Simple ways to stimulate the development of speech in children under three years old. Methods and techniques for stimulating speech activity in children of primary preschool age Stimulation of speech development

To provide real and complete assistance in the development of speech at an early age, your baby will be helped by special techniques for the development of speech and stimulation of speech activity.

Self-talk. When the baby is close to you, start talking out loud about what you see, hear, think, feel. You need to speak slowly (but without stretching the words) and clearly, in short, simple sentences - accessible to the perception of the baby. For example: “Where is the cup?”, “I see a cup”, “The cup is on the table”, “There is milk in the cup”, “Tanya drinks milk”, etc.

parallel conversation. This technique differs from the previous one in that you describe all the actions of the child: what he sees, hears, feels, touches. By using Parallel Talk, you are prompting your child for words that express his experience, words that he will later begin to use on his own.

Provocation, or artificial misunderstanding of the child. This technique helps the child to master situational speech and consists in the fact that the adult is in no hurry to show his understanding and temporarily becomes "deaf", "stupid". For example, if the baby points to a shelf with toys, looks at you pleadingly and you understand well what he needs at the moment, try giving him the wrong toy. Of course, the first reaction of the child will be indignation at your dullness, but this will also be the first motive that stimulates the baby to name the object he needs. If there is a difficulty, tell the baby: “I don’t understand what you want: a pussy, a car doll?” In such situations, the child willingly activates his speech capabilities, feeling much smarter than an adult. This technique is effective not only for naming objects, but also for verbally denoting actions performed with them.

Spreading. Continue and supplement everything said by the baby, but do not force him to repeat - it is quite enough that he hears you. For example:

Child: Soup.

Adult: "Vegetable soup is very tasty", "The soup is eaten with a spoon"

By answering the child with common sentences using more complex language forms and rich vocabulary, you gradually lead him to complete his thought, and, accordingly, prepare the ground for mastering contextual speech.

Sentences. The use of game songs, nursery rhymes, sentences in joint activities with kids gives them great joy. Accompanying the actions of the child with words contributes to the involuntary learning of his ability to listen to the sounds of speech, to catch its rhythm, individual sound combinations and gradually penetrate into their meaning. Having learned to distinguish the variability of amusing sound combinations, children, imitating adults, begin to play with words, sounds, phrases, capturing the specifics of the sound of their native speech, its expressiveness, imagery. Most of the works of oral folk art were created with the aim of developing the motor activity of the baby, which is closely connected with the formation of speech activity. The more small and complex finger movements a child performs, the more parts of the brain are included in the work, because it is directly connected with the hands, or rather, crosswise: with the right hand - the left hemisphere, and with the left - the right.

The important value of folklore works is that they satisfy the baby's need for emotional and tactile (touching, stroking) contact with adults. Most children are kinesthetic by nature: they love to be stroked, hugged, held hands. Oral folk art just contributes to the saturation of the need for affection, for physical contact.

productive activities. At an early stage of speech development, the child masters a wide variety of languages that replace words - gestures, facial expressions, onomatopoeia, and elementary images. The word is for the child only one of the ways of expressing thoughts, but far from being the easiest. For many of his thoughts and ideas, he does not find suitable words, and expresses them in his own way, in other, more accessible ways: through productive activities. Drawing, modeling, application, design develop not only the child's linguistic abilities, but also sensory ones, which are of particular importance in the formation of mental activity. A person's thought becomes more definite and understandable if it is written down. A preschooler cannot and does not know how to write, and therefore he fixes his thoughts and ideas with the help of their sketches. Entire sheets of paper are covered with images of people, likenesses of animals, buildings, various objects, often in scribbles that he alone understands. So he fixes on paper all the ideas, feelings, thoughts, their combinations and intricacies that arose in his mind or soul during a certain period. An adult, writing down his thoughts, has the opportunity to repeatedly return to work with them: read, “polish”, supplement and formulate to a truly conceptual meaning. The child is incapable of such conscious work: he drew and then abandoned it, his thought and imagination have already gone in another direction. Putting a thought into a word in such a way that it becomes clear to others is one of the most important tasks of speech, communicative and mental development, where each specific drawing of a baby has an enduring and unique meaning. Try to turn any child's drawing into an interesting story, and the story into a drawing that you need to repeatedly return to, "read" and supplement. When there are enough such stories and drawings, you can sew them into a book and “read” them to your friends and relatives. A child who understands what he is saying, who combines a distinct idea with the spoken word, reliably masters his native language.

