position, the children involuntarily take a breath.
Inflate a tire
Children are offered to pump up a “burst tire”. Children “squeeze” their hands into fists in front of their chest, taking an imaginary handle of the “pump”. A slow forward bend is accompanied by an exhalation to the sound “ssss”. When straightening, inhalation is made involuntarily.
Balloon
The exercise is similar to the exercise “Tire burst”, but during the exhalation, the children pronounce the sound “ffff”.
beetle buzzing
Starting position: raise your arms to the sides and pull back a little like wings. Exhaling, the children say “zhzhzh”, lowering their hands down. Occupying the starting position, the children involuntarily take a breath.
Crow
Starting position: raise your arms through the sides up. Slowly lowering their hands and crouching, the children pronounce “K-a-a-a-r” drawlingly. The speech therapist praises those "crows" that slowly descended from the tree to the ground. Occupying the starting position, the children involuntarily take a breath.
geese
Starting position: put your hands on your belt. Slowly tilt your torso forward without lowering your head down. Say a long "G-a-a-a." Taking a starting position, a breath is taken.
There are quite a lot of techniques aimed at the formation of diaphragmatic expiration in practice (V.I. Seliverstov, 1987, etc.).
In older children, adolescents, and adults, diaphragmatic breathing training can be done more consciously.
Speech breathing training also begins in the supine position. It is suggested to relax. The palm of one hand is placed on the diaphragm. Attention is drawn to the movements of the anterior wall of the abdomen during natural inhalation and exhalation. When inhaling, the arm rises, while exhaling, the arm falls, according to the movement of the front wall of the abdomen.
After the movement of the diaphragm in the prone position has been trained, it is necessary to repeat the same exercise in the standing position: put your hand on the diaphragm area and take a breath, the hand should feel the same movement as in the prone position.
It is also useful to check with the “eye” how the volume of the chest changes. Stutterers stand in front of a large mirror to observe the respiratory movements of the chest. Attention is drawn to the fact that during inhalation, the shoulders should not rise.
The duration and strength of exhalation can be trained in exercises such as:
1. Exhale under a mental count (inhale at the expense of 1-2-3; exhale: 4-5-6-7-8 to 15).
2. Pronunciation of slotted sounds (s, w, f, etc.) on exhalation, controlling the duration of exhalation with a stopwatch.
3. “Roll the exhalation” of an imaginary cotton ball along the length of the entire arm, etc. The strength of the diaphragmatic inhalation can be trained in exercises such as: “Blow out the flame of a candle”, etc. (see Appendix No. 3).
In the future, the diaphragmatic type of breathing should be trained when performing physical exercises (walking, tilting and turning the body, etc.).
The paradoxical gymnastics of A.N. Strelnikova (see Appendix No. 4).
One of the common mistakes in the work on the formation of speech breathing is the excessive filling of the lungs with air during inspiration. Too much inhalation creates excessive tension in the respiratory muscles, creating conditions for hyperventilation.
Often, the incorrect organization of work on the development of speech breathing is accompanied by fixing the attention of stutterers on the act of inhalation and other complications. Therefore, when working with those who stutter over speech breathing, all instructions should concern only the exhalation process. (The exception is the paradoxical breathing exercises of A.N. Strelnikova).
The next stage of work is the development of a long phonation exhalation. The formation of phonation expiration is the basis for the development of coordinating relationships between breathing, voice and articulation. In order to avoid fixing attention on the process of inhalation, the instruction should concern only the duration of the pronunciation of the sound.
As a rule, the training of phonation exhalation begins with a long sound of vowels. (For the order of introducing vowel sounds and the method of voice leading, see the section “Vocal training”).
After stutterers have mastered the long pronunciation of one vowel on the exhale, it is proposed to pronounce the combination of their two vowels together on one exhale A______ O______.
The number of vowels pronounced on one exhalation is gradually increasing in the following order: A - O - U - I (standard vowel sounds). This stage of work can be carried out already during the period of silence or protective speech mode.
