Speech games for preschoolers. Speech games for preschoolers card index on speech development on the topic Speech game country of different subjects

Speech development in preschoolers is a complex process that occurs over several years, beginning in some of its aspects in newborns and expanding into its subtleties at an older age.

Considerable research efforts have been made to determine the age at which speech reaches its most efficient rate of development.

Most often, speech development is described in terms of phoneme acquisition (the characteristic sound elements used to form words and morphemes in a particular language).

Mastery of this type is usually determined by the correct production of the sound (for example, 50%, 75% or 100% correct pronunciation).

75% of children reach completion of language development by age 7 or 8, meaning that all phonemes are produced correctly.

Let us note that speech and speech development is in fact a rather complex phenomenon.

It is difficult to agree with this statement, since a person uses speech with ease; people pronounce words and phrases for a long time without signs of fatigue or tension.

An experienced speaker can easily produce 7 to 8 syllables per second, with each syllable typically consisting of 2 or more phonemes (which amounts to a range of 14 to 20 phonemes per second).

Each phoneme has its own spatiotemporal characteristics, and this further complicates the task of speech development.

Before a child says his first word, he develops passive phonetic skills. He learns to pay attention to the speech of others, to understand some phrases addressed to him.

The first sound in children is a cry. Although it is difficult to classify a cry as a full-fledged speech manifestation, it is true. Even children who are deaf produce screams in their speech. This, unfortunately, is the reason why speech defects in a child go unnoticed for a long time.

No one teaches screaming as a means of speech; it is produced involuntarily in children. In its phonetic sound, the cry is close to the sounds a, e, i.

Then the consonant sounds m, k, b and some others are added.

In the first months, babies begin to babble. The kids seem to play with sounds and listen to them. They like it.

At an older age, children begin to combine sounds into syllables in their speech, and become even more interested in this process. They notice that if no one particularly responds to simple sounds, but to syllables pronounced from several sounds, all kinds of caresses and hugs come from all sides. Children really like this, and they begin to use this method of receiving attention.

This is how children develop pronunciation skills. The child's constant attempts to pronounce sounds lead to the strengthening of the vocal apparatus. And now children can begin to speak. Words, short phrases.

Every year, children's vocabulary expands and their phrases become more complex. Through imitation, children begin to use their speech correctly intonationally and grammatically.

However, children need to be engaged. Speech development of children is a very important step in becoming a literate person.

In addition to games, various articulation exercises are suitable for developing speech in children.

And since children love to learn through play activities, they need to use different play moments to develop speech.

Game "Find the odd one out"

Any number of children can take part in this game. The only thing you need is a stock of series of words.

For example:

Thin, skinny, round, thin;
Tall, mean, long, short;
Brave, fat, courageous, daring;
Soap, toothbrush, shampoo, cucumber;
Birch, mug, pine, aspen;
Boy, book, girl, uncle;
Second, minute, ladle, hour;
Car, cucumber, potato, tomato;
Beautiful, lovely, green, charming;
Bicycle, car, ice cream, tram.

Game "Long Tail"

A very interesting game that will not only allow children to have fun, but also teach them to cooperate in solving complex problems.

Each participant needs to be given pictures with different animals. It is very important that these animals have hostas of different lengths. Then, at the command of the leader, the children line up as quickly as possible. Whoever has the longest tail stands up first and then everyone stands in descending order of tail length.

If there are a lot of children in the group, then playing becomes even more interesting. Thanks to the participation of two teams, a competitive effect can be introduced into the event. Each participating team must line up correctly, and the one that does it the fastest wins.

The little ones can also be involved in the process. For example, let them find the one with the longest (short) tail out of all the animals. Or have them just name the animals in order based on the length of their tail.

Game "Guess what it sounds like"

For this game: bell, hammer, drum and screen.

To begin with, the teacher shows the kids each of the objects, names it and asks the children to say the name. When the children remember the name of each of the objects, the teacher shows how they sound.

Then he hides behind a screen with these toys and begins to reproduce their sounds so that no one can see which object is their source. For example, he knocks on the table with a hammer and asks: “What object makes a sound?”

When children answer correctly, repeat the same process with each toy. It is very important that children not only learn what sounds, but also clearly and correctly pronounce the names of objects.

Game "Wonderful bag"»

For this game you will need visual material: small animal toys (baby elephant, gosling, chicken, duckling, tiger cub, frog, pig, kitten, etc.), as well as a bag.

Place all these toys in a bag. Holding a bag in his hands, the teacher approaches a group of children and says: “Dear children!

This magic bag contains many interesting toys!” Then he approaches some child and asks him to take out one of the toys and name it loudly. What to do if a child cannot remember the name of an object?

In this case, you need to friendly help him remember or suggest the correct answer.

As a result, we need to ensure that every child can easily name every toy that comes his way: without prompts or additional help.

Thus, in an interesting playful way, children learn to associate individual words with objects and understand that each thing has its own name. This will also help them remember many new words even at a very early age.

Game "Shop"»

For this game you will need toys whose names include the letters p - p, m - m, b - b. For example: rooster, tomato, bear, mouse, Pinocchio, drum.

