Development of auditory attention
Auditory attention is very important feature in the development of a child, without this feature it is impossible to listen and understand speech.
But it is very important not only to hear sounds, but also to distinguish and analyze them. This skill is called phonemic awareness.
Phonemic awareness is the ability to focus on sound. Distinguishing and analyzing sounds is a very important human feature, without which it is impossible to listen and understand speech. Small child does not know how to control his hearing, cannot compare sounds. But he can be taught this. The best way to do this is in the game. The purpose of exercises for the development of phonemic hearing is to teach the child to listen and hear.
Music helps develop auditory attention well. Music develops not only attention, but also an ear for music, memory, rhythm, feelings, emotions, fosters perseverance, hard work, willpower, develops mathematical abilities, and coordination. Developing fine motor skills fingers, promotes the development of thinking abilities and speech development.
During preschool age The most significant and important qualitative changes occur in the mastery of the linguistic sign system, primarily the word as a basic sign, which ensures the social and communicative needs of development, communication and cognition.
If there is systematic, targeted work on the formation of phonemic hearing in preschool children based on the use of play activities, the quality will improve speech development children, ensuring quality preparation of children for school.
Game “Listen to words”
Agree with your child that you will say a variety of words. The child needs to clap his hands when he comes across a word that means, for example, dishes. And the game begins: various words are called: chair, tree, plate, pen, fox, potato, fork. The child must have time to clap his hands in time.
So that the game does not get boring, you can diversify it. After playing for a few minutes, you can change tasks. The child will need to perform other actions, for example, stomp when he hears the word for plant; jump when he hears a word for an animal; hold your nose when you hear the word for furniture.
When the baby begins to cope, the tasks can be complicated by combining them in twos, and then in threes. For example, a child should clap his hands when he hears words denoting a plant, and jump when pronouncing words denoting an animal.
Top clap game
Agree with your child that you will say different phrases, both correct and incorrect. If the expression is correct, the child should clap his hands; if it is not correct, the child should stomp. And the game begins.
How younger child, the simpler the phrases - concepts should be. For example, for a three-year-old child, you can say the following phrases: “Tomatoes are always blue,” “We eat soup with a spoon,” “They eat potatoes raw,” “People walk on their hands.” For a five-year-old child, you can already complicate the concepts: “The bear lives in the village,” “Squirrels love nuts,” “Crocodiles live in the forest.” Phrases must be selected according to the child’s intellectual development, so that it is both not difficult for him to guess the correct phrases and not boring.
Game “On the table! Under the table! Knock!"
Invite your child to play a game in which he will follow your commands correctly. You will give verbal commands, and at the same time try to confuse the child. To do this, first say the command and follow it correctly yourself, the baby will repeat everything after you. Then you begin to confuse the child - say one command, but do something else.
For example, you say: “Under the table!” and you hide your hands under the table, the child hides his hands, repeating everything after you. "Knock!" and start banging on the table, the child repeats. “On the table!” – put your hands on the table, the child does the same, and so on. When the child gets used to repeating the movements after you, begin to confuse him: say one command and perform another movement. For example, say: “Under the table!”, and then knock on the table. The child should do what you say, not what you do.
Game "Nose - Floor - Ceiling"
Agree with the children that when you say the word “nose,” the children should point their finger at their nose. When you say the word "ceiling", children should point their finger at the ceiling, and when they hear the word "floor", they should point their finger at the floor. Children need to be explained that they cannot succumb to provocation: they must follow the commands that you pronounce, and not those that you show.
Then start saying the words: “nose”, “floor”, “ceiling” in different sequences, and show either correctly or incorrectly. For example, call your nose and point to the floor. Children should always point in the right direction.
Game "Find a Pair"
To play the game you will need several identical pairs of different objects. You can mix different pairs of socks, you can cut out pairs of strips of different lengths from paper, you can choose pairs of different buttons.