Diaphragmatic inhalation and exhalation during these exercises, the stutterer can control the palm placed on the area of the diaphragm. In addition to auditory control, the duration of phonation exhalation can be controlled by a smooth movement of the hand.
Phonation breathing develops much more successfully both in children and adults when using the computer programs “Visible Speech”.
The third stage of work on breathing includes the formation of the actual speech exhalation. Syllables, words, phrases are introduced into the exercises.
The assimilation of skills associated with the development of speech exhalation proceeds at different rates in neurotic and neurosis-like forms of stuttering. So, in stutterers with a neurotic form of speech pathology, coordination between the mechanism of respiration and phonation is quickly restored. Despite the apparent ease with which they quickly learn the entire set of exercises they offer, it is necessary to maintain strict consistency in the presentation of these tasks and in the duration of training.
With neurosis-like stuttering, the coordinating relationship between the work of the vocal apparatus and breathing is formed with difficulty. When mastering new skills, it is necessary not only to explain, but also to repeatedly demonstrate, connect various types of control (auditory, visual, kinesthetic). Training should be systematic, long-term and included in all types of classes conducted with stutterers.
Since the formation of speech breathing is closely related to the formation of the skill of rational voice delivery and voice leading, these tasks are solved almost simultaneously.
Breath - a reflex process of a constant change of inhalation and exhalation, in which various organs participate: lungs, bronchi, muscles of the diaphragm. The purpose of respiration is to saturate the tissues and cells of the body with oxygen.
Breathing is the main function of the human body, the basis of speech. To pronounce a phrase, you need a sufficient volume of air, which, passing gradually, in a jet through the bundles, like a bow along the strings, makes the “voice instrument” sound. Breathing should be active, purposeful.
Breathing, voice formation and articulation are interdependent processes, therefore, breathing training, voice improvement and articulation refinement are carried out simultaneously.
speech breathing- this is the correct combination of inhalation and exhalation during the pronunciation of sounds, words and phrases: it is necessary to speak on the exhalation, you can not get air while pronouncing words and phrases, speech must be smooth!
For proper speech breathing, it is necessary to perform breathing exercises.
Tasks of breathing exercises: regulate the correct ratio of inhalation and exhalation, the distribution of exhalation into certain speech segments, the coordination of the processes of breathing and voice leading. Regular breathing exercises contribute to the development of correct speech breathing with an elongated, gradual exhalation, which allows you to pronounce speech segments of various lengths.
Recommendations for performing breathing exercises:
It is necessary to inhale air through the nose, exhale through the mouth;
Inhale silently. When inhaling, do not take in too much air. Do not exhale all the air completely, but keep a small reserve in the lungs. Exhalation should be natural, smooth, long, economical, without effort, breathing should not be forced.
"Get" air only between semantic segments in the phrase;
Make sure that during the exercises there is no tension in the muscles of the neck, arms, chest; so that the shoulders do not rise when inhaling;
During exhalation, the lips fold into a tube, you should not compress your lips and puff out your cheeks;
During exhalation, air exits through the mouth, air should not be allowed to exit through the nose (if the child exhales through the nose, you can pinch his nostrils)
Exhale should be until the air runs out; while singing or talking, you can not get air with the help of frequent short breaths.
With caution, conduct games aimed at the development of breathing in a child. breathing exercises quickly tire the child, they can even cause dizziness, so such games must be limited in time.
Exercises can be performed both in a sitting position and lying down.
After a few sessions, you can complicate the exercises: while exhaling, put a wide tongue on the lower lip.
The games and exercises listed below will help teach your child to exhale smoothly through the mouth with a strong, directed air stream.
Games and exercises for the development of smooth oral exhalation.
"Breeze"
Purpose: development of a strong smooth oral exhalation; activation of the lip muscles.
Equipment:
Figures cut out of paper (butterflies, leaves, etc.)
Before starting the game, it is necessary to prepare the figures (Attach cut figures to a wooden stick or thread). You can use a flag or leaves on a branch.
