Games and exercises for the development of articulation and fine motor skills. Articulation gymnastics exercises for children and adults

Exercises and games

for the development of fine motor skills

Knead plasticine, clay, salt dough with your fingers.

Roll pebbles, small beads, balls in turn with each finger.

String large buttons, beads, balls on a thread, engage in beading.

Wind a thin wire in a colored winding on a coil, on your own finger (you get a ring or a spiral).

Tie knots on a thick rope, cord.

Fasten buttons, hooks, zippers, buttons, locks, start mechanical toys with a key.

Deal with small building material, designer.

Fold the buttons into the box at the same time with the left and right hands.

Stencil letters, geometric shapes, hatch.

Draw on dots, dotted lines.

Sewing on a button with a needle.

Weaving paper rugs from multi-colored strips of paper - a task for training hand alignment and accuracy.

Harvesting cabbage

We imitate the corresponding actions with our hands:

- We're chopping cabbage! (2p.) - with straight, tense palms, we imitate the movements of an ax: up and down.
- We cut cabbage! (2p.) - energetic movements with straight palms back and forth.
- We salt the cabbage! (2p.) - fingers are collected with a "pinch", "salt the cabbage."
- We are eating cabbage! (2p.) - we vigorously clench our fingers into fists, either simultaneously on two hands, or alternately.
- We three carrots! (2 p.) - the fingers of one hand are clenched into a fist and make rhythmic movements up and down the palm of the other hand. Then we change hands.

Starting position. Press your palms against each other. Interlace your fingers. Next, imitate the words of the poem with movements.

- There is a lock on the door. (Quickly connect fingers to the lock and separate.)
-Who could open it?
- Pulled! (Fingers - in the castle, pull the fingers without disengaging them.)
- Twisted! (Move clasped fingers away from you towards yourself.)
- They knocked! (Fingers, remain in the castle, tap the bases of the palms against each other.)
And - opened! (Disengage fingers.)

Teacher speech therapist

Dubrovskaya T.V.

Games and exercises

for the development of articulatory and fine motor skills

2015

Dear Parents!

Speech sounds are formed as a result of a complex set of movements of the articulatory organs. We correctly pronounce various sounds due to the strength, good mobility and differentiated work of the organs of the articulatory apparatus. For clear articulation, strong, elastic and movable speech organs are needed - tongue, lips, palate.

Articulatory gymnastics is the basis for the formation of speech sounds and the correction of violations of sound pronunciation. It includes exercises for training the mobility of the organs of the articulation apparatus, working out certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.

Articulation exercises should be done daily. It is better to do the exercises 3-4 times a day for 3-5 minutes. Do not offer children more than 2-3 exercises at a time. Each exercise is performed 5-7 times. Static exercises are performed for 10-15 seconds (holding the articulation posture in one position). Articulation exercises are performed while sitting in front of a mirror.
It is better to start gymnastics with exercises for the lips.

I offer you special exercises for the development of articulatory motor skills.

Good luck!

Exercises for the development of articulatory motor skills

Proboscis

Pulling the lips forward with a long tube.
small fence

The lips are in a smile, the teeth are closed in a natural bite and are visible.

Spatula

The mouth is open, a wide relaxed tongue lies on the lower lip.
Cup
The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
Needle
The mouth is open. Narrow tense tongue pushed forward.
Slide
The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.
tubule
The mouth is open. The lateral edges of the tongue are bent up.

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.snake
The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth. Swing
The mouth is open. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.

Dear Parents!

The development of fine motor skills of the hands is of great importance for the development of children's speech. The fact is that in the human brain, the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thus activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.

Body movements and speech motor skills have common mechanisms, so the development of fine motor skills of the hands directly affects the development of speech. In this regard, finger gymnastics should take a strong place in your activities with your child.

Children with delayed speech development have poor coordination of fine motor skills of the fingers. And as a result - a violation of the letter may develop. The development of finger movement, as it were, will prepare the platform for the further development of both oral and written speech.

Play finger games with your child, teach him how to tighten nuts, lock and unlock locks, lace up shoes, fasten and unbutton buttons.

I offer you special games and exercises for the development of fine motor skills.

Good luck!

"Game techniques for the development of articulatory motor skills and correction of sound pronunciation in preschoolers"

A systematic study of the motor sphere of children with speech developmental disabilities shows that in most of them, imperfection of movements is observed in all components of motor skills: in general (large), in facial and articulatory, in fine movements of the hands and fingers, as well as difficulties in the regulation and control of voluntary movements.

In the cerebral cortex, the speech area is located next to the motor area, so the work on the formation and improvement of voluntary motor skills is considered as a necessary component of a complex system of correctional and pedagogical influence. The more attention is paid to this issue, the more effectively and quickly a positive result will be achieved.

Therefore, the aim of the work is to correct the oral speech of preschoolers with the help of games and exercises aimed at developing voluntary motor skills (general, fine motor skills of fingers, facial expressions and articulation).

Based on the purpose of the work, the following tasks follow:

1. Carry out corrective work to eliminate speech disorders in preschool children, develop breathing, voice, develop a moderate rate of speech and its intonational expressiveness.

1. To form and develop basic psychomotor qualities (static and dynamic coordination, switchability of movements, muscle tone, motor memory and voluntary attention) in all types of motor sphere (general, fine, mimic and articulatory).
2. Develop clear coordinated movements in conjunction with speech, cultivate a sense of rhythm and tempo, activate all types of memory (auditory, motor and visual).

