Work on the formation of phonemic hearing. Methods and techniques of work on the formation of phonemic hearing

Method of work

development phonemic hearing.

Speech therapy work on the development of phonemic hearing is divided into several stages.

Recognition of non-speech sounds;

Distinguishing identical words, phrases by strength, pitch, voice timbre;

The actual development of phonemic hearing:

a) Distinguishing words similar in sound;

b) Differentiation of syllables;

c) Differentiation of phonemes;

d) Development of phonemic analysis and word synthesis.

On the I stage, with the help of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds. At the same time, these same exercises contribute to the development of auditory attention and auditory memory; without this, differentiation of sounds is not possible. This prepares children to distinguish and isolate speech units by ear: words, syllables, sounds.

Tasks.

The speech therapist hides the toy, the child looks for it, paying attention to the power of the claps.

Children stand in a circle. A bell is passed behind the child's back. “Guess who has the bell?”

Big-small game. Play drums big and small. “Guess what drum sounds?”

The game "Listen to the silence."

The speech therapist demonstrates the sound of musical instruments (behind the screen), “What instrument is playing now?”

The speech therapist demonstrates the sound of objects behind the screen (knocking, rustling paper, etc.). “What subject is playing now?”

Quiet-loud game. Children stand next to each other and walk in a circle. The speech therapist knocks on a tambourine either quietly or loudly. If the sound is quiet, then the children walk on their toes, if it is louder, they walk at a normal pace, if it is even louder, they run.

II uh tap

At this stage, the attention of children is drawn to the different strength, height, timbre of the voice.

Tasks.

Echo game. Children are divided into two groups. One of the groups is “echo”. The first group of children pronounces vowel sounds loudly together with a speech therapist (ah oh y) or combinations of vowels (ah, wah,oa, ui). The second group (“echo”) silently repeats. Then the groups change places.

The game "Vyuga". At the signal “The blizzard has begun,” the children hum softly: Wu-u-u… By At the signal “Strong blizzard”, the children say loudly: Wu-u-u… By At the signal “The blizzard is calming down”, the children gradually reduce the strength of their voice.

Fairy tale "Three Bears".

Pictures of animals and their babies are offered.” Who does the speech therapist portray? Game variant: Adult animals call their cubs. Children are divided into two groups. One group is adults, the second is cubs.

III this up

Development of phonemic hearing.

but) Distinguishing similar sounds in words.

Tasks.

The speech therapist shows a picture and calls the word. "Clap if it's wrong."

Bow - hatch, goat ~ braid etc.

Pictures similar in sound are displayed on the typesetting canvas. The speech therapist names 3-4 pictures in any order. “Lay out the pictures in the same order.”

The game "Listen and say what is drawn."

Roof or rat, Helmet or mask, Saber or heron etc.

"Which word is missing?"

helmet - helmet - mask ~ helmet,

doctor - doctor-Grach - doctor,

heron - saber - heron-tsaplya etc.

Find the mistake. Put in place the lost sounds in the words.

Mom went with barrelsPabout the road along the village.

Uncle rode without a vest,

He paid a fine for it. The bug did not finish the booth: Reluctance, tired.

A hurricane hit the island

The last ram remained on the palm tree,

b) Differentiation of syllables.

Tasks.

The speech therapist pronounces the syllable series. “What is extra?”

Pa-Pa-na-pa, yes-yes-ta-yes etc.

The speech therapist speaks a syllable in the ear. The child repeats. You can play "Deaf Phone".

Find the missing syllable in the title of the picture. For example:

Ra...Ta, ... ba,…background etc.

from) Differentiation of phonemes (sounds).

T.A. Tkachenko suggests the use of symbols, thanks to which children additionally receive auditory, visual support. The attention of the child is riveted to the form, not to the color.

Tasks.

The speech therapist alternately pronounces sounds, exaggerating them (ah, oh, and) children raise symbols.

The speech therapist pronounces a series of vowel sounds, the children lay out the symbols.

The speech therapist pronounces vowel sounds in a whisper, silently, children should sing vowel sounds.

The speech therapist silently pronounces vowel sounds, children should hum only one

certain sound. For example, the sound W.

A, U, 0, S, U, U, A, Wu, etc.

d) Development of elementary sound analysis and synthesis.

one . Work begins with determining the number of syllables in a word.

2. After going through the vowel sounds and mastering the visual images, we offer children games for the analysis of the sound range, consisting of a series of vowel sounds.

3. Development of phonemic analysis of open and closed syllables.

4. Development of the phonemic analysis of the word.

1. Determining the number of syllables in a word.

To improve reading and writing skills great importance has the ability to divide a word into its constituent syllables. When mastering reading, the significance of syllabic analysis is due primarily to the fact that early stages the child learns to merge sounds into syllables, to synthesize syllables and words, and on the basis of this combination to recognize words.

Children must learn the rule of syllabic division: there are as many syllables in a word as there are vowels.

Tasks.

Two pictures are displayed on the typesetting canvas, which depict, for example: a spider, a butterfly. The speech therapist invites the children to guess what word is intended by counting the number of claps made.

Game "Shop". Various objects are placed on the table. One of the children (“buyer”) comes to the table, the “seller” (speech therapist) offers him a choice of three toys, the names of which consist of one, two or three syllables. The child chooses a toy for himself and slaps the rhythm of the word denoting it, (ball, doll, car)

Train game. Children are offered a model of a train: a locomotive and three cars with numbers or different amount windows. In the first car, words are “placed” - pictures from one syllable, in the second - from two syllables, in the third - from three syllables. “Spread the pictures into the cars.”

Pictures with pots. In the drawings decorating the pots, children must find a word in which there are more syllables than in others, and there is honey. Children pronounce words, slap the number of syllables in each of them, determine: the most syllables in the word “tortoise”.

Arrange fruits and vegetables in vases. Children pronounce the words, slap the number of syllables in each of them and arrange them in vases. The vases depict the number of syllables in a word.

Game "Cube". On the faces of the cube subject pictures. Children roll the dice and clap the word.

2. Formation of a phonemic analysis of the sound range consisting of a number of vowel sounds.

Tasks.

The speech therapist makes two sounds. Name the first sound. Name the second sound. How many sounds did you hear?

There are three symbols on the tables. The speech therapist reads a series of sounds (2-3 sounds). Children must determine the sequence of sounds and lay out the symbols on the tables.

The speech therapist pronounces a series of sounds, the children must reproduce in the same sequence, butabouty; o u and a.

3. Phonemic analysis of open and closed syllables.

Syllabic analysis helps to master the sound analysis of a word more effectively. The word is divided into syllables, then the syllable, which is a simpler speech unit, is divided into sounds.

In the process of writing, children often skip vowels. This is due to the fact that when relying on internal or whispered pronunciation, children more easily perceive consonants, which are kinesthetically clearer. Vowels are perceived as shades of consonants. The division into syllables contributes to the isolation of vowels. Syllabic analysis is based on vowel sounds. Open syllables are given first, then closed syllables.

Tasks.

Name only the vowel sound of the syllable.

What is the first sound of the syllable? What is the second sound of the syllable.

Table work.

The speech therapist shows the letters in a certain order and gives the task to name the syllable. Read the syllables by symbols.

The speech therapist calls two children and asks one of them to make the sound [a] the other sound [s]. “Sounds” (children) stand nearby. “What syllable is made of sounds?” Then the children change places.

Change the order of sounds in a syllable. Name the resulting syllable, the children reproduce the sounds of the syllable in reverse order.

For example: sous mustache,am – ma. but) uh,am, op, ai, mind,OK; b) On the,ma, but, with,ku, lu.