Game progress: An adult offers to play. Shows how to blow on paper figures, then offers to blow to the child.
“Blow on the papers so that they move, move; like a breeze
leaves rustling on the tree! From the beginning, the breeze blows slowly, quietly, then the wind blows strongly.
"Leaf fall"
Purpose: teaching smooth free exhalation; activation of the lip muscles.
Equipment: yellow, red, green, orange leaves cut out of thin double-sided colored paper.
Game progress: The adult reminds the child of autumn (spring or summer, depending on the time of year). Spreads the leaves on the table and offers to blow on the leaves. An adult, together with the children, blows on the leaves until all the leaves are on the floor.
At the same time, it is necessary to monitor the correct implementation of oral exhalation, as well as to ensure that children do not overwork.
"Snowfall"
Purpose: the formation of a smooth long exhalation; activation of the lip muscles.
Equipment: pieces of cotton.
Game progress: An adult lays out pieces of cotton wool on the table, reminds children about winter. And offers to arrange a snowfall.
Put the "snowflake" on the child's palm. Let the child blow the cotton from the palm of his hand without puffing out his cheeks.
The child can blow instead of cotton wool on a light ball or a pencil lying on the table.
"Pinwheel"
Purpose: development of a long smooth exhalation; activation of the lip muscles.
Equipment; spinner toy.
Game progress: Before starting the game, prepare a spinner toy.
Show the child a turntable. On the street, demonstrate how it begins to spin from the breath of the wind. Then offer to blow on it yourself.
"Ship"
Equipment: paper or plastic boats; basin with water.
Game progress: put a bowl of water on a low table, in which
Ship. The adult blows on the boat, then offers the child to blow.
In place of the boat, you can take a rubber duck.
"Storm in a glass"
Purpose: development of a strong oral exhalation; learning to blow through a straw; activation of the lip muscles.
Equipment: a glass of water, cocktail tubes of different diameters.
Game progress: In a glass half-filled with water (it is better to use purified drinking water), lower the cocktail tube and blow into it, so that the water begins to boil. Then give a new, clean straw to the child and invite him to blow.
It is better to use purified drinking water. Make sure that the cheeks do not swell, and the lips are motionless. The child can, holding the straw in the lips, exhale air through the nose. In this case, you should gently pinch the baby's nose with your fingers and offer to blow again.
"Blow out the candle"
Purpose: development of a strong long smooth oral exhalation; activation of the lip muscles.
Equipment: small candles for the cake;
Game progress: You can come up with a game plot, for example, "Birthday", or simply invite the child to blow out the flame. When the child blows out the candle, make sure that the exhalation is long, strong and smooth.
First, place the candle at a distance of about 30 cm from the child. Gradually, the distance from the child to the candle can be increased to 40-50 cm. Explain to the child that you should not move too close to the candle.
For subsequent games with blowing out the flame, pick up candles with a stable base or standing on a reliable candlestick. For safety reasons, this game is played individually, UNDER THE SUPERVISION OF AN ADULTS! It is necessary to warn the child that the candle must not be touched and knocked over!
"Feather"
Purpose: development of a strong smooth directed exhalation; activation of the lip muscles.
Equipment: bird feather.
Game progress: Throw a feather up and blow on it, preventing it from falling down.
Then invite the child to blow. Please note that you need to blow hard, directing the stream of air at the feather from the bottom up.
"Bubble"
Equipment:
Game progress: Invite the child to blow bubbles on their own.
Do not forget to monitor the safety of the child - do not let taste and drink the liquid! Do not allow the solution to get into the eyes.
"Whistles"
Purpose: development of a strong smooth exhalation; activation of the lip muscles.
Equipment:
children's ceramic, wooden or plastic whistles.
Game progress: Before the start of the lesson, whistles should be prepared. Whistles should not be broken and clean! Give the children whistles and invite them to blow into them.
The game can be repeated several times. Make sure that the children blow without straining, do not overwork.
You can blow into a regular whistle or pipe.
