Correct speech breathing is necessary for beautiful diction of a child. Games to develop quick inhalation and slow exhalation will be both one of the ways to communicate with your child and a good workout. Don't draw your baby's attention too much to the force and rhythm with which he breathes; you are just playing or organizing a competition between several opponents. Point out any mistakes delicately, like a coach advising the best technique. It is advisable for parents to keep a diary of activities in order to take into account their findings and mistakes when raising their next children or grandchildren.
What role does air play in speech?
A person will not be able to utter a single word if the air does not pass through the vocal cords. The flow should come out slowly and evenly. You can speak only during exhalation, when the chest with a certain effort squeezes air out of the lungs. The jet must pass not only with the required force, but also in the right direction. An adult does not notice these subtleties; his conversation occurs automatically, without the participation of consciousness.
To understand how difficult it is for a baby to learn to speak, try to pronounce the most a short phrase, inhaling and exhaling randomly. The child needs help; mom and dad should do this. It is useless to explain to him the structure of the speech apparatus, the work vocal cords. With a two-year-old, you don’t need to conduct lessons, but play; with the help of interesting exercises, he himself will begin to speak correctly.
There may be a person in your environment who does not know how to breathe correctly when speaking. If the child loves this guest, he can adopt his manner. Don’t laugh at your friend, explain to your child that no one taught Uncle Petya to breathe correctly; if the kid wants to help him, let him first start speaking correctly himself, and then teach his friend. Such an incentive will strengthen the baby’s desire to perform the exercises correctly.
How to do breathing exercises?
Gymnastics to establish proper breathing will not take much time. Take a 10-minute break between classes or reading fairy tales and offer your child a new game. The room where you will do the exercises should be clean and well ventilated: it is not advisable for the baby to deeply inhale dusty, stagnant air. It’s great if you do the lesson while walking in the park, but not in the winter frosts.
The basic principle of forming correct breathing: take a quick deep breath through the nose so that the lungs are filled with air until they stop. This is followed by a slow, smooth exhalation through the mouth. The flow should not be too strong so that the air is used evenly and economically.
During classes, you need to monitor whether the child makes mistakes. Exhalation should take place according to the following rules:
- the folded lips are relaxed, the cheeks are not puffed out;
- the entire flow goes through the mouth, air should not escape through the nose;
- exhale completely until the air runs out;
- If the baby hums or pronounces sounds, you should not pause for a short breath of air.
When performing any exercise, make sure that all air flow goes through the mouth. If your baby doesn't succeed, gently pinch his nostrils with your fingers or use a special diving device.
Children may enjoy the games so much that they don't want to stop playing. Don't let your child become overtired: tasks may seem simple, but in fact they can cause fatigue and dizziness. You can start classes with children 2 years old; the duration of the first training sessions should not exceed 3 minutes. After each approach, take a break and let your baby catch his breath. Alternate breathing exercises for children with other activities. Do not do breathing exercises immediately after lunch on a full stomach, wait 2-3 hours.
First exercises for proper exhalation
First of all, you need to ensure that the child learns to make a smooth, long exhalation through the mouth. Do not forget that after each deep exhalation the baby should pause to rest. You can conduct a lesson with one student, but it is much more interesting if he has at least one partner with whom he can compete.
The following games are suitable for first lessons.
- "Fluttering Butterflies" Hang several bright paper butterflies on thin threads at the level of the baby's face. Show your child how they flutter when you blow in the right direction. The exercise time is no more than 10 seconds.
- "Tree in the Wind." Attach some colored strips of tissue paper or Christmas tree tinsel to a wooden stake so that it hangs down in all directions. Say that this is a tree, if the wind blows on it, the leaves will sway and rustle.
- "Autumn leaf fall." In the fall, collect or cut out colorful leaves from colored paper. Place them in a heap on the table and offer to blow to make the leaves fly. Then they need to be collected in a box or basket, and the game can be repeated.
- "Blizzard" performed as the previous exercise, only paper snowflakes or cotton balls are placed on the table.
- "Cockerel or hen." In the summer, pick a dandelion and offer to blow on it once. If there are fluffs left, it’s a cockerel with a comb; if all of them fly away, then it’s a chicken. Explain that there are very few cockerels in the poultry house, let the baby strive to make as many chickens as possible.
Try not to let your child get bored. Come up with new stories and competitions. If it is not possible to invite other children, let objects enter into the competition. Make a guess which leaf will fall first, which butterfly will fly farthest.
When the child learns to exhale correctly and begins to blow away light paper figures without difficulty, the exercises can be complicated.
- "Leader Ribbon" Hang several paper ribbons close to each other and offer to blow so that the selected strip flies higher than the others.
- "Pencil Race" Place two pencils on the table. The baby must move each of them to the maximum distance with one exhalation.
- "Don't drop the ball." Throw an inflated balloon into the air and ask the child to blow on it from below, without letting it fall to the floor.
You can come up with a lot of games. Monitor your child's progress and gradually complicate the tasks. The first time the child will blow on the paper figures from a distance of about 30 cm, move them a little further each time. Be warned that the results of only one exhalation are taken into account - if there was at least a small inhalation in the middle, not a single snowflake will be counted. Each time, praise your child for successes, and find a consoling explanation for failures: the paper is too heavy, the figurine is stuck to the table.
Games and competitions for speech development
When the child has learned to breathe correctly, you need to associate slow exhalation with speech. During the first lessons, the baby can sing vowel sounds. First, he takes a deep breath, and as he exhales, he hums: “Ah-ah-ah” or “Ooo-oo-oo-oo.” Try to keep the singing at the same tempo and key throughout. If the child constantly gets louder and quieter; then higher, then lower, record it on a voice recorder and explain its mistakes. Don’t turn into a strict teacher, make comments good-naturedly, with humor: “Listen, how you started cheerfully and cheerfully, but ended completely sad, it looks like something sad happened in the song.” When the sound is smooth, learn to sing with rising and falling pitches.
Older children can be told what vocalization is and given recordings to listen to. Invite them to also try changing the key to create a melodic tune.
Start with small words, repeating them several times. Show your child pictures or toy animals, and with one exhalation he should depict 2-3 times what sounds they make: “Woof-woof-woof”, “Meow-meow-meow”, “Ko-ko-ko”. Act out scenes that your child will voice. A bear is walking through the forest “Top-top-top”, he saw a little house and knocked “Knock-knock-knock”. Remind that before saying anything, the baby must take a full lungful of air.
Short nursery rhymes, for example “Toys” by A. Barto, will be a good training for proper speech breathing during conversation. For each exhalation you need to say one line, then inhale - and the next line. Games for developing proper breathing in a child can be included in morning exercises. Add several exercises to the complex, repeating each 4-6 times:
- "Clock with a pendulum." Starting position: feet shoulder-width apart, hands raised, fingers clasped above the head. Inhale, as you exhale, bend to the side and make a long sound “Bomm”. Repeat on the other side.
- "Let's go for a ride in the car." Starting position: stand straight, arms extended forward, fists clenched. After inhaling and exhaling, the child turns the imaginary steering wheel to the right and makes a sound that imitates the operation of a motor. Repeat several times in different directions.
- "The ball burst." While inhaling, the child spreads his arms to the sides, while exhaling, brings them together in front of him, as if hitting a balloon, and says “Clap.”
- "Battleship". Launch paper boats into a bowl of water. By alternately blowing on one or the other, the baby can play both pirates and sea battle.
- "Air Tennis" This game requires 2 participants. Draw a strip in the middle of the table and place a table tennis ball on it. On command, both children blow on the ball, whoever drives it to the opponent’s side wins.
- "Mother duck is looking for ducklings." Throw a few floating ducks into the basin and say that the kids are lost, the mother must find them. Using a stream of air, you need to direct the largest toy to search and collect all the figures together.
Games with various objects
There are many games you can come up with to train how to exhale correctly. Bring into the house a pinwheel with which the child runs along the street, and tell him that he himself can become the master of the wind. Let him blow on the blades with different strengths and watch them spin faster and slower. Buy a Chinese souvenir “wind chime” and hang it at the level of the child’s face so that he can blow and listen to the ringing of the bells as he passes by. In the same way, you can install a balancer, where on the planks in a state of balance there are bird figures that move at the slightest breath.
Many children already know that on their birthday they need to blow out the candles on the cake. Unfortunately, such an event occurs once a year, but for toys you can organize a holiday at least every day. Cover the doll table, seat the birthday boy and guests around, place lighted candles on cookies or gingerbread and invite the child to blow them out. Be sure to praise if it works the first time. Sometimes the baby cannot direct the stream in the right direction, so the first few times you can blow through a tube.
It seems that toy manufacturers are not interested in promoting proper breathing in children. To get the soap bubbles loved by all generations, you no longer need to blow into a straw. The kid takes the frame in his hand, waves it, and a whole swarm of rainbow balls flies into the air. Teach your baby to play with soap the traditional way. First, take a tube with a diameter of about 5 mm and teach how to create a storm in the water. Throw a small boat into the jar, when the baby releases air into the water, waves will form bubbles, and the toy will begin to sway. Immediately warn that liquid cannot be drawn into the mouth, only air can be released out. At first, use drinking water.
