Formation of speech breathing in preschool children. The development of speech breathing. Games with various objects

What do moms and dads know about speech breathing? Practically, very little, meanwhile, speech breathing has a direct effect on fast. If it is well developed, children can pronounce sounds correctly, speak slowly, clearly, expressively, maintain the necessary pauses when pronouncing long sentences, finish the phrase to the end.

It is important for parents to understand whether they can, without being specialists, carry out the development of speech breathing correctly. To do this, you need to know what speech breathing is, that is, the formation of a connection of sounds with the participation of breathing, and how it can be formed. The main thing in this process is that the child must be able to take a smooth breath of a certain force, use it economically when pronouncing phrases and exhale with the end of the sentence.

What causes weak breathing in preschool children?

Experts note the most common problems when speech breathing is being formed:

1. The kids cannot complete the sentence to the end, as there is not enough air. Repeated inhalation interferes with smooth conversation, changes the tone of voice. The child ends the sentence in a whisper.
2. Preschoolers often have a weak development of the respiratory apparatus, which leads to weak inhalation and exhalation, which is reflected in the conversation: the child speaks indistinctly, does not complete the phrase. The expressiveness of speech suffers, the arrangement of pauses. This phenomenon unnerves the preschooler, he is reluctant to enter into communication.
3. Chronic diseases (sinusitis) can also lead to poor breathing.

Basic rules for teaching speech breathing

The development of speech breathing will proceed correctly if certain rules are followed:

• When teaching children, adults themselves should be able to use speech breathing correctly, speak clearly, expressively, observing logical pauses.
• Children need to exercise constantly, without missing classes. Single passes are allowed during the illness of the child.
• Classes are carried out in a well-ventilated room, before meals, for 5 minutes several times a day.
• Observing the principle of gradualness, you need to start with simple, accessible exercises, gradually moving on to more complex ones.
• First, one exercise is practiced, then a new exercise is added to the mastered one.
• It is important not to overwork the child, otherwise he will lose the desire to do breathing exercises.
• Teaching a preschooler to do the right thing, medium size inhale without straining the muscles of the neck and shoulders.
• Correct exhalation can be controlled with a piece of cotton placed on the palm of your hand or a thin paper sheet, bringing it closer to your mouth.

The implementation of such simple rules will give tangible results in a short time.

How to organize the development of speech breathing?

Turning to the recommendations of experts, it can be noted that, like any process, the development of breathing goes through several stages, each of which is quite important. None of them should be ignored so as not to violate the integrity of the formation.

The first stage includes mastering the ability to blow correctly to develop strength and duration of exhalation. The game as a leading activity of a preschooler can play a positive role. To interest the children, experts recommend conducting training in the form of a game.

Exercises for the development of speech breathing

• "Bunnies jump" when the baby blows light pieces of cotton from the table.
• "Leaf fall, leaf fall, yellow leaves fly." A variety of leaves are cut out of colored paper, the exercise is performed in a similar way.
• "Balloon", which is suspended at the level of the face of the crumbs. He tries to blow so that the balloon takes off.
• “Butterflies fly”, “Colorful rain”, are prepared and performed in approximately the same way. Light figures are cut out of thin colored paper or fabric and hung on a pencil. The child holds the toy to his lips and tries to blow the butterflies away with the help of exhalation.

The fantasy of an adult will help diversify the theme of such exercises, for example, (dandelions, snowflakes, panicles, candles, feathers). You can use children's toys: windmills, boats on the water, whistles, soap bubbles.

Playing wind musical instruments is also good. children early age toys are prepared by adults, older children can take an active part in their manufacture and make them with their own hands. This will give a positive emotional mood to the children. The main thing in all these classes is to show an example of correct exhalation. If for some reason the baby did not like the exercise, it is better to stop it temporarily, offer him another game later.

Special breathing exercises

After the preschooler masters the skill of correct inhalation and, most importantly, exhalation, there is a transition to the next stage - breathing exercises. Here you can not invent anything, as experts have already tried to do it. It is more effective to use complex exercises developed by specialists. Exercises are designed to work out the volume of inhalation, performing simultaneously with body movements. You should focus the attention of children on the fact that in all exercises the air is taken in (inhalation) energetically, and the exhalation is passive, imperceptible.

• "Fists". The exercise is performed on a short noisy breath through the nose, on which the child's attention is fixed. At the same time, the fists are strongly clenched, on exhalation there is relaxation.
• "Girdle". Similarly to the previous exercise, an energetic noisy breath is carried out, at the same time the baby pushes the fists down, simulating a throw.
• "Cat". Imitating the movements of the animal, the children, breathing noisily through their nose, make turns with an energetic movement of their hands, as if throwing something aside.
• "Pendulum" or "Turns" - exercises are aimed at the actions of the hands and head. Wrapping his arms around his shoulders, and not forgetting to take an active noisy breath, the baby turns to the right, to the left, managing to make a passive exhalation between turns.
• "Rolls" or "Dances", when performing exercises, movements are transferred to the legs. Squatting alternately on the left, then on the right legs, the child continues to breathe correctly: active inhalation - passive exhalation.

Game exercises for practicing speech breathing

At this, the most important, stage, preschool children master the ability to distribute the length of the exhalation in the process of speech and to get air. Quite difficult exercises are used here, so experts advise starting classes with practicing pronunciation and building up the simplest syllables as you exhale. For example, taking a deep breath, as you exhale, say simple syllables with a gradual addition, for example, yes, dada, dadada, dadadada.

• Alternatively, after mastering the exercise, the task becomes more difficult when the stress moves: first strengthen the first syllable, then move the stress to the second, third, etc.
• Performing the exercise “Counting forward and backward”, the children take a long breath, count as they exhale. First, the count goes in the forward direction, and when the task becomes more difficult, it goes in the opposite direction (1, 2, 3, 4 or 4,3,2,1).
• Similarly, you can replace numbers by listing the days of the week, months, seasons.
• The main thing that draws attention to is that air intake is imperceptible.
• When the first skills are obtained, experts recommend for older children preschool age use children's counting rhymes, small quatrains, word building in a phrase. The necessary portion of air should get after each line. For control, you can offer the preschooler to put his hand on his chest, which will rise with each breath.

Here, for example, how a counting rhyme, a poem and an increase in sentences will look like in the work, which can be used to practice taking in air and pronouncing the phrase to the end:

One, two, three, four, five (inhale).
It's time for the sun to rise (inhale).
Six, seven, eight, nine, ten (inhale).
There is no sun, there is a month in the sky (inhale).
Run more cheerfully, (inhale)
Let's hide quickly.