Role-playing game. This type of children's activity at a young age is only being formed, and it acquires the fullness of the development that leads to it somewhat later. But this does not mean at all that there is no need to organize elementary plot-role-playing actions during this period. With some ingenuity, adults may well organize role-playing games. For example, playing on the phone, when a child, using a toy device, can call mom, dad, grandmother, fairy-tale characters. Playing on the phone stimulates the child's speech development, builds self-confidence, and increases communicative competence. Encourage children's tendency to imitate - this develops attention to detail, awareness of the direct and figurative meaning of words.

Music games. The importance of musical games in the speech development of a child can hardly be overestimated. Kids sing along with pleasure, adore noise musical instruments, ritual games such as "Loaf", "Over the bumps", "The woman sowed peas", etc. Encourage the child's desire to move to the music, sing along. It's okay that the child first pronounces only the endings or the last words of the song lines. Subsequently, he will begin to sing small songs in their entirety and, possibly, distort some of the words. This should not scare you - sing the song along with the "main performer", but, unlike him, sing it correctly. More often give the baby the opportunity to move to a variety of music, independently extract sounds from various objects.

The consultation was prepared by specialists of the BU SO VO "RC" Overcoming ":

Mashukova N.V., speech therapist

Bezrukova T.V., speech therapist

In preparing the consultation, materials from the Internet were used

Every parent wants the baby to quickly “speak”, so that his speech is correct and beautiful. Next to a “speaking” child, life seems more fun, more diverse, and it’s nice to tell friends about the first words and phrases uttered by the baby. In addition, developed speech is an indicator of the correct development of the child.

How to help the development of the child's speech? Here are some simple tricks, some of which you probably already use, consciously or intuitively. We hope that you will be able to draw some new ideas for yourself.

1. Sing songs to the baby during the day (children and adults)

From the very first months of life, it is extremely important to sing songs to the baby. Singing combines words, their meaning and rhythm - and this is exactly what we need for the harmonious development of speech. And also a song performed by a mother or another close person is often sung not far from the child, and he sees the face of the singer, his lips, facial expressions, emotion. All this contributes to the full perception of melody, rhythm and words.

It is very important for an adult to sing, and not to turn on recordings of songs, even when it seems that there is neither hearing nor voice. You don't even have to sing, just chant the words of the verse slowly. Here, after all, the main thing is that the rhythm matches, and that the baby likes it.

2. Talk to your child like an adult

Long before the active speech period, the child develops a general idea of speech, of his native language. After all, he hears our speech every day - how we talk to each other, ask questions or answer them, hum a song under our breath or talk on the phone ...

It is very important to talk a lot with the child and in front of the child, often address the child directly (even if it seems that he still does not understand anything). Let your speech be quite simple and accessible, but at the same time correct, “adult”. You should not try to simplify words and replace them with onomatopoeia (for example, “yoke-go” instead of “horse”), because then you will have to retrain the baby back to “full” words.

3. Act out dialogues between toys in the presence of the baby

Even for the smallest children, we can arrange dialogues with toys. Attract the attention of the child, go to the doll and say:

“Hi doll! What is your name?"
- "My name is Masha"
- "Hello. Masha! And I'm Olya's mom"
- “Hi, mom Olya! And who is this?"
- “And this is our girl Nastenka”

And in this spirit, we can depict a small dialogue between the doll and the child, connect another toy or one of the relatives. The conversation lasts a very short time, and the child has time to be glad that the doll suddenly came to life. This technique helps to diversify our games, involve the child in them and show how the dialogue is built.

4. Depict the sounds of animals and nature (rain, wind)

So we learn to listen and reproduce different sounds - speech and non-speech. While playing, try to imitate the sounds of the wind. For example, blow on a piece of paper placed in the palm of your hand, and do it intentionally strongly, loudly. And so that the sheet does not immediately fly away, hold it a little with your finger. The child will hear the sound of the wind: "Phoo!" and see your lips folded in a "tube". This is an excellent breathing exercise and articulation gymnastics.