The teacher should place toys on the table and invite the children to play together. “I’m a seller!” he says and asks: “Who am I?” Waiting for an answer. “And you are buyers! So, who will you be? Waiting for an answer. “What does the seller do?” - “Sells toys.” “What do buyers do?” - “They are buying toys!”

Then the teacher must show all the toys that can be bought from him. You need to ask the children to name each of them correctly.

Then the teacher invites one of the children to the table and asks what toy he wants to buy. Let's say the child chose a bear.

The teacher says that he will sell him a bear if he fulfills two conditions:

firstly, he must name “bear”, correctly pronouncing each letter in the word;
secondly, the child must politely ask for the bear, emphasizing the word “please” in his voice.

When the child fulfills these conditions and politely asks for the bear, pronouncing its name correctly, the teacher gives him this toy and asks why he needs it. When the child answers, he can be sent to sit down.

Thus, you can invite all the children in turn until the toys on the table run out.

Game "Tell me how I am"»

A very important task in developing the speech of preschool children is to teach them to speak quietly, loudly and in a whisper, and also to develop their perception of the degree of loudness by ear.

The game conditions are very simple. Children sit in a semicircle around the teacher and behave quietly. The teacher explains that now he will pronounce different words. Moreover, he warns them that he will pronounce some words very loudly, others quietly, and others in a whisper.

The kids’ task is to listen carefully to what the teacher says and repeat the words after him at the same volume level. It is very important that children pronounce these words clearly, pronouncing each sound correctly.

The teacher will first choose words that are easy to pronounce. This will allow children to more easily understand the rules of the game and quickly join the process itself. Then, when it becomes clear that the game is not very difficult for children, it is important to use words that some children have difficulty pronouncing.

Thus, not only the child’s auditory perception is formed, but also his ability to adequately select the volume level of a conversation that matches the surrounding environment. This will also allow you to practice pronunciation of particularly difficult words and sounds in a fun way.

Game "A Walk in the Woods"

For this game you will need toys whose names contain the sounds s - s, z - z, ts. For example, elephant, hare, heron. It's good if there are a lot of toys.

The teacher places all the toys on the table so that they are visible to every child. Then have the teacher ask the children to name each of the toys on display. Then the teacher shows a place that is conventionally a forest.

There are three edges in the forest: for toys with the letter c, for toys with the letter z and for toys with the letter c. If the name of a toy contains more than one such letter, then let the children decide for themselves which edge of the forest the toy should be taken to.

A car is provided to transport toys. Each child takes turns coming to the table, choosing the toy he likes and calling it clearly and loudly. Then he must put the toy on the car, take it to the desired edge of the forest and return the car to its place.

In this way, children’s speech develops in a playful way. They remember new words, learn to group objects by their names, and learn to clearly pronounce complex sounds.

Game "Can I drive or not"

For this game you will need the following visual materials: a box with illustrations. Each picture shows vehicles that have the letter “c” in their name, as well as other objects with the same letter: airplane, scooter, sled, bus, table, etc.

The game conditions are very simple. Each child takes turns approaching the box, taking an object out of it and clearly pronouncing its name. An important condition: children must correctly pronounce the sounds s - s in words.

In order to make the game more interesting, the child must also guess whether it is possible to ride the object he took out.

In this way, children’s speech develops: they learn new words and their meanings, learn to combine different objects into groups according to their purpose, and also practice the correct pronunciation of sounds s – s’.

Game "Highlight the word"

This game does not require the use of any visual aids, toys or objects. All you have to do is just get together and start playing.

The teacher explains that he will now pronounce different words. In some of them there will be a “mosquito song” (sound), in others - a water song (sound). If one of these sounds is pronounced, the children should clap their hands.

The game should be played in two stages: joint and individual. It's better to play in a group first. This will allow children to quickly learn the rules of the game and get involved in the gameplay.

Then, when each child can easily cope with the task, you need to begin the individual stage.

The teacher calls on those children who have difficulty pronouncing the sounds z and s.

Game “Choose similar words”

This game does not require the use of any visual aids. It is only important to get together and start the gameplay.

First, the teacher explains the rules of the game and demonstrates how it is done. He names a word, and then selects and names another word that sounds similar to the first.

For example, the word “cat” would go well with “spoon”. And for the word “ears,” a suitable pair would be the word “pillows.”

Then the teacher invites the children to take part in this game. He names familiar simple words and encourages preschoolers to choose pairs that sound similar.

If children have difficulties, the teacher can give simple tips.
It is important to ensure that children choose the words correctly and say them clearly, loudly and clearly.

Game “Guess where the mugs are and where the mugs are”

For this game you will need two children's mugs and a couple of circles.

First, the teacher shows the kids “circles”, calls this word out loud and asks the children to repeat. Then he shows them “circles”, also says it loudly and asks the children to repeat.

The process can be repeated until preschoolers have mastered these two words.

Then the teacher places each mug on a circle and asks the children what is on top and what is below. Having waited for the correct answer, the teacher places a circle on each mug and again asks the question, what is on top and what is below. Continue the game until everyone can easily complete the task.

It is important to ensure that children not only indicate without errors which object is located where, but also clearly pronounce words with the correct use of stress.
Game "Take a toy"

For this game you will need any items whose names contain three or four syllables. For example, crocodile, Thumbelina, Cheburashka, Pinocchio.