Place the selected pairs of objects mixed in one pile in front of the child and give him the task of choosing the pairs. If it's socks, your baby will need to choose pairs of socks. If these are strips, then he will need to select pairs of strips of the same length. If these are buttons, the child selects pairs of identical buttons.
For three-year-old children, 3 to 5 pairs of different objects will be enough. The older and more experienced a child becomes in the game, the more pairs of different objects can be given to him.
If several children participate in the game, then you can give each child their own set different couples. You can also divide the children into teams and arrange a competition to see which team will select pairs faster.
Game "Harvest"
For the game you will need silhouettes of different fruits and vegetables cut out of multi-colored cardboard - orange carrots, red tomatoes, green cucumbers, blue eggplants, yellow apples.
Scatter colorful cardboard figures on the floor and ask your child to collect one vegetable or fruit. If there are several children, then each is given his own task. In this case, the number of “varieties” of cut vegetables and fruits should be equal to the number of children. And quantity different figures should be the same.
Game "Catch - don't catch"
To play you will need a ball. The game can be played with one child or with a group of children.
Agree with your child that you will throw the ball to him, and he will catch or return it. If you say a word, for example: “Catch!”, the child needs to catch the ball. If the ball is thrown silently, then it must be returned.
Start the game by alternating the word “Catch” and silence during the throw. When the child gets used to the rhythm, start knocking it down, then say “Catch” several times in a row, then remain silent during throws. Gradually make the game more difficult by adding the word “Don’t catch!” The child must still catch the ball, because according to the terms of the game, he can only hit the ball during silence.
Game "Do it right"
To play you will need a tambourine and handkerchiefs. The number of handkerchiefs must be equal to the number of players participating in the game.
Give everyone handkerchiefs and explain that when you ring the tambourine loudly, they should raise their handkerchiefs and wave them, and if you ring quietly, have the children lower their handkerchiefs. Demonstrate what it means to ring loudly and how to ring quietly. During the game, alternate loud and quiet sounds no more than three to four times.
Game “Listen and do as I do”
Clap your hands to a certain rhythm and invite your child to repeat after you. Tap the rhythm with a stick on the table, on a drum, on a pan, on a book or on a jar. Let the child reproduce your rhythm exactly. Then change roles - the baby taps the rhythm, and you repeat.
How older child, the more complex the rhythm can be. For a three-year-old child, the rhythm should contain no more than 5 to 6 beats. As you master the game, the rhythms can gradually become more complex.
Game “Can he walk or not”
Agree with your baby that you will name different words, and he needs to listen carefully. If he hears the name of an animal or object that can walk, the child should slap his knees. If he hears the name of an object that does not walk, he needs to raise his hands in front of him. Start the game: “Ball, cucumber, fox, parrot...” - you say and make sure that the child reacts correctly to each word.
This game can be played with a group of children. The tasks of the game can be changed periodically: “flying or not” - children raise their hands when they hear the name of a flying object, and clap their hands when a non-flying object is named. “Round or not”, “fluffy or not” - there can be quite a lot of variations of the game.
Game "Storks - frogs"
Agree with the children that now they will walk in a circle and turn into storks or frogs. If you clap your hands once, the children should turn into storks: stand on one leg, arms to the sides. If you clap your hands twice, the children turn into frogs: they squat down and lower their hands to the floor between their legs. If you clap three times, the children continue walking in a circle.
Start the game: first teach the children to a certain change of movements, and then try to confuse them.
Game "Bunnies, Bears, Jackdaws"
Agree with the children that on the command “Bunnies” the children will jump like bunnies, on the command “Bears” they will clumsy like bears, and on the command “Jackdaws” they will wave their arms. Gradually, tasks can be complicated by adding new animals: “Crayfish” - you need to move back. “Horses” - ride like a horse.
Game “Speaking in a Whisper”
Place toys on the table: cubes, a doll, a bunny, a car, and so on. Place your child at the table and explain to him that you will give him tasks very quietly - in a whisper, so he needs to listen to you very carefully in order to hear everything. Move 2 - 3 meters away from the child and start giving tasks: “Take the bunny. Put him in the car. Place one cube on top of another.” Give short, simple tasks, speak quietly but clearly so that the baby hears, understands and completes the tasks.