When you are sure that the child does not swallow the liquid, you can use a soapy solution to play. Now you can take a cocktail straw and create soap bubbles. You can take the composition from a toy or dilute baby shampoo with water in a 1:1 ratio. First, show your child how to blow into a straw to create thick foam in the glass. Then learn how to blow bubbles. To make it more interesting for your child, tell him to put on woolen gloves, then the ball caught on his hand will not burst immediately.
Exercises for preschoolers
If the child has been taught well, by the age of 5 he should already be able to speak correctly, but additional lessons still won’t hurt. Musical toys develop speech breathing well: whistles, pipes, harmonicas. With decorative whistles in the shape of birds and animals, you can act out a conversation scene: the cockerel asks something, the hen answers. If at 2 years old the child could sometimes extract a jerky sound from the pipe, now you can teach the child to play smooth, pleasant melodies.
When your child has mastered musical instruments well, try teaching him to whistle into a glass or plastic bottle. The lower lip should be lightly pressed against the side of the vessel next to the hole, the air stream goes inward. The direction of exhalation should be changed slightly until a sound appears. Not everyone succeeds in the exercise - don’t insist, say that you will return to this task in a month or two.
For a well developed respiratory system A good workout would be to inflate toys or balloons. Buy a plastic duck, take it to the pond and tell him that if the baby wants to swim with the toy, he must inflate it himself. You can offer to inflate balloons, but first try to do it yourself: some manufacturers produce products so tight that they can only be inflated with a special pump.
Why is proper breathing necessary?
The artist and opera singer need to calculate the volume of air in the lungs so that at the very climax of a tense monologue an unplanned pause for inspiration is not required. Maybe, future profession your baby will not require such abilities from him, but the ability to speak correctly is necessary for any person. Few people will listen to the opinion of the interlocutor if he speaks unintelligibly, swallows the endings of words, or stops to breathe in the very middle of a phrase.
With a well-delivered speech, a person can speak for a long time, and this process will not tire him. If inhalations and exhalations occur randomly, a lot of energy is spent on pronouncing words and phrases, and the muscles involved in speech quickly get tired. Don't expect things to get better over time. Any of us has had to talk with people who either chatter quickly or inhale in the middle of a long word. Do you want your baby to talk like this all his life? If not, start training proper breathing at 2-3 years of age.
Teachers and doctors have noticed that active children who constantly run, jump, and dance have a better developed respiratory system than those who love cartoons and drawing. Diseases of the nasopharynx, lungs, and bronchi also have a bad effect on breathing. Approach the development of speech breathing comprehensively: monitor the child’s health, do not let him sit still for a long time, take him to the sports ground. During exercises or outdoor games, observe how the child breathes, explain that with proper inhalation and exhalation, he will run faster and jump higher.
Few people are not irritated by inappropriate pauses in the speech of their interlocutor. This is not only ugly, but can also lead to a distortion of the meaning of what was said. Remember historical example with the phrase: “Execution cannot be pardoned.” Imagine that this was not written on paper, but said out loud. After the first word, the speaker ran out of air, took a breath and quickly said the end of the sentence. To prevent such incidents from ever happening to your child, teach him to speak beautifully and correctly.
Basic (key) concepts: diaphragmatic breathing, phonation breathing, diaphragm, inhalation, exhalation, respiratory support.
Producing speech is closely related to breathing. A speech utterance is formed during the process of exhalation, when an air stream passes through the larynx with the vocal folds and enters the oral cavity, where the corresponding noise is formed with the help of the articulatory organs.
Breathing during speech differs significantly from normal physiological breathing. The ratio of the inhalation phase to the exhalation phase during physiological breathing varies in time from 1:1.1 to 1:2. With phonation breathing, this ratio is 1: 6-8.
Outside of speech, the duration of exhalation and inhalation is approximately the same. Thus, for speech production it is necessary to develop a strong, directed air stream.
The development of speech breathing is carried out in stages:
I. Establishment of the diaphragmatic type of breathing and the formation of a long oral exhalation.
With diaphragmatic breathing, complete expansion occurs chest, maximum ventilation of all areas of the lungs. Tension of the lower intercostal muscles allows you to maintain aperture in a contracted state, which leads to a calm, uniform exhalation, invisible to others. Thus, diaphragmatic breathing is the deepest, strongest, and most economical for speech production.
This stage of breathing formation consists of performing a set of physical exercises. There are static and dynamic exercises. Static exercises are performed either with complete immobility of the body, or are accompanied by slight movements. Their goal is to develop differentiated breathing through the mouth and nose, to acquire the skills of speech diaphragmatic breathing with predominant training in extended exhalation.
Exercises include blowing on cotton wool, water, blowing soap bubbles, rubber toys, balls, playing a children's pipe, pipe, harmonica (which develops the lip muscles and revitalizes the kinesthetic sensations of exhalation).
To automate diaphragmatic breathing against the background of exhalation, vowel sounds are pronounced for a long time (in a whisper and loudly), fricative voiceless consonants in isolation and in combination with vowels (in a whisper and loudly), voiced fricative consonants in isolation and in combination with vowels, voiceless plosive consonants only in combination with vowels in straight syllables (whispering and loud), voiced plosive consonants only in combination with vowels in straight syllables. Thus, in a combination of articulatory and simple breathing exercises, speech breathing skills are formed.
II. Differentiation of oral and nasal exhalations
For development phonation breathing Exercises are also selected that train differentiated inhalation and exhalation through the mouth and nose. These exercises prepare the respiratory apparatus for phonation and help to feel the work of the respiratory muscles, especially the diaphragm.
As a result of performing exercises to differentiate oral and nasal exhalations, the patient learns to feel the difference in the direction of the air stream.
First complex aimed at forming fixed(smooth) exhalation through the nose or mouth, alternating oral and nasal exhalations. A fixed exhalation is necessary to pronounce fricative (frictional) consonant sounds ( f, f, v, v, s, s, z, z, w, w, sch, th, x, x
· Open your mouth wide and breathe calmly through your nose.
· Close one nostril with your middle finger - inhale. Exhale smoothly through the other nostril. Alternately close and open your nostrils.
· Inhale through slightly closed lips, exhale smoothly through the nose with a voice (m).
· Inhale widely open mouth, exhale smoothly through your nose (do not close your mouth).
· Inhale through your nose, exhale smoothly through your mouth (mouth wide open), first without a voice, then with a voice (a_______).
· Inhale through your nose, exhale smoothly through loosely closed lips (f__________).
· Inhale through your nose, exhale smoothly through the corners of your mouth, first through the right, then through the left.
· Inhale through the nose, exhale - stick out your wide tongue, lift it to the upper lip, blow on your nose (blow the cotton wool off your nose).
Second complex designed to form forced(push-like) exhalation through the nose or mouth, alternating oral and nasal exhalations. Forced exhalation is necessary to pronounce plosive (stop) consonant sounds ( p, p, b, b, t, t, d, d, k, k, g, g). The patient is asked to perform the following exercises:
· Inhale through your nose, exhale through your nose in bursts.
· Inhale through your nose, exhale through loosely closed lips jerkily, intermittently, taking short intervals (f! f! f!).
· Open your mouth wide, stick out your tongue, inhale and exhale through your mouth jerkily, intermittently (like a dog breathing).
· Inhale with your mouth wide open, exhale forcefully through your nose (do not close your mouth).
· Inhale through slightly closed lips, exhale jerkily through the nose, first without a voice, then with a voice (m! m! m!).
· Inhale through the nose, exhale forcefully through the corners
mouth, first through the right, then through the left.
· Pull your lips forward like a tube. Inhale through your nose, exhale jerkily through the “tube” (ooh! ooh! ooh!).
Third complex aimed at developing skills combine fixed and forced exhalations. This skill is necessary to pronounce affricates ( ts, h) and groups of consonant sounds of different methods of formation ( ts, pl, vr, tr, dr etc.). The patient is asked to perform the following exercises:
· Inhale through your nose, exhale jerkily, at the end turning into a smooth exhalation (f! f! f_________________).
· Pull your lips forward like a tube. Inhale through your nose, exhale elongatedly through the “tube” with intensification at the end (U________y! y!).
· Pull your lips forward like a tube. Inhale through your nose, exhale jerkily, at the end turning into a smooth exhalation (ooh! ooh! o____).
· Inhale through slightly closed lips, exhale elongatedly through the nose with intensification at the end with a voice (m______________ m! m!).
· Inhale through slightly closed lips, exhale jerkily, at the end turning into a smooth exhalation (m! m! m______________).
· Lips in a smile. Inhale through your nose, exhale elongatedly through your mouth with intensification at the end (with _______s! s!).
· Lips in a smile. Inhale through your nose, exhale jerkily, at the end turning into a smooth exhalation (s! s! s___________).
· Inhale through your nose. Pronounce the sound [sh] for a long time with intensification at the end (sh_______sh! sh!).
· Inhale through your nose. Pronounce the sound [sh] briefly, lengthen the exhalation at the end of the pronunciation (sh! sh! sh_________).
The main feature of working on breathing during this period is the combination of breathing exercises with the work of the articulatory and vocal apparatus, which contributes to the development of coordination between breathing, voice and articulation.