Rain, rain (inhale)
Drip-drip-drip (inhale).
Drip-drip-drip (inhale).
Don't piss the track (inhale),
Anyway, let's go for a walk (inhale),
Let's put on boots!

It's raining. --> It is raining heavily. --> It's raining heavily for a long time.

Breathing exercises, games, exercises will help children master the skills of speech breathing. The main thing is that parents devote enough time and attention to their kids, who begin to form coherent speech. An effective approach to education will avoid serious violations in speech.

• take an active breath through the nose;
• to carry out a smooth exhalation, without sharp shocks;
• learn to fold your lips with a “tube” for singing vowels;
• breathe out through your mouth.
• learn to divide the phrase when pronouncing it into about three words in order to exhale to the end.

After the baby has learned the correct speech breathing, you can proceed to the exercises on.

Exercises for the development of speech breathing:

Basic (key) concepts: diaphragmatic breathing, phonation breathing, diaphragm, inhalation, exhalation, respiratory support.

Speaking is closely related to breathing. A speech utterance is formed during exhalation, when the air stream passes through the larynx with vocal folds, enters the oral cavity, where the corresponding noise is formed with the help of articulatory organs.

Breathing at the moment of speech differs significantly from normal physiological breathing. The ratio of the inspiratory phase to the expiratory phase during physiological respiration in time varies 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 formation it is necessary to develop a strong, directed air jet.

The development of speech breathing is carried out in stages:

I. Setting the diaphragmatic type of breathing and the formation of a long oral exhalation.

With the diaphragmatic type of breathing, there is a complete expansion of the chest, maximum ventilation of all parts of the lungs. The tension of the lower intercostal muscles allows you to hold diaphragm in a reduced state, which leads to a calm, even exhalation, imperceptible to others. Thus, diaphragmatic breathing is the deepest, strongest, most economical way to produce speech.

This stage of the formation of breathing is to perform a set of physical exercises. There are static and dynamic exercises. Static exercises are produced either with complete immobility of the body, or are accompanied by light movements. Their goal is to develop differentiated breathing through the mouth and nose, to acquire the skills of a speech diaphragmatic type of breathing with the predominant training of an extended exhalation.

Exercises include blowing on cotton wool, water, inflating soap bubbles, rubber toys, balls, playing the children's pipe, flute, harmonica (which develops the labial muscles and enlivens the kinesthetic sensations from exhalation).

To automate diaphragmatic breathing against the background of exhalation, vowels are pronounced for a long time (in a whisper and loudly), fricative voiceless consonants in isolation and in combination with vowels (whisper and loudly), voiced fricative consonants in isolation and in combination with vowels, deaf explosive consonants only in combination with vowels in direct syllables (in a whisper and loudly), voiced plosives only in combination with vowels in direct syllables. Thus, in a combination of articulatory and simple breathing exercises, speech breathing skills are formed.

II. Differentiation of oral and nasal expiration

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, help to feel the work of the respiratory muscles, especially the diaphragm.

As a result of performing exercises on the differentiation of oral and nasal expiration, the patient learns to feel the difference in the direction of the air stream.

First complex aims to form fixed(smooth) exhalation through the nose or mouth, alternating oral and nasal exhalations. A fixed exhalation is necessary to pronounce fricative (fricative) consonants ( f, f, v, v, s, x, h, z, sh, w, u, d, x, x

Open your mouth wide and breathe in through your nose.

Close one nostril with the middle finger - inhale. Exhale slowly through the other nostril. Alternately close and open the nostrils.

Inhale through slightly closed lips, exhale smoothly through the nose with a voice (m).

Inhale through the mouth wide open, exhale slowly through the nose (do not close the mouth).

Inhale through the nose, exhale smoothly through the mouth (mouth wide open), first without a voice, then with a voice (а_______).

Inhale through the nose, exhale smoothly through loosely closed lips (f __________).

Inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.

Inhale through the nose, exhale - stick out a wide tongue, raise it to the upper lip, blow on the nose (blow off the cotton wool from the nose).

Second complex designed to form forced(jerky) exhalation through the nose or mouth, alternating oral and nasal exhalations. Forced exhalation is necessary to pronounce explosive (occlusive) consonants ( p, p, b, b, t, t, d, d, k, k, g, g). The patient is asked to perform the following exercises:

Inhale through the nose, exhale through the nose in jerks.

Inhale through the nose, exhale through loosely closed lips jerky, intermittently, making short intervals (f! f! f!).

Open your mouth wide, stick out your tongue, inhale and exhale through your mouth jerkily, intermittently (like a dog breathes).

· Inhale with a wide open mouth, exhale jerkily through the nose (do not close the 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 jerkily through the corners
mouth, first through the right, then through the left.

Pull lips forward with a tube. Inhale through the nose, exhale jerkily through the “tube” (u! u! u!).

Third complex aimed at developing skills combine fixed and forced expiration. This skill is necessary to pronounce the affricate ( c, h) and groups of consonants of different ways of formation ( ts, pl, vr, tr, dr etc.). The patient is asked to perform the following exercises:

Inhale through the nose, exhale jerkily, at the end turning into a smooth exhalation (f! f! f _________________).

Pull lips forward with a tube. Inhale through the nose, exhale long through the "tube" with an increase at the end (U________y! y!).

Pull lips forward with a tube. Inhale through the nose, exhale jerkily, at the end turning into a smooth exhalation (u! U! U_________).

· Inhale through slightly closed lips, exhale long through the nose with amplification 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 the nose, exhale long through the mouth with an increase at the end (with _______s! s!).

· Lips in a smile. Inhale through the nose, exhale jerkily, at the end turning into a smooth exhalation (s! s! s ___________).

Inhale through the nose. Pronounce the sound [w] for a long time with amplification at the end (w_______sh! sh!).

Inhale through the nose. Briefly pronounce the sound [w], lengthen the exhalation at the end of the pronunciation (w! w! w _________).

The main feature of the work 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 are performed dynamic breathing exercises. Start training with 30-45 seconds per dose, 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 up 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 during the entire period speech therapy work. Exercise examples:

Divers. Inhale deeply, hold the 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 pronouncing on the exhale: "Choo-choo-choo."

Pump. I. p. standing, feet shoulder-width apart. Model mentally the handle of the pump and, leaning sharply, press it, as if inflating tires. As you exhale, pronounce the sound [s], or [w], or [f].

Skier. Get into the pose of a running skier pushing off with sticks. With each “repulsion”, alternately inhale and exhale, pronouncing “ffff”.