The game is very similar to a deaf phone, but has some features. Children are seated in a semicircle.

All the toys are laid out on the table. The presenter whispers the name of one of the toys into the ear of the nearest baby. He whispers this name to the nearest child.

So, the word is passed from one to another until the last child hears it.

He must get up and find the toy whose name he heard. Then he takes the toy in his hands, shows it to everyone and calls it loudly.

The teacher’s task is to monitor the distinct and clear pronunciation of all words that children whisper.

Game “Hear and say the right word”

The purpose of this game is to help children develop auditory and phonemic awareness.

It is very important that children already at preschool age are able to hear and pronounce given sounds.

Additional visual material for the game is not required: you just need to gather the children next to the teacher.
The teacher explains that now he will read out interesting children's poems.

There are words in these verses that contain the sound “S” in their pronunciation. As soon as the children hear such a word, they should pronounce this word loudly and clearly in chorus. The teacher reads the verse slowly, so that it is not difficult for the children to catch the sound of each individual word.

Then you can repeat this exercise, choosing different letters. Particular attention should be paid to those letters whose pronunciation is not easy for some children.

Who is the best listener?

2 children take part in the game. The rest are also present and carefully observe the progress of the process. Their role will be described below.

Two competitors stand with their backs to each other, so that the watching children see them both from the side. Let's say one child's name is Sasha, and the other is Masha.

The teacher explains that now he will name the words. Some words contain the letter "sh". And if this sound is heard, then Sasha must raise his hand. Other words have a "w" sound.

If it sounds, then Masha should raise her hand. If the word does not contain these two letters, then no one raises their hand.

Think, don't rush

This game not only develops speech, but also allows you to use children’s thinking abilities at the maximum level, which contributes to their overall mental development and intelligence.

The teacher offers the children to solve several interesting tasks.

Name a word whose first letter is the same as the last letter of the word “karapuz”;
Name a bird whose name contains the same sound as the last sound in the word “sob”;
Name a word whose first letter is “k” and the last letter is “sh”;
What word will you get if you add just one sound to the letter combination “but”?
Come up with a sentence in which each word begins with the letter “m”;
Find all the objects in this room that have the sound “u” in their names.

Game “Name the last sound in the word”

This game will require additional visual material.

You need to select pictures with different objects, animals, etc.

The teacher shows a group of children one picture and asks what is shown on it. After the correct answer has been received, you need to ask the children to name the last sound in this word.

At the same time, the teacher carefully monitors the correct pronunciation of sounds. It is especially important that children be able to pronounce both hard and soft consonants. For example, in the word door the last sound is “ry”, not “r”.

After all the pictures have been reviewed, the teacher asks the children to put them in two different piles. One pile contains pictures with the last soft sound. And the second stack with the last hard sound.

Game "First Sound"

To play you will need any objects, toys or cards with the image of something.

The teacher shows an object and asks the children to loudly pronounce the name of this object in chorus. Then you need to ask the children to pronounce the first sound with which the name of the object or toy begins.

In order to diversify the gameplay, you can also ask the children to take turns saying the first sound of the name of the person standing or sitting next to them.

It is important to ensure that sounds are pronounced clearly and correctly. For example, in the word “Vadik” the first sound sounds like “v” and not “ve”.

Game "Avalanche of Words"

This game will help develop not only the child’s speech, but also his memory, attention, ability to group objects and interact with other children.

The teacher explains to the children that now they will play the game “Avalanche of Words.”

The adult starts the game. He says the phrase “I put apples in the basket...”. And one of the children must continue this sentence by saying another word.

Only this word should denote an object that, in meaning, goes well with the first one.

For example, any other fruit goes well with the word “apples”: lemons, oranges, grapes, etc. But the word tractor or something like that won’t do at all.

Speech from work experience

at RMO for teachers of primary and secondary groups

“Speech games. What are they and how to play them?

Prepared by:

teacher of MDOU TsRR d/s No. 15

Markelova S.Yu.

Marx 2017

Play is of great importance to children. What does the game give to children? She gives freedom. The game is not a task, not a duty, not a law. You cannot play by order, only voluntarily. The game gives passion. It intensively involves the whole person and activates his abilities. It is in play, as the leading activity of preschoolers, that the most favorable prerequisites are created for the development of various mental properties and processes.

Speech games are a method of increasing motivation in the development of speech skills, emotionally charged, arousing keen interest in children’s activities. It is games that help develop the ability to correctly pronounce sounds and words, assimilate grammatical forms of the native language, while overcoming certain difficulties.

Playing speech games is fun and entertaining. Children compete with each other. As a result of the emerging interest in games, the given sounds are quickly consolidated, speech becomes grammatically correct, and boring and uninteresting exercises in word inflection and sound analysis turn into an exciting activity.

In preparation for the pedagogical council “Features of forms, methods of work on the development of coherent speech of preschoolers in preschool educational institutions at the present stage in ensuring the implementation of the Federal State Educational Standard for Preschool Education,” a methodological week was held at our Child Development Center, during which a competition for the best speech center was held. Our group received 1st place in this competition. Our speech development center offers a large selection of games and aids, both ready-made and those made by us and our parents.