Games and exercise for the education of a fixed exhalation with sound and syllable.
Purpose: teaching the smooth pronunciation of sounds, syllables, words and phrases on the exhale.
Game: "Sing with me"
Purpose: development of correct speech breathing - singing the vowels A, O, U, I, E on one exhalation.
Game progress: An adult invites the children to sing "songs" with him.
1. Sing the sound "A-A-A-A ..."
2. Sing the sound "I-I-I-I ..."
3. We sing the sound “oh-oh-oh-oh-oh ...”, etc.
Each sound should be pronounced for a long time, on one exhalation.
Game: "Blow the ball"
Purpose: development of correct speech breathing - long singing on one exhalation of the consonant sound F.
Game progress: Invite the children to play the following game: standing on the carpet,
spread your arms wide apart - you get a ball, then pronounce the sound F for a long time, while bringing your hands in front of you - the ball is deflating. At the end, hug yourself by the shoulders - the balloon has deflated. Remind the children to inhale more air while the balloon is inflated, and then gradually exhale it smoothly, making the sound F. You can’t get any air!
Game: "Snake Hiss"
Purpose: development of correct speech breathing - prolonged pronunciation of the consonant sound Sh on one exhalation.
How to play: Invite the children to play kite.
The game is played on a carpet.
Let's play snakes. The snakes hiss: "SH-SH-SH!"
Remind the children to take a deep breath and hiss for a long time. During a long pronunciation of the sound Ш it is impossible to get air.
Game: "Sand"
Purpose: development of correct speech breathing - prolonged pronunciation of the consonant sound C on one exhalation.
How to play: Invite the children to play in the sand. The child imitates the pouring of sand with his fingers, pronouncing sound S-S-S-S-S on one breath.
Game: "Funny song"
Purpose: development of correct speech breathing - pronouncing several identical syllables on one exhalation - LA-LA-LA (MI-MI-MI-MI, TU-TU-TU-TU, etc.)
Game progress: Invite the children to sing a fun song.
“LA-LA-LA! LA-LA-LA!" Let's sing together!
While singing, make sure that the children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhale - 6-9 syllables in a row. Make sure the kids don't get overtired.
Dear readers, glad to see you again! The Razvivashki section continues to help prepare for school. Today the topic of our conversation is the development of speech breathing. In general, exercises correct setting we devote a lot of time to speeches, and this is not surprising. After all, how much the future first-grader will speak clearly and competently, how strong and beautiful his speech will sound, largely depends on how successful he will be at school.
Lesson plan:
What is the difference between speech breathing and physiological breathing?
If you think that speech breathing is the same as normal physiological breathing, then you are mistaken.
How do we breathe from the first days of our life? Involuntarily! Physiological respiration is necessary for us for gas exchange and the supply of oxygen so vital to us. We inhale and exhale through the nose with a certain interval - a pause, while the usual uncontrolled inhales and exhales are equal in duration.
How then is speech breathing arranged and how does speech depend on the respiratory process? Everything is simple.
Speech is the sounds coming out of us along with the air current. At the same time, when talking, the air leaves the lungs not only through the nose, as we are used to, but also through the larynx, oral cavity and pharynx.
In addition, inhalation and exhalation during speech breathing are not at all equal to each other, as it might seem at first glance. The exhalation on which we pronounce sounds is much longer. If we compare, then the ratio of the duration of inhalation-exhalation, then with normal breathing, as you already understood, is 1:1, but with speech it is 1:20. Feel the difference?
What interferes with speech breathing and why develop it?
The speech breathing of children differs from that of adults, since the children's respiratory muscles are still poorly developed, and the volume of the lungs is small. Many preschoolers, up to pre-kindergarten, use the upper pectoral when their inhalation is accompanied by a shoulder lift. Did you notice when you were at matinees?
