What are speech games for preschoolers. Speech games for children
Advised by Proskuryakova N.G.,
teacher-speech therapist MBDOU
Speech is not inherited; the child adopts the experience of verbal communication from others. Those. speech acquisition is directly dependent from the surrounding speech environment.
The main guide to the world of verbal communication and thinking for a child is an adult, on whom the very organization of meaningful children’s communication depends. Not only speech capabilities, but also his inner world, attitude towards others, cognitive abilities and self-image largely depend on how adults communicate with him, how and what they talk to him about.
It is necessary to create such conditions in the family so that the child experiences pleasure from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, learns to correctly construct sentences, and correctly and clearly pronounce sounds in words.
Play with your child. This will benefit the baby and allow him to master correct speech faster and more successfully, and will bring you joy from communication.
Games on the way from kindergarten (in kindergarten):
"I noticed".
“Let's check which of us is the most attentive. We will name the objects we pass by; We’ll also be sure to indicate what they are. Here's the mailbox - it's blue. I noticed a cat - it was fluffy. The child and the adult can name the objects they see in turns.
"Magic glasses".
“Imagine that we have magic glasses. When you put them on, everything turns red (green, blue, etc.). Look around with magic glasses, what color everything has become, say: red boots, red ball, red house, red nose, red fence, etc.”
“Let’s look for words in the kitchen”
What words can be taken out of borscht? Vinaigrette? Kitchen cabinet? Plates? etc.
“I’ll treat you.”
“Let’s remember delicious words and treat each other.” The child names a “delicious” word and “puts it” on your palm, then you give it to him, and so on until you “eat” everything. You can play with “sweet”, “sour”, “salty”, “bitter” words.
“Let’s make some juice.”
“Juice from apples... (apple); from pears... (pear); from plums... (plum); from cherry... (cherry); from carrots, lemon, orange, etc. Did you manage? And now it’s the other way around: what is orange juice made from? Etc."
“Say the word.”
The adult begins the phrase, and the child finishes it. For example:
The crow croaks, and the sparrow... (chirps). The owl flies, and the hare... (runs, jumps). The cow has a calf, and the horse has... (foal), etc.;
The bear falls asleep in the fall, and in the spring...
Pedestrians stop at a red light, but at a green...
Wet laundry is hung out, and dry...
In the evening the sun sets, and in the morning...
"Guess who it is."
The adult says the words, and the child guesses which animal they correspond to:
Jumping, gnawing, hiding? (hare)
Butting, mooing, grazing?
Sneaks, scratches, meows?
Hisses, wriggles, crawls?
If you succeed, try playing in reverse. Let the child say what the animal can do, and you try to guess who it is.
“Guess the object by its parts.”
Four legs, back, seat.
Root trunk, branches, leaves.
Spout, lid, handle, bottom.
Root, stem, leaves, petals.
"Stubborn words."
Tell your child that there are “stubborn” words in the world that never change (coffee, dress, cocoa, movie, piano, subway). “I'm putting on my coat. A coat hangs on a hanger. Masha has a beautiful coat. I walk in a coat. It’s warm today and everyone’s wearing a coat, etc.” Ask your child questions and make sure he doesn't change the words in his sentences.
“Correct the mistake.”
The adult reads the sentences, and the child corrects and speaks correctly.
The kennel climbed into the dog. The puddle jumped over me. The chair got under the kitten. The grass jumped on the frog. The bush hid behind the hedgehog.
"Confusion."
“Once upon a time there were words. One day they were having fun, playing, dancing. And they didn’t notice that they were mixed up. Help the words unravel. Words: ba-so-ka (dog, lo-vo-sy (hair), le-ko-so (wheel), po-sa-gi (boots), etc.)"
It's no secret that with the help of games, learning is much more interesting and productive. Speech games contribute to the development of speech, children learn to listen to words and isolate them from the speech stream, remember the correct speech structures, while memory and auditory attention develop. Play speech games possible from the very early age, this does not require special skills.
Playing at home or speech games for kids
A few basic rules to remember!