In my work, I often have to use speech games, which can be used not only in educational activities, but also in joint activities.

All speech games can be divided into games:

On the formation of correct sound pronunciation;
- on the development of phrasal speech;
- on developing word formation skills;
- on the formation of the grammatical structure of speech;
- on the formation of coherent speech.

The purpose of games is to develop sound pronunciation is to teach the child to correctly pronounce an already delivered sound, that is, to automate and differentiate it, which is often a long period. It is this problem, consisting of a long period of work and repeated repetition of the same speech material, which tires the child, that puts the use of speech games at the forefront. For example, here are some of the most popular games among children:

Game "Speech therapy domino"(a game for automating consonant sounds)
The game is played on the domino principle. 2-4 children can take part in it. The cards are divided equally between all players. Using a counting rhyme, choose who will start the game. The winner is the one who runs out of cards before the others.

Game "Wonderful Fishing Rod".

A magnet is attached to the end of the thread of a small homemade fishing rod. Lowering the fishing rod into a bucket where there are several pictures to which metal clips are attached, the child takes out the picture and names what is depicted on it and makes a sound characteristic of this object, animal

Game "Flies in the Web"(Sound Automation and)

Some of the children depict a web. They form a circle and lower their hands. Other children pretend to be flies. They buzz: w-w-w..., flying in and out of the circle. At the teacher’s signal, children pretending to be a web join hands. Those who did not have time to run out of the circle fall into the web and are eliminated from the game. The game continues until all the flies are caught.

The purpose of the games is to develop phrasal speech is to teach children to identify properties, signs in an object and determine the actions that the object can perform. This is precisely what forms the basis for constructing a statement about any subject. (What is this item? What can it do? How does it do it?). Later, by practicing such constructions, children construct statements and begin to use them independently.

Game "What's with what?"

Equipment: Any items necessary in everyday life (key, plate, cup, spoon, scarf, etc.)

The child is asked to find what they eat soup from, what they use to open the door, what they can use to wipe their nose, etc. The called child selects an object and constructs the sentence “Soup is eaten from a plate” with it.

Game “Good - bad” (on lexical topics)

Pictures are used

Q: Eating candy is good. Why?

D: Because she is sweet.

Q: Eating candy is bad. Why?

D: Your teeth may hurt.

That is, questions are asked according to the principle: “something is good - why?”, “something is bad - why?”.

Game "Chest with Fairy Tales"

The game uses a box with bottle necks; fairy tale characters are drawn on the lids. The child, twisting the lid, describes the action that the hero performs. The game has several fairy tales in its arsenal, each fairy tale is indicated by its own color.

Work on the formation of the grammatical structure of speech is closely related to work on the word, since in speech the word is used in one word form or another. The word forms themselves are connected according to the laws of grammar. When working in this direction, it is important to pay attention both to the connections between words (coordination, control, adjacency) and to the participation of function words, including prepositions, in these connections. Using games for the formation of grammatical structure in my classes, I try to develop the ability to correctly form prepositional-case constructions in children, which is of great importance in preparing a child for school.

Game "Smart Ball"

Children stand in a circle. The presenter, throwing the ball to the children, names the animal. The person who catches the ball throws it to the leader, naming some action of this animal.
For example: A cow moos, a Frog croaks, etc.
The presenter names a profession. The person who catches the ball names what the person in this profession does.
For example: Doctor - treats, Artist - draws, Cook - cooks, etc.
The presenter calls the child's name. The person who catches the ball calls an action.
For example: Masha plays, Kolya jumps, Sveta runs, etc.

Game "Mashenka"

Using a tabletop theater, decorations are made. A paper doll Mashenka is used, which is placed in front of the decorations, then the child blows on the doll and reports what happened to the doll and where it ended up. For example: Masha approached the tree. Masha walks along the path, Masha stands in front of the house, etc.

It’s easiest to start games for the formation of coherent speech with games - dramatizations in the form of dialogues, because They quickly introduce the child into an image, require him to imitate the voices and habits of animals, teach him to convey various shades of feelings in words and intonation: joy, surprise, resentment, etc. During performances, lexical material is repeated, consolidated, and activated. Along the way, the meaning of the word is clarified and expanded, and an idea of its figurative meaning is given.

Speech material helps me work out especially well Logostales. Various types of theaters are suitable for their production using figures on flannelgraph, carpet, on sand, or simply on a table (children love to manipulate these characters and remember the content of a dialogue or story with great pleasure). Logo tales, of course, contribute to the formation of a coherent statement, expansion of vocabulary, social and emotional development, and also foster a love for people, nature, and the animal world.
Decorations can include three-dimensional screens, mini-models, teaching aids: plot pictures, series of plot pictures, educational board games, cubes with fairy tale plots. Compiling a story or fairy tale based on a series of plot pictures is one of the first sections in the formation of coherent speech. Using them, the sequence of actions can be easily established.
It is much more difficult to compose a coherent story from a plot picture. Therefore, first I teach children to look at the picture, note the details, then I clarify the vocabulary on the topic of the proposed picture, form concepts, and consolidate the meanings of words. After this, I direct the children’s attention to the actions of the characters and try to help them compose a story or fairy tale.