1. Articulatory and facial motor skills

Work on the development of articulatory and facial motor skills includes:

1. articulation gymnastics;
2. speech therapy self-massage;
3. games for the development of speech breathing and phonemic perception;
4. mimic exercises.

The purpose of the work: the development of full-fledged movements and certain positions of the organs of the articulatory apparatus, necessary for the correct pronunciation of sounds, the development of the ability to convey different feelings through facial expressions. The improvement of the movements of the articulatory organs necessary for the correct pronunciation of sounds, and the preparation of the speech apparatus for the speech load, is facilitated by articulatory gymnastics. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus, the ability to combine simple movements into complex ones, necessary for the correct pronunciation of sounds.

When selecting material for articulation gymnastics, it is important to take into account the fact that performing exercises requires a child to spend a lot of energy, certain efforts and patience. So that the child does not lose interest in the work performed, articulatory gymnastics should not be carried out according to a template, boring. It is necessary to involve the child in an active process, create an appropriate emotional mood, arouse keen interest, a positive attitude towards classes, and the desire to perform the exercises correctly. To do this, it is necessary to use the game as the main activity of children, and, consequently, the most natural and attractive form of activity for them. For a colorful and funny design of the game - classes, pictures, toys, fairy-tale characters are selected, poetic texts are involved, I also use musical accompaniment, computer presentations in my work.

1. It is necessary to carry out articulation gymnastics daily so that the skills developed in children are consolidated. It is better to do the exercises 3-4 times a day for 3-5 minutes. Do not offer children more than 2-3 exercises at a time.

2. Each exercise is performed 5-7 times.

3. Static exercises are performed for 10-15 seconds (holding the articulation posture in one position).

4. When choosing exercises for articulation gymnastics, you must follow a certain sequence, go from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.

5. Of the two or three exercises performed, only one can be new, the second and third are given for repetition and consolidation. If the child performs some exercise not well enough, new exercises should not be introduced, it is better to work out the old material. To consolidate it, you can come up with new game techniques.

6. Articulatory gymnastics is performed while sitting, since in this position the child has a straight back, the body is not tense, the arms and legs are in a calm position.

7. The child must see the adult's face well, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. Also, the child can use a small hand mirror (approximately 9x12 cm), but then the adult should be opposite the child facing him.

8. It is better to start gymnastics with exercises for the lips.

Lip exercises

1. Smile.

Holding lips in a smile. Teeth are not visible.

2. Proboscis (Tubule).

Pulling the lips forward with a long tube.

3. Fence.

The lips are in a smile, the teeth are closed in a natural bite and are visible.

4. Bagel (Speaker).

The teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible.

5. Fence - Bagel. Smile - Proboscis.

Alternating positions of the lips.

6. Rabbit.

The teeth are closed. The upper lip is raised and exposes the upper incisors.

Exercises to develop lip mobility

1. Biting and scratching first the upper and then the lower lip with the teeth.

2. Smile - Tube.

Pull your lips forward with a tube, then stretch your lips into a smile.

3. Piglet.

Move the lips stretched out with a tube to the right and left, rotate in a circle.

4. Fish talk.

Clap your lips together (a dull sound is pronounced).

5. Squeeze the upper lip by the nasolabial fold with the thumb and forefingers of one hand and the lower lip with two fingers of the other hand and stretch them up and down.

6. Pull your cheeks inward strongly, and then sharply open your mouth. It is necessary to ensure that when performing this exercise, the characteristic sound of a "kiss" is heard.

7. Duck.

Pull out the lips, squeeze them so that the thumbs are under the lower lip, and all the rest on the upper lip, and pull the lips forward as much as possible, massaging them and trying to portray the beak of a duck.

8. Disgruntled horse.

The flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. It makes a sound similar to the snorting of a horse.

9. The mouth is wide open, the lips are retracted into the mouth, tightly pressing against the teeth.

If the lips are very weak:

Strongly inflate your cheeks, holding the air in your mouth with all your might,

Holding a pencil (plastic tube) with your lips, draw a circle (square),

Hold a gauze napkin with your lips - an adult tries to pull it out.

Exercises for lips and cheeks

1. Biting, patting and rubbing the cheeks.

2. A well-fed hamster.

Inflate both cheeks, then inflate the cheeks alternately.

3. Hungry hamster.

Pull in your cheeks.

4. The mouth is closed. To beat with a fist on inflated cheeks, as a result of which the air comes out with force and noise.

Static exercises for the tongue

1. Chicks.

The mouth is wide open, the tongue lies quietly in the oral cavity.

2. Spatula.

The mouth is open, a wide relaxed tongue lies on the lower lip.

3. Cup.

The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

4. Needle (Arrow. Sting).

The mouth is open. Narrow tense tongue pushed forward.

5. Gorka (Kiska is angry).

The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.

6. Tube.

The mouth is open. The lateral edges of the tongue are bent up.

7. Fungus.

The mouth is open. Tongue stick to the palate.

Dynamic exercises for the tongue.

1. Clock (Pendulum).

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.

2. Snake.

The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.

3. Swing.

The mouth is open. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.

4. Football (Hide the candy).

The mouth is closed. With a tense tongue, rest against one or the other cheek.

5. Brushing your teeth.

The mouth is closed. Circle the tongue between the lips and teeth in a circular motion.

6. Coil.

The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. A wide tongue rolls out forward and retracts deep into the mouth.