5. Play rhythm music games

It has long been proven that the motor analyzer helps to link the image of an object into a single whole. Therefore, when a child sees, hears, touches and moves at the same time, he better remembers objects, their properties and actions with them. This applies even more to the development of speech: the child's own movement has a strong positive effect on the development of speech.

This is especially true for hand movements and the development of fine finger movements. Orderly movement has a positive effect on the mental development of the child. It is important that the baby's movements are rhythmic, simple and accessible.

Try taking wooden spoons and knocking against each other. Instead of a drum, so that there is no such a sharp sound, take a box or a plastic bowl. You can also use a regular rattle, clap your hands or stomp your feet. And humming any song, tap out the rhythm.

6. Read books: children's books with the baby and adults with the whole family aloud

Such reading is very useful, because the child hears a good literary language and sees the interest of adults in reading. Reading together with the baby, we pronounce the whole situation, learn to form a plot, draw it up according to certain laws of speech. While reading or listening to reading, the baby perceives the structure of speech, learns new words, hears the correct unhurried pronunciation of the phrase, word.

7. Recite poems when you wake up/before going for a walk

Poems can and should accompany many moments of a baby’s life, for example:

I can dress
If only I want!
me and little brother
I'll teach you how to dress!
Here are the boots
This one is on the right leg, this one is on the left leg!
If it rains,
Let's put on galoshes
This one is on the left foot
This one is on the right foot!
That's how good!

8. Emphasize fine motor games

Nature arranged it so that in our brain the zones responsible for hand movements and speech are located nearby and their development is closely related. Therefore, the development of fine motor skills is, if not a “panacea”, then one of the important components of speech development.

games where we hold small objects (pyramid rings, paper snowflakes)
drawing and writing
applique and modeling
games with buttons and eyelets
ribbon games
lacing games
games with sticks (we hook a cardboard fish with a stick - we catch it)
keyboard playing
simple finger games (rain dripping - tapping with fingers)
clothespin games

9. Compose your own poems and stories (for mothers of children from 1.5 years old)

It is very easy and simple to compose your own songs and poems! This will help us not only develop the child's speech, but also tune in to the game, captivate or distract the baby at the right time. If, for example, you are preparing to sit down to draw and pour some water into a saucer, sing: “We will go now, we will bring some water.” Or on a walk: “Our Masha walked, Masha found a twig!”

10. Play finger games

Finger games are one of the options for fine motor games, and in combination with funny rhymes and nursery rhymes, they can be a good help in developing speech. For example, here is a good game for you and your baby that develops fingers and allows us to communicate. You yourself “walk” with your fingers on the floor or table and say at the same time:

Hush, hush, hush, hush!
Mice come out for a walk!
And behind them is a red cat,
Paw - clap!

And then with your other hand, catch the “mice” by clapping on them. "Mice", of course, are trying to escape, well, there's someone who wins! The child usually immediately enters the game and has fun from the heart. In this funny game, many skills that are useful for mastering speech are seriously developed: hand motor skills, attention, reaction, a sense of rhythm, and most importantly, the desire to communicate with an adult in the game.

That's not all, but some of the most effective and simple tricks available to any mother. How many of them do you have in your arsenal? Write in the comments and also share your ideas and know-how.

Irishka and Sveta lived on the same landing. Both are four years old. Irishka was brought up by her grandmother, as her parents worked a lot. Grandmother was old and could not go beyond the yard. Sveta was brought up by her mother, who quit her official job specifically for the development of her daughter. She worked through the Internet and took the child to developmental classes. And she suffered greatly from the fact that her Sveta did not pronounce many letters and preferred gestures to conversations, while Irishka not only chattered with might and main, but also read books on her own. Now we will reveal the secrets of the grandmother, who managed to quickly and easily talk to her granddaughter.