I would especially like to stop onlogorhythmic exercises , which are also of great interest for both educators and children. These exercises in a poetic version with accompanying movements can be used in various types of classes, everyday activities, in the process of observations in nature, as a physical education lesson. Logorhythmic exercises have a variety of correctional purposes: to normalize the tempo and rhythm of speech, to develop vocabulary, to automate sound pronunciation. The poems correlate with the movements of the arms, legs, and torso with the rhythm of speech. In such exercises there is always a plot line and a character, which eliminates mechanical movements and instills in children an understanding of the logical connection between text and movement. Joint activities with peers relieve the child’s uncertainty and tightness, which are often associated with a speech defect. These exercises contain many verb forms, which is very useful for children with speech underdevelopment, whose formation of verbs is difficult.

forms poses certain difficulties.
As an example I will give Logorhythmic game - exercise"Annoying Flies"

We drink fragrant tea and puff:
- Oof - oof - oof, oof - oof - oof. (Children rhythmically rub palm against palm)
We drive away flies with a branch. (horizontally.)
Mukh - flies - flies (they wave their hand rhythmically 2 times.)
And they sat down in the jam
They ate, ate, ate, ate. (Rhythmically tap fingers on palm.)
We're so tired of flies!
We quickly ate the jam. (Imitate the movement of a spoon.)

And to fulfill articulatory gymnastics We use the “Talking Frog”, which helps to perform articulation gymnastics correctly and also helps to increase children’s interest.

And, of course, the development of children’s speech is directly related to the development of fine motor skills. For these purposes, we use a large variety of games. Busy boards, “Fun Box” and “Tracks” are some of the new games in our group aimed at developing fine motor skills.

These are just some of the speech games used to develop speech in preschoolers. All these games will help children make the tedious stage of automation, differentiation, and formation of grammatical structures interesting and exciting. Children will be happy to participate in games, and consequently, the effectiveness of speech development will increase.

Bibliography:

V. Volodin “Album on speech development” - M.: Rosman 2008

Lyasko, E.E. Development of speech from the first sounds to complex phrases / E.E. Lascaux. - St. Petersburg: Rech, 2010.

Ushakova, O.S. Speech development in children 3-5 years old. Program, occupational lab., method.recommendations (according to the Federal State Educational Standard), additional. / O.S. Ushakova. - M.: Sphere shopping center, 2015.

Gerbova, V.V. Speech development in kindergarten. Second junior group. For classes with children 3-4 years old / V. V. Gerbova. – Mozaika-Sintez, 2014.

Http://rodnaya-tropinka.ru/

Http://www.maam.ru/

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.

Why is proper speech breathing necessary?

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 many 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).

Natalia Zaikina
Logical games and exercises for the development of speech in preschoolers (practical material)

DEVELOPING WORDAL AND LOGICAL THINKING

1. Can a table with 2 legs unscrewed still stand? Why?

2. Can a tram go around a girl standing on the tracks?

3. Will 2 balls hold together if they are placed on top of each other?

4. Will the cube roll? Why?

5. Can a bicycle overtake a car? Why?

6. If they show football on TV, can the ball fly out and hit the boy?

7. You have a small bag and a large sack, both containing potatoes. Which is easier to carry?

8. Who is hard to see in the forest? And who is easy?

9. Who is easy to spot in the snow and who is difficult?

10. A black kitten was running around the room and fell into a jar of flour. Suddenly a white kitten appeared in the room. Where did he come from?

11. Mom looked out the window and said: “There’s a strong wind outside!” (“It rained at night.”) How did she guess?

12. Can a subway train collide with a bus?

13. Is it easier to walk or ski in deep snow?

14. What happens if a boy gets into a bathtub full of water?

15. Can you go skiing in summer? Why?

16. For the winter, the hare changes its fur coat from gray to white. Why?

17. How is a pillar different from a tree?

18. Why don’t the ice floes in the river stand still in the spring?

19. Dad bought his son ice cream, put it in his jacket pocket and forgot. When an hour later dad remembered the ice cream, it was not in his pocket. Where did it go?

20. Dad lifts a heavy weight, but the boy cannot. Why?

21. If a person jumps from a plane, it will crash. What about parachutists?

22. If you throw a handkerchief and a stone from a height, which will fall to the ground faster?

23. Why do they wear fur coats in winter?

24. If you put a fur coat on the snow, will the snow underneath it melt?

Game "What is it like and why?"

Ask questions: “What does a leaf look like? What does it look like? What does a stump, a flower, a snag, a branch look like?” Answer yourself, but listen carefully to the child. After all, our kids have such direct creative perception!

You can modify the game a little by paying more attention to the similarities of various objects: “How is a sheet similar to paper?” (Thickness, lightness.); "What about the grass?" (Color.); "How about a drop?" (Form.)

From such games comes another exciting activity: inventing and guessing riddles based on comparing objects with each other. For example, if your child said that a leaf is similar to a drop in shape, but is different in color, help him make up a riddle: “A green drop hangs like grass.”

Type of exercises - tongue twisters.