Hedgehog. I. p. sitting on the rug, legs together, emphasis on the hands behind. Bend your knees and pull them up to your chest, exhale slowly while pronouncing "ffff". Straighten your legs - inhale. Turn your head to the right - to the left and at the same time with each turn inhale with your nose in equal portions. Inhale slowly and smoothly through your mouth, pronouncing "pfft".

Sawyers. The exercise is performed together, holding hands crosswise. Right hands - "saw", left - "log". The first of the participants pulls the “saw” on himself, pronouncing “z-z-z” on a smooth exhalation (count once), the second takes the “saw” on himself - “s-s-s” (two count). It is necessary to cut energetically, cheerfully, without holding your hand when the second participant takes the “saw” on himself. Breathing should be uniform, rhythmic: taking the “saw” on yourself - exhale with a sound, releasing it - inhale.

Polite bow. Rise on toes, arms to the sides (inhale). Then slowly bend forward, gradually bringing your hands together and pressing them in an oriental way to your chest. On a bow, pronounce the word “hello” stretched out on the sound [s]. Make sure that the last syllable "te" sounds loud and clear.

In working with children, starting from senior preschool age, you can use the methods of paradoxical breathing exercises by A.N. Strelnikova. It increases the volume of inhalation and diaphragmatic exhalation. When performing a set of exercises 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, breaths are taken with movements that compress the chest. Inhalation should be maximally active, exhalation - passive. Unlike traditional breathing exercises, with slightly closed lips, a noisy short breath is taken through the nose. Exhalation is carried out 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 whole complex of breathing exercises consists of eleven exercises:

1. Hands. 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. Exhalation is smooth, free through the nose or mouth, unclench the fingers, relax the hands.

2. Belt. I. p .: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy breath through the nose, forcefully push the fists to the floor, as if dropping something from the hands. During the push, open your fists, spread your fingers. On the exhale, return to and. P.

3. Bow. I. p .: stand up straight, hands down. Slightly bend down, round your back, lower your head and arms. Take a short noisy breath end point bow ("smell the floor"). Then, smoothly, freely exhaling through the nose or mouth, return to and. P.

4. Cat. I. p .: stand up straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning the torso to the right, then to the left. When turning with a simultaneous short noisy breath, make a “dropping” movement to the side with your hands (as if a cat wants to grab a bird). On the exhale, return to and. n. Repeat 8 times.

5. Hug your shoulders. I.p .: stand up straight, bend your arms at the elbows at shoulder level with the hands facing each other. At the moment of a short noisy breath with your nose, hug yourself by the shoulders (arms should move in parallel). On the exhale, return to and. P.

6. Large pendulum. I. p .: stand up straight, hands down. Lean slightly to the floor, lower your hands to your knees - a noisy breath. Immediately without stopping, lean back slightly, bending slightly at the waist, hugging your shoulders, take another breath. Exhalation is carried out passively between two breaths-movements. Return to i. P.

7. Head turns. I. p .: stand up straight, hands down. Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, 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 the head to the right to the shoulder - a short noisy breath through the nose. Then tilt your head to the left - also inhale. Exhalation is carried out passively between breaths, while the head does not stop in the middle.

9. Small pendulum. I. p .: stand up straight, hands down. Lower your head down, look at the floor - inhale. Tilt your head up, look at the ceiling - also a breath. Exhalation is carried out passively between breaths, while the head does not stop in the middle. Don't strain your neck.

10. Rolls. I. p .: right foot in front, left - at a distance of one step behind. Heaviness of the body on both legs. Transfer the weight of the body to the front standing right leg. Sit lightly on the right leg - inhale. Straighten the body, transfer the weight of the body to the left leg standing behind. Sit lightly on the left leg - inhale. Passive exhalation is carried out between breaths. Perform the exercise 8 times without stopping. Change legs.

11. Dance steps. I. p .: stand up straight, arms lowered along the body. Raise the right leg bent at the knee to the level of the abdomen, slightly crouching on the left leg - inhale. Return to starting position - passive free exhalation. Then sit down on the right leg, raising the left leg - inhale. Exhalation is carried out freely after each breath.

III. Formation of speech breathing.

Speech breathing is characterized by a short inhalation and an extended exhalation. At the moment 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 in the process of speech and to carry out "addition" of air in the process of speech.

Exhalation distribution in the process of speech consists in the formation of 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 the phrase into intonation-semantic units of speech - syntagmas.

Exercises to form the ability to distribute exhalation are first carried out using syllables. For this, the method of building up syllables composed with one of the consonants is used - first with the same, and then with different vowels. Syllables are pronounced in one breath loudly, abruptly and evenly. Gradually, the number of syllables pronounced on one exhalation increases.

Then air distribution exercises are carried out on the material of words, phrases, phrases. Each increase in the chain by one word is worked out within 1 day. The increase in the number of words can be done daily.

In the process of working on breathing, it is necessary to teach the child quickly, energetically, and most importantly, unnoticed by the audience take in fresh air, replenish its supply at every convenient pause. Training exercises are first recommended to be carried out using children's counting rhymes. Then the "addition" of air is trained on the material of poems. It is necessary to get a new portion of air after each line, while maintaining the coherence of the text. For self-control, the patient's palm should be in the region of the diaphragm, feeling its movement during inhalation and exhalation.

When selecting speech material, it is necessary to take into account the peculiarities of the patient's pronunciation, excluding defective 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 couplet on one exhalation.

When practicing speech breathing on the material of tongue twisters and poetic texts, you first need to learn them well. Only after that you can proceed to training exercises.

Thus, the formation of speech breathing is a necessary part of speech therapy work to correct sound pronunciation disorders.

test questions and tasks:

1. Compose comparative characteristic physiological and speech (phonation) breathing.

2. Determine the specifics of speech therapy work on the formation of fixed and forced expiration.

3. Describe the main directions of speech therapy work on the formation of speech breathing.

Conclusions on the content of the chapter:

1. The pronunciation side of speech characterizes the phonetic design of speech and includes a set of motor skills that characterize the articulation of speech sounds, speech breathing, which is the energy basis of pronunciation, voice formation, which determines the acoustic characteristics of speech.

2. Speech sound (phoneme) is a single complex of acoustic and 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 setting of sound articulation, but also the improvement of phonemic hearing as the basis for a stable acoustic standard of the phoneme.

3. The implementation of the pronunciation side of speech becomes possible under the condition of well-coordinated work of both the central and peripheral parts of the speech apparatus, which includes the respiratory, vocal and articulatory parts. 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 a system of phonological oppositions of phonemes according to their acoustic and articulatory features.

5. Violations of sound pronunciation include substitutions, mixings, omissions and distortions of sounds of a monomorphic or polymorphic nature. The level of impaired pronunciation is determined by the ability to pronounce the sound as part of various speech units.

6. The method of studying the state of the pronunciation side of speech includes the study of the state of sound pronunciation, respiratory and vocal functions, 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 speech sounds in ontogenesis, is carried out in stages and includes a preparatory stage, staging, automation and differentiation of speech sounds.

8. The preparatory stage of sound pronunciation correction is aimed at forming the 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, the separation of sound from the composition of words, syllables and the sound (phonemic) series.

9. Sound production is carried out individually by selecting the most appropriate method. The delivered sound is introduced into the composition of syllables of various syllabic complexity, and then it is automated in the composition of words, phrases and sentences. Sound automation is considered complete if the sound is used correctly in all types of speech (conjugated, reflected, rhythmic, independent).

10. The stage of differentiation of speech sounds is necessary in case of violation or inaccurate assimilation of articulatory-acoustic features of sounds, which in pronunciation is expressed in their substitutions and mixtures. This stage is carried out under the condition of full automation of each of the oppositional sounds. Their differentiation is based on the analysis of similarities and differences in the characteristic articulation-acoustic features of sounds presented to the ear in its pure form, as part of syllables, words, phrases and sentences.

11. Correction of complex violations of sound pronunciation is carried out on the basis of taking into account the structure of the speech defect. The sequence of sound staging is determined by their articulatory complexity, acoustic proximity, the possibility of using as a reference sound for staging the rest of the disturbed ones, as well as the frequency of occurrence in the active dictionary.

12. The formation of speech breathing is a necessary component of speech therapy work to correct sound pronunciation disorders and includes the development of a diaphragmatic type of breathing, fixed and forced oral exhalations, the ability to distribute expiration during speech and carry out "addition" of air.

GUIDELINES
ON THE DEVELOPMENT OF SPEECH BREATH IN CHILDREN
WITH VARIOUS SPEECH DISORDERS

The development of breathing is one of the first and very important stages of the corrective impact 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 the human body. Inhalation and exhalation are made through the nose, they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause.

For speech, especially monologue, usually physiological breathing is not enough. Speech and reading aloud require a large amount of air, a constant respiratory supply, its economical use and timely renewal, regulated by the respiratory center of the brain. In the initial stage of mastering speech breathing, the will and consciousness are involved, aimed at performing the necessary breathing task. Such arbitrary speech breathing, achieved only through training, gradually becomes involuntary and organized.

It is necessary 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 the blood vessels of the brain. It is imperative to breathe through the nose in everyday life and when performing breathing exercises. The role of proper nasal breathing and breathing exercises in human life is enormous. Respiratory gymnastics is successfully used as a valid way to treat diseases of the upper respiratory tract (runny nose, laryngitis, pharyngitis, bronchitis), bronchial asthma, and neurosis. 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 inhalation. Another and the sequence of breathing. After a short breath, a pause follows to strengthen the abdominals, and then a long sound exhalation.

Since speech sounds are formed during exhalation, its organization is of paramount importance for the production of speech breathing and voice, for their development and improvement. Therefore, the ultimate goal of training speech diaphragmatic-rib breathing is training a long exhalation, training the ability to rationally spend air during speech.

To do this, it is necessary to accustom 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, training exercises will be given below to develop and strengthen the diaphragm, abdominal and intercostal muscles.

THE MAIN PURPOSE OF THE LESSONS is the formation of correct speech breathing.
Work on breathing is recommended to be carried out in three stages:
I. Setting the diaphragmatic-costal type of breathing and the formation of a long oral exhalation.
II. Differentiation of oral and nasal expiration.
III. Formation of speech breathing.

RULES OF WORK ON THE FORMATION OF SPEECH BREATH.

1. The formation of speech breathing is carried out throughout the 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, one more is added every next day.
4. Do not overwork 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, neck.
7. The child should feel the movements of the diaphragm, intercostal muscles, muscles of the lower abdomen.
8. Movement must be done 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 falls on it, or by fogging the mirror at the moment of exhalation. In order to increase the emotional background of the lesson, the cotton wool is painted in a bright color.

I. Setting 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 his palm on the side surface above his waist. If the child has upper clavicular or thoracic breathing, you should try to imitate lower costal (diaphragmatic-costal) breathing.
Exercises:
- Put the child's hand to your side and check his breathing with your palm. The child, feeling the movement of the adult's ribs during inhalation and imitating him, switches to lower costal breathing.
- The child is taught to inhale a "full stomach" of air, and then exhale smoothly and slowly (3 - 15 times in a row 3 times a day)
Next is carried out breathing exercises, developed by A.N. 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, breaths are taken with movements that compress the chest. Inhalation should be as active as possible, exhalation should be passive. The child takes a noisy short breath through the nose with slightly closed lips. Exhale freely through the mouth.
All exercises are rhythmic. Each of them is performed 8 times, after
3 - 5 second break 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. "Hands"
I.p .: stand up straight, raise your palms to the level of your face, 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 the fingers, relax the hands.

2. "Girdle"
I.p .: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy breath with the nose, forcefully push the fists to the floor, as if dropping something from the hands. During the push, open your fists, spread your fingers. On exhalation, return to the starting position.

3. "Bow"
I.p .: stand up straight, hands 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 slowly, freely exhaling through the nose or mouth, return to the starting position.

4. "Cat"
I.p .: stand up straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning the torso to the right, then to the left. When turning with a simultaneous short noisy breath, make a throwing movement to the side with your hands. On exhalation, return to the starting position.

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 breath with your nose, hug yourself by the shoulders.
(hands should move in parallel). On exhalation, return to the starting position.

6. "Big pendulum"
I.p .: stand up straight, hands down. Lean forward slightly, lower your hands to your knees - a noisy breath. Immediately lean back a little, slightly arching at the waist, hugging your shoulders - one more breath. Exhalation is passive between two breaths - movements. Return to starting position.

7. "Turns of the head"
I.p .: stand up straight, hands down. Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, take a short breath again. The breath is passive between two breaths.

8. "Ears"
I.p .: stand up straight, look in front of you. Slightly tilt the head to the right shoulder - a short noisy breath through the nose. Then tilt your head to the left - also inhale. Passive exhalation between two breaths, do inclinations without interruption.

9. "Small pendulum"
I.p .: stand up straight, hands down. Lower your head down, look at the floor - inhale. Tilt your head up, look at the ceiling - also a breath. Exhalation is passive between breaths, movements are made without stopping. Don't strain your neck.

10. "Rolls"
I.p .: right foot in front, left - at a distance of one step behind. The weight of the body is on both legs. Transfer the weight of the body to the front standing right leg. Sit lightly on it - inhale. Straighten up, transfer the weight of the body to the left leg standing behind. Sit lightly on it - inhale. Passive exhalation between breaths. The exercise is performed 8 times without stopping. Change legs.

11. "Dance Steps"
I.p .: stand up straight, arms lowered along the body. Raise the right leg bent at the knees to the level of the abdomen, slightly crouching on the left leg - inhale. Return to the starting position - passive free exhalation. Then sit down on the right leg, raising the left leg - inhale. Exhale freely after each breath.
Next, proceed to the formation of a long oral exhalation.

The following exercises are performed:
1. Directed mouth blowing training: the child is offered to pinch his nose, puff out his cheeks and slap them. You can bring a cotton wool or a mirror to your mouth so that visual control is carried out.
2. Teaching oral exhalation using the “spitting” technique: the child is asked to silently “spit out” the tip of the tongue, sandwiched between the teeth (the tongue must be moved forward, you can put crumbs of breadcrumbs on the tip of the tongue. Tactile control is carried out with the back of the hand brought to the mouth. With a gradual slowdown in spitting, a light blast is obtained, which is then fixed.
3. When learning the types of inhalation and exhalation, the child's attention is drawn to the position of the organs of articulation: during oral exhalation, the tip of the tongue must be held at the lower incisors, the mouth should be opened as if yawning. In this case, the root of the language must be omitted. If moving the tip of the tongue towards the lower incisors does not sufficiently reduce the root of the tongue, it is possible to temporarily protrude the tongue between the teeth.

II. Differentiation of oral and nasal exhalations.

With the advent of correct, calm breathing with the mouth closed, one can proceed to the differentiation of oral and nasal breathing.
The purpose of these exercises: the child must 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 through your nose.
- close one nostril with the middle finger - inhale. Smooth exhalation through the nostril. Alternately close the left and right nostrils.
- 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 (the mouth is wide open, the tongue on the lower teeth - how hands warm)
- 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 jerks
- inhale through the nose, exhale through loosely closed lips jerkily, intermittently, making short intervals
- mouth wide open, stick out tongue, inhale and exhale through the mouth jerkily, intermittently (like a dog breathes)
- inhale with a wide open mouth, jerky exhale through the nose (do not close the mouth)
- inhalation through the nose, jerky exhalation 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.
- inhalation through the nose, prolonged exhalation with intensification at the end
- inhalation through the nose, jerky exhalation, at the end turning into a smooth exhalation
- Lips are stretched forward. Inhalation through the nose, jerky exhalation through the mouth, at the end turning into a smooth exhalation
- inhalation through slightly closed lips, extended exhalation through the nose with intensification at the end
- inhalation 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 through the mouth
- lips in a smile. Inhale through the nose, jerky exhale through the mouth, at the end 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 in the process of speech, and then - the addition of air.
The distribution of exhalation consists in mastering the ability to consciously divide the volume of exhaled air into uniform segments. Special exercises are carried out using syllables. To do this, use the method of their build-up. 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. The lengthening of the chain by one syllable or word depends on the severity of the speech defect in the child. All exercises must be performed 3 times a day for 5 to 8 minutes.
Types of exercises:
- taking a full breath, as you exhale, pronounce the phrases:
Papa, papa, papa, papa.
Mom, mom, mom, mom.
Wa, wow, wow, wow.

Syllables should first be pronounced equally, rhythmically, abruptly. Then place the stress on the first syllable, successively moving it to the second, third.
- take a full breath, count on the exhale. The count can be forward (one, two, three, four), reverse (five, four, three, two, one).
- by analogy with exercise 2, list the days of the week, the names of the months, the seasons.
The intake 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. Exercises are first recommended to be carried out using children's counting rhymes. Then the addition is fixed on the material of the poems. When practicing speech breathing on the material of tongue twisters and poetic texts, you first need to memorize them, only then you can proceed to training. It is necessary to inhale a new portion of air after each line, while maintaining the coherence of the text. For self-control, the child's palm should lie on the chest, feeling its rise when inhaling.

Pronounce the counting rhyme at a moderate pace, evenly distributing the exhalation into portions of three words.
Like on a hill, on a hill (inhale)
There are thirty-three Yegorkas (inhale)
One Yegorka, two Yegorkas (inhale)
Three Yegorka, four Yegorka (inhale)
- Reading poetry.
Among the white doves (inhale)
Here the sparrow flies (inhale)
Respond, do not be shy (inhale)
Fly out - ka, sparrow!

Growing words in a sentence.
Snow falls.
Snow is falling quietly.
Quietly white snow falls.
The rational use of oral exhalation contributes to the brightness, clarity and intelligibility of speech, the development of melody and sonority of the voice.

Junior group.

Exercise number 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 leader, pronounce the appropriate onomatopoeia with a slow exhalation. The game is animated if the leader tries to confuse the players: he calls the animal, but looks at the child who plays a completely different role. Attention is directed to the duration and clarity of the sound of consonants and vowels.

Exercise number 2. "Trumpeter".
Children bring 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 "pipe" the longest.

Exercise number 3. "Axe".
The children are standing. Feet shoulder-width apart, arms lowered, and fingers interlocked. Quickly raise your hands - inhale, lean forward, slowly lowering the "heavy ax", say - wow! - on a long exhalation.

Exercise number 4. "Crow".
Children are sitting. The arms are lowered along the body. Quickly raise your arms through the sides up - inhale, slowly lower your arms - exhale. Say: Kar!

Exercise number 5. "Geese".
Children are sitting. The hands of bent arms are pressed to the shoulders. Take a quick breath, then slowly tilt your torso down, take your elbows back, 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 number 1. "Let's play with tummies."
Purpose: formation of diaphragmatic breathing.
In the supine position, the children put their hands on their stomach, inhale deeply - while the tummy inflates, then exhale - the tummy retracts. To make the exercise even more interesting, you can put some small toy on your stomach. When the child dies, the toy rises up along with the stomach, and on exhalation, on the contrary, it goes down - as if it is 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 number 2. "Recognize by smell."
Purpose: the development of a deep long breath, the development of smell.
Children take turns sniffing, for example, flowers, trying to remember their smell. An adult asks the child to close his eyes and offers him one of the flowers, offering him to determine by smell which flower is in front of him. The child should take a deep long breath through the nose, without raising the shoulders, and then exhale and name the guessed flower. In order for the child to take a deep diaphragmatic breath, the adult first himself 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 number 3. “Let's teach the nose and mouth to breathe.”
Purpose: differentiation of inhalation and exhalation through the nose and mouth, development of attention.
The child learns to control his inhalation and exhalation, exercising them in 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, brings the palm to the mouth, but does not touch, but only tactilely controls the air stream coming out of the mouth. Second option. Exercises are carried out similarly: inhale through the mouth - exhale through the mouth (a 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, he closes and points to his nose with his index finger).