If several children are participating in the game, you can give them joint tasks, for example: “Hold hands”, “Jump”, “Walk around the chair”, “Raise your hand up”, “Point to your nose”.
Game "Quiet - Loud"
This game can be played with one child or with a group of children.
Agree with your children that when you speak quietly, they should walk quietly on their toes. And when you speak loudly, children must march loudly. Explain to children that they need to react not to words, but to the sound of the voice. That is, so that you do not speak in a quiet voice, children should still walk quietly on their tiptoes. And also, no matter what you say in a loud voice, the children should still march.
Start the game. First, say in a whisper: “We walk on our toes,” and in a loud voice: “Everyone is marching.” When the children get used to changing teams, begin to complicate the game by adding different commands, for example, “Everyone jumps” - you say in a quiet voice, or “Everyone waves their hands” - in a loud voice. Then make the game even more difficult: “Everyone is marching” - say in a whisper. “We walk on our tiptoes” - say loudly. Try to confuse children by changing commands and voice volume unexpectedly.
Children should not succumb to provocations; they should always walk on tiptoes to a whisper and march to a loud voice.
Game "Ringing Bells"
To play you will need a bell and a blindfold. Offer your baby eyes closed guess and show with your hand where the bell rings.
Blindfold the child and stand two to three meters away from him, ring the bell. The child must point in the direction from which the ringing is heard. Change your seat and ring the bell again.
If several children participate in the game, then the game is played without a bell. Children stand in a circle, a driver is selected, he is blindfolded and placed in the center of the circle. Agree with the children that now they will take turns clapping their hands, and the driver should show where the clap is coming from. Only the child you are pointing at should clap. Every few minutes the driver changes so that all the children stand in the center of the circle.
Game "Guess what object I'm knocking on"
To play you will need a metal stick or pencil and several different objects, for example: a glass, cup, wooden cube, plastic cube, pan. The main thing is that all objects make a different sound.
Invite your child to listen to what sounds objects make and knock on each one. Then ask your child to turn away and guess which object you will hit. Then switch roles, let the child knock and you guess.
Game "Guess whose sound"
To play you will need musical toys and various objects, for example: a pipe, wooden spoons, a tambourine, paper. To begin with, three items will be enough, and gradually they can be increased.
Discuss with your child what different objects make. different sounds. Show him how the paper rustles, how the spoons knock, how the pipe sounds, how the tambourine knocks. Invite him to play a game where he guesses what it sounds like. Then sit with your backs to each other and start making different noises and sounds with different objects. The baby should, without turning around, name what produced the sound.
All cognitive processes, such as perception or thinking, are aimed at one or another object that is reflected in them: we perceive something, think about something, imagine or imagine something. Attention is an end-to-end process that ensures switching from one such object to another. The control for attention is the attitude of the individual to the world, the subject of activity to the activity itself and to the object of activity, consciousness to the objects with the help of which it reflects and regulates reality.
However, in practical psychology the concept of “auditory attention” is used. This is partly explained by a practical task - for example, developing “auditory attention” in preschoolers in the process of preparing for school. It would be more literate here to talk about the development of all attention as an integral process, about making this process more flexible and controllable by the child’s consciousness (that is, to form voluntary attention).
We are talking about the following here. Attention as an integration process ensures that our consciousness is directed towards one or another surrounding object. Involved here are also visual perception, and auditory, and thinking, and emotional sphere– if necessary for business, then anyone is activated mental process. This object exists in the surrounding field, and consciousness perceives it as an element of this field, and not as a “picture” or “sound image”. However, the support for consciousness here is visual perception; other sensations are, as it were, laid down and layered on top of it. That is why it is quite difficult for a child to understand the material only by ear - he lacks clarity. Some training in “auditory attention” may well help here.