It is important that children understand that it is necessary to speak not only quickly, but also cleanly and clearly for others.

A weaver weaves fabrics for a Tane scarf.

There are bells near the stake.

Thirty-three Egorkas lived on the hill, like a hill.

Eagle on the mountain, feather on the eagle.

Sixteen mice walked and six found pennies.

What if you invite the child to pronounce the same phrase with different intonations: (gently, angry, questioningly, with surprise, with joy, with fear, ordering, asking, begging, loudly, quietly?

My dear, you are not sleeping!

Did you eat ice cream for breakfast?

Mom bought (buy) grapes.

Hurry up and go home!

We've run out of bread.

Such tasks will help the child develop speech, imagination, get rid of stiffness, and teach him to laugh at his mistakes without being embarrassed by his friends.

Many games are of a combined nature, which is expressed not only in enriching the vocabulary, but also in activating higher mental functions (memory, attention, thinking, motor skills).

Recognition of objects by given characteristics.

Name an object about which you can say:

yellow, oblong, sour;

oblong, green, hard, edible.

Which item has the following characteristics:

fluffy, walks, meows;

smooth, glassy, they look into it, it reflects.

Who or what could be:

high or low;

cold or hot;

solid or liquid;

narrow or wide.

What time of year does the following description correspond to:

"The days are getting longer. There are more and more sunny days. The snow is melting. Birds are flying in from the south and starting to build nests."

Comparison of two or more objects.

How are these words similar:

o cat, book, roof;

o number, oar, chair;

Name the general signs:

o apple and watermelon;

o cats and dogs;

o table and chair;

o spruce and pine;

o pigeon and woodpecker;

o chamomile and cloves.

What is the difference:

o pencil pen;

o story from a poem;

o sleigh from a cart;

o autumn from spring;

o tree from a bush;

o deciduous tree from coniferous tree.

Analyze three logically related concepts, highlight one that differs from the others in some way. (Explain the reasoning.)

night light, floor lamp, candle;

plum, apple, peach;

trousers, shorts, skirt;

cow, horse. A lion;

Christmas tree, birch, pine;

potatoes, carrots, cucumber;

rooster, goose, sparrow;

goat, pig, cow.

Choose a word with the opposite meaning. Explain your choice. Make up a sentence with the conjunction “a”, which combines both antonyms.

o buy –

o open –

o remember –

o meet –

o thick –

o small –

o full –

o famous –

o hungry –

For each combination of words, choose a double antonym.

Make a sentence with each pair of words.

Example: a smart friend is a stupid enemy.

quiet crying -

joyful meeting -

remember the joy -

light top -

dark past -

light frost -

sugar is sweet and pepper. ,

The road is wide and the path. ,

plasticine is soft, and stone. ,

The tea is hot and the ice cream is. ,

The jelly is thick, and the fruit drink. ,

a sheet of emery is rough, and a sheet of paper.

The hare runs fast, and the tortoise crawls.

It is light during the day and at night.

Another variant:

The porridge is cooked thick and... (liquid). Animals can be brave and... (cowardly). Carrots can be eaten raw and... (boiled). Apples can be small and... (large).

Logic problems:

The fisherman caught perch, ruff, and pike. He caught the pike earlier than the perch, and the ruff later than the pike. Which fish was caught first?

Three knots were tied on the rope. How many parts did these knots divide the rope into?

Kolya is taller than Yegor, but shorter than Seryozha. Who is Yegor or Seryozha?

Masha bought 4 red and blue balls. There were more red balls than blue ones. How many balloons of each color did Masha buy?

There were 3 glasses with cherries on the table. Kostya ate 1 glass of cherries. How many glasses are left?

When a goose stands on one leg, it weighs 2 kg. How much will a goose weigh if it stands on both legs?

What is heavier than a kilogram of cotton wool or a kilogram of iron?

Explain in detail what is wrong with the proposed judgments.

The vase is crystal and the glass is light;

The zebra is striped and the leopard is angry;

The refrigerator is white and the carpet is soft;

The cucumber is green and the apple grows on the tree.

“Answer quickly”

The goal is to practice classification, comparison, generalization; practice agreeing numerals and adjectives with nouns.

Table divided into 9 cells.

Each cell depicts birds or animals: in the first row - a sparrow, a dove, a woodpecker; in the second - wasp, fox, dragonfly; in the third - a wolf, a butterfly, a bullfinch.

Questions about the table:

What can you call everyone who is drawn in the first row?

How many birds are there in the table? Name them.

Who are more animals or insects?

How many groups can everyone in the table be divided into?

Look at the pictures in the third column. What do everyone pictured there have in common?

Compare the animals of the first and second columns. What do you notice in common?

Attention! Wanted!(Developing coherent speech, attention and observation)

This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.

The one who first guesses which child we are talking about becomes the leader. When playing with young children, it is allowed to describe clothes.

Game "Steps. (Who gets there faster.)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by saying some polite word. We give a minute to think and “Start!”

Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.

Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.

Let's make up a story.

The adult reads the sentences, the children insert the subject, predicate, explanatory words, etc. The stories of Suteev and Bianki can be taken as a basis.