Exercise number 4. "Drive the ball into the goal."
Purpose: the development of a long, strong, purposeful exhalation, the development of an eye. An adult shows the children how to blow on the “ball” in order to drive it into a toy gate. The children take turns playing the game. The winner is the one who managed to send the “ball” into the goal with one exhalation.

Exercise number 5. "Let's hum."
Purpose: to develop a long smooth oral exhalation.
An adult demonstrates to children how to blow into a bubble so that it buzzes. To do this, the lower lip should slightly touch the edge of the neck, and the blown air jet - “breeze” should be strong enough. Then, in turn, the children themselves blow into their bubbles, achieving 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 buzz can mean the signal of a steamer, steam locomotive, or the howling of the wind. You can use the bubble as a musical instrument, making it buzz at the teacher's signal while playing specially selected music.

A set of breathing exercises.
Senior group.

Exercise number 1. "We breathe differently."
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. Inhalation through the nose, slow exhalation through the nose with intensification at the end.
7. Inhale through the nose, exhale through loosely compressed lips.
8. Inhale through the nose, exhale through the nose in jerks.

Exercise number 2. "Candle".
Slow exhalation training while blowing on an imaginary or real candle flame. Focus on the stomach. Slowly blow on the "flame". It deviates, try to keep the flame in a deviated position during exhalation.
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 hand, using it as a candle, and blow it calmly, slowly and evenly. The paper will deviate, if the exhalation is even, then it will be in the deflected position until the end of the exhalation. Pay attention to the movement of the diaphragm - the left palm, as it were, “slowly sinks” during exhalation. Repeat 2-3 times.

Exercise number 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 it. Inhale, hold your breath for a second and blow on the candle, the flame has deflected but not extinguished. Blow even harder, blow even harder. More!
Can you feel the movement of the diaphragm with your palm? Do you feel your lower abdomen tighten up? This exercise makes it possible to feel the active movements of the diaphragm and abdominal muscles. Repeat 2-3 times.

Exercise number 4. "Extinguish 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. Do not try to inhale as much air as possible. Let the volume remain the same, just each portion of the air on exhalation will become smaller. With the help of static and dynamic breathing exercises, the abdominal muscles and muscles of the diaphragm are trained. These exercises can be used in the complex of morning exercises.

Exercise number 5. "Belly dance".
Tilt your upper body forward at a 45-degree angle, and place your hands on your lower back with your thumbs forward. Look straight ahead, back straight, shoulders back. Execution - simultaneously with exhalation, the stomach is pulled in p-ffff, then a reflex inhale occurs, the stomach moves forward. Repeat 3-5 times.
Training exercises for the development of intercostal respiratory muscles. Recall that the air filling of the middle part of the lungs depends on how the intercostal respiratory muscles are developed.

A set of breathing exercises.
Preparatory group.

Exercise number 1. "Fragrant 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 the nose - note how the ribs of the chest parted. You felt it with your palms, and now exhale the ribs lowered and the palms too. The abdomen and shoulders remain motionless. Remember that all attention is only on the ribs, as you want to train the intercostal muscles. Breaths should be shallow, but full. Repeat 3-4 times.

Exercise number 2. "Exhale - inhale."
Starting position - standing or sitting on a chair. Execution - after an energetic exhalation on p-ffff ... raise your hands, put them behind your head and lean back, inhaling, then, leaning forward, reach the floor and mentally count to 15 - this is a breath.

Exercise number 3. "Singing sounds."
Table. And, uh, a, oh, u, s, e, i, yo, u. Say this table several times, each time on 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 the voice.

Exercise number 4. "Bird".
Starting position standing, legs together, arms along the body. On the count of times, raise your hands through the sides up - inhale, hold your breath for one count, then slowly lower your arms through the sides - exhale on a lingering sound pffff, - ssss. Repetition 2 ra

Exercise number 5. "Funny steps."
Walking around the room or outdoors. Inhale for one step, hold for one count, exhale for 4 steps. Every 2-3 days increase the duration of exhalation by 1 count. In order to learn to exhale in 10-15 steps in 1 month.