1) All activities should be aimed at imitating an adult
2) Anything new should be repeated several times for the new skill to take hold.
3) All speech material must be carefully thought out and appropriate for the child’s age.
4) Games should be simple and understandable for the baby
5) Don't forget to praise your child.
Game "Who? What? Where?
These questions are some of the most important for enriching the speech of a little man. Everything your baby sees needs to be voiced.
For example,
What's coming? – pause – answer – That’s right, car.
How does the car honk? – BBC
Who is this? - Pussy? - How does the pussy speak? - Meow meow.
First, when asking questions, answer them yourself. Let the baby remember. And then, take a short break, giving the child the opportunity to answer your question himself.
The game “Who gives what voice?”
When naming animals to your baby, ask him to say how the animal speaks. Use not only words, but also pictures so that the child remembers the visual image of the animal.
For example, how does a cow talk? - Mu Mu
How does the sheep talk?
– Me-me, etc.
Game "Kittens"
Invite your child to play with kittens. Let the child
repeats after you.
Meow-meow, I wash my face,
(washing movements)
I smile at everyone in the world!
(smile)
Game "Planes"
Scattered across the ground
Rising to the sky!
The plane is flying
Straight ahead! - Let's play airplanes! Planes flew in the sky, buzzing: “Uh-
Ooh!”
With our arms straight out to the sides, we run around the room, accompanying our movements with the pronunciation of a long continuous sound U.
Game "Cars"
“Beep beep,” the machine hums:
I won't go without gas!
- Let's play cars! The cars started driving: “J-J-J!” The car honks: “BEE-BEE! »
Make way
Game “The Bear Has a Big House”
- Let's play bear and bunny. I will say a rhyme and show the movements, and you repeat after me!
The bear has a big house:
OH OH OH!
And the bunny has a small one:
AH AH AH!
The bear has a big house:
Our bear went home:
And the bunny has a small one:
And a little bunny:
Game “Na!” Give!"
– Show the children how to play with a toy bunny. We hand the hare a small ball with the words:
ON, bunny, BALL! On the!
Then we ask the bunny for a ball, accompanying the words with a gesture - we extend our hand, make a “petitioning” movement with our palm towards ourselves.
- Now let’s ask the bunny for a ball: “Bunny, GIVE THE BALL!” GIVE!"
Invite the kids to take turns giving the bunny a ball, then ask for the ball. This game is played with a wide variety of toys and objects (for example, you can give a bear a cube, a doll a flower). Give the kids toys and encourage them to repeat the game.
Speech development in preschoolers proceeds at an accelerated pace. At this age, children not only learn to pronounce sounds, but also to do it correctly, while simultaneously expanding their own vocabulary. It is important for parents to help their child; for this purpose, special speech games and exercises are used to develop speech and establish correct speech breathing.Very often you can hear how preschoolers, pronouncing long phrases, get lost in the middle, starting to speak excitedly, or end them in a barely audible whisper. The reason for this is improper speech breathing. The child simply does not have enough air to finish the sentence.
Speech breathing helps children not only pronounce phrases clearly, but also regulate the volume of their own voice depending on the situation.
Games to develop speech breathing
Parents should limit games that promote proper breathing. Taking deep breaths and exhaling may make your child feel dizzy.
Game "Bows"
To play you will need paper bows, threads and string. One end of the thread must be tied to a string, and the other to a bow. In this way, several bows are attached to the rope.
The child needs to inhale through the nose and blow on the bows. To make it more interesting, you can introduce a competitive moment and blow on bows with your child. The one whose bow flies further than his opponent's wins.
In a similar way, you can come up with a lot of games and blow away paper flowers, paper butterflies, or listen to the noise of the leaves in a vase when the “wind” blows on them.
Outdoor games with speech accompaniment
Speech games with movements are especially popular with preschoolers. The main emphasis in them is on movements; along the way, children replenish their vocabulary and learn the smoothness of speech exhalation.