When a person breathes in this way, in the clavicular-thoracic way, only the upper part of the lungs is actively occupied, and the main respiratory muscle, called the diaphragm, “phyllonites”, not giving support to the sound. With diaphragmatic inhalations-exhalations, which most adults are remarkably good at, the inflow and outflow of air occurs under the contraction of the diaphragm. It is this breathing that is the key to successful vocalization.
Due to differences in breathing, physiological and speech, clavicular-thoracic and diaphragmatic, difficulties begin, since we often lack the usual physiological for inseparable speech. The child does not have enough air to finish the phrase, before each word he gains full lungs in order to have time to cope and finish what he wants to say, choking on his own speech.
Children often speak directly on inhalation or, conversely, on the residual exhalation. And as a result, we have a jumping volume, from a whisper to a scream, unsmooth speech, in which it doesn’t even “smell” of melody, and a complete lack of expressiveness with half-eaten words.
All this indicates the lack of control of speech breathing, the irrational use of air mass, and yet speech requires constant respiratory reserves and their regular replenishment.
That's why already in senior group kindergarten speech therapists begin to actively engage with children and correct speech disorders, so that when they come to grade 1, a student with correctly set speech breathing can change the volume of his speech, speak smoothly and with expression, taking short deep breaths and rationally distributing the air on exhalation along with the sound combinations he utters .
For the development of speech breathing, speech therapists in the classroom in the senior and preparatory groups of the kindergarten use many games that not only teach them to breathe correctly, but also improve the posture of children, strengthen the abdominal muscles, promote the work of the circulatory and nervous systems. And all of them, first of all, are aimed at the development of the diaphragm.
How to learn to breathe?
Teaching speech breathing is aimed at the formation of the correct exhalation. And they start with learning to breathe with the diaphragm in order to train the abdominal and diaphragmatic muscles and master the ability to regulate inhalation-exhalation, creating support for sounds.
And don't forget! Classes for the development of speech breathing are done in a half-starved state, since it is uncomfortable to do exercises on the “speech press” with the stomach filled to the brim.
Exercises for the development of diaphragmatic breathing.
We begin to learn how to breathe correctly - “with the stomach” (although it’s wrong to say so, because there are no lungs in the stomach, but it is the abdominal muscles that tense up at the same time), and we bring this skill to automatism.
Games for the formation of exhalation.
When we have learned to breathe without hesitation only with the stomach, having pumped up the abdominal muscle and filling the lungs with air “to the full”, we can begin to control the air flow, providing support to the sounds with the help of a long exhalation.
Sound exercises.
When in the older group the child masters all the basic techniques correct breathing and long exhalation preparatory group speech therapists include exercises for the development of direct speech breathing. After all, everything he was taught before was preparation.
- We pronounce the combinations on the exhale, having previously collected full lungs of air. For training, you can take any type of "ba, baa, bababa, babababa ...".
- We count, both from one to ...., increasing the number of digits each time, and in the reverse order.
- We list on a long exhalation the days of the week, the names of the months, vegetables and fruits.
- We read the counting rhymes, taking breaths at the end of each line.
- We read poetry. Speech therapists recommend using Agnia Barto's quatrains for the development of speech breathing.
But for the advanced junior schoolchildren who have already learned to read, and parents who can do everything - a separate task. And we will test you, how you know how to use your diaphragm. Here is a poem about the house that Jack built. Each stanza - without a break and additional air, in one breath. Go!
Happened? Aye well done! Now you know for sure that everything is in order with your speech breathing. Well, now can we do it? Or, for example?
No, let's first see a cartoon about the same Jack who built the house...
Elena Oreshonkova
Exercises for the development of speech breathing, speech hearing and articulation apparatus in children
Exercises for the development of speech breathing in children, speech hearing and articulatory apparatus
1. Exercises for the development of speech breathing
The source of the formation of speech sounds is the air stream leaving the lungs through the larynx, pharynx, oral cavity or nose. Correct speech breathing provides normal sound formation, creates conditions for maintaining normal speech volume, strict observance of pauses, maintaining speech fluency and intonation expressiveness.