Development of correct speech breathing

This article will be of interest to teachers and parents.
Target
- the formation of children's skills and abilities of correct physiological and speech breathing.
Tasks for the implementation of the goal:
- to expand the knowledge of children, parents, teachers about breathing;
- to acquaint children, parents and teachers with various exercises for correct breathing during the presentation of information to others;
- to cultivate discipline and conscious exercise;
- to create a relationship between preschool teachers and parents on the problem of the formation of proper breathing.
Members: parents, children.
Proper speech breathing is the basis of sound speech. It is thanks to proper speech breathing that we change the volume of speech, make it smooth and expressive.
What is correct speech breathing is the ability of a person to take a short deep breath and rationally distribute the air during exhalation while pronouncing various sound combinations. Only proper speech breathing allows a person to expend less muscle energy, but at the same time achieve maximum sound and smoothness.
Speech breathing occurs arbitrarily, while non-speech is performed automatically. When speaking, a person controls inhalation and exhalation, changing it and ensuring smoothness, duration and ease of pronunciation. Children in the process of speaking often begin to speak on inhalation or on the residual exhalation, while some take in air before pronouncing each word. This negatively affects the mastery of the correct pronunciation and the construction of a smooth and continuous speech utterance. Therefore, the key to a clear pronunciation of sounds and clear diction is well-placed speech breathing.
Here are some game exercises aimed at developing physiological and speech breathing
Games-exercises that contribute to the development of strength and duration of expiration (preparatory stage):
“We warm the hands” (exhalation of a jet of air in the palm of your hand);
"Snowflakes" (blowing cotton balls off the table);
“Leaves fall and spin” (blowing tree leaves cut out of thin colored paper);
"Colored Fountain" (blowing rain attached to a stick);
"Candle" (blowing out a candle);
"Windmill" (rotation of wind toys);
“Fly, fly, petal” (setting in motion a “semi-flower” made of colored paper), etc.
Games-exercises aimed at developing the ability to exhale smoothly and regulate its strength:
“Football” (Drive a cotton ball into the gate. Pull out your lips with a “tube” and blow on the cotton ball, trying to drive it into the “gate”);
“The breeze is spinning the leaves” (Whose leaf will fly away further? Roll a coil or bubble on the table);
“Horses snort” (Blow strongly on relaxed lips until vibration is received);
“The coachman stops the horse” (Taking air into the lungs, blowing it out with force, making the lips vibrate: prrrrrr);
“Satellite” (Blowing on a small piece of cotton (“satellite”). Whose “satellite” will rise higher?);
“Storm” (Smile, stick your tongue between your teeth. Blow out the air strongly, making your lips and tongue vibrate);
“Blow the snowflake off your nose” (Blow on your tongue with force, trying to blow the cotton wool off your nose);
“Hurricane” (Blow on the tip of the tongue, set with a “shovel” and gently but tightly touching only the upper lip, the lower one along with the jaw is pulled down);
blowing soap bubbles;
blowing paper boats floating in the water;
blowing paper figures, etc.
After the preparatory period, one should gradually move on to the development of proper speech breathing. At this stage, it is advisable to use not only exercises aimed at developing the correct inhalation and exhalation, but also to introduce tasks with the reproduction of speech material.
Here are some examples:
Long drawn-out pronunciation of vowel sounds: “Katya’s doll wants to sleep” (Ah-ah), “A strong wind is blowing” (U-u-u), etc .;
Repeated repetition of syllables on one exhalation: “Rain is dripping on the roof” (“Pa-pa-pa”), “Bunny jumps” (“Op-op-op”), “Bear stomps” (“Top-top-top”) etc.;
Pronouncing words and phrases on one exhalation using the build-up technique: “Wind. The wind blows. Strong wind blows. A strong and cold wind is blowing.
Pronunciation of tongue twisters and tongue twisters;
Expressive poetry reading.
When controlling the correctness of the child’s speech breathing, one should pay attention to the fact that he does not take too much breath and does not “squeeze” the air out of himself to the end (do not start to choke).
Play and develop with pleasure!

Elena Oreshonkova
Exercises for the development of speech breathing, speech hearing and articulation apparatus in children

Exercises for the development of speech breathing in children, speech hearing and articulatory apparatus

1. Exercises for the development of speech breathing

The source of the formation of speech sounds is the air stream leaving the lungs through the larynx, pharynx, oral cavity or nose. correct speech breathing provides normal sound formation, creates conditions for maintaining normal speech volume, strict observance of pauses, maintaining speech fluency and intonation expressiveness.

1) "Blow off the balloon"

Target: - long pronunciation on one exhalation of the consonant sound F.

Invite the kids to play 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, while bringing your hands in front of you - the ball is blown away. At the end, hug your shoulders - the balloon has deflated.

Let's play balls! Dilute hands to the sides - that's it! Here are the big balls. Suddenly, a small hole formed in the balloon, and it began to deflate. Air comes out ball: F-F-F! Ball deflated!

Remind the children to inhale more air while the balloon is inflated, and then gradually breathe it out, pronouncing the sound F. It is impossible to get air.

2) "Snake"

Target: development of correct speech breathing- long pronunciation on one exhalation of the consonant sound Sh.

Invite the kids to play kite. The game is played on a carpet.

Let's play kite! The snakes have come out of their holes and are basking in the sun. snakes hiss: "SH-SH-SH!"

Remind the children to take a deep breath and hiss for a long time. During a long pronunciation of the sound Ш it is impossible to get air.

3) "Pump"

Target: development of correct speech breathing- long pronunciation on one exhalation of the consonant sound C.

Invite the kids to play pumps. The game is played on the floor and is accompanied by movements imitating pumping up a wheel with a pump.

Which of you loves to ride a bike? What about by car? Everyone loves. But sometimes the wheels of cars and bicycles are punctured and blown away. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!

An adult demonstrates the movements of the pump and explains that you should inhale more air while the pump is working, and then gradually slowly breathe it out, pronouncing the sound C. It is impossible to get air during the pronunciation of the sound. The pump can continue to work after a pause when the child takes the next breath. It is necessary to ensure that children do not overexert themselves during the game.

4) "Funny song"

Target: development of correct speech breathing- pronunciation on one exhalation of several identical syllables - LA-LA.

The teacher brings a doll or nesting doll and invites the children to sing a funny song with her.

- Today Katya doll came to visit us. The doll dances and sings song: “LA-LA-LA! LA-LA-LA!" Let's sing along with Katya!

While singing, make sure that the children pronounce three syllables in a row on one exhalation. Gradually, you can learn to sing longer songs on one exhale - 6-9 syllables in a row. Make sure the kids don't get overtired.

5) "Happy Journey"

Target: development of correct speech breathing- pronunciation on one exhalation of several identical syllables - BI-BI, TU-TU.

Offer the kids an outdoor game.

Who among you likes to travel? Raise your hands, who rode the car. Now raise your hands who rode the train. Let's play cars - the car goes and honks "BI-BI!" Now let's turn into steam locomotives - "TU-TU!"

Show how the car drives - walk around the room, turning an imaginary steering wheel. Depicting a train, twist your arms bent at the elbows in the direction back and forth.

Make sure that the children say two syllables in a row on one exhalation. Gradually, you can learn to pronounce more on one exhalation syllables: BE-BE-BE! TU-TU-TU-TU! Make sure the kids don't get overtired.

6) "Sounds Around Us"

Target: development of correct speech breathing- singing on one exhalation of vowels A, O, U, Y.

An adult invites children to play such a game.

All kinds of sounds are heard in the world around us. How does the baby cry? "A-A-A!" But as bear cub sighs when he has a toothache? "OOO!" Airplane in the sky buzzing: "U-U-U!" A boat 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 for the development of 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 to differentiate human speech by loudness, speed, timbre, intonation.

1) An exercise"Hare"

Target: Teach children to recognize who owns the spoken phrase. To carry out this exercises children choose a driver, blindfold him with a thin handkerchief. Then each child in turn, changing his voice, says poem: “Hare, bunny, jumping bunny, come to me for tea, I will get a samovar. But first, guess who called you, find out!”. Those children whose voice was recognized by the presenter become the leaders themselves.

2) An exercise"Bear"

Target: learn children identify a friend by voice.