Game "Harvest"
It is better for a group of children to take part in the game. The presenter reads the verse, and the children, repeating the lines after him, make certain movements.
Let's go to the garden(children walk in a circle)
We'll reap the harvest.
We'll grow carrots(sit down and pull out a carrot),
And we'll dig up some potatoes(children pretend to dig)
We'll cut a head of cabbage(“cut” cabbage),
Round, juicy, very tasty(hands describe a circle three times).
Let's pick a little sorrel(children, sitting down, “tear” sorrel)
And we'll go back down the path(children, holding hands, walk in a circle again).
1) specialist visits are valid for six months. Now you don’t even need to take tests before coming. Finding time to go to 5 doctors in six months, despite the fact that there are doctors on duty who see you on Saturdays, is an awfully difficult task. 2) OSIP provides a printed list of documents. Even a schoolchild can collect them from the list, let alone an adult. 3) Is buying a white T-shirt and black shorts a problem on a universal scale? Arranging 3 T-shirts, 3 sweaters and 3 pants, plus a pair of underpants and 5 pairs of socks in the closet on one shelf in advance will probably take a lot of time. 4) The child is able to hold a spoon normally at 9 months. Sleeping during the day - you should have thought about the regime 3 years ago, and not now. A child can be taught to use paper as early as 2 years old. At 3 years old, a child cannot say his name? This is not a road to the garden, but to a neurologist and psychologist. 5) If grandmothers really have urgent matters to attend to, then the nanny actually receives a salary. And the price of someone who asks for time off every week is worthless. And it’s quite possible to agree on time off at work a couple of times a year. 6) In reality, there are very few children who go to kindergarten on the first day without tears. Only the majority of parents take this calmly and normally, while others develop neuroses. And first of all, for the child and not for yourself. For a normal child, a week is enough for the tears to stop. 7) The topic of plasticine and colored paper is not understood at meetings. Moreover, this question is not raised later. The garden provides everything you need. 8) The regime is established not a month in advance, but from the child’s first birthday. Hours of going to bed at night and getting up in the morning are two starting points that should not be violated for the next 10 years. If parents did not bother with this at least a year ago, and the child goes to bed either at 9 pm or at 12, then whine about the fact that it is impossible to put the child to bed and there is no need to get him up in the morning. It's your own fault. The result is that the article is complete nonsense.
teacher of the first qualification category,
GBDOU kindergarten No. 118, Vyborg district
Saint Petersburg.
Timely and complete mastery of speech is the first most important condition for the formation of a full-fledged psyche in a child and its further correct development. Speech, in all its diversity, is necessary component communication. It is in the process of communication that it is formed.
The goal of speech development classes in kindergarten is to help the child master his native language. This is a very difficult task, because... child preschool age- this is not a student to whom the rules of declension or conjugation, the structure of simple and complex sentences can be outlined and explained. The development of speech in children is also closely related to the formation of the child’s thinking and imagination.
The main tasks of speech development in kindergarten are:
Education of sound culture of speech,
Enrichment and activation of vocabulary,
Formation of grammatical structure of speech,
Development of coherent speech.
It is necessary to form the qualitative side of speech activity in the process of communication.
It is extremely important to create an emotionally favorable situation at work that would contribute to the child’s desire to actively participate in verbal communication. And it is the game that helps create situations in which even the most shy and unsociable children open up. The writer Gianni Rodari said that “it is in play that a child speaks fluently, says what he thinks, and not what is necessary. Not to teach and teach, but to play with him, fantasize, compose, invent - that’s what a child needs.”
Involving children in play activity helps activate them speech development. A child’s speech develops in stages. At each age stage, its own problems are solved. It goes from age to age gradual complication methods and techniques of teaching the native language. Thanks to the variety of speech games and exercises, preschoolers develop clear pronunciation of each word, literacy, clarity, the ability to correctly formulate their thoughts, develop monologue and dialogic speech. A child with well-developed speech easily communicates with others. Using speech games as co-creation between a child and an adult, it is necessary to monitor his mood and take into account his speech capabilities.