After static breathing exercises, perform dynamic breathing exercises. Start training with 30-45 seconds per session, gradually increasing the load over two weeks to 2 minutes. Exercises are performed 5-6 times. In the future, the number of workouts can be increased to 3 times a day for 2 minutes per session. If blowing causes dizziness, then the duration of the exercise is reduced to 15-20 seconds. A general developmental set of breathing exercises is recommended to be carried out throughout the entire period of speech therapy work. Examples of exercises:
Divers. Take a deep breath, hold your exhalation, “dive into the water” - sit down. Stand up (“emerge”) - exhale.
Locomotive. The arms are bent at the elbows. Walk around the room, making alternating movements with your hands and saying as you exhale: “Chuh-chukh-chukh.”
Pump. I. p. standing, feet shoulder-width apart. Mentally model the pump handle and, bending sharply, press it, as if pumping up tires. As you exhale, pronounce the sound [s], or [w], or [f].
Skier. Get into the pose of a running skier pushing off with poles. With each “push-off”, alternately inhale and exhale, saying “f-f-f”.
Hedgehog. I. p. sitting on the mat, legs together, emphasis on the hands behind. Bend your knees and pull them towards your chest, exhale slowly while saying “f-f-f”. Straighten your legs - inhale. Turn your head to the right - to the left and at the same time, with each turn, inhale through your nose in equal portions. Inhale slowly and smoothly through your mouth, saying “pfff.”
Sawmillers. The exercise is performed by two people, holding hands crosswise. The right hands are the “saw”, the left hands are the “log”. The first participant pulls the “saw” towards himself, pronouncing “z-z-z” on a smooth exhalation (count of times), the second takes the “saw” towards himself - “s-s-s” (count of two). You need to saw energetically, cheerfully, without holding your hand when the second participant takes the “saw” over himself. Breathing should be uniform, rhythmic: when taking the “saw” towards you, exhale with sound, releasing it, inhale.
Polite bow. Rise on your toes, arms to the sides (inhale). Then slowly bend forward, gradually bringing your hands together and pressing them in an oriental manner to your chest. When bowing, pronounce the word “zdrasssste” stretched out on the sound [s]. Make sure that the last syllable “te” sounds loud and clear.
Working with children, starting with the oldest preschool age, you can use the techniques of paradoxical breathing exercises by A.N. Strelnikova. It helps to increase the volume of inhalation and diaphragmatic exhalation. When performing a set of paradoxical breathing exercises, dynamic exercises are accompanied by movements of the arms, torso and legs. Each movement corresponds to certain phases of breathing. So, inhalations are made with movements that compress the chest. Inhalation should be as active as possible, exhalation should be passive. Unlike traditional breathing exercises, with slightly closed lips, a noisy short breath is taken through the nose. Exhale freely through the mouth. All exercises are done in a certain rhythm.
Each exercise is performed 5-8 times, after a 3-5 second break it is recommended to move on to the next exercises. The duration of breathing exercises is 5-6 minutes. At the beginning of the training cycle, one exercise is mastered. On each subsequent day, one exercise is added. The entire complex of breathing exercises consists of eleven exercises:
1. Palms. I. p.: stand up straight, raise your palms at face level, lower your elbows. Take a short, noisy, active breath through your nose and at the same time clench your fists. Exhale smoothly, freely through the nose or mouth, unclench your fingers, relax your hands.
2. Belt. I. p.: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy inhalation through your nose, forcefully push your fists towards the floor, as if throwing something off your hands. During the push, unclench your fists and spread your fingers. As you exhale, return to i. P.
3. Bow. I. p.: stand up straight, arms down. Bend down slightly, round your back, lower your head and arms. Take a short noisy breath in end point bow (“smell the floor”). Then, smoothly and freely exhaling through your nose or mouth, return to i. P.
4. Cat. I. p.: stand straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning your torso to the right and then to the left. When turning, with a simultaneous short noisy inhalation, make a “throwing” movement to the side with your hands (as if the cat wants to grab the bird). As you exhale, return to i. p. Repeat 8 times.
5. Hug your shoulders. I.p.: stand up straight, bend your arms at the elbows at shoulder level, with your hands facing each other. At the moment of a short noisy inhalation, hug yourself by the shoulders with your nose (arms should move in parallel). As you exhale, return to i. P.
6. Large pendulum. I. p.: stand up straight, arms down. Bend slightly towards the floor, lower your hands to your knees - inhale noisily. Immediately without stopping, lean back slightly, bending slightly at the lower back, hugging yourself by the shoulders, take another breath. Exhalation is carried out passively between two inhalation movements. Return to i. P.
7. Head turns. I. p.: stand up straight, arms down. Turn your head to the right and take a short, noisy breath. Without stopping, turn your head to the left and take a short breath. Exhalation is carried out passively between breaths.
8. Ears. I. p.: stand up straight, look in front of you. Slightly tilt your head to the right towards your shoulder - take a short, noisy breath in through your nose. Then tilt your head to the left - also inhale. Exhalation is carried out passively between inhalations, while the head does not stop in the middle.
9. Small pendulum. I. p.: stand up straight, arms down. Lower your head down, look at the floor - inhale. Throw your head up, look at the ceiling - also inhale. Exhalation is carried out passively between inhalations, while the head does not stop in the middle. Don't strain your neck.
10. Rolls. I. p.: the right leg is in front, the left leg is one step behind. Heaviness of the body on both legs. Shift the weight of your body to your front right leg. Sit down slightly on your right leg - inhale. Straighten your body, transfer the weight of your body to your left leg standing behind you. Sit down slightly on your left leg - inhale. Between breaths, passive exhalation is carried out. Perform the exercise 8 times without stopping. Change legs.
11. Dance steps. I. p.: stand up straight, arms down along the body. Raise your right leg bent at the knee to the level of your stomach, squatting slightly on your left leg - inhale. Return to initial position- passive free exhalation. Then squat on your right leg, raising your left leg - inhale. Exhale freely after each inhalation.
III. Formation of speech breathing.
Speech breathing is characterized by a short inhalation and a long exhalation. At the time of speech, the number of respiratory movements is half as much as when breathing without speech, while the volume of exhaled and inhaled air increases (approximately three times), increasing the pressure of the air stream.
Work on the formation of speech breathing includes learning the ability to distribute exhalation during speech and to “add” air during speech.
Exhalation distribution in the process of speech consists in developing the ability to consciously divide the volume of exhaled air into uniform segments. A clear distribution of exhalation is necessary for the correct division of a phrase into intonational and semantic units of speech - syntagms.
Exercises to develop the ability to distribute exhalation are first carried out using syllables. To do this, the technique of building up syllables composed with one of the consonant sounds is used - first with the same, and then with different vowel sounds. Syllables are pronounced in one breath loudly, abruptly and evenly. Gradually, the number of syllables pronounced in one exhalation increases.
Then exercises on air distribution are carried out using words, phrases, and phrases. Each increase in the chain by one word is processed within 1 day. The number of words can be increased daily.
In the process of working on breathing, it is necessary to teach the child quickly, energetically, and most importantly, unnoticed by the audience. get a new portion of air, replenish its supply at every convenient pause. Training exercises It is first recommended to use nursery rhymes. Then the “extraction” of air is trained on the material of poems. It is necessary to add a new portion of air after each line, maintaining the coherence of the text. For self-control, the patient’s palm should be in the area of the diaphragm, feeling its movement during inhalation and exhalation.
When selecting speech material, it is necessary to take into account the patient’s pronunciation characteristics, excluding defectively pronounced sounds. Gradually, it is necessary to include poetic texts in the speech material, which should be accompanied by division into pauses, first after pronouncing one line, then two, then a verse on one exhalation.
When practicing speech breathing using the material of tongue twisters and poetic texts, you must first learn them well. Only after this can you proceed to training exercises.
Thus, the formation of speech breathing is a necessary component of speech therapy work for the correction of sound pronunciation disorders.
Control questions and tasks:
1. Make a comparative description of physiological and speech (phonation) breathing.
2. Determine the specifics of speech therapy work on the formation of fixed and forced exhalations.
3. Describe the main directions of speech therapy work on the formation of speech breathing.
Conclusions on the contents of the chapter:
1. The pronunciation side of speech characterizes the phonetic design of speech and includes a complex of speech motor skills that characterize the features of articulation of speech sounds, speech breathing, which is the energetic basis of pronunciation, and voice formation, which determines the acoustic characteristics of speech.
2. Speech sound (phoneme) is a single complex of acoustic-articulatory features. Consequently, the system of speech therapy work on the formation of correct sound pronunciation should include not only the development of the child’s articulation capabilities and the articulation of sound, but also the improvement of phonemic hearing as the basis of a stable acoustic standard of the phoneme.
3. The implementation of the pronunciation aspect of speech becomes possible under the condition of well-coordinated, coordinated work of both the central and peripheral sections of the speech apparatus, which includes the respiratory, vocal and articulatory sections. They, in turn, perform phonatory, phonation and articulatory functions.
4. The formation of the pronunciation side of speech in ontogenesis occurs on the basis of the development of the child’s articulatory capabilities and the assimilation of the system of phonological oppositions of phonemes according to their acoustic and articulatory characteristics.
5. Violations of sound pronunciation include substitutions, mixtures, omissions and distortions of sounds of a monomorphic or polymorphic nature. The level of impaired pronunciation is determined by the ability to pronounce sounds as part of various speech units.