Method for studying auditory attention: the subject must repeat aloud a message transmitted through one of several channels, which is specifically indicated by the experimenter.A born child is not yet able to hear and understand the sounds that surround him, and only after 1-2 months does he begin to pick up the sound background. The development of auditory attention is an important process that will help a child learn to distinguish speech and appreciate its fullness and diversity.
Development of auditory attention in children
As soon as a child is born, they begin to talk to him, despite the fact that he does not even hear for several days of his life. Day after day he is surrounded by various sounds: his mother’s voice, the sound of steps, creaks, and over time he begins to distinguish them. The development of auditory attention is the main thing necessary condition development of the child’s spoken language, communication skills and further complete socialization.
Stages of development of auditory attention up to one year
- 1 month
The development of auditory attention in a child at the age of 1 month is necessary in order to understand whether he detects the presence of sounds or not. From a distance of half a meter, ring a bell and see if your baby reacts to this sound. If he doesn’t show any reaction during the first few sessions, don’t worry, check again after some time.
Parents must determine whether the child understands where the sound comes from. At this age, a bell with a subtle sound will help develop auditory attention.
- 2 months
At the age of two months, you can not only focus the child’s attention on the source of the sound, but also change its direction. Take the bell and ring it, then move it to the opposite side and check if he turns his head behind it. In addition to the bell, use toys that make high-pitched sounds. The mother's voice and its intonation are also very important. At this age, it is necessary to focus on the development of auditory attention to non-speech sounds, claps, exclamations, etc.
- 4-5 months
This is the age when you should let your baby understand that not only those around him, but he himself can make sounds. Place a bell on his wrist and shake the hand so that your baby understands that his movements contribute to the production of sounds. You can choose musical toys for the crib. Games teach children to hear, sense, and feel the world around them.
- 6-7 months
It’s time for a child to understand that sounds can be imitated. Take a tambourine, knock on it, then say “la-la-la” in the same rhythm, repeat what you have done. Onomatopoeia is the first step towards speech development.
The purpose of games aimed at developing auditory attention is to discover and promote the development of the child’s individual world of sounds. By listening to surrounding sounds and words, the child develops his hearing, tries to bring his speech closer to the one he hears from family and friends
- 1 year
At the age of 1 year, it is necessary to develop in the child the ability not only to identify sounds, but also to clearly reproduce them, for example, one should start with the vowels “A, O, U.” Say them and ask your baby to repeat. Also learn to identify what sounds or who is speaking. Let the baby’s father hide behind the door and say something, and you ask, “Who’s talking there?” If the baby doesn’t answer right away, help him by prompting “Dad’s there!” Every time it is published loud noise, name its source. For example, the whistling of a kettle, the creaking of a door, the horn of a car, the meowing of a cat.
Music promotes the development of musical ear, memory, attention, shows perseverance and hard work in the child, and also develops fine motor skills of the fingers. In addition, music influences intellectual development and emotional well-being, which contributes to building a harmonious life in the future.
Effective techniques for developing auditory attention
Main occupation of children early age associated with the understanding of sounds and aimed at verbal communication. By the age of three, children already perceive all sounds and understand words. native language.
During this period, it is difficult for children 3-4 years old to concentrate on a monotonous action, and during games it is easy for them to be diligent for a long time. The purpose of games that develop auditory attention is to discover and develop your world of sounds.
Preschool age is the main step in unlocking the potential and intelligence of a child in the future. Systematic training in the formation of phonemic hearing in children of this age affects the quality of speech development and ensures the child’s preparation for the school period.
- Reading fairy tales – important point in the development of auditory attention, auditory memory and phonemic awareness. Read, pronouncing the words clearly and correctly, try to focus the child’s attention on them.
- Development of auditory attention and phonemic hearing in children with the help of tongue twisters and counting rhymes. Teach your child to listen and hear.
- Development of hearing and attention through musical exercises.
If you properly develop a child’s auditory attention, he will learn much faster to understand what you say to him and respond to you.