1) "Blow off the balloon"
Target: - long pronunciation on one exhalation of the consonant sound F.
Invite the kids to play game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, while bringing your hands in front of you - the ball is blown away. At the end, hug your shoulders - the balloon has deflated.
Let's play balls! Dilute hands to the sides - that's it! Here are the big balls. Suddenly, a small hole formed in the balloon, and it began to deflate. Air comes out ball: F-F-F! Ball deflated!
Remind the children to inhale more air while the balloon is inflated, and then gradually breathe it out, pronouncing the sound F. It is impossible to get air.
2) "Snake"
Target: development of correct speech breathing- long pronunciation on one exhalation of the consonant sound Sh.
Invite the kids to play kite. The game is played on a carpet.
Let's play kite! The snakes have come out of their holes and are basking in the sun. snakes hiss: "SH-SH-SH!"
Remind the children to take a deep breath and hiss for a long time. During a long pronunciation of the sound Ш it is impossible to get air.
3) "Pump"
Target: development of correct speech breathing- long pronunciation on one exhalation of the consonant sound C.
Invite the kids to play pumps. The game is played on the floor and is accompanied by movements imitating pumping up a wheel with a pump.
Which of you loves to ride a bike? What about by car? Everyone loves. But sometimes the wheels of cars and bicycles are punctured and blown away. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!
An adult demonstrates the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually slowly breathe it out, pronouncing the sound C. It is impossible to get air during the pronunciation of the sound. The pump can continue to work after a pause when the child takes the next breath. It is necessary to ensure that children do not overexert themselves during the game.
4) "Funny song"
Target: development of correct speech breathing- pronunciation on one exhalation of several identical syllables - LA-LA.
The teacher brings a doll or nesting doll and invites the children to sing a funny song with her.
- Today Katya doll came to visit us. The doll dances and sings song: “LA-LA-LA! LA-LA-LA!" Let's sing along with Katya!
While singing, make sure that the children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhale - 6-9 syllables in a row. Make sure the kids don't get overtired.
5) "Happy Journey"
Target: development of correct speech breathing- pronunciation on one exhalation of several identical syllables - BI-BI, TU-TU.
Offer the kids an outdoor game.
Who among you likes to travel? Raise your hands, who rode the car. Now raise your hands who rode the train. Let's play cars - the car goes and honks "BI-BI!" Now let's turn into steam locomotives - "TU-TU!"
Show how the car drives - walk around the room, turning an imaginary steering wheel. Depicting a train, twist your arms bent at the elbows in the direction back and forth.
Make sure that the children say two syllables in a row on one exhalation. Gradually, you can learn to pronounce on one exhale large quantity syllables: BE-BE-BE! TU-TU-TU-TU! Make sure the kids don't get overtired.
6) "Sounds Around Us"
Target: development of correct speech breathing- singing on one exhalation of vowels A, O, U, Y.
An adult invites children to play such a game.
All kinds of sounds are heard in the world around us. How does the baby cry? "A-A-A!" But as bear cub sighs when he has a toothache? "LTD!" Airplane in the sky buzzing: "U-U-U!" A boat on the river buzzing: "Y-Y-Y"! Repeat after me.
adult pays attention children for that that each sound should be pronounced for a long time, on one exhalation.
2. Exercises for the development of speech hearing
Speech(phonemic) hearing is the ability to perceive and distinguish hearing sounds(phonemes) mother tongue, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps to differentiate human speech by loudness, speed, timbre, intonation.
1) The exercise"Hare"
Target: Teach children to recognize who owns the spoken phrase. To carry out this exercises children choose a driver, blindfold him with a thin handkerchief. Then each child in turn, changing his voice, says poem: “Hare, bunny, jumping bunny, come to me for tea, I will get a samovar. But first, guess who called you, find out!”. Those children whose voice was recognized by the presenter become the leaders themselves.
2) The exercise"Bear"
Target: teach children identify a friend by voice.