6. The methodology for studying the state of the pronunciation aspect of speech includes a study of the state of sound pronunciation, respiratory and vocal function, as well as the syllabic structure of the word.
7. The process of correcting violations of sound pronunciation is based on the patterns of formation of speech sounds in ontogenesis, is carried out in stages and includes the preparatory stage, production, automation and differentiation of speech sounds.
8. Preparatory stage correction of sound pronunciation is aimed at the formation of articulatory positions and acoustic ideas about sound necessary for sound production. The development of phonemic hearing and acoustic ideas about sound is carried out based on the ontogenetic sequence of the formation of phonological oppositions and includes a comparison of the sound composition of paronymic words in the context of sentences and phrases, isolating sound from the composition of words, syllables and the sound (phonemic) series.
9. Sound production is carried out individually by selecting the most suitable method. The delivered sound is introduced into syllables of varying syllabic complexity, and then automated as part of words, phrases and sentences. Automation of sound is considered complete if sound is used correctly in all types of speech (conjugate, reflected, rhythmic, independent).
10. The stage of differentiation of speech sounds is necessary in the event of a violation or inaccurate assimilation of articulatory-acoustic characteristics of sounds, which in pronunciation is expressed in their replacements and mixtures. This stage is carried out under the condition of complete automation of each of the oppositional sounds. Their differentiation is made on the basis of an analysis of the similarities and differences of the characteristic articulatory-acoustic features of sounds presented aurally in their pure form, as part of syllables, words, phrases and sentences.
11. Correction of complex sound pronunciation disorders is carried out based on taking into account the structure of the speech defect. The sequence of production of sounds is determined by their articulatory complexity, acoustic proximity, the possibility of using them as a reference sound for the production of other disturbed sounds, as well as their frequency of occurrence in the active dictionary.
12. The formation of speech breathing is a necessary component of speech therapy work for the correction of sound pronunciation disorders and includes the development of diaphragmatic breathing, fixed and forced oral exhalations, the ability to distribute exhalation during speech and “extract” air.
GUIDELINESON THE DEVELOPMENT OF SPEECH BREATHING IN CHILDREN
WITH VARIOUS SPEECH DISORDERS
The development of breathing is one of the first and very important stages of correctional influence on children - speech pathologists, regardless of the type of their speech defect.
What is the difference between speech breathing and normal breathing? Breathing in life is involuntary. It performs the function of gas exchange in human body. Inhalation and exhalation are performed through the nose; they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause.
For speech, especially monologue, physiological breathing is usually not enough. Speaking and reading aloud require large quantity air, a constant respiratory reserve, its economical use and timely renewal, regulated by the respiratory center of the brain. In the initial stage of mastering speech breathing, will and consciousness are involved, aimed at performing the desired breathing task. Such voluntary speech breathing, achieved only through training, gradually becomes involuntary and organized.
It is imperative to breathe through the nose; the habit of breathing through the mouth has a very harmful effect on the human body, leading to diseases of the thyroid gland, tonsils, and the entire respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs well, the cavity of the middle ear, which communicates with the nasopharynx, has a beneficial effect on blood vessels brain. It is imperative to breathe through your nose in everyday life and when performing breathing exercises. The role of proper nasal breathing and breathing exercises in a person’s life is enormous. Breathing exercises are successfully used as a valid method of treating diseases of the upper respiratory tract (runny nose, laryngitis, pharyngitis, bronchitis), bronchial asthma, and neuroses. Healthy people can use breathing exercises to prevent many diseases.
In speech breathing, inhalation and exhalation are not equal; the latter is much longer than the inhalation. The breathing sequence is also different. After a short inhalation, there is a pause to strengthen the abdominal muscles, and then a long sound exhalation.
Since speech sounds are formed during exhalation, its organization is of paramount importance for the establishment of speech breathing and voice, for their development and improvement. Therefore, the ultimate goal of training speech diaphragmatic-costal breathing is to train a long exhalation, to train the ability to rationally use up the air supply during speech.
To do this, it is necessary to train the muscles involved in the respiratory process and holding the chest in an expanded state not to relax passively immediately after exhalation. Relaxation should occur gradually as needed, obeying our will. To develop this type of breathing, educational and training exercises will be given below to develop and strengthen the diaphragm, abdominal and intercostal muscles.
THE MAIN PURPOSE OF THE CLASSES is to develop correct speech breathing.
It is recommended to work on breathing in three stages:
I. Establishment of the diaphragmatic-costal type of breathing and the formation of a long oral exhalation.
II. Differentiation of oral and nasal exhalation.
III. Formation of speech breathing.
RULES FOR WORK ON FORMING SPEECH BREATHING.
1. The formation of speech breathing is carried out throughout the entire work with the child.
2. Exercise only in a ventilated room, before meals, 3 times a day for 5 – 8 minutes.
3. At the beginning of training, one exercise is mastered, and one more is added on each subsequent day.
4. Do not overtire the child, that is, strictly dose the amount and pace of exercises. If you feel unwell, it is better to postpone the lesson.
5. Don't inhale too much.
6. 6. Make sure that the child does not strain his shoulders or neck.
7. The child should feel the movements of the diaphragm, intercostal muscles, and muscles of the lower abdomen.
8. Movements must be made smoothly, counting, slowly.
9. The transition from this stage of work to another is carried out if the child correctly and accurately performs all the exercises of this stage.
10. Each oral exhalation is controlled by the movement of cotton wool placed on the palm, or a sheet of paper brought to the child’s mouth so that the exhaled air stream does not dissipate, but strictly hits it, or by fogging the mirror at the moment of exhalation. In order to enhance the emotional background of the class, the cotton wool is painted in a bright color.
I. Establishment of the diaphragmatic-costal type of breathing and the formation of a long oral exhalation.
At the beginning of training, it is necessary to determine the type of physiological breathing of the child by placing your palm on the side surface above his waist. If the child has upper clavicular or chest breathing, you should try to induce lower costal (diaphragmatic - costal) breathing by imitation.
Exercises:
- Place the child’s palm on your side and check his breathing with your palm. The child, feeling the movement of the adult’s ribs when inhaling and imitating him, switches to lower costal breathing.
- The child is taught to inhale a “full belly” of air, and then exhale smoothly and slowly (3 – 15 times in a row, 3 times a day)
Next, breathing exercises developed by A.N. are performed. Strelnikova.
The purpose of these exercises is to increase the volume of inhalation and diaphragmatic exhalation.
Each movement corresponds to certain phases of breathing. So, inhalations are made with movements that compress the chest. Inhalation should be as active as possible, exhalation should be passive. The child takes a short, noisy breath through his nose with his lips slightly closed. Exhale freely through the mouth.
All exercises are rhythmic. Each of them is performed 8 times, after
After a 3-5 second break, it is recommended to move on to the next one. The total duration of gymnastics is 5 – 6 minutes. At the beginning of training, one exercise is mastered. On each subsequent day one more is added.
The whole complex consists of 11 exercises.
1. “Palms”
I.p.: stand up straight, raise your palms to face level, lower your elbows. Take a short, noisy, active breath through your nose and at the same time clench your fists. Exhale smoothly, freely, through the nose or mouth, unclench your fingers, relax your hands.
2. "Belt"
IP: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy inhalation through your nose, forcefully push your fists towards the floor, as if throwing something off your hands. During the push, unclench your fists and spread your fingers. As you exhale, return to the starting position.
3. "Bow"
I.p.: stand up straight, arms down. Lean forward slightly, round your back, lower your head and arms. Take a short, noisy breath at the end point of the bow. Then smoothly, exhaling freely through your nose or mouth, return to the starting position.
4. "Cat"
IP: stand straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning your torso to the right and then to the left. When turning, simultaneously take a short, noisy breath and make a throwing motion to the side with your hands. As you exhale, return to the starting position.
5. "Hug your shoulders"
I.p.: stand up straight, bend your arms at elbows at shoulder level, with your hands facing each other. At the moment of a short noisy inhalation through your nose, hug yourself by the shoulders
(arms should move in parallel). As you exhale, return to the starting position.
6. “Big Pendulum”
I.p.: stand up straight, arms down. Lean forward slightly, lower your hands to your knees - inhale noisily. Immediately lean back a little, bending slightly at the lower back, hugging yourself by the shoulders - take another breath. The exhalation is passive between two inhalations - movements. Return to starting position.
7. "Head turns"
I.p.: stand up straight, arms down. Turn your head to the right and take a short, noisy breath. Without stopping, turn your head to the left and take a short breath again. The inhalation is passive between two inhalations.
8. "Ears"
I.p.: stand up straight, look ahead. Slightly tilt your head towards your right shoulder - take a short, noisy breath in through your nose. Then tilt your head to the left - also inhale. Exhale passively between two inhalations, bend over without interruption.
9. “Small pendulum”
I.p.: stand up straight, arms down. Lower your head down, look at the floor - inhale. Throw your head up, look at the ceiling - also inhale. The exhalation is passive between inhalations, movements are made without stopping. Don't strain your neck.