By the age of three, a child has the means necessary and sufficient for everyday communication. His speech - Speaking. It is involuntary and situational, and contains many incomplete sentences.
At the stage of 4-5 years, the main focus is the formation of concrete speech. In the fifth year of life, the child begins to see the connection between the structure of a word and the function of the object that this word denotes. Children begin to actively experiment with words. At this age, the child begins to be attracted to improvisational storytelling. Besides role-playing games It is useful to act out theatrical performances.
The speech skills that a preschooler acquires in the game must be transferred to monologue coherent speech. To do this in pedagogical process the situation of an oral story is included. The teacher helps the child formulate his thoughts in the form of a story: he suggests the plot progression, logical connections, and sometimes the beginning of each sentence. For example, “Let's talk about Dasha and the bunny.” The teacher offers to tell about Dasha: “One day Dasha... (woke up, washed her face and decided to go into the forest). She...(invited brother Misha for a walk). The guys took with them...(balls, scoops and buckets). In the clearing...(they saw a hedgehog), who...(was very scared and immediately curled up into a ball). Dasha and Misha...(it became very fun).
I offer examples speech games And exercises
which are carried out with children in the middle group.
Find out by the description.
Find out by the description.
Goal: to develop the ability to focus on the endings of words when agreeing on the gender of an adjective and a noun.
Materials: painted wooden egg, painted wooden nesting doll, shiny button, painted tray, large wheel, blue saucer and cup, green bucket and scoop, large plate.
The teacher lays out the objects on a tray, then gives their description. Children must guess what object we are talking about.
Educator. It is round, shiny, like gold...(button); it is required for playing with sand, it is big, green...(bucket), etc.
What's missing?
Goals: to develop the ability to form genitive plural forms of nouns.
Material: Parsley doll, postcards (pictures) depicting fruits and vegetables (apple, pear, cherry, sweet cherry, plum, banana, orange, lemon, tomato, cucumber).
Parsley comes to visit the children. The teacher speaks on his behalf. Says hello. He offers to look at the postcards he brought. The teacher shows the cards one by one, and the children name what is drawn. The named postcards are placed on the stand so that on one side there are nouns with a zero ending.
Parsley invites the children to play the game “What’s missing?” Five pictures are left on the stand, for example: apples, pears (left) and bananas, lemons, oranges (right).
Parsley. Guys, remember the pictures well. Do you remember? Close your eyes.
Parsley hides bananas. Instead of bananas he puts cucumbers.
Now open it. What's missing? (bananas). What appeared? (cucumbers). Close your eyes again.
Parsley removes the apples. He puts pears in their place. etc
A sample correct answer is given: “We should say this: there are no more apples.” There are no more bananas."
Next time in the game you can use postcards with images of flowers and objects.
Bunny, do it!
Goal: to develop the ability to form imperative forms of verbs (sing, jump, dance, put, draw, go).
Materials: plush bunny, car, brush, sheet of paper, paint, water. a cloth for wiping brushes.
A hare comes to the children in a car.
Educator. Look, the bunny brought something. There are paints, a brush, and water. Why does the hare need all this? It turns out that the hare is extraordinary: he can draw, sing, dance, jump high, and loves to drive a car.
Let's play with the bunny. You will give commands and the hare will carry them out if the statement is formulated correctly.
If the child makes a mistake, the hare does not move, waiting for the mistake to be corrected.
After the game, the hare says goodbye to the children and leaves.
What changed?
Goal: to develop the ability to use prepositions with spatial meaning (on, between, about).
Material: ladder, toys - bear, cat, frog, hare, fox.
The teacher places toys on the steps of the ladder.
Educator. Now we will play a game of attention. Remember which toy is where. Close your eyes. What changed? What happened to the bear? (He stood on the top step on the left, and now stands on the middle step between the cat and the frog).
In this way, all possible positions of the toys on the ladder are played out. The game is repeated 5-6 times.
Cafeteria.
Purpose: to introduce unchangeable words.
Material: tray with cubes.