For this exercises choose a driver who is given a teddy bear (you can take any other toy). Next, the children are seated in a small semicircle, and the leader sits a little further away from them and turns his back to them. Next, one of children by unspoken command of the educator calls bear: "Mishenka, come." The driver must guess who called the bear to turn around and approach that child, growl to him like a bear.
The exercise"Remember and repeat the words"
Target: Contribute to the accumulation of vocabulary and, as a result, memory development.
Fanta is being prepared for this game, it can be either stars cut out of paper, flags, etc. Before starting exercises Children are handed out several pieces of forfeits. The teacher then explains the game to the children. The game starts. The teacher pronounces several words in a row (5-6 words, and the children must repeat them in the same sequence as the teacher called them. If the child makes a mistake when repeating, that is, swaps them or forgets them completely, then this is already considered a loss and the child, in order to continue to stay in the game, gives one of his phantoms.The child who has more forfeits left wins.
3) The exercise"Pay attention"
Target: expand vocabulary children and learn to correctly identify the object with its action.
The teacher explains to the children the course of this exercises: when he says wrong, then you don’t need to raise your hands, otherwise it will be considered a mistake. Children sit on chairs, calm down and begin to listen carefully to the teacher. The teacher sits opposite children so so that everyone can see it. And he starts slowly at first, clearly pronouncing each phrase, pronounce: "Car rides" (children raise their hands). Further: “A crow flies, a dog barks, etc.”. Then the teacher begins to "get confused", For example: “The cow barks, the horse flies, etc.”, here the children who listened carefully should not raise their hands, since the phrase is not correct. When children learn how to conduct this exercises, it can be complicated, that is, to be the leader to offer the guys.
4) The exercise"Hot Cold"
Target: Teach children more precise use of concepts "hot" and "cold".
For its implementation children they sit in a semicircle on the floor (on the carpet, and give them a ball. Children must roll the ball across the floor to each other. At the same time, the child who sends the ball, is talking: “Cold”, which means that the child to whom the ball is sent can easily take it with his hands. And if the child says the word “hot”, then you can’t touch the ball with your hands.
3. Exercises for the development of the articulatory apparatus.
1) "Spatula"
The mouth is open, a wide relaxed tongue lies on the lower lip.
One, two, three, four, five,
We go, we go for a walk
We will take all the spatulas and go to the sandbox.
I have a shovel
Wide and smooth.
2) "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
Put up the cup.
3) "Arrow"
The mouth is open. Narrow tense tongue pushed forward.
Open your mouth wide
And pull your tongue forward.
One, two, three, four, five -
We will execute the arrow.
4) "Tubule"
The mouth is open. The lateral edges of the tongue are bent up.
Pull tongue forward
Yes, bend its edges.
How good is
Our pipe is a pipe!
5) "Fungus"
The mouth is open. Stick your tongue to the sky.
Like a real forest mushroom, the tongue rose and stuck.
And mushrooms grow in the forest
They are very tasty.
The tongue was put in like a fungus we got.
We went for a walk in the forest
And collect mushrooms.
dynamic tongue exercises
1) "Watch"
The mouth is open. Lips stretched into a smile. With the tip of a narrow tongue, alternately stretch under the teacher's account to the corners of the mouth.
Open mouth wider
Tongue forward come on
Left, right,
tick yes yes
The time is right on the clock.
We open our mouths wider
We direct the tongue to the right.
Open even wider
We direct the tongue to the left.
Left - right, left - right,
Tip of the tongue, keep up with us.
Tongue and so and so
This clock is hanging.
We go: tick-tock, tick-tock.
We take every step.
Very sure we're going
We never fall behind.
2) "Snake"
The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.
What's on the bench?
This is our snake.
Thin, long
And so important.
3) "Swing"
The mouth is open. With a tense tongue, reach alternately to the nose and chin, or to the upper and lower incisors.
We sang songs today
And swing on the swing
The tongue wobbled too.
Show me how? It seems.
Up - down, up - down,
Tongue, don't be lazy!
Get your chin
And don't forget about the nose!