10. "Rolls"
I.p.: the right foot is in front, the left one is one step behind. The weight of the body is on both legs. Shift the weight of your body to your front right leg. Sit lightly on it - inhale. Straighten up, transfer the weight of your body to your left leg standing behind you. Sit lightly on it - inhale. Exhale passively between breaths. The exercise is performed 8 times without stopping. Change legs.
11. "Dance Steps"
I.p.: stand up straight, arms down along the body. Raise your right leg bent at the knees to the level of your stomach, squatting slightly on your left leg - inhale. Return to the starting position - passive free exhalation. Then squat on your right leg, raising your left leg - inhale. Exhale freely after each inhalation.
Next, they begin to form a long oral exhalation.
The following exercises are performed:
1. Teaching directed mouth blowing: the child is asked to pinch his nose, puff out his cheeks and slap them. You can bring a cotton swab or a mirror to your mouth for visual control.
2. Teaching oral exhalation using the “spitting” technique: the child is asked to silently “spit out” the tip of the tongue, clamped between the teeth (the tongue should be moved forward, a crumb of cracker can be placed on the tip of the tongue0. Tactile control is carried out with the back of the hand brought to the mouth. By gradually slowing down the spitting, a light puff is obtained, which is then consolidated.
3. When learning the types of inhalation and exhalation, the child’s attention is drawn to the position of the organs of articulation: when exhaling through the mouth, the tip of the tongue should be held at the lower incisors, the mouth should be opened as when yawning. In this case, the root of the tongue should be lowered. If moving the tip of the tongue towards the lower incisors does not sufficiently reduce the root of the tongue, you can temporarily stick the tongue out between the teeth.
II. Differentiation of oral and nasal exhalations.
With the advent of correct, calm breathing with your mouth closed, you can move on to differentiating oral and nasal breathing.
The purpose of these exercises: the child should learn to feel the difference in the direction of the air stream.
To work on breathing at this stage, three sets of exercises have been created:
1. Formation of smooth exhalations through the nose or mouth and their alternations
.
- open your mouth wide and breathe calmly through your nose.
- close one nostril with your middle finger - inhale. Exhale smoothly through the nostril. Alternately close the left and right nostril.
- inhale through slightly closed lips, exhale smoothly through the nose.
- inhale with your mouth wide open, exhale smoothly through your nose (do not close your mouth)
- inhale through the nose, exhale smoothly through the mouth (mouth wide open, tongue on the lower teeth - like warming your hands)
- inhale through the nose, exhale smoothly through loosely closed lips
- inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.
2. Formation of jerky exhalations through the nose or mouth and their alternations.
- inhale through the nose, exhale through the nose in bursts
- inhale through the nose, exhale through loosely closed lips jerkily, intermittently, taking short intervals
- mouth wide open, stick out tongue, inhale and exhale through the mouth jerkily, intermittently (like a dog breathing)
- inhale with your mouth wide open, exhale jerkily through your nose (do not close your mouth)
- inhale through the nose, exhale jerkily through the corners of the mouth, first through the right, then through the left.
3. Formation of the ability to combine smooth and jerky exhalations.
- inhale through the nose, elongated exhalation with intensification at the end
- inhale through the nose, jerky exhalation, at the end turning into a smooth exhalation
- lips stretched forward like a tube. Inhale through the nose, exhale jerkily through the mouth, finally turning into a smooth exhalation
- inhale through slightly closed lips, extended exhalation through the nose with intensification at the end
- inhale through slightly closed lips, jerky exhalation also through the mouth, at the end turning into a smooth exhalation
- lips in a smile. Inhale through the nose, exhale extended through the mouth
- lips in a smile. Inhale through the nose, exhale jerkily through the mouth, finally turning into a smooth exhalation.
Each exercise is performed 8 times, after a 3-5 second break it is recommended to move on to the next one. The total duration of gymnastics is 5 – 6 minutes.
III.Formation of speech breathing.
Work at this stage is carried out sequentially. First, the distribution of exhalation occurs during speech, and then the intake of air.
Exhalation distribution involves mastering the ability to consciously divide the volume of exhaled air into even segments. Special exercises are carried out using syllables. To do this, the technique of increasing them is used. They must be composed with one of the consonants, first with the same and then with different vowels. Syllables are pronounced loudly, abruptly, evenly, in one breath. Gradually their number increases. Then the skills of pronouncing syllables on one exhalation are transferred to words, phrases and sentences. Lengthening the chain by one syllable or word depends on the severity of the child’s speech defect. All exercises must be performed 3 times a day for 5 – 8 minutes.
Types of exercises:
- take a full breath, and as you exhale say the following phrases:
Pa, papa, papapa, papapapa.
Ma, mom, mom, mom.
Wa, wawa, wawawa, wawawawa.
Syllable combinations should first be pronounced with equal stress, rhythmically, abruptly. Then place emphasis on the first syllable, successively moving it to the second and third.
- Taking a full breath, count as you exhale. The count can be direct (one, two, three, four), reverse (five, four, three, two, one).
- by analogy with exercise 2, list the days of the week, names of months, seasons.
Supplementation of air is necessary so that the child quickly, energetically, and most importantly, unnoticed by the listeners, replenishes the supply of air at every convenient pause. It is recommended to first carry out the exercises using nursery rhymes. Then the selection is fixed on the material of the poems. When practicing speech breathing using the material of tongue twisters and poetic texts, you first need to memorize them, only then can you move on to training. It is necessary to inhale a new portion of air after each line, maintaining the coherence of the text. For self-control, the child’s palm should lie on the chest, feeling its rise when inhaling.
Say the counting rhyme at a moderate pace, evenly distributing the exhalation into portions of three words.
Like on a hill, on a hill (inhale)
They cost thirty-three Egorkas (inhale)
One Egorka, two Egorkas (inhale)
Three Egorkas, four Egorkas (inhale)
- Reading poems.
Among the white doves (inhale)
Here a sparrow flies (inhale)
Respond, don’t be shy (inhale)
Fly out, sparrow!
Building up words in a sentence.
Snow falls.
The snow is falling quietly.
White snow is falling quietly.
Rational use of oral exhalation promotes brightness, clarity and intelligibility of speech, development of melody and sonority of the voice.
Junior group.
Exercise No. 1. “Roll call of animals.”
The speech therapist distributes the roles of various animals and birds among the children. Children should, having heard the name of their animal from the presenter, slowly exhale and pronounce the corresponding onomatopoeia. The game is enlivened if the leader tries to confuse the players: he names the animal, but looks at the child playing a completely different role. Attention is directed to the duration and clarity of the sound of consonants and vowels.
Exercise No. 2. “Trumpeter”.
Children bring their clenched fists to their faces, placing them in front of each other. As you exhale, slowly blow into the “pipe.” The speech therapist praises those who managed to blow into the “trumpet” for the longest time.
Exercise No. 3. “Axe.”
The children are standing. Feet are shoulder-width apart, arms are lowered, and fingers are clasped together. Quickly raise your hands - inhale, lean forward, slowly lowering the “heavy ax”, say - wow! - on a long exhalation.
Exercise No. 4. “Crow”.
The children are sitting. The arms are lowered along the body. Quickly raise your arms up through your sides - inhale, slowly lower your arms - exhale. Say: kar!
Exercise No. 5. “Geese”.
The children are sitting. The hands are bent and pressed to the shoulders. Take a quick inhale, then slowly tilt your torso down, move your elbows back, and on a long exhale say: ha. Keep your head straight. Return to the starting position – inhale. As you exhale, say go, gee.
A set of breathing exercises.
Middle group.
Exercise No. 1. “Let's play with our bellies.”
Goal: formation of diaphragmatic breathing.
Lying on their backs, children place their hands on their stomachs, inhale deeply - the tummy inflates, then exhale - the tummy retracts. To make the exercise even more interesting, you can place a small toy on your stomach. When the child breathes, the toy will rise up along with the belly, and on the exhale, on the contrary, it will fall down - as if it were swinging on a swing. Second option. In a standing position, children take a deep breath, without raising their shoulders, and then exhale, controlling the movements of the abdomen with their hands.
Exercise No. 2. “Recognize by smell.”
Goal: to develop a deep, long breath, to develop the sense of smell.
Children take turns smelling flowers, for example, trying to remember their smell. The adult asks the child to close his eyes and brings him one of the flowers, asking him to determine by the smell which flower is in front of him. The child should take a deep, long breath through his nose, without raising his shoulders, and then exhale and name the guessed flower. In order for the child to take a deep diaphragmatic breath, the adult first shows how to smell the flower. And then, holding the flower in front of the baby’s face, the teacher asks the child to put both hands on his stomach and thus control his breathing.
Exercise No. 3. “Teach your nose and mouth to breathe.”
Goal: differentiation of inhalation and exhalation through the nose and mouth, development of attention.
The child learns to control his inhalation and exhalation, carrying them out different ways. First, the child inhales through the nose and exhales through the nose (2-4 times), pointing with the index finger to the nose; and, inhaling through the mouth, he brings his palm to his mouth, but does not touch it, but only tactilely controls the air stream coming out of the mouth. Second option. Exercises are carried out in a similar way: inhale through the mouth - exhale through the mouth (the palm is brought to the mouth) and inhale through the mouth - exhale through the nose (when inhaling, the child opens his mouth, and when exhaling, closes it and points to his nose with his index finger).
Exercise No. 4. “Put the ball into the goal.”
Goal: development of a long, strong, targeted exhalation, development of the eye. An adult shows children how to blow on the “ball” in order to drive it into a toy goal. Children take turns doing a game exercise. The winner is the one who managed to send the “ball” into the goal with one exhalation.
Exercise No. 5. “Let's hum.”
Goal: to develop a long, smooth oral exhalation.
An adult demonstrates to children how to blow into a bubble to make it buzz. To do this, the lower lip should lightly touch the edge of the neck, and the blown air stream—a “breeze”—should be strong enough. Then, one by one, the children blow into their own bubbles, making a buzzing sound. At the end of the exercise, all children blow at the same time. When playing out the exercise, you can offer the kids several options, when the hum can mean the signal of a steamship, locomotive, or the howling of the wind. You can use the bottle as musical instrument, causing it to buzz at the teacher’s signal while playing specially selected music.
A set of breathing exercises.
Senior group.
Exercise No. 1. “Breathe in different ways.”
Starting position – sitting on a chair straight or standing:
1. Inhale and exhale through the nose (inhale quickly, not very deep, exhale long).
2. Inhale through the nose, exhale through the mouth.
3. Inhale through the mouth, exhale through the nose.
4. Inhale and exhale through one half of the nose, exhale through the other (alternately).
5. Inhale through one half of the nose, exhale through the other (alternately).
6. Inhale through the nose, exhale slowly through the nose with intensification at the end.
7. Inhale through the nose, exhale through loosely pursed lips.
8. Inhale through the nose, exhale through the nose in bursts.
Exercise No. 2. "Candle".
Slow exhalation training while blowing into an imaginary or real candle flame. Focus on the belly. Slowly blow on the “flame”. It deviates, try to keep the flame in a deviated position while exhaling.
Instead of a candle, you can take a strip of paper 2-3 cm wide and 10 cm long. Place your left palm between your chest and stomach, take a strip of paper in your right, using it as a candle, and blow on it calmly, slowly and evenly. The paper will be deflected; if the exhalation is smooth, then it will be in a deflected position until the end of the exhalation. Pay attention to the movement of the diaphragm - the left palm seems to “slowly sink” during exhalation. Repeat 2-3 times.
Exercise No. 3. “Stubborn candle.”
Intense strong exhalation training. Imagine a large candle, you understand that it will be difficult for you to extinguish it, but you definitely need to do this. Inhale, hold your breath for a second and blow on the candle; the flame deviates but does not go out. Blow even harder, even harder. More!
Can you feel the movements of the diaphragm with your palm? Do you feel how your lower abdomen has tightened? This exercise makes it possible to feel the active movements of the diaphragm and abdominal muscles. Repeat 2-3 times.
Exercise No. 4. “Extinguishes 3,4,5,6,...10 candles.”
On one exhalation, “extinguish” 3 candles, dividing your exhalation into three portions. Now imagine that you have 5 candles. Don't try to breathe in as much air as possible. Let the volume remain the same, just each portion of air as you exhale becomes smaller. Using static and dynamic breathing exercises, the abdominal muscles and diaphragm muscles are trained. These exercises can be used as part of your morning exercise routine.
Exercise No. 5. “Belly dance.”
Bend your upper body forward at an angle of 45 degrees, and place your hands on your lower back with your thumbs facing forward. Look in front of you, back straight, shoulders turned. Execution - simultaneously with the exhalation, the stomach is drawn in, then the stomach is reflexively inhaled, the stomach moves forward. Repeat 3-5 times.
Training exercises for the development of intercostal respiratory muscles. Let us recall that the filling of the middle part of the lungs with air depends on how the intercostal respiratory muscles are developed.
A set of breathing exercises.
Preparatory group.
Exercise No. 1. “Scented rose.”
Starting position – standing, focus on the ribs. Place your palms on your ribs on either side of your chest. Execution – imagine that you are smelling a fragrant rose. Inhale slowly through your nose - notice how the ribs of the chest move apart. You felt it with your palms, and now exhale, your ribs sank and your palms too. The stomach and shoulders remain motionless. Remember that all attention is only on the ribs, as you want to train the intercostal muscles. Inhalations should be shallow but full. Repeat 3-4 times.
Exercise No. 2. “Exhale - inhale.”
Starting position – standing or sitting on a chair. Execution - after an energetic exhalation on p-fff... raise your hands, put them behind your head and lean back, inhaling, then, bending forward, reach the floor and mentally count to 15 - this is an inhalation.
Exercise No. 3. “Singing sounds.”
Table. And, uh, a, o, y, s, e, i, e, yu. Say this table several times, each time with one exhalation, first in front of the mirror and silently, then in a whisper, then out loud without a mirror, but do not press on the strength of your voice.
Exercise No. 4. “Bird”.
Starting position: standing, legs together, arms along the body. On the count of times, raise your arms up through your sides - inhale, hold your breath for one count, then slowly lower your arms through your sides - exhale with a drawn-out sound p-f-f-f, - ssss. Repeat 2 times
Exercise No. 5. “Fun steps.”
Walking around the room or in the fresh air. We inhale one step, hold for one count, exhale for 4 steps. Every 2-3 days, increase the duration of exhalation by 1 count. So that after 1 month you can learn to exhale 10-15 steps.
Development of differentiated breathing
Exercise "Divers"
Target. Teach children to inhale through their mouth and exhale through their nose. Development of differentiated breathing.
Children, spreading their arms to the sides, inhale through their mouths. Wrapping your arms around yourself and squatting (“sinking under the water”), exhale through your nose.
Guidelines. Each child repeats the exercises no more than two or three times.
The game “Who can inflate the toy better?”
Target. Teach children to inhale through their nose and exhale through their mouth. Development of differentiated breathing.
The speech therapist shows the children how to inflate the toy: he takes in air through the nose and slowly exhales it through the mouth into the hole of the toy. Anyone who completes the task correctly can play with an inflatable toy.
Methodical instructions. The game is best played with subgroups of children of five to six people.
Formation of a long and smooth speech exhalation
"Silent movie".
The speech therapist shows silent articulation of a vowel sound (combinations of two or three vowel sounds). The child is asked to voice the silent articulation and pronounce the sound while exhaling for a long time.
"Axe".
Target. Formation of a long and smooth speech exhalation
The child is asked to put his feet shoulder-width apart, clasp his fingers together and lower his hands down. Quickly raise your hands - inhale, lean forward, slowly lowering your hands, say “wow!” on a long exhale.
"Zoo".
Target. Formation of a long and smooth speech exhalation
Each child plays the role of an animal. The speech therapist takes a tour of the zoo, names the animal, and the child responds by making the appropriate onomatopoeia with a long exhalation. Exhalation is controlled by the palm.
"Crow".
Target. Formation of a long and smooth speech exhalation
The child is asked to quickly raise his arms up from the sides - take a breath, slowly lower his arms - long exhale while pronouncing the onomatopoeia “kar”.
Formation of a directed air stream.
“Fat man”
(image picture - a boy with puffed up cheeks). Puff out your cheeks and hold the air for 15 seconds.
"Slender"
Purpose: Formation of a directed air stream.
(image picture - a thin boy with sunken cheeks). Open your mouth slightly, close your lips, pull your cheeks inward.
"Snowball"
Purpose: Formation of a directed air stream.
(picture-image - falling snowflakes). Bring your lips together and slightly push them forward with a tube, blowing air, trying to direct it onto the paper (cotton) snowflake so that it flies off your palm. Do not puff out your cheeks.
“Dudochka”
Purpose: Formation of a directed air stream.
(picture-image - pipe). Stick your narrow tongue forward, lightly touching the glass vial with the tip of your tongue. Blow air onto the tip of your tongue so that the bubble whistles like a pipe.
"Propeller"
(image picture - an airplane with a propeller).Purpose: Formation of a directed air stream.
Slightly stretch the lips in a smile, the child's index finger moves from side to side in front of the lips. Blow the air forcefully so that you can hear the “propeller sound” of the air being cut by your finger.
Exercises to develop physiological breathing
"Flower shop"
(We are in a flower shop. The air is filled with different aromas. The smell of some flower predominates. Look for the smell, name this flower!) Slowly, calmly, took a deep breath. How noiselessly the air flows in through the dilated nostrils! The chest is expanded (not raised!) Shoulders are “hanging”. Inhale. Delay (we are looking, we found the smell). Exhalation.
"Skiers Competition"
Goal: development of physiological breathing
Skier figures (cut out of thin cardboard) stand on the edge of the table. Children are called in pairs. Each child sits opposite the skier. The teacher warns that the skier can only be propelled with one exhalation; it is impossible to blow several times in a row. At the signal “Let’s go,” children blow on the figures. The rest of the children watch whose skier will go further (slide across the table)
“Whose steamer sounds better?”
Goal: development of physiological breathing
Each child is given a clean bottle. The teacher says: “Children, look how my bubble buzzes if I blow into it (beep). It sounded like a steamship. How will Misha’s steamer hum?” The teacher calls all the children in turn, and then invites everyone to honk together. It should be remembered: for the bubble to buzz, the lower lip must lightly touch the edge of its neck. The air stream must be strong. Each child can only blow for a few seconds to avoid dizziness.