At the end of the article, we have prepared a checklist "Articulation gymnastics for kids. Basic rules for performing" Use it in your classes and your baby will speak much faster

We develop speech in a child from birth to a year

Podyazhushki. After the baby has woken up, with gentle movements we stroke him from the top of his head to the tips of his toes and say: “Sips, sips, sips!” Then we concretize, stroking the called parts of the body: “Pulls - arms, pulls - legs, pulls - tummy, pulls - back, pulls - ears." Children respond with pleasure to such awakenings and begin to stretch themselves.

Download the checklist "Articulation gymnastics for kids. Basic rules for execution"

Every mother waits for the moment when her child will say his first word. I want this to happen as quickly as possible. Help your baby start talking faster by regularly doing articulation exercises with him by downloading our checklist

In this article:

There is nothing wrong with delayed speech development in preschool children. The main thing is to diagnose the delay in time and take action. Regular classes and the right exercises aimed at stimulating the development of speech will certainly lead to positive results.

When is it time to sound the alarm?

Signs of delayed speech development in preschool age can be considered:

If a two-year-old child has one or more of the listed signs, then it makes sense to consult a specialist without delaying the matter. The doctor will definitely check the hearing of the baby, which could worsen, for example, after a recent infection or virus.

If the problem is not hearing loss, then the doctor may suggest a slight developmental delay. He will offer to observe the crumbs throughout the year to determine the appropriateness of treatment. During this period, parents will need to provide all possible assistance to the baby in development.

How to deal with a child on your own?

Kindergartens very often refuse to accept children with recorded delays in speech development. Therefore, parents in such cases have to deal with corrective education of the child on their own. Not
experienced parents are advised to enlist the support of speech therapists who will help to plan the lesson and select special corrective exercises for the child.

Naturally, all classes should be conducted in a playful way. The goal of working with a preschooler should be to stimulate the development of the articulatory apparatus with the final “challenge” of speech, along with the replenishment of passive and active dictionaries.

The best stimulants for the development of children's speech are games that can be described as "misunderstood". That is, if the baby tries to replace words with gestures and facial expressions, demanding that they try to understand him and satisfy the requirements, parents should not
respond with patience, even if the baby starts screaming. Such “misunderstandings” should be practiced as often as possible.

Another way to develop the speech of children at preschool age is , which should be carried out daily in case of delayed speech development. Initially, classes with articulatory gymnastics should not be longer than 10 minutes. These should be exercises that will not cause negativity and difficulties for the baby.

You can start with simple exercises. Ask your baby to smile broadly, perform a "fence" with closing teeth and an open mouth, play "hide and seek with lips" when each of the lips hides in turn, or make a "pancake" - with a flat tongue on the lower lip.

Over time, it will be possible to complicate the exercises with “watches”, when the tongue touches each corner of the mouth in turn, “swings” with the tongue moving up and down, “horses” with characteristic clattering sounds. It will be right perform such tasks in front of a mirror, where children can observe their own reflection and movements of the articulatory apparatus.

Another effective technique for developing speech in children is breathing exercises. For example, you can invite the baby to blow soap bubbles, extinguish the flame of a candle, blow on pieces of cotton wool or paper, trying to move them.

It does not hurt to include exercises for the development of motor skills in the home program. With the baby, you can and should do physical exercises, working on the development of memory and improving sensory skills.

How to stimulate the desire to speak in a child?

The challenge of the desire to speak in children with delayed speech development is the main problem and the primary goal in working with them. Often, difficulties in the process are associated with improperly constructed communication between the child and adults, who do not give him the opportunity to speak, foreseeing all his actions and desires.

It is very important to encourage any attempts by the baby to speak, especially if he likes to imitate adults. It is necessary to stimulate the speech activity of children constantly, at home and on a walk.

Invite your baby to meow like a cat, or bark like a dog, purr like a washing machine, or hum like a vacuum cleaner.

Additionally, in working with the baby, you can use musical instruments, inviting him to guess by the sound blindfolded which instrument sounds. You can also use hidden musical toys in the game, offering the baby to find them by sound.

Greatly stimulates speech in children by reading together with parents, with the final words being agreed, and then
lines and couplets of favorite poems. For the development of speech, you can and should play with the crumbs, using improvised objects and toys. For example, puppet theatre. It's great if all family members will take part in the performance. It is better to beat fairy tales and stories well-known to the baby in the home theater. During the presentation, it is important to give the baby such a role so that he can voice the characters, take part in the dialogue.