Above the house
On the swing
We took off.
4) "Hide Candy"
The mouth is closed. With a tense tongue, rest against one or the other cheek.
One - I see a candy behind my right cheek,
Two - I see candy behind my left cheek,
Three - I don't see any candy!
We pull our hand to the sideboard, we need to hide the candy for us.
5) "Coil"
The mouth is open, the tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper lateral teeth. wide tongue "rolls out" forward and retracts into the mouth.
My name is coil
But I'm not your toy.
Threads are wrapped around me
sew up all your pants.
6) "Horse".
Stick your tongue to the sky, click your tongue. Click slowly and strongly, pull the hyoid ligament.
Tsok - tsok - tsok!
We all said
how the horses galloped.
Here the horses galloped
Tongue, click with us.
Hey, where's the smile?
teeth and "sticky".
7) "Harmonic"
The mouth is open. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.
Antoshka has an accordion.
Let's play a little.
Exercises on the pronunciation of individual sounds C - C
With the correct pronunciation of the sound "With" the lips take the position of the next vowel, the teeth are brought together, the tip of the tongue rests against the lower incisors, the back of the tongue is curved, a groove is formed in the middle of it, along which exhaled a stream of air is directed towards the incisors. When making a soft sound "With" the back of the tongue is more arched towards the hard palate and the whole tongue is tense; the tip of the tongue rests more strongly on the incisors.
They gave a pacifier to Sana
He sits quietly with us.
3 - 3 When pronouncing sounds "h", "h"" articulation is the same that when pronouncing sounds "With", "With"", only the vocal folds are closed and vibrate, the voice.
By the forest beyond the ravines.
The snake crawled in zigzags.
C Sound "ts" formed as a result of the rapid fusion of sounds "T" and "With" ("ts").
Our Vasily is well done,
Ate pickled cucumber.
When making a sound "sh" parts articulation apparatus occupy the following position:
-lips slightly pushed forward;
- the tip of the tongue is raised to the sky, but does not touch it, forming a gap;
- the lateral edges of the tongue are pressed against the upper molars, not letting the jet pass along the edges exhaled air.
Grandma Natasha whispers:
“Don’t shawls, granddaughter Pasha!”
There is a car on the highway
Her tire was punctured.
F When pronouncing a sound "zh" position speech organs the same that when pronouncing a sound "SCH", only the vocal folds are closed and vibrate, the voice sounds.
The beetle circles over the grass
And it buzzes, buzzes, buzzes.
3 - F Under the green under the bush
The hedgehog builds a house for himself.
H Sound "h" formed as a result of the rapid connection of a stop sound "th" followed by a slot "SCH".
Piglet and Winnie the Pooh
Draw a clear circle.
Sound "SCH" sounds like a long sound "sh", while the lips are pushed forward, the tip of the tongue is raised, as when pronouncing a sound "sh", and forms a gap, the root part of the tongue is raised.
Frost stings our cheeks,
Pinches forehead and pinches nose.
When making a sound "l" the position of the lips depends on the subsequent pronounced vowel. The upper and lower incisors are at a slight distance from each other. The tongue rests with the tip against the upper incisors or gums. The lateral edges of the tongue do not close with the molars, as a result of which passages remain on the sides for exhaled air. The root part of the tongue is raised, due to which the tongue takes the form of a saddle.
Soft sound "l" differs in articulations from solid topics that it is not the root part of the tongue that rises, but the middle part of its back.
The cat laps milk
His belly became round.
When making a sound "R" the position of the lips depends on the subsequent sounds. There is some distance between the upper and lower teeth. The tongue takes the form of a spoon. Its lateral edges are adjacent to the upper molars, and the front edge (Tip of the tongue) raised to the alveoli, in contact with them and vibrates under pressure exhaled air.
Soft sound "R" differs in articulation from hard by an additional rise in the back of the tongue to the sky and some of its movement forward.
Roma was happy today -
He went to the parade with his dad.
Lara walked in the meadow
And she lost her panama.