For this exercises choose a driver who is given a teddy bear (you can take any other toy). Next, the children are seated in a small semicircle, and the leader sits a little further away from them and turns his back to them. Next, one of children by unspoken command of the educator calls bear: "Mishenka, come." The driver must guess who called the bear to turn around and approach that child, growl to him like a bear.

An exercise"Remember and repeat the words"

Target: Contribute to the accumulation of vocabulary and, as a result, memory development.

Forfeits are being prepared for this game, these can be either stars cut out of paper, flags, etc. Before starting exercises Children are handed out several pieces of forfeits. The teacher then explains the game to the children. The game starts. 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 one of his forfeits.The child who has more forfeits left wins.

3) An exercise"Pay attention"

Target: Expand words knowledge children and learn to correctly identify the object with its action.

The teacher explains to the children the course of this exercises: when he says wrong, then you don’t 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 so so that everyone can see it. And he starts slowly at first, clearly pronouncing each phrase, pronounce: "Car rides" (children raise their hands). Further: “A crow flies, a 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 conduct this exercises, it can be complicated, that is, to be the leader to offer the guys.

4) An exercise"Hot Cold"

Target: Teach children more precise use of concepts "hot" and "cold".

For its implementation children they sit in a semicircle on the floor (on the carpet, and give them a ball. Children must roll the ball across the floor to each other. At the same time, the child who sends the ball, He speaks: “Cold”, which means that the child to whom the ball is sent can easily take it with his hands. And if the child says the word “hot”, then you can’t 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 lies on the lower lip.

One, two, three, four, five,

We go, we go for a walk

We will take all the spatulas and go to the sandbox.

I have a shovel

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 up the cup.

3) "Arrow"

The mouth is open. Narrow tense tongue pushed forward.

Open your mouth wide

And pull your tongue forward.

One, two, three, four, five -

We will execute the arrow.

4) "Tubule"

The mouth is open. The lateral edges of the tongue are bent up.

Pull tongue forward

Yes, bend its edges.

How good is

Our pipe is a pipe!

5) "Fungus"

The mouth is open. Stick your tongue to the sky.

Like a real forest mushroom, the tongue rose and stuck.

And mushrooms grow in the forest

They are very tasty.

The tongue was put in like a fungus we got.

We went for a walk in the forest

And collect mushrooms.

dynamic tongue exercises

1) "Watch"

The mouth is open. Lips stretched into a smile. With the tip of a narrow tongue, alternately stretch under the teacher's account to the corners of the mouth.

Open mouth wider

Tongue forward come on

Left, right,

tick yes yes

The time is right on the clock.

We open our mouths wider

We direct the tongue to the right.

Open even wider

We direct the tongue to the left.

Left - right, left - right,

Tip of the tongue, keep up with us.

Tongue and so and so

This clock is hanging.

We go: tick-tock, tick-tock.

We take every step.

Very sure we're going

We never fall behind.

2) "Snake"

The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.

What's on the bench?

This is our snake.

Thin, long

And so important.

3) "Swing"

The mouth is open. With a tense tongue, reach alternately to the nose and chin, or to the upper and lower incisors.

We sang songs today

And swing on the swing

The tongue wobbled too.

Show me how? Seem to be.

Up - down, up - down,

Tongue, don't be lazy!

Get your chin

And don't forget about the nose!

Above the house

On the swing

We took off.

4) "Hide Candy"

The mouth is closed. With a tense tongue, rest against one or the other cheek.

One - I see a candy behind my right cheek,

Two - I see candy behind my left cheek,

Three - I don't see any candy!

We pull our hand to the sideboard, we need to hide the candy for us.

5) "Coil"

The mouth is open, the tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper lateral teeth. wide tongue "rolls out" forward and retracts into the mouth.

My name is coil

But I'm not your toy.

Threads are wrapped around me

sew up all your pants.

6) "Horse".

Stick your tongue to the sky, click your tongue. Click slowly and strongly, pull the hyoid ligament.

Tsok - tsok - tsok!

We all said

how the horses galloped.

Here the horses galloped

Tongue, click with us.

Hey, where's the smile?

teeth and "sticky".

7) "Harmonic"

The mouth is open. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.

Antoshka has an accordion.

Let's play a little.

Exercises on the pronunciation of individual sounds C - C

With the correct pronunciation of the sound "with" the lips take the position of the next vowel, the teeth are brought together, the tip of the tongue rests against 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 towards the incisors. When pronouncing soft sound "with" the back of the tongue is more arched towards the hard palate and the whole tongue is tense; the tip of the tongue rests more strongly on the incisors.

They gave a pacifier to Sana

He sits quietly with us.

3 - 3 When pronouncing sounds "h", "h"" articulation is the same that when pronouncing sounds "with", "with"", only the vocal folds are closed and vibrate, the voice.

By the forest beyond the ravines.

The snake crawled in zigzags.

C Sound "ts" formed as a result of the rapid fusion of sounds "t" and "with" ("ts").

Our Vasily is well done,

Ate pickled cucumber.

When making a sound "sh" parts articulation apparatus occupy the following position:

-lips slightly pushed forward;

- the tip of the tongue is raised to the sky, but does not touch it, forming a gap;

- the lateral edges of the tongue are pressed against the upper molars, not letting the jet pass along the edges exhaled air.

Grandma Natasha whispers:

“Don’t shawls, granddaughter Pasha!”

There is a car on the highway

Her tire was punctured.

F When pronouncing a sound "zh" position speech organs the same that when pronouncing a sound "sch", only the vocal folds are closed and vibrate, the voice sounds.

The beetle circles over the grass

And it buzzes, buzzes, buzzes.

3 - F Under the green under the bush

The hedgehog builds a house for himself.

H Sound "h" formed as a result of the rapid connection of a stop sound "th" followed by a slot "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.

Frost stings our cheeks,

Pinches forehead and pinches nose.

When making a sound "l" the position of the lips depends on the subsequent pronounced vowel. The upper and lower incisors are at a slight distance from each other. The tongue rests with the tip against the upper incisors or gums. The lateral edges of the tongue do not close with 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 form of a saddle.

Soft sound "l" differs in articulations from solid topics 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 making a sound "R" the position of the lips depends on the subsequent sounds. There is some distance between the upper and lower teeth. The tongue takes the form of a spoon. Its lateral edges are adjacent to the upper molars, and the front edge (Tip of the tongue) raised to the alveoli, in contact with them and vibrates under pressure exhaled air.

Soft sound "R" differs in articulation from hard by an additional rise in the back of the tongue to the sky and some of its movement forward.

Roma was happy today -

He went to the parade with his dad.

Lara walked in the meadow

And she lost her panama.