7. Horse.

Suck the tongue to the palate, click the tongue. Click slowly and strongly, pull the hyoid ligament.

8. Accordion.

The mouth is open. Tongue stick to the palate. Without lifting the tongue from the palate, strongly pull down the lower jaw.

9. Painter.

The mouth is open. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.

10. Delicious jam.

The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.

11. Lick your lips.

The mouth is open. Lick first the upper, then the lower lip in a circle.

Exercises for the development of mobility of the lower jaw

1. Cowardly chick.

Open and close your mouth wide so that the corners of your lips stretch. The jaw drops to about two finger widths. The "chick" tongue sits in the nest and does not protrude. The exercise is performed rhythmically.

2. Sharks.

At the count of "one" the jaw drops, at "two" - the jaw moves to the right (the mouth is open), at the count of "three" - the jaw is lowered into place, at "four" - the jaw moves to the left, at "five" - ​​the jaw is lowered, on "six" - the jaw moves forward, "seven" - the chin is in the usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.

3. Imitation of chewing with a closed and open mouth.

4. Monkey.

The jaw goes down with the maximum extension of the tongue to the chin.

5. Angry lion.

The jaw goes down with the maximum extension of the tongue to the chin and the mental pronunciation of the sounds a or e on a solid attack, more difficult - with a whisper pronunciation of these sounds.

6. Strongman.

The mouth is open. Imagine that a weight is hung on the chin, which must be lifted up, while raising the chin and tensing the muscles under it. Gradually close your mouth. To relax.

7. Put your hands on the table, put your palms on top of each other, rest your chin on your palms. Opening your mouth, press your chin on the resisting palms. To relax.

8. Lower the jaw down overcoming resistance (an adult holds a hand under the child's jaw).

9. Open the mouth with the head tilted back overcoming the resistance of the adult's hand lying on the back of the child's head.

10. Teasers.

Widely, often open your mouth and say: pa-pa-pa.

11. Silently, lingering (on one exhale), say the vowel sounds:

aaaaaaaaaaaa

yyyyyyyyyyyyyyyyyyyyyyyyyyyyyy (two fingers apart);

oooooooooooooo

ёёёёёёёёёёё (the distance between the teeth in one finger);

iiiiiiiiiiiiiiiiii (mouth slightly open).

aaaaaaaaaaaa

yyyyyyyyyyyyyyyyyyyyy

oooooooooooooo

yoyoyoyoyoyoyoyoyoyo

iiiiiiiiiiiiiii

13. Pronounce several vowels in one exhalation in a continuous and drawn out way:

aaaaaeeeeee

aaaaaaaaaa

aaaaaaaaaa

iiiiiaaaaa

ooooh

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

iiiiieeeeeeeeeeeeeeee

ahhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh

Make sure that when pronouncing sounds, the opening of the mouth is sufficiently full.

14. Say proverbs, sayings, tongue twisters that are saturated with vowel sounds that require a wide opening of the mouth.

Mal, yes removed.

Two of a Kind.

Found a scythe on a stone.

Know the edge, don't fall.

What is the fisherman, such is the fish.

A rolling stone gathers no moss.

The snake is stingy, the hedgehog has a hedgehog.

In the process of doing the exercises, make sure that the lower jaw falls freely down, first pronounce vowel sounds a little underlined.

Training the muscles of the pharynx and soft palate

1. Yawn with your mouth open and closed.

Yawning with a wide opening of the mouth, noisy inhalation of air.

2. Cough voluntarily.

It is good to cough with your mouth wide open, clenching your fists with force.

Cough with tongue hanging out.

3. Simulate gargling with the head thrown back.

Gargle with a heavy liquid (jelly, juice with pulp, kefir).

4. Swallow water in small portions (20 - 30 sips).

Swallow drops of water, juice.

5. Inflate your cheeks with your nose pinched.

6. Slowly pronounce sounds k, g, t, d.

7. Imitate:

moan,

mooing

Whistle.

8. Tilt your head back to overcome resistance. The adult holds his hand on the back of the child's head.

Lower your head to overcome resistance. The adult holds his hand on the forehead of the child.

Throw back and lower the head with a strong pressure on the fists of both hands with the chin.

9. Push the tongue to the chin, pull it into the mouth overcoming resistance. The adult tries to keep the child's tongue out of the mouth.

10. Pronounce the vowels a, e, and, o, y on a hard attack.

11. Pronounce, holding the tip of the protruding tongue with your fingers, and-a. The sound "and" is separated from the sound "a" by a pause.

12. Inflate rubber toys, blow bubbles.

Exercise number 1.

For this exercise, you will need a special mimic cube. It is very easy to make it. Take an ordinary cube and cover its sides with clean white sheets of paper. On each face, draw the mimic state of a person: joy, surprise, fear, peace, anxiety and cunning. In principle, you can choose the state yourself. It will be a kind of emoticons. The trainer is ready. You can start training.
You take turns throwing a die with your child and depicting the state that fell on the die with your face. Great exercise.

Exercise number 2.

Pick up a children's book and start reading poetry. After each poem, the child must find a facial expression corresponding to the poem (or poetic line). You can first find it on a die, and then create this expression with a face.

Exercise number 3.

For this exercise, bring your child a few slices of fruit on a plate: a lemon and an apple. For starters, let him eat a slice of lemon in front of the mirror and admire his reflection. And then give me an apple slice. And let him eat it in front of the mirror. Now ask the child to mimic how he eats a lemon, but like an apple.