“Who can blow on the leaves the longest?”
Goal: development of physiological breathing
The teacher has leaves of different trees on strings. “Look, children. These leaves flew to us with the breeze. They are so beautiful and light. Let's blow on these leaves like a breeze, like this. (Show how to blow). I wonder whose leaf can spin in the wind longer than others. The teacher makes sure that the children do not puff out their cheeks, do not tense up, and blow on the leaves easily and calmly.
Exercises for developing speech breathing
"Woodcutter"
Goal: development of speech breathing
The children are standing. Feet are shoulder-width apart, arms are lowered and fingers are clasped together. Quickly raise your hands - inhale, lean forward, slowly lowering the “heavy ax”, say - wow! - on a long exhale.
"Snowstorm"
Spring has come. But winter doesn't want to go away. She gets angry, sends blizzards and blizzards. The blizzard howls: oooh... The wind whistles: s-s-s-s... The wind bends the trees: sh-sh-sh-sh... But the blizzard began to subside. (Repeat the same, only quieter). And she fell silent.
"On the seashore"
Goal: develop speech breathing
Imagine yourself on the seashore... Close your eyes... Hear the wave running: s-s-s.. Sand pouring in: s-s-s-s... The wind hums a song: s-s-s-s. .. And the sand scatters: s-s-s-s...
"Echo"
Goal: develop speech breathing
The teacher loudly pronounces the sound while exhaling: a-a-a-a... And the child quietly responds: a-a-a-a... You can play using vowel sounds, as well as combinations: ay, ua, io... etc. and individual words: “Ay, Olya! Hey Petya!
"Bubble"
Goal: develop speech breathing
Several children stand with their heads down, holding hands. Then, slowly raising their heads and hands, they say: “Inflate, bubble, swell big, stay like that, but don’t burst.” At the teacher’s signal: “The bubble has burst!” Children slowly lower their heads and arms, pronouncing s-s-s... or sh-sh-sh... for a long time, imitating the air coming out. Make sure that when pronouncing a sound, children do not puff out their cheeks (the bubble releases air and does not inflate.)
"Crow"
Goal: develop speech breathing
The children are sitting. The arms are lowered along the body. Quickly raise your arms up through your sides - inhale, slowly lower your arms - exhale. Say “ka-a-ar!”
"Nice smell"
The teacher has two or three fresh flowers that are most familiar to children, for example, lilies of the valley, violet, and lilac. Flowers can be replaced with fruits with a certain smell (orange, lemon, apple) or leaves (currant, poplar, bird cherry). The child smells the flower and, as he exhales, says the phrase “Smells good” or “Very pleasant smell,” etc.
Exercises to develop phonation exhalation
"Beetles"
Equipment: subject picture “beetle”.
(This is done if the child pronounces the sound “zh” correctly).
The child stands, hands on his belt, body turns left and right, pronouncing the sound “zh”. An adult pronounces a rhyme:
We are beetles, we are beetles, we live by the river,
We fly and buzz, we keep our routine.
"Growler"
Goal: to develop phonation (voiced) exhalation.
(This is done if the child pronounces the sound “r” correctly).
Children compete to see who can growl the longest in one breath.
"Mosquito".
Goal: to develop phonation (voiced) exhalation.
Equipment: subject picture “mosquito”.
(This is done if the child pronounces the sound “z” correctly). The child stands, hands to shoulders, easily sways in place, pronouncing the sound “z”. An adult pronounces a rhyme: Z-z-z - the mosquito flies, Z-z-z - the mosquito rings.
"Michalka".
Goal: to develop phonation (voiced) exhalation.
Children compete to see who can “mumble” the longest on one exhale. Take two calm breaths and two quiet exhalations, and after the third deep breath, slowly exhaling through your nose, pronounce the sound “M-M-M.”
"Cooking porridge."
Goal: to develop phonation (voiced) exhalation, the ability to act in a team.
Equipment: children's chairs arranged in a circle. In words:
One two Three,
Pot, cook!
(“Products” alternately enter the circle - “pot”). The porridge is cooked.
(Children, sticking out their stomachs and drawing air into their chests, inhale, lowering their chests and drawing in their stomachs - exhale and say: “SH-SH-SH”).
The fire is turned up.
(Children say: “Sh-Sh-Sh” at a rapid pace).
One two Three,
Pot, don't cook!
"Forest ABC".
Goal: to develop phonation (voiced) exhalation, activate the muscles of the lips.
The character Lesovik comes to visit the children and offers “forest alphabet lessons.” Children repeat sounds and actions after Lesovik, “mastering” the forest alphabet:
“U-U-U” - an unkind person is coming, you need to drive him away (stomping your feet).
“A-U-U” - the traveler is lost, he needs to be shown the way (slap your hands on your thighs as if the branches are cracking).
“Y-Y-Y” - it’s time for everyone to gather in the clearing (clap your hands).
"Snowfall".
Equipment: “snowballs” made of cotton wool.
Make small balls of cotton wool - “snowflakes”, place them in the child’s palm and offer to “make a snowfall” - blow the snowflakes from the palm.
"Ship".
Goal: to develop a deeper inhalation and a longer exhalation.
Equipment: paper boat, basin of water.
Place a light paper boat in a basin of water, blow smoothly and for a long time so that the boat floats. An adult pronounces a Russian folk saying:
Breeze, breeze, pull up the sail!
Drive the ship to the Volga River.
1. E. Krause " Speech therapy massage and articulatory gymnastics. Practical guide"
2. Anishchenkova E. S. "Articulation gymnastics for the development of speech of preschool children"
3. "Tra-la-la for the tongue. Articulation gymnastics. For children 2-4 years old", 2003
4. Kostygina V. "Boo-Boo-Boo. Articulation gymnastics (2-4 years)" 2007
5. Pozhilenko E. A. “Articulation gymnastics: guidelines on the development of motor skills, breathing and voice in children..." 2006
6. Almazova E. S. Speech therapy work for voice restoration in children. - M, 2005.
7. Miklyaeva N.V., Polozova O.A., Rodinova Yu.N. Phonetic and speech therapy rhythms in preschool educational institutions. - M., 2006.
8. Non-traditional exercises to improve articulatory motor skills are published in the books “Clap-top” and “Clap-top-2”. Konovalenko S. V. and Konovalenko V. V.
Elena Oreshonkova
Exercises for the development of speech breathing, speech hearing and articulatory apparatus in children
Exercises for developing speech breathing in children, speech hearing and articulatory apparatus
1. Exercises for developing speech breathing
The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.
1) "Blow the Balloon"
Target: – prolonged pronunciation of the consonant sound F on one exhalation.
Invite the kids to play this game: standing on the carpet, spread your arms wide to the sides - you get a ball, then pronounce the sound F for a long time, at the same time bringing your hands in front of you - the ball deflates. At the end, hug yourself by the shoulders - the balloon has deflated.
- Let's play marbles! Divorce arms to the sides - like this! These are how big the balls turned out. Suddenly a small hole appeared in the balloon and it began to deflate. Air comes out ball: F-F-F! The balloon is deflated!
Remind children to breathe in more air while the balloon is inflated, and then gradually breathe it out, pronouncing the sound F. You cannot get air.
2) "Snake"
Target: development of correct speech breathing– prolonged pronunciation of the consonant sound Ш on one exhalation.
Invite the kids to play with snakes. The game is played on the carpet.
- Let's play snakes! The snakes have come out of their holes and are basking in the sun. Snakes hiss: “SH-SH-SH!”
Remind children to take a deep breath and hiss for a long time. During prolonged pronunciation of the sound Ш, you cannot take in air.
3) "Pump"
Target: development of correct speech breathing- prolonged pronunciation of the consonant sound S on one exhalation.
Invite the kids to play with pumps. The game is played on the floor and is accompanied by movements that simulate inflating a wheel using a pump.
How many of you like to ride a bike? What about by car? Everyone loves it. But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!
An adult shows the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually smoothly breathe it out, pronouncing the sound S. You cannot take in air while pronouncing the sound. The pump can continue to operate after a pause when the child takes another breath. It is necessary to ensure that children do not overexert themselves while playing.
4) "Funny song"
Target: development of correct speech breathing- pronouncing several identical syllables on one exhalation - LA-LA.
The teacher brings a doll or matryoshka doll and invites the children to sing a funny song with it.
– Today the doll Katya came to visit us. The doll dances and sings song: “LA-LA-LA! LA-LA-LA!” Let's sing together with Katya!
While singing, make sure that children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhalation - 6-9 syllables in a row. Make sure children are not overtired.
5) "Happy Journey"
Target: development of correct speech breathing- pronouncing several identical syllables on one exhalation - BI-BI, TU-TU.
Offer the kids an active game.
– Which of you likes to travel? Raise your hands who rode in the car. Now raise your hands who rode the train. Let's play cars - the car is driving and honking “BEE-BEE!” Now let's turn into trains - "TU-TU!"
Show how the car drives - walk around the room, turning the imaginary steering wheel. Imagining a train, rotate your arms bent at the elbows forward and backward.
Make sure that children pronounce two syllables in a row on one exhalation. Gradually, you can learn to pronounce more words in one exhalation. syllables: BI-BI-BI! TU-TU-TU-TU! Make sure children are not overtired.