Educator. We have opened a cafeteria. You can relax there and drink tea, juice, coffee or cocoa. I'd like a cup of cocoa. How about some coffee? Should coffee be with milk or black? Shall I pour you some tea? What kind of tea do you like - with milk or with lemon?
The teacher walks around the children, handing them a tray with cubes. Children say what they would like to drink and “try” the drinks.
Guys, did you notice that the words coffee And cocoa do not change? We say: drink juice, tea; drink coffee, cocoa.
What for what?
(word formation games).
What kind of animal?
Goal: to develop the ability to accurately use the names of baby animals in the singular and plural.
The teacher invites the children to guess the riddle and portrays a tiger cub (growls, spreads his fingers).
Educator. Who did I portray? Who is this? (tiger). Who is the tiger's cub? One is a tiger cub, but if there are many of them, how will we tell? (tiger cubs). Draw tiger cubs.
The teacher gives one of the children the task in a whisper to portray a kitten. The kitten washes its face with its paw and purrs.
Guess who it is?
Children. Kitty.
Educator. Yes, it's a kitten.
A similar task is given to several more children.
Now who do we have?
Children. Kittens
Educator. The kittens got scared, ran away, and who was gone?
Children. Kittens.
In the same way, children depict and name a kid, kids, ducklings, and ducklings. Then the kids and ducklings run away.
Dishes shop.
Goal: to develop the ability to form names for utensils.
Material: shelf with utensils - two crackers, a bread box, a napkin holder (different in shape, size, material), a cookie dish, a butter dish, salt shakers.
The teacher tells the children that a dishware store has opened. To buy dishes, you need to know exactly what they want to buy: what item it is, why it is needed. If the item is named incorrectly, the seller will not understand and will not sell the desired item. But first we need to consider. what kind of dishes are in the store. The teacher points to objects, the children name them (breadbox, sugar bowl, napkin holder).
Educator. Here is a special dish for crackers - su... (harnitsa). Here's the cookie platter. It has no other name. Just a dish. But the salt shaker and butter...(lenka). Please come in, the store is open.
Whose, whose? My!
Goals: to develop the ability to form possessive adjectives, to agree in gender between nouns and adjectives.
Material: bag, magpie (toy or picture), children's things (clothes, toys).
The teacher puts children's things and toys in a bag. The bag is brought into the room along with the magpie.
Educator. This is a thief magpie. She collected various things in our room, grabbed everything that was in bad shape. Laughs at you: “Whose, whose is it all? My!" Let's look at what's whose. What's this?
Children. Shoes.
Educator. Whose shoes?
The children answer.
Things are taken out of the bag one by one, named, and the owner is determined (whose? Whose? Whose?). The owner receives his item and puts it back in its place.
Why do they call it that?
(games to develop understanding of the semantic side of a word)
Find a pen.
Goal: to develop the ability to compose sentences with words pen, using it in different meanings.
Material: Tanya doll.
Children answer questions that the teacher asks them and finish the sentences they start.
The doll Tanya comes to the children and says hello.
Educator. I have a big hand, and Tanya?
Children. Small.
Educator. What do we affectionately call a child's hand?
Children. Pen.
Educator. What other objects are called pen?
Children. Which they write.
Educator. Now tell me what I'm doing.
The teacher puts the pen on the table, takes the cup, and holds it by the handle.
Children. Put it, take it, hold it.
Educator. What handles do you see in the room?
The children answer.
What kind of hands have you come across at home, on the street, in transport? Finish the sentences I start.
You can... (write) with a pen.
You can put the pen on the table... (put it).
You can hold a cup by the handle...(hold, take).
The pan has two...(handles).
What is the pen for? Remember what Tanya said when she came to you.
Children. She said “hello” and said hello.
Educator. Now what does she do?
Children. He says goodbye, waves his hand, says “goodbye.”
Which? Which? Which?
Goal: to develop the ability to select definitions for an object or phenomenon.
The teacher names an object, and the children take turns naming as many features as possible that may be inherent in this object.
The wolf is gray, toothy, angry, hungry.