For example:

"On the threshold she sat and meowed pitifully. (who). The cat sat in front of a cup of milk and greedily. (what she did). The cat caught in the garden. (who). The cat's fur. (what, claws (what). The cat lay with kittens. (where). The kittens were playing with a ball. (how).

Continue the series.

This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. By changing words according to a pattern, by analogy, the child discovers both language rules and exceptions to them.

For example: fox, bear, but hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.

What words are there?

Read M. Plyatskovsky’s poem “What Words Are There” to your child.

There is a sweet word - candy.

There's a quick word - rocket.

There is a sour word - lemon.

There is a word with a window - a carriage.

There is a prickly word - hedgehog.

There is a word for wet - rain.

There is a word stubborn - goal.

There is a green word - spruce.

There is a book word - page.

There is a forest word - tit.

There is a fluffy word - snow.

There is a cheerful word - laughter.

Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.

Multiple meaning words.

Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What meaning does the word needle have? (Sewing needles, needles from conifers, needles from a hedgehog).

Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh.

Read and discuss the poems with your child.

Noses. (A. Usachev)

Cranes have noses

Ships have bows

The teapot has a spout,

Only very small.

Unusual beast - Nosuha,

Nosukha has a nose up to her ear.

And the huge Rhinoceros

He wears a horn instead of a nose.

The devil's nose is knotted,

And the pig has a snout.

But both the pig and the sailor

You must wipe your nose!

Watch. (V. Orlov)

They say: the clock is standing,

They say: the clock is rushing,

They say: the clock is ticking,

But they are a little behind.

Mishka and I watched together,

And the clock stands still.

Vocabulary development

The quality and quantity of a child’s vocabulary largely determines the level of speech development as a whole. It is very important for you to pay attention to both passive (that is, those words that are stored in the memory reserve) and active (words that are constantly used) vocabulary. It is very important that the child knows what meanings a word has and knows how to use it correctly in independent speech.The exercises offered here will help.

"Words-buddies" (exercise on synonyms).

Task No. 1.

“What do you think is another way to say something about a sad person?” (Sad)

"Valuable - what is it? Hard - what is it?"

Task No. 2.

“What word can replace the word “horse”? The word “doctor”, “cup”, “food”?

Task No. 3.

"Which word is superfluous, does not fit other words? Why?"

Sad, sorrowful, dejected, deep

Brave, loud, daring, daring

Weak, brittle, long, fragile

Strong, distant, durable, reliable

If your child does not understand the meaning of a word, explain it.

Task No. 4. "Decrease".

Assignment: “Tell me what the name of the small object will be? A small ball is a ball, and a small table is..”.

grass, hand, shoulder, sun, bank; chair, book, flag, cup, hat.

Task No. 5. "Finish the word."

Assignment: “Guess what word I want to say? Po.” (Pillow)

Syllables with which words can begin: za, mi, mu, lo, pri, ku, zo, che, etc.

Task No. 6. “Explain the word.”

Assignment: “I want to find out how many words you know. Tell me, what is a bicycle?”

knife, hat, ball, letter;

umbrella, pillow, nail, donkey;

fur, diamond, connect, shovel;

sword, trouble, brave, hero;

Development of grammar skills

The next block of exercises is aimed at developing the grammatical structure of speech. Training tasks will help the child learn to correctly compose simple sentences, correctly connect speech structures, and understand the sequence of events in the text.

Task No. 7. "Who? What?"

(drawing up proposals for different models).

Assignment: “Try to make a sentence that says

Who? What is he doing? What?

For example: The cat laps milk."

Who? What is he doing? What? How? (The gardener waters the flowers with water)

Who? What is he doing? What? To whom? (The girl sews a dress for the doll)

Task No. 8. “Make a phrase” (forming sentences from words).

"Make up sentences using the following words:

a funny puppy, a full basket, a ripe berry, a cheerful song, a thorny bush, a forest lake."

"A story from a picture."

Give your child the opportunity to carefully look at the picture and ask him to tell the story depicted in it. This exercise should be repeated as often as possible, using any drawings that are interesting to the child.

Here are some rules that are important to follow when writing a story.

It is important to teach the child to see and highlight the main thing in the content, the features of the story. Help your child by asking questions.

What is this picture about?

Who is the main character?

What's happening?

What heroes are drawn in the picture?

What is their character?

What can you call this story?

With the same success, you can add text retelling training to this exercise. You read a short story (up to 20 sentences) to your child, then ask him to retell what he heard.

From birth, a child is surrounded by a world of sounds, which he begins to become interested in as early as preschool age. It is important to teach the child correct pronunciation, the ability to notice and correct speech errors as early as possible, and thus develop the child’s speech culture.

It is sometimes difficult for children to immediately correctly reproduce a word they hear: to clearly pronounce the sounds in it, without disturbing the compound structure of the word.

Clarity and purity of speech depend on many factors:

On the condition and mobility of the articulatory apparatus;

Development of speech breathing, which ensures normal sound production;

Diction development;

Development of phonemic hearing;

Ability to distinguish some speech sounds from others, in particular those that are similar in sound.

Listening to different words, “playing” with them, children develop their hearing, articulation, improve pronunciation.