Video on the topic
Kusheleva Marina
Development of auditory attention junior schoolchildren. Exercises and games
Development of auditory attention– one of the main tasks that helps form the basis for eliminating dysgraphia (writing disorders) and dyslexia (reading disorders).
Mentally retarded children often lack interest, attention to the speech of others, which is one of the reasons underdevelopment of speech communication. In this regard, it is important already at the very initial stage of speech therapy work develop children's interest and attention to speech, installation on the perception of the speech of others.
Auditory attention mentally retarded children mainly involuntarily. It is characterized by small volume, instability, and in some cases, difficult switchability. When working with mentally retarded children, I use the most various means in order to attract and retain them attention to that object, which in this moment is the subject of consideration. I constantly use speech techniques in combination with bright objects and their images, brief emotionally expressive explanations or questions, acting out simple situations using toys, etc.
Manifestations of basic properties auditory attention of the child depend on the qualitative uniqueness of the structure of his defect. Particularly small volume auditory attention and its short duration are characteristic of excitable children. These children are extremely impulsive and unfocused.
Children are oligophrenic with characteristic lethargy may seem at first glance attentive, but usually it's just external manifestations their slowness and pathological inertia.
Reduced auditory attention(or inattention, as we call) oligophrenic children of all ages is to a certain extent due to the weakness of their volitional sphere.
Proposed games and exercises are aimed at developing and training auditory attention.
Exercises and games to develop auditory attention.
1. "Be attentive» .
Target: develop auditory attention, teach how to quickly and accurately respond to sound signals.
Exercise: Children walk in a circle. The presenter alternately gives teams: "Horses", "Bunnies", "Herons", "Crayfish", "Frogs", "Cows", "Birds". Children must perform movements in accordance with the command. Execution of signals must be taught before the game.
2. "Alphabet".
Target: develop attention.
Exercise: if a group of children is playing, then each is assigned a letter of the alphabet, and a game with one child is organized in the same way.
The presenter lists the letters randomly. Having heard his letter of the alphabet, the child must stand up and stamp his foot.
You can play a knockout game with a group of children.
3. "Correct mistakes".
Target: develop auditory attention.
Exercise: The presenter reads a poem, deliberately making mistakes in words.
Name the words correctly.
Having dropped the doll from my hands,
Masha rushes to her mother:
Green onions are crawling there
With a long mustache (bug).
The hunter shouted: "Oh!
The doors are chasing me!” (animals).
Hey, don't stand too close.
I'm a tiger cub, not a bowl (pussy).
My uncle was driving without a vest,
He paid a fine for this (ticket).
Sit in the spoon and let's go!
We drove along the pond (boat).
The snow is melting, the stream is flowing,
The branches are full of doctors (rooks).
Mom went with the barrels
On the road along the village (daughters).
In a clearing in spring
The tooth grew young (oak).
On the yellowed grass
The lion drops his leaves (forest).
In front of the children
Rat being painted by painters (roof).
I sewed a shirt for a cone
I'll sew him some pants (to the bear).
The sun has risen and is leaving
Dark Long Daughter (night).
There are no fruits in the basket count:
There are apples, pears, and sheep (bananas).
To have lunch, Alyoshka took
IN right hand left leg (spoon).
A poppy lives in the river,
I can't catch him (cancer).
On the ship the cook is the doc
Made delicious juice (cook).
Dot was very affectionate,
He licked the owner's forehead (cat).
Horned Valley
Walked along the road (ox).
The schoolboy finished the line
And put the barrel (dot).
4. "What are we hearing?"
Target: develop auditory attention.
Exercise: guess the riddle, name the sound that allowed you to find the answer.
How the godfather got down to business,
She squealed and sang.
She ate - she ate oak, oak.
Broke a tooth, tooth.
Answer: This is a saw. The sound z is repeated.
Daily,
At six in the morning
I'm cracking:
“Get up porrra!”
Answer: This is an alarm clock. The sound r is repeated.
5. “Who will notice more tall tales?”
Target: develop attention, the ability to notice illogical situations.
Exercise: mark all fables.
Kissel is made from rubber there,
There tires are made from clay.
They burn bricks from milk there,
Cottage cheese is made from sand.
Glass is melted from concrete there,
Dams are built from cardboard.
The covers are made of cast iron,
They make steel from canvas there.
They cut shirts out of plastic there,
Dishes are made from yarn,
They spin cloth threads there,
The suits are made from oatmeal.
They eat compote there with forks,
There they drink a sandwich from a cup,
There are cutlets made from bread and cheese,
Candy made from fresh meat.
Filled with sweet bean soup,
Everything is cooked in plates with salt...
V. Chanturia.
Is it true or not
Why is the snow as black as soot?
Sugar is bitter
Coal is white,
Well, is a coward as brave as a hare?
Why doesn't the combine harvester reap any wheat?
Why do birds walk in harness?
That cancer can fly
And the bear is a master at dancing?
What do pears grow on willow trees?
That whales live on land?
What from dawn to dawn
Are pine trees felled by mowers?
Well, squirrels love pine cones,
And lazy people love work...
And the girls and boys
Don't you put cakes in your mouth? (L. Stanchev).
Target: development of auditory attention.
Exercise: the teacher approaches any child in the class and he says something, and the presenter, with his eyes closed, guesses whose voice it is.
7. “Yes and no, don’t say”.
Target: develop attention.
Exercise: answer the questions. It is forbidden to speak "Yes" And "No".
1) Do you like summer?
2) Do you like the greenery of parks?
3) Do you love the sun?
4) Do you like swimming in the sea or river?
5) Do you like fishing?
6) Do you like winter?
7) Do you like sledding?
8) Do you like playing snowballs?
9) Do you like it when it’s cold?
10) Do you like to sculpt a snow woman?
8. “Where did they knock?”
Target: development of auditory attention.
Exercise: children sit with their eyes closed, and the teacher or presenter knocks with something anywhere. Children must show the place where the sound was heard.
9. “What did that sound like?”
Target: development of auditory attention.
Exercise: we demonstrate to children the sound of a tambourine, harmonica, pipe, etc. Children listen and remember how each one sounds musical instrument, then close their eyes and hearing is determined what it sounded like. If there are no tools, then you can use a cup, toys, etc.
10. "Listen and do".
Target: development of auditory attention.
Exercise: the teacher gives the child the following, for example, teams: “Go to the window and raise your hand”, “Take a ruler in your right hand and a notebook in your left.” etc.
11. "Listen and repeat".
Target: development of auditory attention.
Exercise: the teacher whispers behind the screen words on the topic of the lesson, and the children repeat them out loud.
12. "Broken phone".
Target: development of auditory attention.
Exercise: the teacher whispers three words on the topic to one student, and he passes them along the chain to other children. The words must reach the last player. The teacher asks his: “What words did you hear?”, if he says correctly, then the phone is working.
13. "Woodpecker".
Target: development of auditory attention.
Exercise: the teacher taps out different rhythms at a fast pace
… … .; …. ... etc., and the children repeat after him.
14. "Define on hearing the shortest word".
Builder, mason, house, glazier.
(Words are selected in accordance with the topic of the lesson; you can also give a task to determine the longest word).
15. "Chain of Words".
Target: development of auditory attention.
Exercise: the teacher names the word, and the children come up with words in order that begin with the last sound of the previous word.
16. "Name the Sound".
Target: development of auditory attention.
Exercise: the teacher pronounces 3–4 words, each of which contains one of the sounds being practiced, and asks children: “What sound is there in all these words?”
17. “Who listens better?”
Target: development of auditory attention.
Exercise: the teacher names the words, and the children raise their hands only when they hear a given sound in the word, for example, Sh: hat, house, beetle, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, castle, puddle, roof.
18. "Find the picture".
Target: development of auditory attention and perception.
Exercise: the speech therapist lays out a series of pictures of animals in front of the child or children (bee, beetle, cat, dog, rooster, wolf, etc.) and reproduces the appropriate onomatopoeia. Next, the children are given the task of identifying the animal by onomatopoeia and showing a picture with its image.
The speech therapist's lips close.
19. "Clap"
Target: development of auditory attention.
Exercise: The speech therapist tells the children that he will name various words. As soon as he names the animal, the children should clap. You cannot clap when pronouncing other words. The one who makes a mistake is eliminated games.
20. "Who's Flying".
Target: development of auditory attention.
Exercise: The speech therapist tells the children that he will say a word "flies" combined with other words (the bird flies, the plane flies). But sometimes he will be wrong (For example: the dog is flying). Children should only clap when two words are used correctly. At first games The speech therapist pronounces phrases slowly and pauses between them. Subsequently, the pace of speech accelerates.
21. "Remember the words".
Target: development of auditory attention.
Exercise: the speech therapist names 3–5 words, children must repeat them in the same order.
Dear parents!
We bring to your attention important material for the development of your children.
We will talk about the formation of speech hearing, auditory attention and perception in preschoolers. Why is this so important?
Speech hearing includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities of speech: timbre, expressiveness.
Auditory attention is the ability to focus on sound, without which it is impossible to listen and understand human speech.
An analysis of the current situation in the system of education and training of preschool children shows that the number of children with speech development disorders is steadily growing. Among them, a significant part are children of 6-7 years of age who have not mastered the sound side of the language within the required time frame. Having full hearing and intelligence, they are, as a rule, not ready to learn school curriculum due to insufficient development of speech hearing. These children constitute the main risk group for academic failure, especially when mastering writing and reading.
Developed speech hearing is an important component in the development of a child’s speech.
Without speech hearing, speech communication is impossible. Speech hearing begins to develop in children when they perceive the speech of others and when they speak it themselves.
Speech hearing not only receives and evaluates other people's speech, but also controls one's own speech.
Speech is a means of communication between people and a form of human communication. Speech is not an innate ability of a person; it is formed gradually, along with the development of the child. From birth, a child is surrounded by many sounds: the sound of wind and rain, rustling leaves, barking dogs, car horns, music, people speaking, etc.
But all these auditory impressions are perceived by the baby unconsciously, merging with other, more important signals for him. The child does not yet know how to control his hearing, sometimes he simply does not notice sounds, cannot compare and evaluate them by volume, strength, timbre.
The ability to focus on sound is a very important human characteristic. Without it, it is impossible to learn to hear and understand speech, the main means of communication.
The development of speech in children of primary preschool age occurs especially quickly: the vocabulary is replenished quickly, like at no other age, and the sound design of words improves. However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still do not speak clearly enough and pronounce individual sounds incorrectly.
At this point age stage It is necessary, first of all, to teach children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audible (especially if they are not sure of the correct pronunciation), others speak loudly. Parents need to draw children's attention to the fact that words can be pronounced at different volumes (whisper, quietly, moderately, loudly), which teaches children to distinguish by ear how loudly others and themselves speak.
One of the areas of children’s speech development is the education of the child’s speech hearing (intonation, phonetic, phonemic). It is based on skills related to distinguishing the acoustic characteristics of sounds: height, volume, duration.
In order for your children to learn to pronounce the sounds of their native language clearly and clearly, to pronounce words clearly, to use their voice correctly (speak expressively, where necessary, change the volume and speed of speech), you need to teach kids to strain their ears, to catch and distinguish sounds (“These are toys: the bear growls: “r-r-r”, the doll cries: o-o-o”).
To develop a child’s auditory attention and auditory memory, we suggest parents perform certain actions with toys and objects with their children: rock a doll, roll a ball, dance a teddy bear, etc.
Such exercises help enrich vocabulary in a child, activate their interest in speech, and have a positive effect on the formation of communication motivation.
Also auditory perception needs to be developed in the process of recognition and differentiation of non-speech sounds by their acoustic properties: For example: “Find the bear” (the child is looking for a hidden toy, focusing on the volume of the sound signal. The louder the signal, the closer the child is to the hidden toy.).
As exercises for the development of the vocal apparatus and speech hearing, you can use excerpts from poems, nursery rhymes, counting rhymes, tongue twisters, tongue twisters, rich a certain sound. This is how the child learns to distinguish the “sound” of familiar objects, the voices of animals, birds and people. Correlate sound word with a picture or object, clearly pronounce one or two, as well as three or four syllable words, answer questions; play onomatopoeia loudly and quietly. These games can significantly improve the auditory perception of speech, which contributes to the maximum adaptation of his phonemic hearing to real communication.
Also teach children to distinguish non-speech sounds by the nature of the sounds (various noises, the voices of animals and birds, musical sounds), acoustic properties (loudness, pitch, duration), number of sounds, direction of sound appearance. Exercises to develop non-speech sounds will prepare the child for the perception of speech sounds.
Dear parents! We bring to your attention a number of games and exercises that can be used to develop speech hearing, auditory attention and perception.
Determining the sound of toys (3-4 years old). Take 3 - 5 toys that sound different (bell, pipe, rattle, squeaking and wind-up toys), invite the child to look at them and listen to what sounds they make. Then take the child to the side (3-5 meters), turn his back to the toys and play the sound of one of them. The baby must come up and point to the sounding toy (name) (reproduce its sound).
- Determining the voices of family members, birds, animals (father from the room, and mother from the kitchen must say the child’s name).
- Determination of sounds and noises coming from the street (cars, trams, rain).
- Moving objects according to instructions, for example, taking a teddy bear from the table and placing it on the sofa (on a chair, on a shelf, under a closet).
- Familiar toys, pictures, objects are laid out on the table. Invite your child to look at them carefully, and then hand you 2 objects at once. In the future, the task can be complicated: ask to submit 4 items at the same time, etc.
- Repetition of combinations of sounds and syllables: A, U, I, A-U, A-I, O-A, TA, PA, TA-TA, MA-MA-MA, TA-MA-SA, etc.
- Repetition of words, phrases, small sentences. To make it more difficult: the child is invited to stand with his back to the speaker and repeat after him all the phrases, maintaining their number and order, for example, “Kolya, I found a hat” or “Our Tanya is crying loudly” or “The cat went to the market, the cat bought a pie,” etc. .d.
- “Guess what it sounds like” (3-5 years old).
- You need to show your baby what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a rattle sounds like). Then you need to reproduce the sounds so that the child does not see the object itself. And the child must try to guess what object makes such a sound.
- “Sun or Rain” (3-4).
- The adult tells the child that they will now go outside. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then the adult says that it started to rain (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the child that he must listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.”
- “Conversation in a Whisper” (4-6 years).
- The point is that the child, being at a distance of 2 - 3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.
- “Let's see who's talking” (3-4 years old).
- Prepare images of animals for the lesson and show your child which of them “speaks the same way.” Then portray the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “talks” like that.
- “We hear the ringing and know where it is” (4-5 years old).
- Ask your child to close his eyes and ring the bell. The child should turn to face the place where the sound is heard and, without opening his eyes, show the direction with his hand
- “Tell me how I am” (4-5 years old).
- The adult invites the child to listen carefully to how he pronounces the words and repeat them in the same way and make sure that the child pronounces the words clearly, with an appropriate level of volume.
- “Guess what to do” (4-5 years old).
- The child has two flags in his hands. If an adult rings the tambourine loudly, the baby raises the flags up and waves them, and if the tambourine sounds quietly, he lowers the flags down. It is important to monitor children's correct posture and precise execution of movements. It is necessary to alternate the loud and quiet sounds of the tambourine no more than 4 times so that the child can easily perform the exercise. When you hear a knock, run into the house. Listen carefully when the tambourine rings and when I knock on it.” You can repeat the game, changing the sound of the tambourine 3 - 4 times.
- “Remember the sounds of the forest” (5-6 l).
We wish you a pleasant and useful leisure time with your children in the evening, sitting on the sofa!
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