4. Development of phonemic analysis and word synthesis.

Phonemic analysis can be elementary or complex. Elementary phonemic analysis is the selection (recognition) of a sound against the background of a word; it appears spontaneously in preschool children. A more complex form is the isolation of the first and last sound from the word, determining its place. And, finally, the most difficult form of phonemic analysis is the determination of the sequence of sounds in a word, their number, place in relation to other sounds. Children master such phonemic analysis only in the process of special education.

Considering different complexity forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, speech therapy work is carried out in the following sequence:

1) Isolation of sound against the background of the word.

2) Isolation of sound at the beginning, at the end of the word. Definition of the first and last sound in a word, as well as its place (beginning, middle, end of a word).

3) Determination of the sequence, quantity and place of sounds in relation to other sounds.

Before teaching children to isolate sounds from a word, it is necessary to clarify the pronunciation and auditory image of the sound. You can offer pictures - symbols for evoking, clarifying and differentiating isolated sounds.

1) Isolation of sound on the background of the word.

Tasks.

Raise your hand or card with the letter C if the word has a sound [C] . (nose, dog, hat, sled, pocket).

Select subject pictures, in the name of which there is a sound [U].

According to the plot picture, name the words with the sound [Ш]

Think of words with the sound [P].

Name animals, vegetables, fruits, plants, utensils or toys that have the sound [P] in their names. .

Complete the sentences with words that contain the sound [P] from based on pictures.

Mom planted in the garden ... (beets, onions, carrots) Grow in our forest ...(oaks, pines, cedars) Bloomed in the flowerbed ... (poppies, tulips, roses) Graze in the meadow ... (goats, sheep, cows)

Loto game. Children are offered picture cards for words that include sound. R and not having it, as well as colored and with a letter R. the speech therapist calls the words, the children find the corresponding picture on the card, determine if the name has a sound [P] and close the picture with a square with a letter R, if the word has the sound [R], and an empty square - if the word does not have this sound.

Goalkeeper training game. Children put their arms bent at the elbows on the table - this is a hockey goal. Speech therapist pronounces different words. If a word with the sound [Ш] sounds, the hockey gates slam shut (children put their palms together). If there is no given sound in the word, then the word is skipped.

Washer, ball, doll, table, curtain.

2) Isolation of sound at the beginning, at the end of the word. Definition of the first and last sound in a word, as well as its place (beginning, middle, end of a word).

Extraction of the first stressed vowel from a word.

Tasks.

Determine the first sound in words: donkey, duck, street, wasps, stork.

Find in the split alphabet the letter corresponding to the first sound of the word.

Find words that start with a vowel (A, O, U).

Select pictures whose names begin with stressed vowels (A, O, U).

Match the picture with the letter corresponding to the first sound of the word. Pictures are offered, the names of which begin with a stressed vowel, for example: ears, cloud.

Loto game. Picture cards are provided. The speech therapist calls the word, the child closes the picture with the letter with which the word begins.

Isolation of the first consonant sound from a word.

Tasks.

Pick up the names of flowers, animals, birds, dishes, vegetables, etc. that begin with a given sound.

Select only those subject pictures whose names begin with a given sound.

According to the plot picture, name the words that begin with a given sound.

Change the first sound of a word. The speech therapist calls the word, the children determine the first sound of the word. Next, they are invited to replace this first sound in the word with another. For example, in the word the guest replace the sound [G] with the sound [K] (mol - salt, bunny - T-shirt).

Lotto “Unusual flowers”. An outline of a flower with slots for petals and petals with images of various objects is attached to the board. From the proposed petals, children choose only those subject images whose names begin with a given sound, and glue them to the outline of the flower.

"Find a picture." Children are given two cards. On one of them an object is drawn, the other is empty. Children name the picture, determine the first sound in its name, find the corresponding letter and put it to the picture.

Guess a riddle. Name the first sound in the answer.

Read the word according to the first sounds.

The game "What is the word in the flower?" The word can be recognized if you select the first sound from the names of the pictures.

When determining the final consonant sound, the same types of assignments are used as when determining the first vowel and consonant sound.

Determining the place of sound in a word (beginning, middle, end).

Tasks.

It is clarified that if the sound is not the first and not the last, then it is in the middle. The “traffic light” strip is used, divided into three parts: the extreme left part is the beginning of the word, the middle yellow part is the middle of the word, the right green part of the strip is the end of the word.

Determining the place of a stressed vowel in monosyllabic - two-syllable words, for example, the place of a sound BUT in words stork, two, poppy. Vowels are pronounced protracted, intoned. It uses pictures.

List pictures that have sound in their titles. L, in three rows (beginning, middle, end).

Pick up words in which the sound [L] at the beginning of the word.

Pick up words in which the sound [L] at the end of the word.

Find words in which the sound [L] is in the middle of the word.

Name animals, vegetables, plants, flowers, utensils or toys whose names begin with the sound [L] .

According to the plot picture, pick up words where the sound [L] heard in the middle of a word.

The game "Traffic Light". The speech therapist names words. Children put chips on the left red, yellow or green part of the strip, depending on where the given sound is heard in the word.

"Gifts to Alyonka". Find words that start with the given sound. “When Alenka was 6 years old, she was given a lot of toys, in the name of which the sound [U] is heard at the beginning of the word. Guess what toys were presented to Alena.

3) Determining the sequence, number and place of soundson

in relation to other sounds.

Tasks.

Pick up words with a certain number of sounds, for example, with three sounds (house, smoke, cancer, poppy), with four sounds (rose, frame, paw, braids), with five sounds (cat, sugar, bank). You can use the audio line.

Select subject pictures, in the name of which a certain number of sounds.

Cube game. The faces of the cube have a different number of dots. Children roll a die and come up with a word consisting of the number of sounds in accordance with the number of dots on the edge of the die.

Drawing up a graphic scheme of the word.

Choose a word for the diagram.

Lay out subject pictures under the numbers 3, 4, 5, depending on the number of sounds in their name (house, fence, frame, roof, doll, wolf, poppy, cheese).

Arrangement of pictures in accordance with the given graphic schemes.

Come up with words for the graphic scheme.

Add a picture. Find a picture that has as many sounds as the name of the items on the card. For example, pictures depicting a boat and a spoon are offered. Children select a picture in which 5 sounds.

Determine the next and previous sounds in the name of objects in the picture. For example, children are offered pictures of shelves, bags, saws. The children name the pictures. Then the speech therapist gives the following tasks: name the word in which [K] is heard after [L], [K] is pronounced after [M], [I] is before [L], etc.

Chamomile game. On the board - the contours of chamomile and petals depicting various objects. Children are given the task to choose petals with the image of objects whose names consist, for example, of five sounds and insert them into the slots of the chamomile.

"Hear - clap."

Goals : develop auditory attention, phonemic perception.

Game progress . An adult pronounces a series of sounds (syllables, words), a child with closed eyes, having heard a certain sound, claps his hands.

"Who is bigger?"

Goals : develop phonemic representations, auditory attention.

The course of the game-competition. Children choose words that begin with a given sound. (Repeats are not allowed.)

"Attentive listener" (or "Where is the sound?").

Goals : develop phonemic representations, attention.

Game progress . The adult pronounces the words, and the children determine the place of the given sound in each of them.

"The Right Word"

Goals : develop phonemic perception, phonemic representations, phonemic analysis.

Game progress. On the instructions of an adult, children pronounce words with a certain sound at the beginning, middle, end of a word.

"Sharp eye"

Goals : develop phonemic representations, phonemic analysis, attention.