Exercise number 4. I would call this cycle of exercises “Walking in the forest”. The child walks through the forest and "looks" for mushrooms, but stumbles upon a lot of interesting things.

Exercise number 4a. Here he "found" a large porcini mushroom. So big that even his parents couldn't find them. The child should tell you about the mushroom with the appropriate mimic and emotional coloring. You can hide the toy mushroom somewhere to make the effect of the find more realistic.

Exercise number 4b. Suddenly the child saw a snake basking in the sun. The mimic picture of fright should inform about the good performance of the exercise.

Exercise number 4c . The child found a beautiful flower, and he wanted to smell it. The flower smells very nice.

Exercise number 4g . A large bumblebee flew into the flower, buzzing angrily.

The cycle of exercises in the forest can be continued indefinitely. It will be especially good if you find it on sale " The noises of the forest and "voice" your walk. It will not be superfluous during these exercises to develop the intonational coloring of speech. Hereyou can offer emotional exclamations: frightened - "Oh!"; upset - "Eh!"; got angry - "Wow!"; surprised - "Ah!".

You can come up with your own exercise routine. For example, "Walking around the zoo", or in the "Toy store".

Exercise number 5.

Now let's go back to the mimic cube. Come up with a simple sentence and invite the child to pronounce it with the mimic intonation that will fall on the cube.

Exercise number 6.

I would call the next exercise "Overheard Conversation". Let the child come up with a conversation (on your assignment) in the garage. What can "sad car" say? Why is she sad? And why is a funny car having fun? What good thing happened to her during the day? Why is this one so dirty? And in the same vein.

Exercise number 7.

And the last exercise is called "TV". Give the child a picture that depicts a story with characters. The task is that the child must tell what is happening in the picture with the emotional state you specified and with mimic coloring.

1. Fine motor skills of fingers

The purpose of the work: the development of fine motor skills of the hands, which has a beneficial effect on the development of speech, the development of visual-spatial coordination, the activation of cognitive and speech-thinking activities.

It has been established that the level of development of children's speech is directly dependent on the degree of formation of fine differentiated hand movements. In children with problems in speech development, there is often a lack of motor activity, including poor coordination of fine motor skills of the fingers.

A very important part of the development of fine motor skills are "finger games". These games are very emotional, they are exciting and contribute to the development of speech, creative activity. During the “finger games”, children, repeating the movements of adults, activate motor skills, thereby developing dexterity, the ability to control their movements, and concentrate on one type of activity.

To improve the fine movements of the fingers with children, I conduct various finger games with singing or games to rhythmic music.

For the development of fine motor skills, preschool children should be offered:

finger games

Various constructors, mosaics

Porous sponges, rubber balls with a rough surface, rubber expanders, hedgehog balls

Colored balls of thread for rewinding

A set of ropes of various thicknesses for tying and untying knots

A set of small toys for the development of tactile perception ("Learn by touch")

Sticks (wooden, plastic) for laying out patterns according to the sample

Materials for nitkography (laying out patterns with colored threads on flannelgraph or paper)

Seeds, small nuts, cereals

Beads, beads, buttons, colorful buttons

Plasticine

Paper for weaving, folding

Diverse natural material

Pens, markers, pencils

Children should play with small and sharp objects only in the presence of adults!

Some researchers have noticed that with the joint movements of the speech apparatus and hands, especially if these movements are plastic and free, energy is distributed in the body. Apparently it was noticed thatbioenergy plasticsactivates the intellectual activity of the child, simultaneously developing coordination and fine motor skills. As a result of bioenergoplastic exercises, not only speech improves

child, but also memory and attention.

Exercise number 1.

Purpose of the exercise . The exercise is aimed at training the lower jaw. We will learn to open the mouth correctly, which is one of the prerequisites for good speech. And this action is controlled by the lower jaw.

Starting position. Articulation exercises are best done while sitting. In this position, the child is most relaxed. The head should be in a straight position. The mouth is closed. The main arm (depending on the right-handed child, or left-hander) is bent at the elbow.

Performing an exercise. The exercise is performed in four counts. On the count of “one”, the child should lower his jaw to the width of his two fingers. On the count of "two", he should fix this position of the jaw. On the count of three, the mouth closes. On the count of four, the child rests.
Let's take a closer look at the exercise. When the child opens his mouth, the tongue should be inside in a relaxed position. The tip of the tongue is at the lower incisors. Pay attention to the fact that the lips of the child have a rounded shape, and the teeth should not be exposed. Watch your head: it should not lean in any direction.

Hand work. We will begin to connect the hand when the child has mastered the articulation exercise and will perform it without errors.
The child's hand should be parallel to the floor. The fingers are straight, pressed to each other. When the lower jaw goes down on the count of “times”, at this moment the thumb also goes down. And the four remaining fingers go up. That is, with his fingers, the child shows the same opening mouth, only in ... let's say, a chick. On the count of "two" we fix the open mouth of the chick. On the count of "three" we close the beak. Rest on the count of four.

We repeat the exercise four or five times.

Exercise number 2.

Purpose of the exercise . Exercises are aimed at training the labial muscles.

Starting position. The same as in the previous exercise. The lips are in the usual calm closed position. The teeth are also closed, but without tension.

Performing an exercise. Again, as in the previous exercise, the articulatory apparatus works first, and then the hand is connected.
The exercise is performed in two counts. At the expense of "one", the child should stretch his lips forward, folding them into a tube. Or in the proboscis of an elephant. On the count of two, the child stretches his lips to the side, as if in a smile. Only thus it is impossible to show a teeth. Does a baby elephant show his teeth when he smiles? It is not necessary to stretch the lips strongly to the sides. The main thing in this exercise is in the "proboscis".