6) "Sounds Around Us"
Target: development of correct speech breathing- singing the vowel sounds A, O, U, Y in one exhalation.
An adult invites children to play such a game.
In the world around us we hear a variety of sounds. How does a baby cry? "A-A-A!" But as the little bear sighs when does his tooth hurt? "OOO!" Airplane in the sky buzzing: "UHHH!" And the steamboat on the river buzzing: "Y-Y-Y"! Repeat after me.
Adult pays attention children for that that each sound should be pronounced for a long time, on one exhalation.
2. Exercises to develop speech hearing
Speech(phonemic) hearing is the ability to perceive and distinguish hearing sounds(phonemes) native language, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps differentiate human speech by volume, speed, timbre, intonation.
1) Exercise"Zainka"
Target: Teach recognize children to whom the spoken phrase belongs. To carry out this exercises Children choose a driver and blindfold him with a thin handkerchief. Next, each child in turn, changing his voice, says poem: “Bunny, bunny, bunny bunny, come to me for tea, I’ll get a samovar. But first, guess who called you, find out!” Those children whose voice is recognized by the presenter become presenters themselves.
2) Exercise"Bear"
Target: learn children identify a friend by their voice.
For this exercises choose a driver who is given a teddy bear (you can take any other toy). Next, the children sit in a small semicircle, and the leader sits a little away from them and turns his back to them. Next, one of children by secret command the teacher calls teddy bear: “Mishenka, come.” The driver must guess who called the bear, turn around and approach that child, growl at him like a bear.
Exercise“Memorize and repeat the words”
Target: Promote the accumulation of vocabulary and, as a result, memory development.
For this game, forfeits are prepared; these can be either stars cut out of paper, flags, etc. Before you start exercises Children are given several pieces of forfeits. Then the teacher explains to the children the course of the game. The game begins. The teacher pronounces several words in a row (5-6 words, and the children must repeat them in the same sequence as the teacher called them. If the child makes a mistake when repeating, that is, swaps them or forgets them completely, then this is already considered a loss and The child, in order to continue to stay in the game, gives away one of his forfeits.The child who has the most forfeits left wins.
3) Exercise"Be careful"
Target: Expand words knowledge children and learn to correctly identify an object with its action.
The teacher explains to the children the course of this exercises: when he says incorrectly, then there is no need to raise your hands, otherwise it will be considered a mistake. Children sit on chairs, calm down and begin to listen carefully to the teacher. The teacher sits opposite children like that so that it can be seen by everyone. And he begins slowly at first, clearly pronouncing each phrase, pronounce: "Car rides" (children raise their hands). Further: “The crow flies, the dog barks, etc.” Then the teacher begins to “get confused” For example: “The cow barks, the horse flies, etc.”, here the children who listened carefully should not raise their hands, since the phrase is not correct. When children learn how to carry out this exercises, it can be complicated, i.e. be the leader and offer it to the guys.
4) Exercise"Hot Cold"
Target: Teach children use concepts more accurately "hot" And "cold".
To carry it out children they sit in a semicircle on the floor (on the carpet, and give them a ball. Children must roll the ball on the floor to each other. In this case, the child who sends the ball speaks: “Cold”, this means that the child to whom the ball was sent can calmly take it with his hands. And if a child says the word “hot,” then you cannot touch the ball with your hands.
3. Exercises for the development of the articulatory apparatus.
1) "Spatula"
The mouth is open, a wide, relaxed tongue rests on the lower lip.
One two three four five,
We're going, let's go for a walk,
Let's take all the spatulas and go to the sandbox.
I have a shoulder blade -
Wide and smooth.
2) "Cup"
The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
Do you like to drink tea?
Then don't yawn!
Open your mouth
Put the cup down.
3) "Strelochka"
The mouth is open. The narrow, tense tongue is pushed forward.
Open your mouth wider
And push your tongue forward.
One two three four five -
We will follow the arrow.
4) "Tube"
The mouth is open. The lateral edges of the tongue are curved upward.
Pull the tongue forward
Yes, bend its edges.
How good is it?
Our tube is a tube!
5) "Fungus"
The mouth is open. Suck your tongue to the roof of your mouth.
Like a real wild mushroom, the tongue rose and stuck.
And mushrooms grow in the forest,
They are very tasty.
We put the tongue like a fungus and got it out.
We went for a walk in the forest
And collect mushrooms.
Dynamic tongue exercises
1) "Watch"
The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.
We open our mouth wider,
Come on tongue forward
Left, right,
Tick tock
The time is right on the clock.
We open our mouths wider,
We direct the tongue to the right.
We open even wider,
We direct the tongue to the left.
Left - right, left - right,
Tip of the tongue, keep up with us.
Tongue and this way and that,
This is the clock hanging.
We walk: tick-tock, tick-tock.”
We take every step.
Very definitely we are going,
We never fall behind.
2) "Snake"
The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
What's on the bench?
This is our snake.
Thin, lingering
And so important.
3) "Swing"
The mouth is open. With a tense tongue, stretch alternately to the nose and chin, or to the upper and lower incisors.
We sang songs today
And swung on the swing
The tongue swayed too.
Show me how? It seems.
Up - down, up - down,
Tongue, don't be lazy!
Get your chin out
And don't forget about your nose!
Above the house
On the swing
We took off.
4) "Hide the candy"
Mouth closed. With a tense tongue, rest on one or the other cheek.
One - I see candy behind my right cheek,
Two - I see candy behind my left cheek,
Three - I don’t see any candy!
We reach out to the buffet; we need to hide some candy.
5) "Coil"
The mouth is open, the tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper lateral teeth. Wide tongue "rolls out" forward and retracts into the depths of the mouth.
My name is reel
But I'm not your toy.
Threads are dangling at me
sew up all of your pants.
6) "Horse".
Suck your tongue to the roof of your mouth and flick your tongue. Click slowly and firmly, pulling the hyoid ligament.
Clack - clack - clack!
We all said
how the horses galloped.
Here the horses galloped,
Tongue, cluck with us.
Hey, where's the smile?
Teeth and "sticky".
7) "Harmonic"
The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.
Antoshka has an accordion.
Play for us a little.
Exercises on pronunciation individual sounds S – Sya
When pronouncing the sound correctly "With" the lips take the position of the next vowel, the teeth are brought together, the tip of the tongue rests on the lower incisors, the back of the tongue is curved, a groove is formed in the middle of it, along which exhaled a stream of air is directed to the incisors. When pronouncing a soft sound "With" the back of the tongue is more curved towards the hard palate and the entire tongue is tense; the tip of the tongue rests more firmly on the incisors.
They gave Sanya a pacifier,
He sits quietly with us.
3 – з When pronouncing sounds "z", "z"" articulatory structure is the same that when pronouncing sounds "With", "With"", only the vocal folds are closed and vibrate, the voice.
Near the forest behind the ravines.
The snake crawled in zigzags.
Ts Sound "ts" formed as a result of the rapid fusion of sounds "T" And "With" ("ts").
Our Vasily is a great guy,
Ate a pickled cucumber.
When pronouncing a sound "sh" parts articulatory apparatus occupy the following position:
-lips slightly pushed forward;
– the tip of the tongue is raised to the palate, but does not touch it, forming a gap;
– the lateral edges of the tongue are pressed against the upper molars, without letting the stream pass along the edges exhaled air.
Grandma Natasha whispers:
“Don’t be naughty, grandson Pasha!”
There is a car on the highway -
Her tire got punctured.
G When pronouncing a sound "and" position speech organs the same that when pronouncing a sound "sch", only the vocal folds are closed and vibrate, the voice sounds.
A beetle circles over the grass
And it buzzes, buzzes, buzzes.
3 – F Under the green under the bush
The hedgehog is building a house for himself.
H Sound "h" formed as a result of the rapid connection of a stop sound "th" followed by slit "sch".
Piglet and Winnie the Pooh
Draw a clear circle.
Sound "sch" sounds like a long sound "sh", while the lips are pushed forward, the tip of the tongue is raised, as when pronouncing a sound "sh", and forms a gap, the root part of the tongue is raised.
The frost stings our cheeks,
It stings the forehead and stings the nose.
When pronouncing a sound "l" The position of the lips depends on the subsequent vowel pronounced. The upper and lower incisors are located at a slight distance from each other. The tip of the tongue rests on the upper incisors or gums. The lateral edges of the tongue do not meet the molars, as a result of which passages remain on the sides for exhaled air. The root part of the tongue is raised, due to which the tongue takes the shape of a saddle.
Soft sound "l" differs in articulation from solid themes that it is not the root part of the tongue that rises, but the middle part of its back.
The cat laps milk
His belly became round.
When pronouncing a sound "R" The position of the lips depends on subsequent sounds. There is some distance between the upper and lower teeth. The tongue takes the shape of a spoon. Its lateral edges are adjacent to the upper molars, and the anterior edge (Tip of the tongue) raised to the alveoli, comes into contact with them and vibrates under pressure exhaled air.
Soft sound "R" differs in articulation from the hard one by additionally lifting the back of the tongue towards the palate and moving it slightly forward.
Roma was happy today -
He went with his dad to the parade.
Lara was walking in the meadow
And I lost my Panama hat.