Game progress . Children are invited to find in the environment objects in the name of which there is a given sound, to determine its place in the word.

"Wonderful artist"

Goals : develop phonemic representations, phonemic analysis, attention, fine motor skills.

Game progress. Draw pictures for the specified sound at the beginning, middle, end of the word. Under the pictures, based on the level of knowledge of children, it is proposed to draw a word scheme in the form of a dash or a syllable scheme of a given word, in which each syllable is indicated by an arc, and indicate the place of the sound being studied.

"Memory".

Goals

Game progress . An adult pronounces rows of words, and children remember and repeat. The first task consists of two words, then their number gradually increases (three, four, five, etc.), for example:

garden sleigh

juice shock

bag-soup-boots

hat-son-fur coat

When choosing the appropriate speech material in the course of the game, work can be carried out on the automation and differentiation of sounds, the development of phonemic perception, phonemic representations.

"Beads"

Goals : develop phonemic representations, analysis, auditory attention, memory.

Game progress. After the leader's words:

Beads have scattered ... We will collect them, String them on a thread And find the word. - the participants of the game in a chain pronounce the words “beads” to a certain sound (without repetitions), for example:

to the sound [R] - rainbow-rocket-loaf-steam-hand - ... to the sounds of [R] - [L] - crayfish-lamp-burrow-onion-fish-soap - ...

"Repeat and add"

Goals : develop auditory attention, memory.

Game progress. The first player pronounces the word, the second, repeating it, adds his own, etc. Each participant increases the row by one word. The game stops and starts again after one of the players changes the sequence of words, for example: to the sound [Ж] -

bug

beetle, toad

beetle, toad, snake

beetle, toad, snakes, hedgehogs, etc.

"Make Sounds"

Goals : develop phonemic synthesis, auditory attention, memory.

Game progress . An adult pronounces a series of sounds, and children pronounce syllables or words composed of them, for example: [P], [A] - PA; [H], [O], [C] - NOS.

"Say the opposite."

Goals : develop phonemic perception, phonemic representations, analysis and synthesis, auditory attention and memory.

Game progress . The adult pronounces two or three sounds, and the children must pronounce them in reverse order.

Option 1 - with vowelsA, U - U, A I, O - ... (O, I) U, O, A - A, O, U E, S, I - ... (I, S, E)

Option 2 - with solid consonants

PA - AP	AP - PA
ON - ... (OP)	OP-...(PO)
PU - ... (UP)	YP - ... (PY)
PE- ...(EP)	UP-...(PU)
PY - ... (YP)	EP - ... (PE)

Option 3 - with hard and soft consonants

PA - PY	PJ - PA
PU - ... (PU)	PI - ... (PY)
PE-...(PE)	PYu-...(PU)
PO-... (PYo)	PV- ... (PO)
PY - ... (PI)	PE - ... (PE)

Some types of practical tasks and games aimed at fixing the image of a letter, developing visual attention, memory, fine motor skills

"Put down the letter."

Option 1: laying out letters from sticks, geometric shapes(according to the model, from memory).

Option 2: cards with letters are cut into several parts, shuffled, and the child is given the task of putting together familiar letters.

"Recognize the letter."

Option 1: recognition and stroke of letters written with dots.

Option 2: finding familiar letters in a series of correctly and incorrectly written.

"Hide and Seek"

Cards with letters are partially covered with a "fence", and the children must recognize the letters from those parts that remain visible.

"Confusion"

Recognition of letters written with an overlay.

Topic 20: Development of phonemic perception and speech hearing in preschool children

1. The concepts of "phonemic perception", "phonemic hearing". Features of the development of phonemic perception and speech hearing in preschool children. p.3-4

Methods of work on the formation of phonemic perception and speech hearing in preschoolers. pp. 5-9

Conclusions page 10

Literature p.11

Appendix:

Lesson notes

Comments on lessons.

.The concepts of "phonemic perception", "phonemic hearing". Features of the development of phonemic perception and speech hearing in preschool children

The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in common system teaching a child the mother tongue preschool, in family. It is possible to prepare a child well for school, to create a basis for teaching literacy, only in the process of serious work on the development of phonemic perception.

Phonemic hearing is a person's ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of the phonemes of a given language.

Phoneme (gr. sound ) - the minimum unit of the sound structure of the language; phonemes serve to build and distinguish between meaningful units of the language: morphemes, words, sentences.

Speech and non-speech hearing are two independent forms of the auditory system. Non-speech hearing - the ability to navigate in non-speech sounds, i.e. in musical tones and noises. Speech hearing - the ability to hear and analyze the sounds of speech (native or other language). In speech hearing, phonemic hearing is distinguished, i.e. the ability to distinguish between phonemes, or semantic sounds of a given language, on which the sound analysis of individual sounds of speech, syllables and words is based. In Russian, phonemes are all vowel sounds (a, u, i, e, o), their stress; the duration or pitch of the vowel sounds are immaterial. For consonants, the distinguishing features are sonority-deafness, hardness-softness. Thus, the change of vowels or their stress (drink-sing, meka-mukb) and the change of consonants according to their deafness-voicedness (stick-beam) or hardness-softness (dust-dust) change the meaning of the Russian word. The ability to distinguish between these sound features is called speech or phonemic hearing (in relation to the Russian language).

In psychology, there is the concept of sensitive age - this is the period of optimal terms for the development of certain aspects of the psyche, during which the developing organism is especially sensitive to certain kinds of influences. At the age of 4-5 years, children are most sensitive to the development of phonemic hearing.

A child is born with an innate sensitivity to sounds. In the third or fourth week of life, a child has auditory concentration not only on a strong sound, but also on the speech of an adult. It is clear that the mere presence of the sensory ability to perceive sound is not sufficient for the perception of speech. The speech of others is an extremely complex formation, which makes it difficult to perceive.

Having traced the patterns of the formation of phonemic hearing, it was established that the child, in the transition to mastering the phonemic system of the language, must learn to use the word as the name of a certain thing. Studies by linguists have shown that by the age of two years, or rather, by the year and seven months, the phonemic hearing of the child is formed. (3)

As the phonemic development of the child develops, more complex forms of phonemic perception appear, based not only on the perception of the word with all its features, which consists in the consistent selection and comparison of the features of the emerging image and the standard, but also on their simultaneous, simultaneous comparison. Since the process of perception is a conscious process, the first simple operations of sound analysis appear in the child after the formation of phonemic hearing, actually relying on it.

According to R.E. Levina, there are two possible sources of violation of phonemic perception. The first is rooted in the underdevelopment of perceptual processes proper. The result is a violation of phonemic analysis and the corresponding defects in pronunciation, consisting in pronunciation indistinguishability of speech sounds.

The child either does not hear significant (from the point of view of a given linguistic culture) phonological differences, or does not attach any importance to them.

More often, however, a defect in the articulatory apparatus or a fixed error of articulation becomes a source of phonemic dysfunction, which makes it difficult, if not completely blocking, auditory discrimination within one or another binary opposition. In other words, speech sounds do not differ only because they are not properly separated in pronunciation.

Knowing the features of the formation of auditory perception and speech hearing in preschoolers, as well as the problems that may arise as a result of the formation of phonemic perception, the teacher must competently organize work on the formation of phonemic perception and speech hearing in children.

.Methods of work on the formation of phonemic perception and speech hearing in preschoolers

phonemic perception hearing preschooler

The relationship between the development of phonemic perception is indisputable, not only with the phonetic, but also with the lexical and grammatical side of speech. With systematic work on the development of phonemic hearing, preschoolers perceive and distinguish word endings, prefixes, common suffixes much better, highlight prepositions in a sentence, etc., which is so important in the formation of reading and writing skills.