Hand work. At the expense of "one", the child collects all the fingers of the right (or left) hand into a pinch. And at the expense of “two”, the fingers should “run up” apart, into an open palm with spread fingers.

The exercise is repeated four or five times without a break.

Exercise number 3.

Purpose of the exercise . Massaging the upper and lower lips with teeth.

Starting position. In the first part of the exercise, the child's lower teeth touch his upper lip. In the second part of the exercise, the child's upper teeth touch his lower lip.

Performing an exercise. In the first part, by moving the lower jaw forward and backward, we scratch the upper lip. In the second part of the exercise, again with translational movements of the lower jaw, the lower lip on the upper teeth.

Hand work. When performing the exercise, the hand must be motionless. Only fingers move. We place the palm up. With closed four fingers, we perform movements, as if scratching the puppy's tummy. The second part of the exercise is performed in the same way, only the palm is turned down.

Exercise number 4.

Purpose of the exercise . Tongue muscle training.

Starting position

Performing an exercise. At the expense of "one", the child must raise the tongue to the upper teeth, for them. On the count of "two", the child lowers the tongue to its original position.

Hand work. In this case, both brushes work. The arms should be bent at the elbows, and the hands should hang down freely. Like a bunny's paws. On the count of "one", the brushes rise up, on the count of "two" they fall.

Repeat the exercise five times.

Exercise number 5.

Purpose of the exercise . Tongue muscle training.

Starting position. The mouth should be in an open position. The tongue is in a calm, flat position at the lower incisors.

Performing an exercise. The exercise is performed in two counts. On the count of “one”, the child should touch the left cheek with the tip of the tongue. At the expense of "two" - the right cheek. The jaw cannot be moved.

Hand work. All fingers of the child are gathered into a fist, except for the index. It is with him that he performs the exercise, directing it in the direction in which the tongue moves. The brush must be in place.

Exercise number 6.

Purpose of the exercise . Tongue muscle training.

Starting position. The mouth should be in an open position. The tongue is in a calm, flat position at the lower incisors.

Performing an exercise. The exercise is performed in two counts. On the count of "one", the child should stick his tongue out of his mouth as far as possible. Up to tension in the hyoid ligament. On the count of two, return it to its original position.

Hand work. The fingers are gathered into a fist, which is located with the fingers down. At the expense of "one", the fingers are straightened into a tense palm, which should be parallel to the floor.

The exercise is repeated four or five times.

Exercise number 7.

Purpose of the exercise . Tongue muscle training.

Starting position. The mouth should be in a half-open position. The tongue is in a calm, flat position at the lower incisors.

Performing an exercise. On the count of “one”, the child should touch the left corner of the lips with the tip of the tongue. On the count of two, the tip of the tongue should

Move to the right corner of the lips.

Hand work. The fingers of the hand are gathered into a palm, which is parallel to the floor. At the expense of "one" the palm turns to the left, at the expense of "two"

Right.

Repeat the exercise four to five times without a break.

1. General motor skills

The purpose of the work: improving the motor sphere of children, the formation of coordination of movements of the arms and legs, to teach to navigate in space, to regulate their muscle tone, to consolidate the concept of right-hand and left-hand movement, the development of the eye.

The motor functional system has a beneficial effect on the entire body and, especially, on the activity of the brain. It has been proven that motor activity contributes to an increase in mental performance, speech development, the full formation of voluntary movements and actions that underlie human motor behavior. As evidenced by special studies in this area, it is the progress in the development of movements (motor analyzer) that to a large extent determines the progress in the development of the functions of the human brain.

Children with speech pathology, as a rule, are awkward, their movements are poorly coordinated. The reason for this lies in the violation of muscle tone. Most often, such children are overly tense, abrupt in movements, fussy. Sometimes, on the contrary, there is a decrease in muscle tone, and as a result, lethargy of general movements. To correct these shortcomings in motor skills, it is necessary to teach children the ability to regulate their muscle tone: relax and strain certain muscle groups.

Exercises with elements of relaxation are also actively used in speech therapy classes. They are offered to preschoolers in combination with movements. This makes it possible to teach children to relax different muscle groups in contrast to their tension. Thanks to specially selected exercises, preschoolers gradually acquire the ability to regulate muscle tone, control the movements of their body.

1. Tempo-speech organization of speech

The rhythm of speech, especially the rhythm of poems, sayings, proverbs, in combination with musical accompaniment contributes to the development of coordination, general and fine voluntary motor skills. Movements become smoother, more expressive, rhythmic. With the help of music and poetic rhythmic speech, the correct tempo of speech, the rhythm of breathing are developed, speech hearing, speech memory develop. The poetic form always attracts children with its liveliness, emotionality, setting children up for the game without special settings.

1. Correction of the sound-producing side of speech

Correction of sound pronunciation is an integral and most important part of the correctional and developmental work of a speech therapist with preschoolers, it consists of several stages:

1. Sound setting;
2. Automation of sound (in isolation, in syllables, in words, in phrases, in sentences, in free speech);
3. Sound differentiation.

The work on setting, automating and differentiating sounds in preschool children should also be of a playful nature, now more and more various manuals are being published for automating the set sounds. But, unfortunately, they are not always suitable for a particular child, do not take into account his individual characteristics and level of knowledge, skills and abilities. The speech therapist has to "customize" the speech and visual material for children. The easiest way to use computer technology.