An excellent way to stimulate the development of speech is art therapy: playing with sand, music, drawing - in a word, creative activities. During the period of work on the development of the child's speech, it is important to be patient and not expect quick results. The effect will be if you follow the recommendations of a speech therapist and work regularly with the baby, encouraging any, even minor achievements.

See an experienced neurologist. It is possible that the problem of delayed speech development is related to malfunctions in the baby's nervous system. It also does not hurt to be examined by specialists such as:

psychologist;
audiologist;
dentist.

It is likely that delays in the development of speech are associated with structural features of the language, impaired hearing or blood supply, and the brain. A comprehensive examination will help determine the true cause of speech development delay in your baby.

In conclusion, we note that the development of speech in boys, as a rule, is not as active as in girls. In a word, boys can begin to speak normally six months or even a year later than girls, but this does not mean at all that it is necessary to postpone speech development classes and examination of the child until later. Timely diagnosis of diseases that provoke speech delay will allow you to solve the problem before it becomes too serious.

Consultation for educators
"Methods and techniques for stimulating speech activity
in preschool children"

Prepared by: teacher-speech therapist Avdeeva E.V.

Subject: "Methods and techniques for stimulating speech activity in children of primary preschool age."

Target: increase the competence and success of teachers in the development of speech of children of primary preschool age; introduce modern methods and techniques for stimulating speech activity in children of primary preschool age.

K.D. Ushinsky proved: “That, while assimilating the native language, the child learns not only words, their additions and modifications, but also an infinite number of concepts, views on objects, many thoughts, feelings, artistic images of children, the logic and philosophy of the language, - and learns easily and quickly, in two, three years, so much that he cannot learn even half of diligent and methodical teaching in twenty years.

Such is this people's great teacher native word!

Early age is a valuable age stage in the development of the child. During this period, a special place is occupied by the emotional communication of an adult with a baby, which becomes the most important prerequisite for the formation of verbal, that is, speech forms of communication. The formation of speech activity is especially intensive at an early age: from 1 to 3 years. It is during this period that the child must be taught to use words independently, stimulating his speech activity.

Currently, preschool educational institutions are at a new stage of development, when the content of preschool education is being revised. New federal state educational standards for preschool education have been adopted, in which one of the priority areas in pedagogy as part of the modernization of special education is work with young children to enhance speech activity, prevent and prevent the occurrence of various speech disorders.

The problem of the development of active speech of children today is relevant for a number of reasons:

sensitivity of children from 1 to 3 years old to the development of speech; early age is a period of more rapid, intensive development of all mental functions. The main neoplasm of this period is the mastery of speech, which becomes the basis for the further development of the child; preschool age is the flowering of the child's speech activity, the formation of all aspects of speech, the assimilation of the norms and rules of the native language by the preschooler;
speech gradually becomes the most important means of transferring social experience to the child, controlling his activities by adults;
a significant deterioration in the health of children can contribute to the appearance of speech disorders;
the number of children with speech disorders is constantly growing due to the lack of attention to the development of oral speech on the part of both parents and teachers;
a significant narrowing of the volume of "live" communication between parents and children;
global decline in the level of speech and cognitive culture in society.

Therefore, it is important to start work on the development of children's speech activity and the prevention of speech disorders from an early age, to notice and correct the lag in the formation of speech function in time, to stimulate its development, contributing to the full development of the child.

Real and full-fledged help to the baby can be provided only by those persons who constantly interact with him, using in the game and subject-practical activities with the child special methods and techniques for stimulating speech activity and speech communication, aimed at:

formation of a motivational and incentive level of speech activity;
improving the ability to imitate the actions (echopraxia) of an adult, peers and speech imitation - echolalia;
development of the psychophysiological basis of speech activity: different types of perception, physiological and speech breathing, articulation skills;
the formation of an internal and external lexicon (nominative, predicative, and attributive), providing minimal communication;
formation of initial skills of grammatical (morphological and syntactic) structuring of speech utterance;
the formation in the child of the ability to create an internal plan, an utterance program (primitive at first);
prevention of the occurrence of secondary speech disorders.