In addition, without sufficient formation of the foundations of phonemic perception, it is impossible to form its highest level - sound analysis, the operation of mental dismemberment into constituent elements (phonemes) of various sound complexes: combinations of sounds, syllables, words. In turn, without long-term special exercises on the formation of sound analysis and synthesis skills (combining sound elements into a single whole), children with speech underdevelopment do not master literate reading and writing.

Doctor of Sciences, Professor Levina R. E., who stood at the origins of Russian speech therapy, wrote: “When choosing ways and means to overcome and prevent speech disorders in children, it is necessary to focus on the nodal formations on which the normal course of not one, but a whole series of speech processes depends. Such speech education, key point in the system of correction of speech disorders are phonemic perception and sound analysis.

When developing and selecting exercises for the initial, starting, and therefore, the most important stage of speech therapy work? the formation of phonemic perception in children, it is possible to distinguish, as it were, several stages.

· Recognition of non-speech sounds

· Distinguishing identical sound complexes by height, strength and timbre

· Distinguishing words that are similar in sound composition. Syllable differentiation

· Phoneme differentiation

· Development of basic sound analysis skills.

It should be noted that when children are developing the ability to recognize and differentiate non-speech sounds through a specially selected system of games and exercises, such as “Guess what it sounded?”, “What does Petrushka do?”, “Who makes a toy sound?” etc., the skills of auditory attention and auditory memory are also formed, which further contributes to the development in children of the ability to differentiate speech sounds.

It is very important to work with children to distinguish between correct and defective sounds. The need for the development of auditory control over the quality of one's own speech in preschool children with speech defects is determined by the fact that auditory perception and discrimination between correct and defective pronunciation of sounds contributes to the development of phonemic hearing and, in interaction with the motor analyzer, determines the formation of the quality of sound pronunciation.

To achieve this goal, a number of games and exercises are used to distinguish between the correct and defective sound in someone else's and their own speech, carried out in a certain sequence: children are invited to determine the incorrect pronunciation

· sounds in syllables of various structures (open, closed, with a confluence of consonants);

· sounds in words of different positions (at the beginning, in the middle, at the end, without confluence and with confluence of consonants);

· sounds in phrases.

Phonemic hearing is formed in a child in the process of learning to understand oral speech as the primary form of speech activity. Mastering the phonemic structure of a language precedes other forms of speech activity - oral speech, writing, reading, therefore phonemic hearing is the basis of the entire complex speech system and hearing loss in children leads to underdevelopment of the entire speech system (deaf-mutism). This is the normal course of formation mother tongue. Mastery foreign language subject to other laws. However, even in this case auditory afferentation is basal for mastering colloquial speech. As a person learns a foreign language, he learns to hear it, as he develops phonemic hearing in relation to this language.

Speech, or systematized hearing, is a very complex formation. At preschool age, the child is quite ready to learn the grammatical series of the language, to learn to recognize sounds both at the beginning and at the end, and, most difficultly, in the middle of a word. Some difficulties arise only in children with speech therapy deficiencies, in which they can confuse different sounds.

However, it is well known that the speech of a two-year-old child differs sharply in its sound composition from the speech of an adult, replete with various kinds of irregularities and inaccuracies. Therefore, we are talking about the need for special sound exercises for the development of phonemic perception of preschoolers. It is advisable to start teaching children the action of sound analysis of words from the age of four in learning activities- in special classes.

Work on the development of phonemic perception is carried out in the following sequence:

.Acquaintance with isolated sound associated with a specific image (in stories).

.Distinguishing isolated sounds associated with a specific image.

.Distinguishing sound in a word.

.Determining the place of sound in a word (at the beginning, in the middle, at the end of a word).

.Distinguishing by ear in words sounds similar in sound or articulation (whistling - hissing, voiced - deaf, R - L, etc.).

.Inventing words for a certain sound.

At preschool age, the main activity of the child is the game. An entertaining game situation helps the child comfortably and effectively develop phonemic hearing and overcome defective pronunciation in individual, group and frontal exercises.

At first, we teach children to hear, distinguish and identify the first sound in one word (d / i Identify the first sound ), then - the first and last sounds in a series of words (game string of words).

Then they determine any position of the sound in the word: at the beginning, in the middle or at the end (game exercise Find the place of the sound in the word ). In addition, older preschoolers practice selecting words with a certain sound (games Who lives in the house? , Assemble the bouquet ), in the differentiation of the most complex sounds: S-Sh, R-L (games Who will pick up things faster? , Shop ).

In play exercise Find a couple the child, moving the arrow around the disk, learns to select words by sound: a bowl - a bear, a mustache - a wasp, a lump - a catfish, etc.

With fun puzzle games like Build a pyramid preschoolers are exercised in determining the number of sounds and syllables in words. Yes, in flower shop you can buy a flower if you can determine the number of syllables in its name.

original game What are their names? , according to which the child makes up the name of a girl or boy, focusing on the first sounds in the names of objects: poppy-stork-hat-watermelon = M-a-sh-a.

Determining the hardness or softness of the first consonant sound can be fixed in d / and Two houses .

Based on a series of pictures, children determine third wheel sound, focusing on the beginning of the word. Discrimination of mixed sounds is confirmed in the game The fourth is redundant.

The division of words into syllables is fixed in the game Let's decorate the Christmas tree (two- and three-syllable words: star-yes, hlo-push-ka, etc.). (10)

Cardboard girl dolls (vowels) and boy dolls (consonants) train preschoolers from the age of four to determine the desired sound by articulation. Kids lay out the pictures according to the sounds-little men (Ana - watermelon, album, bus, etc.) Recognition and distinction of speech sounds, syllabic division of words is formed in word games: Echo , Field of Dreams , Live Sounds , For mushrooms , Hit the ball word by syllable . Develop the phonemic interest of the game: pick a rhyme , Say a word , Word-shifters , Add-ons .

Preschoolers especially like games with various manipulations: Catch a fish , Ringing-buzzing , Telegraph . (4)

Feed the pea man - this is the name of d / and, which simultaneously contributes to the formation of phonemic hearing and the development of fine motor skills of the hands. First, the child must isolate the control sound from the sound series. For example, the teacher calls BUT the child responds No , F - No , M - No , R - Yes. Eat, Roma, please! and with these words sends to the mouth little man one pea. Then the child performs a similar task with a syllabic series, and only then - with a verbal one. When two control sounds are found in one word, it is necessary to give little man two peas. Children give different names pea man - depending on the control sound (Semyon, Zakhar, Misha, Zhenya, Volodya, Roma, Igor, Kostya, Gena, etc.).

Exercises and games for the development of auditory attention: (4)

· What sounds break the silence?

· Who will hear more sounds?,

· Name the group room sounds

· Name the sounds of the street

· Remember the sounds of the forest, meadows, swamps,

· Find by sound the same box with cereals,

· Blinders with a bell,

patty ,

Morse code ,

· Sun or rain

· Guess by the sound what to do?,

· The sound of musical instruments.

· Insect songs.

· Transport sounds.

· Sounds of working tools.

Tasks for the formation of phonemic perception in preschoolers

• Establishing emotional contact with the child.
• Developing a positive interest in activities.
• Formation of the foundations of auditory and visual attention.
• Formation of the ability to perceive speech and non-speech sounds.
• Development of understanding of addressed speech.
• Drawing attention to objects and phenomena.
• Formation of the regulatory function of speech, i.e. the ability to control one's behavior based on verbal instructions in activities.
• Development of a system of inter-analyzer connections as a basis for the analysis of non-speech and speech sounds.
• Instructions for organizing classes
• Remember the main focus of the lesson.
• Prepare the necessary toys aimed at movement and sound effect, as well as pictures, accessories, musical instruments.
• Always respond to the sounds your child makes.
• Speak slowly and clearly with facial expressions.
• Communicating with the child, verbalize each action.
• Use various forms of support for the child - a smile, stroking, hugging.
• Do not provide physical assistance to a child who is having difficulty turning his head or fixing his gaze.
• Finish the task before the child gets bored by switching it to another activity in a timely manner. (6)

Thus, we can conclude that the formation of phonemic perception and speech hearing occurs in children in stages. To work with children, game exercises and games are used, each stage has its own. Games are included in classes for the development of speech, separate classes aimed at the formation of phonemic perception, the development of phonemic skills.

.The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the general system of teaching a child his native language in a preschool institution, in a family. It is possible to prepare a child well for school, to create a basis for teaching literacy, only in the process of serious work on the development of phonemic perception.

.Phonemic perception and speech hearing have characteristics at every age stage. The sensitive period for phonemic perception is preschool age from 4 to 66 years old.

.Work on the development of phonetic perception and speech hearing should be carried out in accordance with the methodology.

.Properly organized classes help the development of phonemic perception and speech hearing in children, help prepare children for sound analysis words.

Literature

1.Borodich A.M. Methods for the development of children's speech. M., Education, 1981.

2.Gerbova V.V. Classes for the development of speech in middle group kindergarten. M., Education, 1983.

3.Children with developmental disabilities. Toolkit. - (compiled by Shmatko N.D.) - M., 1997, pp. 88-89.

4.Zhinkin N.I. Mechanisms of speech. - M.: Pedagogy, 1959. - P.63.

5.games in speech therapy work with kids. (Under the editorship of Seliverstov V. / I.) - M., 1974, p. 15-32.

.Kirillova E.V. Development of phonemic perception in young children. - M.: TC Sphere, 2010. - 64 p.

7.Mironova S.A. The development of speech of preschoolers on speech therapy classes. M., Education, 1991.

8. Fomina T.G. Phonemic and phonetic analysis of the word // www.ka-zanlinguist.narod.ru<#"justify">10.Shvaiko G.S. Games and game exercises for the development of speech. - M., 1988, pp. 42-63.

Appendix

.Lesson notes

Classes on the formation of phonemic perception in children 4-6 years old

Subject: "Wow!!! Oh!!!"

Program content: the formation of the skill of phonetic and phonemic perception based on exercises to distinguish and recognize lexical units (reflective exclamations); development of a speech-motor image of the sound [x] and an adequate emotional response.

Material: pictures; candies; record player.

1.The adult sequentially shows the child pictures (an owl, a girl laughs, a girl cries), calls them and gives a sample of onomatopoeia.

• This is an owl. She screams: wow!
• This is a girl. She saw an owl and got scared: oh-oh-oh!
• And the other girl was not afraid, she laughs: ha ha ha.
• Show an owl (a girl who cries, laughs).
• How does an owl cry?
• How does a girl cry (laughs)?
• Have pity on the sad girl, treat her with candy.
• When we say oh! wow! Oh! Ha!

3.Exercises for the development of visual-kinesthetic sensations.

An adult shows the child the correct articulation of the sound [x], accompanying it with hand movements:

-I.P. - arms bent at the elbows, elbows down, hands clenched into fists at shoulder level.

Saying [x]? sharply lower your hands down (movement in intensity - with a significant muscle tension).

Complication. Without an interval in movement, an adult pronounces onomatopoeia (the sound [x] in combination with the sounds [y], [a], [o], [e]) (see lesson 25) and asks:

• guess what syllable I guessed;
• repeat the syllable and perform the appropriate actions with your hands: ah, oh, eh, wow, them;
• come up with your own syllables and say them with hand movements, and we will record you on a tape recorder.

Theme: "Horses"

Program content: development of auditory attention and associative memory based on exercises to distinguish and recognize lexical units.

Material: rocking horse; record player; mosaic.

Organization and methodology:

Game "Horse"

• Vova rides a horse, no-no;
• show how you ride a horse;
• What needs to be done to make the horse run faster? Loudly say to her: "B-but, horse."
• 2.Exercise for the development of visual-kinesthetic
  sensations.
• An adult demonstrates a movement corresponding to the sound [n]:
• I.p. - hands in front of the chest with palms facing you, bent at the elbows, elbows down. Saying nana-na, perform movements as if you are giving, giving something (movement in intensity - with slight muscle tension).
• 3.Exercises in auditory differentiation of syllables but and on.
• An adult invites a child to listen to a tape recording. Simultaneously with the syllable but heard, he must put the yellow piece of the mosaic on the track, with the syllable on the red one:
• lay out any track using red and yellow mosaic details;
• now say a chain of syllables but, on, pressing your finger on each of the details of the mosaic, and we will record you on a tape recorder.

Option. The adult offers the child to clap when he hears but, to knock - when he hears on: but-but-on-but-on-on.

Theme: "Train"

Program content: to form the skill of phonetic and phonemic perception based on exercises in distinguishing and recognizing onomatopoeic words with the sound [t] (onomatopoeic words imitating non-speech complexes of sounds); consolidate the concept of "transport", develop an active vocabulary; cultivate perseverance

Material: pictures; record player; big and small mugs.

Organization and methodology:

.Looking at pictures of transport, talking about pictures.

.Exercise for the development of auditory attention. The adult consistently shows the child pictures and names them (train, clock, hammer). Then he pronounces onomatopoeia, accompanying them with imitative movements:

knock-knock - fist movements from top to bottom;

tutu - arms bent at the elbows and pressed to the sides, hand movements back and forth;

tick-tock - hands on hips, torso to the sides (or head tilts alternately to the right and left shoulder).

Then the adult asks the child to lift up the object (picture), the sound of which he heard:

-tell me how the clock sounds, how the train hums, how the hammer knocks, and we will record you on a tape recorder.

Options

1.An exercise to correlate the rhythmic pattern of verses, text with the rhythm of movement.

The adult encourages the child to say right word and show the corresponding movement.

Tutu - here our train rides, the wheels are knocking:

Tutu, tutu, tutu!

And the guys are sitting on this train:

Tutu, tutu, tutu.

Knock knock - build, build new house: Knock-knock - with a hammer.

Tick-tock - our clock is knocking: Tick-tock, tick-tock.

2.An exercise to strengthen the characteristics of the strength of the voice.

Adult asks:

-How will the big clock tick? small? (Intonationally highlights the words big, small.);

-the big clock ticks slowly when running (says tick-tock in slow motion), and the small clock ticks fast (says tick-tock in a fast pace). Complication. The child, after listening to the tape recording, must guess which clock is ticking - large or small. If large, should pick up a large circle.

Topic: Reading the fairy tale "Three Little Pigs"

Program content: to teach children to determine the directions of sound, to form grammatically correct speech, to promote the development of an active vocabulary.

Material: bells, rattles, boxes with small items, ratchet.

Organization and methodology:

1. Reading the fairy tale "Three Little Pigs", talking about the fairy tale.

2. Game "Bell"

Two bells are in the room at a distance of 1 - 1.5 m from each other (in the child's field of vision). The adult alternately rings the bells, inviting the child to turn to the sounding object. When pronouncing the phrase, the adult accompanies it with demonstrative actions.

• Where, where is the bell? Shows the bell and hides it in the box.
• No no no no. Shakes his head, prompting the child to do the same.

Where, where is the bell? He takes out a bell from another box.

That's it, that's it. Rings the bell, prompting the baby to similar actions with his hand.

Options. Use of rattles, boxes with small objects, rattles. Gradual increase in distance between objects.

Mobile game "Who is faster?"

Theme: "On duty"

Program content: to teach children to listen to the text, to answer the questions posed; to exercise in the selection of synonyms for words; develop the ability to compose small suggestions; develop memory attention, the ability to retell; cultivate industriousness

Organization and methodology:

1.Reading the story "ON DUTY"

The names of the actors are replaced by the names of the children of the group. Tanya, Vova and Petya are on duty. Tanya is watering the flowers. Vova feeds a parrot. Petya sets the table.

2.Talk about the story Questions about the story

The child responds with a complete, clear sentence.

What did Tanya water?

What did Tanya do?

What did Vova do?

What did Peter put on the table?

Where did Petya put the dishes?

What did Petya do?

What did all the children do?

It is important that children do not repeat the word did, but immediately use the desired verb.

3. Exercise

1. Selection of words.

Tanya watered the flowers. What else can be watered? (cucumbers, tomatoes, flowerbed, garden bed, path, asphalt, hill, bushes, etc.)

The adult helps the child with leading questions, showing the appropriate gesture, but does not name the objects, seeking to activate the child's vocabulary.

Vova was feeding a parrot. Who else can you feed? (dog, cat, canary, hedgehog, hamster, rabbit, fish, puppy, kitten, etc.)

What can be put on the table? (vase, plates, bowl, bread box, saucers, cups, napkin holder, salt shaker, pepper shaker, salad bowl, milk jug, candy bowl, etc.)

What can be put on the table? (spoons, forks, knives, napkins, teaspoons, etc.)

The difference between the actions to put and put is clarified. It is important that, when answering this question, the child uses the verb to put every time (and not to lay down, which is often found).

Replacing an action in a sentence.

An adult reads sentences in which verbs are used incorrectly. Explains that there may be errors in the sentences - after all, Dunno wrote it!

The napkin holder is on the table.

The knife is on the table.

The cup is on the table.

Tanya pours a flower.

Vova pours out a cactus.

At this stage of learning, it is too early to go beyond 3-4 word sentences.

Analysis of the sentence with the aim of including or not including it in the story.

Flowers are on the windowsill. The word window sill is pronounced in syllables.

Tanya loves to draw. Vova loves a parrot. Vova removed the toys. Peter washed his hands. Petya put on an apron. Peter built a house. Petya put down the plates. Petya put down the spoons.

Retelling the story entirely from memory or using a picture.

The adult should encourage the child to add details if they relate to the events described in the story. At this stage, the child retells the story in short but clear sentences, without rearranging words or making long pauses between phrases.

Lyubov Borisova
"Work on the development of phonemic hearing" From the experience of preparing children for school

There are now new, higher requirements for pre-school education and preparation of children for school.

The main task of any preschool institution is preparing a child for school, including the assimilation writing. One of the indicators of a child's readiness for reading and writing is pure, clear, correct speech in all respects. At the age of 4, many children correctly pronounce all the sounds of their native language without the intervention of a speech therapist, and, it would seem, there are no obstacles to their learning to read and write. However, in the process of learning to read and write such preschoolers adults may face certain difficulties.

Formation children grammatically correct, lexically rich and phonetically clear speech is one of the most important tasks in the general system of teaching a child the native language in preschool and family.

For successful learning in school we must form in our pupils phonemic processes. Considering the issues of formation phonemic processes, distinguish concepts « phonemic awareness» And « phonemic perception» (slide number 2)

(slide 3) Under phonemic hearing understand subtle hearing to distinguish and recognize mother tongue phonemes. N. Kh. Shvachkin distinguishes two stages development of phonemic hearing: the first is the formation of the ability to distinguish vowel sounds, the second is to distinguish consonant sounds. He notes that with a successful speech development of the formation of phonemic hearing completed by about two and a half years. Underdevelopment of phonemic hearing affects the quality of mastering sound pronunciation skills

(slide 4) Phonemic perception is the ability to discern phonemes native language and determine the sound composition of the word. V. K. Orfinskaya distinguishes four stages of formation phonemic perception: the first is mastering the ability to recognize the sound on word background; the second is to highlight the first and last sound in the word; the third is to determine the sequence, quality and quantity of sounds in a word; the fourth is to determine the place of a sound in a word in relation to other sounds. The researcher emphasizes that the formation of the first two steps phonemic perception occurs in the process of natural development, spontaneously. Mastering the last two steps phonemic perception is available to the child only in the process of purposeful learning, on the basis of qualitatively formed previous degrees.

The development of phonemic hearing and phonemic perception is of great importance for mastering the skills of reading and writing, positively affects the development of the entire speech system preschooler and also lays the foundation for successful learning in school.

Good prepare the child for school, to create the basis for literacy education can only be in the process of serious work on the formation of phonemic perception. Work on the development of phonemic I conduct perceptions purposefully and step by step.

(slide 5) The following can be distinguished stages:

Stage I - recognition of non-speech sounds;

Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;

Stage III - distinguishing words that are close in their sound composition;

Stage IV - differentiation of syllables;

Stage V - differentiation phonemes;

VI stage - development basic sound analysis skills.

At the beginning school year conducted diagnostics in the educational field "Speech development» and found that most children have impaired phonemic perception.

We all know that play is the leading activity in preschool. The game is an accessible form of activity and a means of knowing the world around. Curiosity and the need to act actively encourage the child to play. The game enriches him with knowledge, develops skills and abilities, awakens fantasy, stimulates development of thinking. It is in the game that the child first feels the need to achieve success and understands that success largely depends on effort.

The game provides an opportunity to learn how to learn, is preparatory stage child development, a transitional moment for including it in studies.

Currently, the relevance of the game is increasing due to the oversaturation of the modern child with information. Television, video, radio, the Internet have increased and diversified the flow of information received. But these sources are mainly material for passive perception. An important learning task preschoolers is development skills of self-assessment and selection of information received. Develop such a skill helps the game, which serves as a kind of practice of using the knowledge gained by children in educational activities and free activities.

The games or game exercises used by me provide an interested perception of the material being studied by children and involve them in mastering new knowledge, help to concentrate children on a learning task. The game allows you to make complex learning tasks more accessible and contributes to the formation of conscious cognitive motivation. preschoolers.

It is impossible to overestimate the role of didactic play in children's speech development.

Didactic game is one of the forms of educational influence of an adult on a child. At the same time, the game is the main activity children. Thus, the didactic game has two goals: one of them is educational, which is pursued by an adult, and the other is playful, for which the child acts. It is important that these goals complement each other and ensure the assimilation of the program material.

Didactic games help develop in children a sense of the native language and the ability to pronounce words correctly, it is easy to learn grammatical norms, prepare to the successful acquisition of the Russian language in school.

That's why phonemic development I spend my perceptions in game form, using gaming techniques. It contributes development and maintaining interest children, enhancing attention and memory, increasing performance and cognitive activity.

I spend games as during organized activities with preschoolers, as well as in free time individually or with subgroup of children.

Beginnings work on the formation of phonemic perception with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the causes of incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.

Then work on the development of phonemic Perception led first on the material of non-speech sounds and gradually covered all the sounds of speech included in the sound system of a given language.

(slide 6) Games that I use development ability to recognize and distinguish non-speech sounds and development of auditory attention and auditory memory. This:

(slide 7) A game "Guess What They Do";

(slide 8) A game "Guess Who's Screaming";

(slide 9) A game "Guess What I'm Playing";

(slide 10) A game "Where did it sound?";

(slide 11) A game "Guess what to do?";

(slide 12) A game "Guess Who's Coming";

(slide 13) A game "Sun or Rain";

(slide 14) A game "Clap like me", "Woodpecker".

With the help of games, she solved the problems of the sound culture of speech. For example, in order to teach children to distinguish the timbre and quality of the voice, carried out the following games: "Guess who called?": the children guessed the comrade - by the way they were called (quietly, loudly, slowly, quickly, affectionately, etc.).

(slide 15) Games on development the ability to distinguish the same words, sound complexes and sounds in terms of pitch, strength and timbre of the voice such how:

(slide 16) a game "Far close";

(slide 17) a game "Large - medium - small";

(slide 18) a game "Adult or baby?";

(slide 19) a game "Phone" and many others.

(slide 20) To distinguish between words that are close in sound composition, I used games such as how:

(slide 21) A game "Red Green";

(slide 22) A game "Chain";

(slide 23) A game "Choose a picture";

(slide 24) A game "Which word is missing?";

(slide 25) A game "The Shortest Word";

(slide 26) A game "The Longest Word";

(slide 27) "Give me a word";

(slide 28) On the differentiation of syllables and phonemes used the following games:

(slide 29) A game "Whose sound?";

(Slide 30) "Name one";

(slide 31) "Name the syllables in order";

(slide 32) A game "Butterflies";

(slide 33) A game "Girls are vowels";

(slide) A game "Boys are consonants";

(slide 34) A game "Flags";

(slide 35) A game "Earphone - bell";

(slide 36) On the development elementary language analysis and word synthesis skills are worth tasks:

v Determining the number of syllables in words of varying complexity;

v Highlighting the first and last sound in a word;

v Determining the place, quantity, sequence of sounds in a word;

v Development of phonemic representation.

To solve them, I used games to determine the number of syllables in words of different difficulties:

"Bang the syllables with the ball"

The teacher says the word in the frame lexical topic. The child, beating the ball on the floor, divides the word into parts.

"Steam locomotive and wagons"

The locomotive is carrying a picture. The child names the picture, then divides the word into syllables, attaching as many wagons to the locomotive as in given word syllables.

"CATERPILLAR"

The teacher shows a caterpillar, consisting of parts, you need to use it to show how many syllables are in the word. If the word has 1 syllable, then 1 part is attached to the head of the caterpillar, if 2 syllables - 2 parts, etc.

"CLOUDS AND UMBRELLA"

On the cloud is a picture. The child names the picture and, with the help of droplets falling on the umbrella, shows the number of syllables in this word

(slide 37) To highlight the first and last sound in the word, I took the following games:

"FISHING"

Child using a fishing rod "catches" aquarium pictures. On the instructions of the teacher, it is necessary to select the first, last sound from the word. Images: bow, tank, spider, beetle, broom, cat, whale, mole, raft, soup.

"SOUND PEOPLE"

The teacher puts 3 sounds on the table - each has a blue, green or red cap on his head. You need to give the sound people pictures by the first or last sound in the title.

"PLATES"

There are three plates on the table: green, blue and red. The child distributes the pictures. The color of the plate characterizes the first sound of the word. "CAPS" A child in a green cap indicates a consonant soft sound, in a blue cap - a solid consonant, and in a red cap - a vowel sound. The teacher shows the children pictures asking: "Whose picture is this?" Child in a green cap answers: "This is my picture, because the word "bike"- the first sound [in ']". "TWO-STOREY HOUSE"

The teacher gives the child 4 pictures and asks them to correctly distribute them among the windows in the house. Each floor has two window: blue and green. If the first consonant in the word is a soft sound, then the picture should be put on the green window, and if the first consonant solid sound- on the blue window.

(slide 38) And also used games to determine the approximate place of sound in word:

"WHICH CAR DOES THE SOUND RIDE?"

The teacher shows a train with three wagons, shows a subject picture and asks to show in which wagon he is traveling sound: at the beginning, in the middle or at the end?

"Button your shirt"

A pocket appears on a shirt with three buttons - a picture. The teacher asks to show the approximate place of a certain sound with the help of a chip - a button.

"Mushroom"

In the grass, under the mushroom - a picture. The teacher asks to put an autumn leaf at the beginning, middle or end of the hat, i.e. show where the sound is heard.

"Flowerbed"

The teacher shows a subject picture and asks "plant" tulip on the first, middle or last flower bed, showing the approximate place of the given sound in the word.

(slide 39) Games to determine the number and sequence of sounds in a word are important, such as how:

"CHIPS"

With the help of chips white color the child shows the number and sequence of sounds in the word.

"WORD SCHEME"

With the help of red, blue and green chips, children make up the sound scheme of the word.

"TV Screen"

A picture appears on the TV screen. With the help of colored chips, the child makes up the sound scheme of the word.

"Starry sky"

With the help of blue, green and red stars, the child lays out on "heaven" word scheme.

(slide 40) On the development of phonemic representations used such games, how:

"Glasses"

The child distributes the pictures (barrel, butterfly, birch, hippo) between a squirrel and a ladybug. (hard soft)

"Flower - seven-flower"

A card is placed in the center of the flower with the image of a sound boy in a blue shirt, with a bell on his head. (consonant solid voiced sound [Z]). Children, justifying their decision, lay out on the petals pictures depicting objects whose name begins with this sound.

"Choose and color pictures for a given sound"

Color in blue the pictures whose names begin with the sound [Ш]: hat, scarf, sled, glass, beetle, cat.

Good developed phonemic awareness vital for preparing children to learning to read and write and “is the most important condition for the assimilation of the grammatical structure of the Russian language, the morphological system, as well as a prerequisite for development sense of rhyme and rhythm, perception of the musical-rhythmic structure of speech. The ability to listen to sounding words is the basis for mastering word formation, awareness of the connections between related words, attempts independently explain and interpret the meaning of words.

For development of speech hearing in the classroom for the development of speech held phonemic five-minute sessions, since they are an efficient form work. material for phonemic exercises can serve different tongue twisters, tongue twisters, poems, counting rhymes, nursery rhymes, in which some specific sounds are often repeated. They provide an opportunity work not only on the development of phonemic hearing, but also over the correct articulation, rhythm and intonation, develop auditory memory, introduce children with Russian folklore. Their value is in switching attention to a new one, entertaining type of work stimulating interest children and anti-fatigue.

First, a poem or tongue twister is listened to by children - I gave a sample of reading, and then memorized. To facilitate memorization, she resorted to a descriptive, pictorial gesture, applied a rhythmic gesture and pacing (i.e. reciting verses in step rhythm). The text can be spoken in a whisper and loudly. Also used the competition of two teams or participants (who will say the tongue twister several times faster) or a task form like "echo" (one team starts quietly, the other starts loudly).

Some of the proposed verses were memorized in motion. Yes, at work with quatrain:

The stupid dwarf looked, looked,

The loud horn hummed, hummed,

Thunder rumbled louder than the bugle,

Louder than thunder, the dwarf barked.

The group marches, reads poetry and plays a skit. When memorizing couplet:

The train rushes screeching w-w, w-h, shcha.

Children stand one after another, hold hands and read the tongue twister in unison.

When conducting phonemic five minutes used this form work like a dialogue between two commands. For example, very suitable for this are Tongue Twisters:

Tell me about shopping.

About what about purchases?

About shopping, about shopping, about my shopping.

The dialogue was especially effective when memorizing tongue twisters aimed at differentiating similar sounds. Yes, at work over hard and soft consonants, children are divided into two teams, of which one pronounces hard consonants, and the other soft.

For example:

Ta, ta, ta - we don't have a cat.

Ty, ty, ty - this is my child.

On, on, on - I'm standing at the window.

Nya, nya, nya - I'm leading a horse.

Some of the poems were memorized by roles, played skits. Yes, at work over the sound "g" used a poem "Beetle and Toad", you can play a small scene, characters which the beetle and the toad, the words of the author, the children repeated after me in unison.

Children: Toad thick sits

And looks around.

After all, she needs a beetle for dinner,

The toad really needs a beetle.

Toad: I would like to see a beetle;

And quickly catch him

After all, I need a beetle for dinner,

I really need a beetle for dinner.

Children: Here the beetle flies,

Buzzing, buzzing.

bug:I fly and buzz:

"Zhu-zhu-zhu, zhu-zhu-zhu!"

I'm tired of flying

I'm tired of buzzing

Zhu-zhu-zhu, zhu-zhu-zhu!

I'll sit under the chamomile."

Children: The toad saw the beetle,

Jump, jump - and caught.

Then the roles can change.

For phonemic five minutes also used counting rhymes and rhythms. Because, developing phonemic awareness, perform an additional function, developing sensations of the rhythm of a word, phrase. So rhythm poems, counting rhymes represent this rhythm very clearly, brightly. In this case, the role of gesticulation, which coincides with the rhythm of speech, is especially important.

Phonetic exercises were carried out 2-3 times a week in the classes on speech development, on a walk, both in group and in individual communication.

Before memorizing poems, counting rhymes, etc., sounds were worked out well in slow pronunciation.

Most often, poems were read in chorus, this is especially important when working with children who, due to the poor pronunciation of certain sounds, are embarrassed to speak. But sometimes she offered to read them to individual children.

The material was repeated from time to time, as it is quickly forgotten.

The game form of the five-minute sessions enlivened the lesson in development speech and made more effective familiarization children with sounds and pronunciation. Thanks to such phonetic exercises, children realize that words can sound loud and soft, fast and slow, that they are different and similar in sound, and this in turn will help development clear pronunciation of words and phrases, a good pace of speech.

Phonetic five minutes contribute to the enrichment and activation of the vocabulary preschoolers, develop their memory, thinking, imagination.

Of course, each lesson could not do without health-saving technologies. applied: psycho-gymnastics, physical education minutes, dynamic pauses, finger games. As well as developed articulatory motility, facial muscles, using various exercises. Conducted work on the development of breathing and voice.

(SLIDE 41) Thus, conducting special games and exercises contributes to the successful development of phonemic processes, which is the basis for further successful learning in school.

Speech hearing is a broad concept. It includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish between different qualities of speech: timbre (recognize by voice who called you?), expressiveness (listen and guess, was the bear scared or delighted?).

Developed speech hearing also includes good phonemic hearing, i.e., the ability to differentiate all sounds (phonemes) of the native language - to distinguish the meaning of words that sound similar (duck - fishing rod, house - smoke).

Speech hearing begins to develop early. A child at the age of two to three weeks has a selective reaction to speech, to a voice, at five to six months he reacts to intonation, and a little later - to the rhythm of speech. By about two years old, the baby already hears and distinguishes all the sounds of the native language, the child has developed phonemic hearing, although at this time there is still a gap between the assimilation of sounds by ear and their pronunciation.

The presence of phonemic hearing is sufficient for practical speech communication, but this is not enough for mastering reading and writing. When acquiring literacy, a child should develop a new, highest degree phonemic hearing - sound analysis or phonemic perception: the ability to determine what sounds are heard in a word, determine their order and number. This is a very complex skill, it involves the ability to listen to speech, to keep in memory the heard word, the named sound.

Work on the formation of speech hearing is carried out in all age groups. They occupy a large place didactic games on the development of auditory attention, i.e., the ability to hear a sound, correlate it with the source and place of presentation. In the younger groups, in games that are held in speech classes, musical instruments and voiced toys are used so that children learn to distinguish between the strength and nature of sound. Simulating thunder in the game "Guess what to do?" with loud sounds of a tambourine or a rattle, children wave flags, with weak sounds, they lower the flags on their knees. The games "Where did they call?", "Guess what they play?", "What is Petrushka doing behind the screen?" are widespread.

In the older groups, auditory perceptions in children are developed not only in the process of games similar to those described above, but also by listening to radio broadcasts, tape recordings, etc. Short-term "minutes of silence" should be practiced more often, turning them into exercises "Who will hear more?" , "What does the room say?". In the course of these exercises, you can offer individual children, using onomatopoeia, to reproduce what they heard (water drips from a tap, a squirrel wheel buzzes, etc.).

Another category is made up of games for the development of speech hearing proper (for the perception and awareness of the sounds of speech, words). There are games for each age group (three to seven minutes long), which are preferably played with children once or twice a week in and out of class.

Already in junior group children are encouraged to listen to sounding speech, distinguish by ear its various qualities, "guess" them (the word is spoken in a whisper or loudly, slowly or quickly). So, for example, the game "Guess what I said?" encourages the child to listen to the speech of the teacher and peers. This is facilitated by the game rule, which the teacher informs: "I will speak quietly, you listen carefully and guess what I said. The one whom I call will say loudly and clearly what he heard." The content of the game can be made more saturated if you include material that is difficult for children to guess, for example, in the middle group - words with hissing and sonorous sounds, in the older ones - polysyllabic words or words that are difficult in orthoepic terms, close to each other in sound (juice -suk), as well as sounds.

Middle age is the time to improve auditory perception, phonemic hearing. This is a kind of preparation of the child for the upcoming mastery of the sound analysis of words. In a number of games that are held in this age group, the task of increased complexity is set - from the words called by the teacher, by ear, select those that have a given sound (for example, "z" - a song of a mosquito), marking them with a clap of hands, a chip . Auditory perception facilitates the slow pronunciation of a word or the prolonged pronunciation of a sound in a word.

In older groups, of course, they continue to improve their speech hearing. Children learn to identify and identify the various components of speech (intonation, pitch and strength of voice, etc.). But the main, most serious task is to bring the child to awareness of the sound structure of the word and the verbal composition of the sentence. The teacher teaches children to understand the terms "word", "sound", "syllable" (or part of the word), to establish the sequence of sounds and syllables in the word.

This work is combined with the development of interest, curiosity for the word and speech in general. It includes independent creative work a child with a word that requires speech and poetic hearing: inventing words with a given sound or with a given number of syllables similar in sound (cannon - fly - drying), negotiating or inventing a rhyming word in poetic lines. In older groups, in the process of exercises and games, children are first introduced to the selection of sentences in speech, as well as words in sentences. They compose sentences, complete words to familiar poetic lines, correctly arrange disparate words into one complete phrase, etc.

Then proceed to the sound analysis of the word. Exercises and games for this purpose can be arranged approximately in the following sequence:

. "Remember different words, look for similar words" (in meaning and sound: a bird - a titmouse - a little song - a small one).

. "There are sounds in the word, they go one after another. Let's come up with words with certain sounds."

. "There are parts in a word - syllables, they, like sounds, follow one after another, but they sound differently (accent). What parts does a given word consist of?"

Often such exercises are playful in nature (jump over the rope as many times as there are sounds in the named word, find and lower into the "wonderful bag" a toy, in the name of which the second sound is y (doll, Pinocchio); "buy in the store" toy, name which begins with the sound "m").

Thus, in the process of learning the sound analysis of a word, speech for the first time becomes for the child an object of study, an object of awareness.