The wide possibilities of the Internet make it possible to select a variety of interesting visual material that takes into account the needs and interests of the child, and modern computer programs make it possible to present this material in an unusual way.

Conclusion

Understanding the significance and importance of work on the development of motor skills in children with speech impairment, it is necessary to more actively include various exercises and games in classes with children for the development of all components of the child's motor sphere: general and articulatory motor skills, fine finger movements. Modern children are spoiled by an abundance of various visual materials, game techniques, they will not be surprised by bright pictures or interesting games. In order to diversify classes and interest children, in my work I widely use games with musical accompaniment, as well as computer technology.

The use of music in speech therapy classes helps to realize several tasks of correctional and developmental education at once:

1. development of the tempo-rhythmic organization of speech;
2. formation of phonemic perception, sound analysis and synthesis;
3. development of speech breathing and sound pronunciation;
4. creating a favorable emotional background in the classroom.

The use of computer technology in the classroom makes it interesting for modern children. The dosed use of a computer helps the speech therapist to be free in choosing visual material and how to present it to children. A speech therapist is not limited to specialized author's manuals, he does not have to have artistic abilities, and an individual approach is also implemented in teaching each child.

Bibliography

1. Gavrilova A.S., Shanina S.A., Rashchupkina S.Yu. speech therapy games. M: IKTC LADA LLC, 2010
2. Lazarenko O.I. “Articulation-finger gymnastics. A set of exercises "M: Iris-press, 2011
3. Vorobyova T.A., Krupenchuk O.I. "Speech therapy exercises: Articulation gymnastics" St. Petersburg: "LITERA", 2008
4. Krupenchuk O.I. "Finger games" St. Petersburg: "LITERA", 2008
5. Krupenchuk O.I. "Teach me how to speak correctly!" St. Petersburg: "LITERA", 2008
6. Nisheva N.V. "Card file of outdoor games, exercises, physical exercises, finger gymnastics" St. Petersburg: CHILDHOOD-PRESS, 2009

Kolesnikova E.V. The development of sound culture of speech in children 3-4 years old

Additional material

(can be used for additional classes at the discretion of the teacher)

1. Reading the fairy tale N.V. Novotortseva "About the Merry Tongue".

To acquaint children with the main organs of the articulatory apparatus: mouth, lips, tongue, palate.

Introduce the basic movements of the language.

"Once upon a time there was a Merry Tongue in his house. Guess what kind of house it is.

In this house

red doors,

Next to the doors

White animals.

love animals

Sweets and buns.

Guessed? This house is a mouth. The doors to the houses open and close (the mouth is closed, open). The restless Tongue does not sit still. He often runs out of the house (stick out his tongue). So he went to bask in the sun, relax on the porch (tongue with a “shovel” on the lower lip). in the yard, the sun hid behind the clouds and drummed rain on the roof (we tap our teeth with our tongues, pronounce "d-d-d-d"). The tongue did not get bored at home, gave the kitten milk to drink. The kitten lapped milk (we move our tongue along the upper lip from top to bottom, mouth open), then he licked his lips (lick upper and lower lips from right to left, left to right) and yawned sweetly (mouth wide open). tongue to touch the corners of the mouth). The kitten curled up. "It's time for me to sleep too," thought Tongue.

2. Exercises for the development of the articulatory apparatus.

Development of tongue mobility (the ability to make the tongue wide and narrow, hold a wide tongue behind the lower incisors, lift it by the upper teeth, move it back and deep into the mouth).

The development of sufficient mobility of the lips (the ability to pull them forward, round, stretch into a smile, form a gap with the lower lip with the front upper teeth).

The development of the ability to hold the lower jaw in a certain position, which is important for the pronunciation of sounds.

1) Static exercises for the tongue

"Chicks". The mouth is wide open, the tongue lies quietly in the oral cavity.

"Spatula". The mouth is open, a wide relaxed tongue lies on the lower lip.

"Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.

"Needle", "Arrow", "Sting". Mouth open. Narrow tense tongue pushed forward.

"Gorka", "Kiska is angry." The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.

"Tube". The mouth is open. The lateral edges of the tongue are bent up. "Fungus". The mouth is open. Stick your tongue to the sky. Each exercise is performed 6-8 times.

2) Dynamic tongue exercises

"Watch", "Pendulum". 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.

"Snake". The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.

"Swing". The mouth is open. With a tense tongue, reach alternately to the nose and chin, or to the upper and lower incisors.

"Football", "Hide the candy". The mouth is closed. With a tense tongue, rest against one or the other cheek.

"Brush your teeth". The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.

"Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue "rolls out" forward and retracts deep into the mouth.

"Horse". Stick your tongue to the sky, click your tongue. Click slowly and strongly, pull the hyoid ligament.

"Harmonic". The mouth is open. Stick your tongue to the sky. Without lifting the tongue from the palate, strongly pull down the lower jaw.

"Painter". The mouth is open. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.

"Delicious jam" The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.

"Let's lick our lips." The mouth is open. Lick first the upper, then the lower lip in a circle.

3) Lip exercises

"Smile". Keep your lips in a smile. Teeth are not visible.

"Fence". The teeth are closed. Upper and lower teeth are exposed. Lips stretched into a smile.

"Tube". Pull lips forward with a long tube. "Proboscis". Pull closed lips forward.