The sun is bright, radiant, hot.
The bread is fresh, hot, tasty, rye.
The ball is rubber, round, blue, large.
Hat - knitted, warm, winter, white.
It happens - it doesn't happen.
Goals: to develop the ability to perceive simple sentences by ear and imagine the situations they talk about, to clarify the meanings of words.
Material: Dunno doll.
Dunno comes to visit the children.
Educator. Dunno says that it’s in vain that they laugh at him because it’s as if he doesn’t know anything and can’t do anything. It’s just that he knows what happens and what doesn’t happen, but the guys don’t know.
Dunno tells various fables. Children should notice mistakes and explain why they shouldn’t say that.
Dunno. The dog under the door meows. The dog is guarding the house. A boy skis in winter. A girl rides on a sled on the water in summer. A squirrel hatches chicks in a nest. The chickens in the yard are pecking at the grains. The plane plows the ground.
Speech situations.
Complete the sentence and match the picture to it.
Goals: to develop the ability to finish a statement, select the appropriate word, coordinate it with other words in a sentence.
Material: subject pictures - ball, fish, whale, frog, bone, slippers, pencil, egg, dress, coat, jacket, books, newspaper, Christmas tree, house, sofa.
The teacher begins the phrase, the children take turns finishing it, having previously chosen among the pictures the appropriate content.
The girl draws...(Christmas tree, house, sofa);
Dad reads...(book, magazine, newspaper);
The chicken laid... (an egg);
Mom washes...(dress, coat, jacket), etc.
Come up with another word.
Goals: to deepen knowledge about the lexical meaning of a word, to develop the ability to form new constructions using prefixes and suffixes.
Educator. From one word you can make another, similar one. For example, you can say “milk bottle”, or you can say “milk bottle”.
Apple compote (apple compote);
Pear jam (pear jam);
Shelf for books (book shelf);
Glass vase (glass vase);
Thatched roof (thatched roof);
Snow slide (snow slide);
Paper boat (paper boat).
How can I say it differently?
Target: develop the ability to select synonyms for given words.
The teacher names the phrase, and the children replace it with one word.
A strong man (strongman), a strong wind (hurricane), a cowardly man (coward), a lying boy (liar), a stupid man (fool), heavy rain (rain).
I'll start, and you continue.
Goals: to develop the ability to continue a synonymous series, to find words that are close in meaning.
The teacher says a sentence, highlighting a word in it, and the child selects synonyms for this word.
There is a clean shirt hanging in the closet. Clean... (fresh, not dirty, washed);
The boy hit his foot on a stone. Hit...(hurt, bumped);
We were scared in the forest. Scary...(scared);
The children ran along the path. They ran... (rushed, rushed).
Choose a word.
Goal: to develop the ability to select words that are appropriate in meaning.
The teacher suggests a situation, and the children select words that are appropriate in meaning.
- Vova, as soon as she wakes up, begins to look for her things: a shirt under the table, slippers on the chair, trousers under the bed. Every morning he searches and searches and is late for kindergarten. What can you call Vova? (lazy, slob, lazy). What should you do to avoid being late for kindergarten?
- The guys were playing in the sandbox. They put a full bucket of sand. They can't lift it. What is the bucket like? (Heavy). What does heavy mean? What else could be hard?
- I decided to give Mashakukla a bath. She poured water into the basin, lowered her hand, but quickly pulled it back and screamed. Why do you think the girl screamed? What kind of water did she pour into the basin? Which one should I pour? What other kind of water is there?
- Mom bought a watermelon, but it didn’t fit in the bag because it was... (big). She barely brought it home, cut it and was happy because it turned out to be so... (red). Mom cut the watermelon into slices and treated it to... (the children). The children took a bite and smacked their lips. Mom realized that the watermelon was very... (tasty and juicy). What does juicy mean? What else could be juicy?
There can be many options for such games and exercises. It all depends on the teacher’s imagination, his experience and ability to interest the children.
Come up with ideas! Play! Engage! Good luck!
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