Based on the tasks for the development of speech, we select methods and techniques aimed at developing the speech activity of preschoolers. A number of educators (E.I. Perovsky, E.Ya. Golant, D.O. Lordkipanidze and others) distinguished three groups of methods: verbal, visual, and practical. The form of organization of children can be both specially organized classes and everyday life of children. In the speech development of a young child, the main thing is to stimulate his active speech. This is achieved through the integrated use of a variety of methods and techniques.

Visual methods: observation of living objects - a cat, a dog, a bird, etc.; observations in nature; excursions to the site of the senior group, to the garden, sports ground of a preschool institution, etc.; looking at toys, objects and pictures; pictorial display.

Practical Methods: didactic games and exercises; finger games; round dance games; dramatization games; dramatizations; games - surprises; games with rules.

verbal methods : reading nursery rhymes, jokes, poems, fairy tales using visualization; reading and telling stories, memorizing poems using visualization.

Let's talk about them in more detail.

1. Dialogue-sample.

The speech of an adult in communication with a child has a pronounced dialogic structure, where the central place belongs to the question of an adult to a child, to which he himself gives an answer.

What did I take? - A cup.
- What it is? - Cup.
- What did you set? - A cup. Etc.

2. Talk to yourself.

The adult says aloud what he sees or hears. In this case, the child is nearby. “Where is the dress?”, “Here is the dress”, “Dress on a chair”, “Beautiful dress”, “Tanya will put on a dress”, etc. At the same time, it is important to speak slowly (but without stretching the words) and clearly, in short, simple sentences - accessible to the child's perception. For example: “Where is the doll? ”, “I see a doll”, “Doll in a stroller”, etc.

3. Parallel conversation.

This technique differs from the previous one in that all the actions of the child are described: what he sees, hears, touches. Using "parallel conversation", we kind of suggest to the child the words that express his experience, the words that he will later begin to use on his own.

4. Provocation, or artificial misunderstanding of the child.

This technique helps the child to master situational speech and consists in the fact that we are not in a hurry to show our understanding, but temporarily become "deaf", not understanding. For example, if a child points to a shelf where there are toys and looks pleadingly, and we understand what he needs at the moment and give him ... the wrong toy. The first reaction of the child will be indignation at our dullness, but this will also be the first motive that stimulates the child to name the toy he needs. If it occurs, you can tell the child. In such situations, the child activates his speech abilities well, feeling much smarter than an adult. This technique is effective not only for naming objects, but also for verbally denoting actions performed with them.

5. Distribution.

We continue and supplement everything said by the child, but do not force him to repeat - it is quite enough that he hears us. For example: Child: "Soup." Adult: "The soup is very tasty", "The soup is eaten with a spoon." Answering the child with common sentences, we gradually lead him to complete his thought, and, accordingly, prepare the ground for mastering coherent speech.

6 . An effective technique in working with young children is use of small forms of folklore. The use of folk games, game songs, nursery rhymes, sentences in joint activities with children gives them great joy. Folk games as a way of raising children were highly appreciated by K.D. Ushinsky, E.M. Vodovozova, E.I. Tikheeva, P.F. Lesgaft. Ushinsky K.D. emphasized the pronounced pedagogical orientation of folk games. Accompanying the actions of the child with words contributes to the involuntary learning of his ability to listen to the sounds of speech, to catch its rhythm, individual sound combinations and gradually penetrate into their meaning. For example: “Cockerel - cockerel ...”, “Pallets - patties ...”, “Goat horned ...”, “The cat went to the market”, “Chiki - chiki - chikalochki”. The important value of folklore works is that they satisfy the child's need for emotional and tactile (touching, stroking) contact with adults. Most children are kinesthetic by nature: they love to be stroked, hugged, held hands. Oral folk art just contributes to the saturation of the need for affection, for physical contact.

The development of the child's articulatory apparatus occurs when using specially selected exercises. The teacher can use them both in the classroom for the development of speech, and in his free time.

7. Onomatopoeia - an effective technique revitalization children's speech. Using pictures for onomatopoeia, for example, the train is going - choo - choo - choo; the cockerel sings - ku-ka - re-ku; the clock goes - tick - so, etc.

8. Teachers working with toddlers can use exercises for the development of speech breathing: "Blow off a snowflake", "Butterfly, fly", "Score a goal", "Blow out a candle" and others contribute to the development of a strong air stream, proper diaphragmatic breathing.

9. Choice.

This is another technique - we provide a choice to the child. The exercise of the possibility of choice gives him a sense of his own significance and self-worth. For example: “Do you want a whole apple or half?”, “Do you want to play with a doll or a car.” In the course of the answer, the child must use speech. The child's need is satisfied only after speech reactions.

10. Orders.

An adult turns to the child with a request to bring one or another object, a toy, after rearranging it to a place inaccessible to the child. In such a situation, the child is forced to turn to an adult. The adult stimulates the child’s appeal: “What do you want to take? Doll? How should you ask? - Give me a doll ... ".

11. Mediated communication.

In the process of games (“Birthday”, “Mothers and Daughters”, etc.) or caring for animals, an adult encourages the child to make simple statements: “Treat the bunny with tea. On, Bunny, a cup, drink tea”, “Put the doll to bed. Sing her a song. Bye-bye, Katya, bye-bye.

12. Sand therapy is a game with sand as a way of development of the child. Sand therapy is very close to kids, because since childhood they have been sitting in the sandbox, and the first words, the first interpersonal connections and communication take place there. Therefore, playing with sand helps children to relax, feel protected, develop fine motor skills of the hands, and relieve muscle tension. The use of this method is expedient in working with children of early and preschool age, since playing with sand creates very favorable conditions for the formation of a purposeful coherent speech statement and the improvement of the body as a whole.

13. Productive activities.

Drawing, modeling, appliqué, design (LEGO constructors) contribute to the appearance of the child's speech activity. In the process of activity, children gain knowledge about the shape, color, size; fine motor skills develop, clear images and concepts are formed, speech is activated. Problem situations that arise during these types of activities (“forgot” to put a sheet of paper or pencil) force the child to ask for the missing, i.e. show initiative.

14. Substitution.

By the age of three, children are able to imagine themselves as an airplane, a cat, a bear, etc. The words “Imagine that we are airplanes” sound like a magic spell for him. Now we will fly around the whole room. Such a game form develops the child's ability to analyze his actions, deeds, sympathize, empathize. You can involve children in such a game with the help of a sentence question: "Guess what I'm doing." You need to start with elementary actions: comb your hair, read a book, etc. After the child has guessed our actions, we invite him to think of an action for us, and then “revive” the given situation. Such pantomime games and imitation games are good stimulators of speech development.

15. Music games.

Noise instruments, ritual games "Loaf", "Over the bumps", etc. stimulate the child's desire to move, sing along. It is necessary to provide the baby more often with the opportunity to move to a variety of music, independently extract sounds from various objects.

16. Games and exercises with movements of the hands and fingers stimulate the process of speech development of the child, contribute to the development of the motor center of the brain, which is also responsible for the development of fine motor skills of the hands. The more small and complex finger movements a child performs, the more areas of the brain are included in the work. Finger games as a method of working with children in all age groups to develop manual skills. The game "Ladushki", "This finger is a grandfather ...", "Goat" and other finger games stimulate children's speech, develop their hands.

17. The most effective, in my opinion, are the practical methods of organizing children. The group of practical methods includes game technique. This technique involves the use of various components of gaming activity in combination with other techniques: questions, instructions, explanations, explanations, demonstrations, etc. The game and game techniques ensure the dynamism of learning, as much as possible satisfy the need of a small child for independence: speech and behavior. Children's games with objects, for example, playing on the phone, when a child, using a toy device, can call mom, dad, grandmother, fairy-tale characters. Playing on the phone stimulates the child's speech development, builds self-confidence, and increases communicative competence. Board games: "Big - small", "Whose house?", "Baby animals" and others allow you to assimilate the lexical and grammatical components of the native language, activate the mental and speech activity of children.

Thus, the slow rate of speech development in young children can be successfully overcome using these techniques and methods. They will help to stimulate the speech activity of the child and will allow, in most cases, to compensate for the speech underdevelopment of the child.

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