Bagel, Shout. The teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible.

"Rabbit". The teeth are closed. The upper lip is raised and exposes the upper incisors.

Alternating lip positions:

"Fence" - "Donut", "Smile" - "Proboscis".

In order to form the correct sound pronunciation in children, it is necessary to develop the articulatory apparatus.

The articulatory apparatus consists of 3 main sections: oral, nasal and voice-forming. All of them are parts of the respiratory system. We correctly pronounce various sounds due to the good mobility of the organs of articulation, which include the tongue, lips, lower jaw, soft palate, located in the oral region of the articulatory apparatus. The accuracy, strength and differentiation of the movements of these organs develop in the child gradually, in the process of speech activity. Of great importance in the development of organs of articulation is articulation gymnastics.

Articulatory gymnastics are called special exercises for the development of mobility, dexterity of the tongue, lips, cheeks, frenulum.

The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.

It is necessary to carry out articulation gymnastics daily so that the motor skills developed in children are consolidated and become stronger. It is better to do it 3-4 times a day for 3-5 minutes. Do not offer children more than 2-3 exercises at a time. The articulatory gymnast is performed while sitting, since in this position the child has a straight back, the body is not tense, the arms and legs are in a calm position.

The child must clearly see the face of an adult, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. Also, the child can use a small hand mirror (approximately 9-12 cm), but then the adult should be opposite the child facing him.

Articulatory gymnastics will help your children gain purposefulness of tongue movements, develop full-fledged movements and certain positions of the organs of the articulatory apparatus.

It is better to spend them emotionally, in a playful way.

If the child performs some exercise not well enough, new exercises should not be introduced, it is better to work out the old material. To consolidate it, you can come up with new game techniques.

In the process of doing gymnastics, it is important to remember to create a positive emotional state in the child. You can not tell him that he is doing the exercise incorrectly - this can lead to refusal, to perform the movement. It’s better to show the child his achievements (“You see, the tongue has already learned to be wide”), cheer (“Nothing, your tongue must learn to rise up”). An adult who deals with a child must independently familiarize himself and learn a set of universal exercises for lips and tongue: “Frog” (“Zabochik”), “Tube” (“Proboscis”), “Shovel”, “Delicious jam”, “Brushing teeth ”, “Malyar”, “Fungus”. When performing exercises, you can use toys for which the tongue shows exercises and various tales about the tongue.

To form the correct pronunciation, the development of breathing is also necessary. There is speech breathing, which is formed in the process of human speech. Well-placed speech breathing provides clear diction and a clear pronunciation of sounds. It is advisable to perform 1-2 exercises before each complex of articulatory gymnastics. All these exercises will help you achieve a smooth exit and master hard-to-pronounce sounds faster.

It is important to observe the parameters of speech breathing:

v exhalation is preceded by a strong breath through the nose - "gain a full chest of air";

v exhalation occurs smoothly, not in jerks;

v during exhalation, the lips fold into a tube, do not compress the lips, puff out the cheeks;

v 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 so that he feels how the air should come out);

v exhale should be until the end of the air;

v during singing or talking, you can not get air with the help of frequent short breaths.

To make the development of the child's speech breathing interesting and exciting, you can invite him to blow on a turntable, inflate soap bubbles, balloons, blow on multi-colored ribbons, on cotton balls. On paper boats floating on the water, blow leaves and snowflakes from the palm of your hand.

But most importantly, don't overdo it! 3-5 repetitions are enough. Repeated performance of such exercises can lead to dizziness.

Without a voice, there is no sound. It is necessary to develop the child's vocal apparatus. A good helper in this matter can be phonetic rhythm - a combination of breathing, sound and movement. For example, you can do the following exercise: Starting position - arbitrary. The arms are stretched out in front of the chest. Let's take a deep breath and on the exhale loudly and drawlingly pronounce the sound "ah-ah-ah ...". We take as long as possible. Hands at the same time "draw" a circle around the waist. Pronouncing the sound "a" stimulates the lungs, trachea and larynx.

Pronouncing the sound “and” cleanses the vessels of the brain, ears, eyes, improves hearing and stimulates the thyroid gland. Pronunciation of the sound “o” stimulates work, contributes to the prevention of vegetative-vascular dystonia, as well as diseases of central origin associated with dizziness and gait disorders. Pronouncing the sound “u” enhances the function of the respiratory and speech centers of the brain, helps prevent muscle weakness and diseases of the hearing organs. Pronouncing the sound “y” has a positive effect on the overall tone of the body: it relieves fatigue, increases efficiency.

Daily exercises for the development of the articulatory apparatus will help to form the correct, clear pronunciation in the child. Patience to you and success in exciting activities with your child!

“Child - that the dough:
as kneaded, so it grew.
(Folk wisdom.)

Competent, clear, clean and rhythmic speech of a child is not a gift, it is acquired through the joint efforts of speech therapists, teachers and parents. First of all, such speech is characterized by the correct pronunciation of sounds.

The correct pronunciation of sounds is ensured by good mobility and differentiated work of the organs of articulation. Articulation gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus.

Theorists and practitioners of speech therapy dealt with issues of articulation gymnastics: M.E. Khvattsev, O.V. Pravdina, M.V. Fomicheva, L.S. Volkova, T.B. Filicheva, N.A. Cheveleva and others.

But why train the language?

The tongue is the main muscle of the speech organs. The tongue must be well developed enough to carry out the subtle purposeful movements called phonation.

Disadvantages of pronunciation aggravate the emotional and mental state of the child. Children suffering from various speech disorders are deeply worried about their problems. Many of them become withdrawn, irritable; fenced off from peers and adults with a wall of silence. Already at an early age, neuroses can appear in such children. The general development of children is also inhibited. Without special training, they begin to noticeably lag behind the norm. So that this problem does not arise in the child in the future, it is worth starting to engage in articulatory gymnastics as early as possible.

• Children 3, 4 years old: articulatory gymnastics will help you quickly “set” the correct pronunciation.
• Children 5, 6 years old: with the help of articulatory gymnastics, they will be able to overcome the already existing incorrect pronunciation.

This is what motivated the development of this program.

Program goals:

1. Development of high-quality, full-fledged movements and certain positions of the organs of the speech-motor apparatus, the ability to synthesize simple movements into complex ones (which is especially necessary for the correct pronunciation of the sounds of the native language).
2. Prevention of the prevention of incorrect pronunciation and correction of existing violations of sound pronunciation.

These goals have led to the following tasks:

1. Develop the mobility of mimic-articulatory muscles.
2. Develop clear articulatory positions of the lips and tongue.
3. Improve the plasticity of movements. Improve hand coordination.
4. To develop the moral qualities of the child's personality through work with fairy-tale characters.
5. Develop correct speech breathing.
6. Develop the emotional sphere of the child.

I will implement these goals through articulation gymnastics, the subject and object of which are:

Subject: children's program.

An object: preschool children.

This program is based on the following legal documents:

1. Law of the Russian Federation on Education.
2. UN Convention on the Rights of the Child.
3. Regulations on preschool supervision and rehabilitation.

Expected final results of the program implementation: readiness of the articulatory apparatus to master the norms of sound pronunciation of the native language.

So that all of us understand what we are talking about,
We have one piece of advice: art. Gymnastics Hello!
We will start gymnastics, we will quickly develop our mouth,
we will strengthen the tongue and then we will speak
very clean, very clear, so everyone can understand!
(Neuimina T.B.)

Articulation gymnastics- this is a set of special exercises aimed at strengthening the muscles of the speech apparatus, developing strength, mobility and differentiated movements of the organs involved in speech.

I build my classes with MDOU preschoolers as follows.

These complexes organically combine exercises aimed at developing articulatory motor skills, subtle movements of the fingers, breathing, voice, as well as the development of the emotional sphere of the child. In addition to developing the mobility of mimic-articulatory muscles and developing clear articulatory positions of the lips and tongue, this structure allows solving a number of other tasks, namely:

• improve coordination of finger movements;
• develop proper speech breathing;
• develop the intonational expressiveness of the voice;
• learn to express their feelings and emotions;
• improve the plasticity of movements.

They contribute to the development of the necessary articulatory modes and develop the switchability of the movements of the organs of the articulatory apparatus of the task with the participation of fairy-tale characters.

During our work we adhere to the following aspects:

• In our kindergarten, articulation gymnastics is carried out daily so that the motor skills developed in children are consolidated and become stronger. 2 times a week classes are conducted by a speech therapist and 3 by educators.
• Duration of activities in the lesson:
  • 2 minutes - the development of fine motor skills;
  • 2 minutes - self-massage;
  • 6 minutes - art. gymnastics.
• Articulation gymnastics is carried out in a group sitting in front of an individual mirror, since in this position the child has a straight back, he is not tense, his arms and legs are in a calm state.

Articulation gymnastics, to maintain interest and maintain the child's motivation for classes, includes 9 complexes. Every month (from September to May) a new fairy-tale character comes to the children. A tongue is also used in the form of a mitten, which is put on the leading hand of an adult; while the hand and tongue perform synchronous movements. That is, the hand (mitten) helps the movement of the tongue and the implementation of articulatory gymnastics complexes. And the self-massage complex changes once a quarter (according to the seasons).

Calendar-thematic plan.

Evaluation of program effectiveness

Art. gymnastics - hello,
there is no better in the world!
What will strengthen the better mouth
and help speech?
Art. gymnastics - honor,
you really believe me!
(Neuimina T.B.)

The evaluation of the effectiveness of the program is based on the use of qualitative data analysis for interpretation Group Voice Profile(Working journal of a speech therapist of a preschool educational institution. Author-compiler O.A. Stepanova) adapted to the contingent of children of MDOU care and rehabilitation.

Evaluation of sound pronunciation is carried out 2 times a year: in September, the primary one, and in May, a second one with summing up the results of the work for the academic year.

Tasks:

1. To study the dynamics of changes in sound pronunciation.
2. Identify children to be enrolled in the logopoint.

Bibliography.

1. T.V. Veryasov. "System of exercises for the development of manual praxis".
2. A. V. Yastrebova. “A set of classes on the formation of children's speech-cogitative activity (bioenergetics; hand, movement and speech).
3. I.L. Lebedev. "Witching warm-up on Sh".
4. PER. Repin. "The game is a story about the tongue."
5. "Dynamic and static exercises" (author of poems unknown).
6. T.A. Kulikovskaya. "Art. gymnastics "Merry tongue"
7. V.N. Chernyakov. "Tales of the tongue".
8. A set of exercises for the sound "P", "S-Sh".
9. M.A. Povalyaev. "Didactic material on speech therapy".
10. E.A. Pozhilenko. "Articulation gymnastics"
11. Work journal of a speech therapist of a preschool educational institution. Author-compiler O.A. Stepanova