In preschool age, play is the leading activity of the child, an effective method and one of the forms of teaching and upbringing that stimulates the speech activity of children.

Games with words and sounds for children are not only attractive, but also useful. are aimed at developing speech in children, clarifying and consolidating vocabulary, and developing correct sound pronunciation. At the same time, they are the basis for enhancing cognitive activity and developing mental abilities. Preschoolers develop the ability to express their opinions, draw conclusions, and apply new knowledge in various life situations.

Speech games are of great importance for the development of children's speech and thinking.; they activate, enrich their vocabulary, improve phonemic hearing in children, and instill interest and love for language.

Dear parents, play with your children!

Cooperation between teachers and parents is the key to success.

1. Word games for the development and enrichment of an active speech vocabulary

A) Complete the sentences

In summer the leaves on the trees are green, and in autumn...

Bunny in summer, and in winter...

Mushrooms grow... and cucumbers grow...

The fish lives in... and the bear lives in...

Sugar is sweet and lemon...

It's light during the day, but at night...

B) Complete the sentence

Children take turns finishing each of the sentences:

I will help...

I'll bring...

B) Guess and tell me

Drawings are displayed on the board. The teacher names several features of one of the depicted objects, and the children name the object itself.

Raven, gray... - wing;

Green, voracious... - crocodile;

Predatory, wide-winged... - eagle;

Shiny, smooth... - mirror.

D) Tell me which one

The pencil is new, large, beautiful, ribbed, colored, thin, durable...

Autumn leaf, yellow, large, small, fallen...

Flower - fragrant, spring, forest, bright, small...

The river is fast, transparent, deep, clean, wide...

Mom is kind, gentle, sweet, affectionate, hardworking...

2. Word games to recognize parts of speech, clarify the relationship between them

A) Cheerful family

Name the animals and their babies correctly.

Mom is a fox, dad is a fox, the kids are foxes.

Rooster, hen, chickens.

Cat, cat, kittens.

Goose, goose, goslings.

Bear, she-bear, cubs.

B) Big - small

Choose an affectionate word.

Mom - mommy,

Vase - vase,

cat - cat,

The sun is the sun,

River - rivulet,

Birch - birch,

Leaf - leaf.

B) Two - one

Formation of two simple words into one complex one:

The sky and the slope are the horizon,

Forest and strip - forest belt,

Poultry and farm - poultry farm,

Leaf and fall - leaf fall,

Bread and making - the farmer,

The woodcutter is the one who chops the forest,

Snow and fall - snowfall.

D) Catch the ball

The teacher names the noun and throws the ball to the child. The child forms an adjective from the proposed word and returns the ball to the teacher.

Spring - spring,

The sun is sunny,

Birch - birch,

Linden - linden,

Rain - rainy.

3. Speech games to develop the ability to express one’s own opinion

A) Agreement - disagreement

The teacher’s task is to develop in children the ability to assert or challenge a thesis and justify their opinion.

Educator. It will be rain today.

Children. No, it won’t, because the sky is clear.

Educator. All the birds fly away to warmer climes.

Children. No, some remain for the winter (sparrow, crow, jackdaw).

Educator. This is a fish.

Children. No, it's not a fish. This is a mouse. A fish can't run, but a mouse can. The mouse has ears. but the fish do not.

B) Find by signs

The teacher’s task is to teach, based on sensory examination, to identify the essential features of objects (wooden table, linen napkin, glass vase); use words that name these signs while composing a story together with the teacher - reflection.

Look carefully at the table and answer the question: What color is the table? What shape? What is it made of? Why is the tabletop hard? Why is the table stable?

Together with the teacher, the children compose such a story. A table is a very important thing in the house because... (you can dine, draw, read at it). The tabletop must be durable, because... (it is inconvenient to place dishes or a vase on a soft one). The table must have four legs because... (it will be stable). You can't live without a table at home.

B) Fable story

The teacher’s task is to teach how to determine the topic of reflection with inserted constructions “I think”, “I know”, “it seems to me”, “in my opinion”; deny inappropriate phenomena using subordinating conjunctions “because.”

After listening to the tall tales, children identify the inconsistencies they noticed.

In summer the sun shines brightly, so the children went for a walk. They made a slide out of snow and started sledding. Then they made a snow woman out of sand. That's how much fun the kids had!

Autumn has come because the green leaves have begun to fall. The children went on an excursion to the lake. There they saw a lot of interesting things. There were two perches and a crayfish sitting on the shore of the lake. When the children came closer, the crayfish and perches fell straight into the water. Near the lake there were many birch trees, and on their branches there were mushrooms hidden among the green leaves. The children jumped up and picked a few mushrooms. That's how many interesting things they saw on the excursion!

D) Fantastic hypothesis

The technology of such hypotheses is quite simple. It takes the form of a question: “What would happen if?”

What would happen if all the adults disappeared?

What would happen if the sun suddenly disappeared?

What would happen if a crocodile came to us?

What would happen if there were no trees and flowers?

What would happen if there were no rivers?

4. Word games to improve correct sound pronunciation and develop phonemic awareness

A) New word formation

Replace the vowel sound [у] in the word:

squirrel is a bun, river is a hand, give is blow.

Replace the vowel sound [o]: