Children confuse masculine and feminine genders. Child speech impediment

30.06.2009, 10:01

My daughter is 4 years old.

Pasha's mom

30.06.2009, 11:06

30.06.2009, 11:34

This is our problem... We call all boys “girl”, “girls”. I correct it every time...my tongue has already dried out:001:.
But this would be nothing, but in general she confuses the masculine and feminine genders.
"My dad", "little doll", etc. - constantly:(.
What it is? How to fix this?
My daughter is 4 years old.
We had the same thing and it all went away on its own. And even if a girl has a short haircut and wears pants, she can also be called a boy, even little kids can’t tell which is a boy and which is a girl. I don’t think you should worry too much about this :)

Dashutka's mom

30.06.2009, 13:44

This is agrammatism in speech (one of the speech development disorders), the child does not understand the difference between the masculine and feminine genders in general, and not only “does not distinguish between boys and girls.” But there is no need to worry, you are still small! A speech therapist will quickly fix this, I think. If left to chance, problems may arise at school.

30.06.2009, 14:18

AMELINAMELIE

30.06.2009, 18:14

Go to a speech therapist and they will teach you how to fix it.

30.06.2009, 18:18

In principle, there is still time. The main thing is that by the 1st grade she can clearly distinguish.
Now focus more often on why a boy is a girl, discuss the signs, sort the pictures...
Play ball games: Red....(she finishes); Red.....; Red......
Training is the most important thing.

30.06.2009, 22:24

Don’t worry too much, our son is still confused, although he is already 4.5 years old, especially when the girl has short hair and wears pants. And he also confuses the child, but a speech therapist is working with him and says that over time it will pass and identify that he and she: look at the flower, how beautiful HE is; and what a dog - SHE is very shaggy, and in that spirit, I’m really not an expert, a speech therapist explains much better.

Go to a speech therapist and they will teach you how to fix it.

Thank you. She's been to a speech therapist and says she still can't sit through a lesson.
I was present myself, and it’s true... The speech therapist doesn’t listen, he only complains...

They told me to at least come back in six months...

30.06.2009, 22:25

That’s what our grandmother says, she works with deaf-mute children.

Azova Olga Ivanovna
Photo: vesti.ru

Normal or not?

– Olga Ivanovna, tell us about speech norms. To what extent can you trust the tables: “A child should know this and that and say this and that per year”?

– A child should speak 1-10 words per year and know 30-60 words in the passive. This is information from the Children's Speech Data Fund of the Russian State Pedagogical University named after. A.I. Herzen, you can trust them. But I understand why this question arises. Once, while talking with a prominent scientist, neurologist, Doctor of Science, I heard: “We need to reconsider the norms of speech development.” And, although many years have passed, I never cease to be upset about this. How can they be revised? Apparently, to artificially shift the frames. But if black birches grow in Chernobyl after the disaster, this does not mean that this is the norm, everyone knows the white, silver birch. So it is with speech ontogenesis. It is easier to think not about the causes of speech delay, but about the falsification of normotypical development. After all, even if many children’s development is delayed, this does not mean that there is no norm.

St. Petersburg scientist V.A. Kovshikov, who dealt with speech disorders in children with alalia (lack of speech with intact hearing and intelligence), over the years conducted research on speech development in children of students of the Department of Speech Therapy of Leningrad State Pedagogical Institute named after. Herzen. In the 70s, all children met the speech norm; in the 80s and 90s, not all children did, and the percentage of normal speech development decreased every year.

– And if the child does not correspond to them, that’s cause for concern?

- Yes, this is a cause for concern. But I recommend paying attention not so much to the active vocabulary, but to whether the child understands the spoken speech and responds to simple speech instructions. For example, “bring a bottle” - goes to where the bottle usually stands, “let’s go wash our hands” - goes to the bathroom, imitates washing hands. At one year of age, a child should know his name and easily communicate and interact with parents and children on the playground.

– Does it happen that a child is silent until he is three years old, and then how does he start talking?

- Yes, it happens. These are hoarding children: they understand everything, communicate with gestures, but speak little. Still, I think they are not completely silent, they speak a few words. There is such a hypothesis: modern children are “too smart” - they understand that they cannot do it the way adults do, and accumulate a passive vocabulary. But, in any case, this is a reason to contact a speech therapist. Although each history of speech development must be considered individually, each child has his own pace of development, but ontogenesis is the same for all.

Let's say that a child began to speak after three years, this does not mean that there will be no losses. In other words, if everything had been on time, the child’s level of development would have been higher. Such children usually have delays in speech and, possibly, psycho-speech development. And if speech begins to develop as if suddenly and intensely, then such rapidity is often accompanied by stuttering.

When to sound the alarm and should you take medications?

– What should really bother you? Can you tell us about the signs and reasons for concern in a year, one and a half, two, three, four - progressively with a table diagram? That is, what skills can a healthy child have?

– You can note the so-called “reference points”:

3-6 months - the child tries out the articulatory apparatus in action and makes many sounds.
1 year – the first words “mother”, “give”, with a good rate of development up to ten words.
2 years – constructing a simple phrase of 3-4 words.
3 years - a common phrase, the child speaks a lot and well, reads poetry by heart.
4 years – the phrase is constructed taking into account grammar, using all parts of speech.
4-5 years – speech takes the form of a short story. The beginning of the formation of phonemic hearing.
5 years – speech is formed, we can say that this is the speech of an adult. The child pronounces all sounds.
6 years – well-developed coherent speech.

By the beginning of school, a child’s speech is normally fully formed and developed so much that it moves to the level of formation of reading and writing, and from the end of the second grade - to the level of formation of written speech.

All specialists who deal with children's speech are well familiar with the scheme of the systemic development of normal children's speech by speech therapist N.S. Zhukova, compiled from a collection of scientific works by the famous Soviet linguist A.N. Gvozdev “Issues in the study of children’s speech” (1961), which describes the longitudinal course of his son’s children’s speech. This detailed and high-quality scheme for describing children's speech is still the most popular. But, since Gvozdev’s sphere of scientific interests were phonetics and morphology, the scientist did not record understanding speech by a child, and detailed systematic records of the vocabulary begin only from 1 year 8 months.

You can familiarize yourself with the table “Normal child speech development” from the Children’s Speech Data Fund of the Russian State Pedagogical University named after. A. I. Herzen, which reflects the main patterns of speech development from 0 to 7 years.

– Are there any drugs with proven effectiveness for “starting” speech and correcting speech problems? At what age and by which specialists is it advisable to examine a child for dysgraphia?

– A question about evidence-based medicine is a question for a neurologist, not a speech therapist.

By “launching” the speech. Firstly, this is a rather conventional name, there is no launch, this is a set of corrective measures. That is, it is impossible to start speech with one click - neither with pills, nor with any one technique.

Regarding the advisability of examining a child for the presence of dysgraphia. Basic writing function is developed by the end of 2nd grade. Then you can determine whether the writing skill has been successfully developed or not. That is, it would be more correct to examine the child for dysgraphia at the end of the 2nd year of school. But, unfortunately, in many schools they “say goodbye to the primer” in the middle of the first grade, begin to study spelling rules, and finish the process of developing writing skills by the end of the first year of study. And the result is a violation of ontogenesis. A child, having not completed one stage of development - without developing the skill of writing, begins another - the development of written speech. This is not indifferent to the skill itself - peculiar dysgraphic timing (tempo) errors may appear.

There is only one specialist in identifying dysgraphia - a speech therapist who deals with reading, writing, and written speech disorders. If a child also has neurological problems in the structure of the disorder, then a neurologist also looks at it, but in general this is the work of a speech therapist.

– One very important point. I am often asked how a speech therapist differs from a defectologist; I actually encounter this every day. Today, one mother tells me: “They took my son to a regular school, but he just needs to work with a defectologist.” I clarify: “With an oligophrenopedagogist?” She: “No.” Me: “Then with whom? Not with the typhlopedagogist?”

– Graduates of defectology departments of universities have a main specialty (teacher of the deaf, typhlopedagogist, oligophrenopedagogist) and an additional specialty – speech therapist. This additional specialty gives the right, for example, to a teacher of the deaf (defectologist) to work as a speech therapist in a specialized institution. It sounds something like this: a teacher of the deaf and a speech therapist at a school for type II children. In addition, defectology departments of universities have a speech therapy department, where they receive the specialty of speech therapist.

As a rule, “speech pathologists-defectologists” are those specialists who either want to impress mothers or camouflage the cacophony of the word “oligophrenopedagogist”. Those who have graduated from the departments of deaf pedagogy and preschool defectology can also introduce themselves as “speech pathologists-defectologists.” Those who graduated from the speech therapy department are very sensitive to their specialty and will not come up with anything unnecessary.

In some diplomas of speech therapists, the entry “special psychologist” is found; this is a synonym for the word “defectologist.” This specialty gives the right to work in a preschool educational institution as a speech therapist or defectologist.

In healthcare, the algorithm is stricter. For example, only a speech therapist who has studied at the Department of Speech Therapy can restore speech after a stroke, establish or evoke a voice after operations on the larynx, work with children after operations on the jaw and lip (for rhinolalia), and correct stuttering.

Speech therapist (defectologist) deals with any speech disorders that may occur both in the speech itself and in its design. As a rule, a speech therapist works with normotypical children. But even in case of severe speech disorders (alalia, dysarthria, stuttering), the child is also treated by a speech therapist.

– A child at 2.6 speaks only a few words like “mom, dad, grandma.” They put me on an oral contraceptive and prescribed me to take pantocalcin. Do I need to go to a speech therapist? And what should you do to get your child to talk?

– 2.6 is the age when it is actually possible to diagnose a functional delay in speech development. At this age, typical children speak in long, common sentences.

I will not answer about pantocalcin, this is not my competence. My recommendation is that the child be shown to a good speech therapist as early as possible, because there is already a clear speech delay. I repeat once again: per year there should be about 5-10 words, at 2 years - a short phrase, at 3 years - a common phrase consisting of 4-5 words. In this case this is not the case.

How to help you speak?

– What should I do to get my child to talk? The simplest recommendations for mom?

– You can arrange games with your child, pronounce all the words in the game. If the child is very small, you need to sit so that your eyes are on one level with his eyes so that he can clearly see your articulation. Try to speak the same words, in short phrases. Simplify your own speech to two-syllable words like “mom”, “dad”, that is, you can call shoes with the short word “bots”, a dog - “ava” and so on, try to come up with it yourself. The child’s name must be simplified: not Dementiy, but Dema, not Arseniy, but Senya.

Simplify words in terms of articulation, for example, use words with sounds that the child already knows how to speak, that is, with “p”, “m”, “b”, these are the sounds that first appear in the speech of children all over the world. Come up with some kind of joint album, paste in simple pictures or photographs of relatives and briefly call them by name and who is which family member. Build short, sketchy sentences.

If you have already typed a lot of animal names, say, “kisa”, “ava”, “Petya” - cockerel, “lo-lo” - penguin, “Misha” - bear cub, then you can add short action words to them: “go, Misha”, “go, Petya” and so on. And gradually the child will understand the algorithm of simple speech.

But it’s still better to turn to a speech therapist, because at 2.6 years you can practice not only speech, but also develop higher mental functions.

– What benefits do you recommend for joint activities between parents and children?

– Let me name a few very well-known and high-quality manuals. These are Elena Mikhailovna Kosinova’s manuals on the development of vocabulary and grammar. For younger children, this is the album of Olga Andreevna Novikovskaya, the album of Svetlana Vadimovna Batyaeva. There are a number of manuals for children, for preschool children by Tatyana Aleksandrovna Tkachenko, Olga Aleksandrovna Bezrukova, Olga Evgenievna Gromova. In general, try to choose books with bright, large pictures and clear instructions.

When to start worrying?

– When exactly do you need to notice that something is going wrong?On What pronunciation of sounds should you pay special attention to and try to correct them yourself? And tell us about speech therapy kindergartens: why are some people afraid of them like fire and how do they help a child?

– You definitely need to pay attention to the child’s behavioral characteristics and lack of speech, precisely when these two factors are combined. When a child does not look into the eyes, when a child does not respond to a name, when a child does not follow simple instructions, does not interact with parents, moves quite actively and somehow inappropriately, runs, “flapping his wings”, and at the same time there is no speech - this is a reason in order to go to the doctor.

I believe that you shouldn’t correct sounds yourself; after all, this should be done by professionals. In general, you should try to speak correctly and clearly with your child, so that the child can see articulation.

As for speech therapy kindergartens, this area has now undergone a serious reorganization, and what is happening there and how it is happening, there is no definite answer, because the requirements are changing all the time. But some time ago it was quite clear to me how speech therapy kindergartens exist, and I liked the organization in these kindergartens. The child studied with a speech therapist every day - these are frontal classes under the guidance of a speech therapist five times a week. Further: when the children went for a walk, the speech therapist took turns taking the children to individual lessons, that is, 2-3 times a week, where, for example, sounds were played. And in the afternoon, the teacher, who also had additional education, worked on the tasks given by the speech therapist.

So, look at the number of classes! Plus, the teacher in speech therapy kindergartens was obliged to include speech work at regular moments: ask specific questions, ask the child to repeat speech structures again and again. Such preparation qualitatively distinguished these children from other, ordinary children: children in speech therapy groups, especially with FFN, were perfectly prepared for school. And there was absolutely nothing to be afraid of, that is, not just not to be afraid, but one should definitely take the child there.

Today the situation has changed somewhat. Previously, there were three groups in speech therapy kindergartens: a group for children with general speech underdevelopment; group for children with speech impairments; group for children who stutter, but now the number of these groups is declining. For example, disorders of sound pronunciation are taken out of the scope of speech therapy kindergartens, but children with rather complex disorders remain: either they are non-speaking children, or they are children with some kind of combined disorders, with a complex structure of the defect. Therefore, I don’t know whether an ordinary child should go there, and, most likely, they won’t even take him there.

When is a speech therapist needed?

– How to choose a speech therapist? What should you pay attention to? Are there government centers where they work with children?

The question is how to choose a speech therapist, what are the professional requirements. The first is, of course, an education diploma. Every speech therapist must have a higher education diploma. A speech therapist must graduate from a pedagogical university, defectology faculty, or the department of speech therapy. Accordingly, the diploma must contain the entry “teacher-speech therapist” and “teacher (for example, if this is the department of speech therapy) of Russian language and literature for children of a special school of the 5th type,” that is, for children with severe speech impairments.

A speech therapist should come to a small child with a set of benefits. It is better if these are bright pictures. There should be a lot of pictures, and aids in general. Of course, a speech therapist must have beautiful, literate speech. The speech therapist must find an approach to the child, that is, begin to interact, and the examination must take place as playfully as possible.

Is there a government center where they work with children? Of course have. There are also kindergartens and clinics. But, as far as I know, it is very busy there.

- ABOUTIs it necessary to need a speech therapist if there are no special problems, except for the distorted pronunciation of “sh” and “zh”?

– You know, maybe you shouldn't do anything. I often say that in history there were many people who had problems with sound pronunciation, but, nevertheless, their contribution to history was quite high, that is, this did not hinder them in life. But if we are talking about a girl, and a girl often chooses a speech profession, or a profession directly related to speech, then incorrect sound pronunciation can hinder her in life.

I can tell you that it doesn't bother me if a person distorts sounds, I get used to it quite quickly. I hear, of course, but I try not to pay attention, you never know what kind of individual peculiarity a person has. But in our country, in our culture, in our society, it is not customary to pronounce sounds distorted; this is considered a violation of a certain standard.

If parents want to play sounds for their child, I, as a specialist, of course, support it, because I don’t see any problems in this. This is not a large number of lessons to put, in fact, one sound, this is one articulation for both [w] and [zh], when pronouncing the second sound, the voice is only added. I don’t see any particular difficulty; it’s easy to do in childhood.

Confusion with sounds

– According to the head teacher of the school, children who distort sounds will not be able to write correctly, because... information in the head is distorted. This is true?

– I think that the teacher did not mean distortion, but replacement of sounds. Let me briefly explain: sound distortion is how it is not customary to speak in a language system, in this case Russian. For example, it is not customary to say interdental, lateral sounds, or the guttural “r,” but in this case the child understands that there is a guttural sound, but there is no guttural letter in the letter, so such a mistake cannot happen.

But if a child, for example, says “s” instead of “sh”, “Sasha” sounds like “Sasa”, then such a mistake may later appear in writing, because the child incorrectly perceives the sound by ear, replaces it in articulation, and accordingly, then will replace the letter. In this case, we are talking about a violation of phonemic hearing, and only a speech therapist can tell about such a violation.

– N and during an interview at school, parents were told that children who speak poorly distort information and then write poorly. Your opinion?

- Previously, a speech therapist could say: “Please play sounds for the children before school, if you don’t do this, then there will be mistakes in the writing.” Nowadays, many parents are educated enough to easily accept this controversial statement.

If a child replaces sounds, this is a violation of phonemic hearing, that is, he incorrectly perceives sounds by ear, accordingly, there may indeed be substitutions of letters in the letter. If a child speaks poorly, it means that he makes agrammatisms in oral speech, that is, he incorrectly uses endings in gender, number or case. For example, a child says: “Birds are sitting on trees,” the norm in the Russian language is “on trees,” respectively, in this case, as the child speaks, so can he write.

If this is not corrected in time, then it can turn into written speech. All agrammatic disorders manifest themselves in the 3rd-4th grade, when their own written speech appears.

– E If a child says either “v” or “l” in oral speech, will he confuse these letters in writing? And if a child rearranges syllables, does this then turn into a letter?

– If a child confuses “v” and “l”, then this is a distortion of sound; the child says “bilabial” [l], vaguely reminiscent of the sound [v]: “lamp”, “boat”. Such a violation should not affect writing, because it is a distortion or, in other words, a muscle disorder - a violation of the formation of the muscles of the articulatory apparatus, a violation of the anatomical structure. This can happen if the child has a severe phonemic hearing disorder. [В] and [л] are sounds from different phonetic groups; children usually distinguish them by ear.

If a child confuses or rearranges syllables, this is called a syllable structure disorder. This violation may well transfer to writing: to the violation of the syllabic structure is further added a violation of the formation of language analysis and synthesis, the child incorrectly identifies the first sound, the second sound, incorrectly selects a syllable from a word or rearranges syllables. As a result, dysgraphia is formed due to a violation of the formation of language analysis and synthesis.

Delayed speech development

– What is the procedure for ZRR? What examinations should I undergo? Do I need an EEG, ultrasound, MRI? A child at 3.7 barely speaks, what are the reasons? Which specialists should I take classes with? What can mom do on her own?

What is the diagnosis and treatment of alalia? Until what age can speech problems be corrected? What to do if the child does not want to study and repeat?

– It is impossible to schedule examinations in absentia. First, you should go to a neurologist. The neurologist necessarily examines the child, his reflexes, skin, talks to him, asks the mother in detail about the development of the child, the course of pregnancy and childbirth, and only after that an examination is prescribed. Yes, this could be an encephalogram (EEG) and Doppler ultrasound (USDG), but it is quite possible that some other examinations are needed.

MRI is a rather complex examination; it is usually prescribed strictly according to indications. That is, if, for example, a child has neoplasms, tumors, cysts or something similar, then yes. I repeat, all these appointments are made by a doctor (in this case a neurologist); no other specialist can prescribe such examinations.

Why doesn't the child at 3.7 say what the reasons are? There are a huge number of reasons. It is generally impossible to find out this in absentia, but even in a face-to-face conversation the reasons can only be approximately imagined. Yes, it could be an intrauterine problem, illness of the mother, illness of the child, environmental factors, toxicosis of the first and second half of pregnancy, swelling of the pregnant woman, some complications during childbirth, rapid birth, cesarean section. It’s probably worth even stopping, because all this can happen, and at the same time everything will be fine or it won’t turn into a problem.

Unfortunately, we will not find the root cause, but with some objective examinations, such as Doppler, it is quite possible to find out the characteristics of the blood flow, for example, whether there are problems with the inflow and venous outflow. But these will be indirect reasons that will help the neurologist understand the neurological symptoms.

Next, the mother asks if the child has alalia, what diagnostics and treatment are needed. This can be determined by a neurologist (the diagnosis is made by a psychiatrist), he will prescribe examinations and treatment, after which he consults a speech therapist and makes a speech therapy conclusion.

Until what age can speech problems be corrected? It depends on the problems. If there is no speech at the age of three, you need to actively, as quickly as possible, and preferably before the age of three, begin to engage in the formation and evocation of speech. If, for example, a five-year-old child, there is already the formation of lexical-grammatical, phonetic-grammatical categories, there is work with the quality of speech. But if a child does not speak at five, six, seven, and so on, you still need to work with this child. Yes, of course, the quality will be worse and the prognosis will be worse, but until the period of, say, puberty, I would actively advise parents not to give up and take care of the child.

You see, if a child is not Mowgli and is in society, in society, then he understands that speech is needed, that we all speak, and he sees and realizes this. Then he has the opportunity to speak until puberty. Well, how to speak: learn to speak words and phrases, let’s put it this way. If the child does not live in society, then the latest period is six years. If a child is not removed from the wild community, that is, from the environment of animals, before the age of six, then it is almost impossible to get such a child to talk.

What to do if the child does not want to study and repeat? Start, probably, not with speech classes, but with classes with a psychologist, because maybe the problem there is not speech. There are children who are absolutely immature, and you need to start playing, and in the game a desire to repeat and interact will appear. Nowadays there are a lot of play therapies (directive and non-directive, sand therapy, floortime, etc.).

Bilinguals

– I would like to know your opinion about a bilingual child. Please advise how best to teach a child other languages; should one parent speak two languages with the child or follow the “one person, one language” rule?

– We must remember that speech is formed before the age of five, that is, at the age of five, this is the speech of an adult, therefore, if a child experiences some kind of speech delay, that is, before the age of three, speech is formed incorrectly in the structure of our language - few words, short sentences or there are none at all, then, of course, introducing a second language to such a child is fraught, because he does not even master the system of his native language. If a child copes well with his native language, that is, masters, for example, Russian well, then there is nothing wrong with being spoken to in a second language. Perhaps in this case there will be a slight delay in the formation of speech in both languages, and in total – still quite decent development, then the child will know two languages.

This practice existed in the Soviet Union; in many republics it was compulsory to study the native language and study Russian as a second language. And we know that almost all residents of the former republics of the Soviet Union, in addition to their own language, are fluent in a second language, Russian.

In what cases do I still not recommend speaking two languages at once? When there is a severe speech delay or no speech at all, then it is better for the child to speak one language, no matter which one. It's clear that he's Russian – a very complex language, and it’s great when the first language is Russian, simply because it is very rich, beautiful, multifaceted, and anyone who knows Russian can easily master some other language.

In my practice, there was a child with a similar situation, dad was Spanish, mom was Russian, they lived in Valencia, the child spoke two languages at once, mom spoke Russian to him, dad spoke Spanish, even Catalan, but still more It was the Spanish language that was present. And the child found himself in a situation of this bilingualism with a slight delay, which he could have easily coped with, but then the mother also took a bonna who spoke English. And some confusion occurred: a child with three languages at once, a very small child, he was just over two years old.

I immediately asked my mother a question: how did the child react to the appearance of the bun? “Negative,” the mother said, but this is understandable, the child was already quite big, and suddenly, for no reason at all, he finds himself in a situation of speechlessness. When I looked at the child, I advised the parents to remove all languages except Spanish for a short period of time, because the child goes to kindergarten, where the children speak Spanish, “and in any case, your child will know Russian, because you are a native speaker.” , you come to Russia quite often.”

Mom took my advice, and for six months they spoke only to their son in Spanish. Six months later, I looked at this child, he spoke excellent Spanish, and when I asked him something simple in Russian, he understood. From that moment it was clear that the child was completely in the Spanish language system and was about to start speaking Russian too.

Reader Questions

– Girl in 2.5 years old speaks a lot, but sometimes stutters a lot at the beginning of a sentence. This is fine?

– It is very difficult to say in absentia whether it is a stutter or a poltertern (stammer). Yes, it could just be a stumble and it will pass. Maybe it’s a stutter, that is, it’s no longer just a stutter, then yes, you need to contact a specialist, and more than one: a neurologist and a speech therapist. You need to work on your breathing, on your fluency of speech.

Sometimes this happens at this age because the child begins to talk loudly and a lot, so the articulatory muscular system cannot cope, and the child begins to stutter. This may go away on its own, but it is better to have a specialist look at it.

– Girl in 1.8 chatters in his gibberish, only “mom” can be distinguished, everything else is incomprehensible. Should anything be done?

– 1.8 is the age when a short phrase appears, and children usually have quite a lot of words. The child has a speech delay: the child does not speak in words or short phrases.

Should anything be done? I have already answered a similar question, look above.

– The child will go to kindergarten in September and will be the youngest in the group. There will be children who are almost a year older and who speak very well and fluently. Will such a difference harm the child? Or, on the contrary, will it help you speak?

- No, it won't hurt. On the contrary, good, clear and fairly correct speech of older children is a good model for the child. I don’t know whether this will help to talk or not, there may be different situations, but it may well be that it will help.

– The child is three years old, developed normally until two years old, there were many individual words and simple phrases. At two, epilepsy manifested itself, and speech gradually disappeared. Are there any methods for practicing at home? Epileptologists say that until the seizures stop, speech progress cannot be expected.

– I have already named these methods; in principle, there are no other methods for children with epilepsy or some other disorder. Yes, I agree, until the attacks are stopped, there is a high probability that speech will not actively develop, because each attack sets back the child’s development, nerve cells die, which may later be restored. But the most important task is to stop the child’s seizures.

- Mindalchika at 2.10 a small vocabulary, simple sentences of two words. Should I contact a specialist?

– Yes, the child has a delay in speech development. I repeat once again that by the age of three there should already be detailed phrases. Yes, the first doctor is a neurologist, and then you must visit a speech therapist.

“At almost three years old, the boy speaks almost all the words, but in general his speech is very poor. Even parents have difficulty understanding half of the words; they construct sentences strangely (for example, “I, Nikita, will not go” instead of “I will go”), there are no sounds “r”, “sh”. How can parents fix this? Can a speech therapist help?

– Regarding sounds, you can wait, because at this age children may not yet pronounce complex sounds. Can a speech therapist help with speech development? Yes, it can help. If a child distorts the structure of a sentence - “I, Nikita, will go,” instead of “I will go,” then the speech therapist begins work on grammar. Without fanaticism, but we need to start.

– The 2.5-year-old girl speaks vaguely, her sentences are short and crooked. The neurologist prescribed Pantogam and Magne B6. There are plans to go to a speech therapy garden, first to the GKP. What else would you recommend in this case?

– I repeat that it is not my competence to refute or prescribe medications, but I can say that very often children with such complaints are indeed prescribed vitamins and some kind of nootropic drug; this is a fairly common practice. The child is still small and it is impossible to say why she speaks blurredly and does not pronounce a large number of sounds.

The fact that you are going to a kindergarten or to a group of public education groups is completely justified, this is the right move. Accordingly, there the child will first begin to study with a psychologist, and then, perhaps, with a speech therapist, and classes on stabilizing speech and producing sounds will be gradually introduced.

– Is it possible to begin correction of logoneurosis at three years of age? And does it need to be treated with drugs?

– Treatment with drugs is managed by a neurologist. Yes, they give mild sedatives for stuttering. But we need to understand the nature of stuttering and why this particular drug was prescribed to the child. From the age of three, a child is at risk for stuttering, because the child’s active speech development and desire to speak often outstrip the capabilities of the articulatory apparatus, and stuttering may occur. It is quite possible that it will pass very soon, and then the drugs will not be needed. But if this is not false, but true stuttering, then a neurologist should sort it out.

Is it necessary to study with a three-year-old child? I have the following wish: firstly, since the child reacts so actively and violently to speech, then in all other areas there should be complete calm. Maybe it makes sense to limit the child’s vibrant speech development, let him talk a lot in the family, but, say, limit communication with other children. It would be nice to go on vacation to the sea, to the mountains, to choose different wonderful places to relax, so that the child’s nervous system is calm, that is, spend this period in a somewhat relaxed state. This time.

Second: this child may be short of breath. Then it is quite possible to work with breathing. Of course, at three years old the level of voluntariness is still low, but light breathing exercises in a playful way can be done.

– A 3.5-year-old child changes the letters “g” and “d”, “k” and “t” in words. What to do?

– It's simple: contact a speech therapist. This is a very mild defect, a few sessions - and the speech therapist will introduce these sounds to the child, and you will only automate them, introduce them into speech.

– How to properly develop speech in a child 1.6 years old who speaks few words? What basic approaches to use?

– At 1.6, you need to actively live in the game with your child. Devote a lot of time to your child. Yes, he should have personal time and you should too, but, most importantly, if you play with a child, then play with him well. What are the first toys? These are animals, cars, dolls - call them in simple words. I already said earlier: Lala, Kisa, Ava, Petya and so on. And build some kind of plot, some kind of game, then the child will be interested in you, and simply because you speak to him in an accessible language. And in general, children at this age really love to interact with adults, just live with your child and enjoy this communication, and everything will be fine.

– When does a child begin to clearly pronounce sounds, in particular “r”? And if dad grasses, this doesn’t mean that the child will, copying him, also gracs?

– If the child began to speak correctly, most likely he no longer began to imitate his dad. This means that the articulatory apparatus is preserved, quite correct – long, wide, not narrow hyoid ligament, the so-called frenulum, and good vibration of the tip of the tongue. And the child has already mastered the correct pronunciation of this sound. That is, he heard that in the language system they pronounce it like this, and he began to pronounce it in the same way, without copying dad.

Can I try like dad? Maybe, but you can already tell him that it’s so wrong in our language, we need to do it differently.

I can give you this example: when my son was little, I started teaching sounds to children, and the children came to my house. My son was just over two years old, and he stood next to me and watched as I played sounds to other children. He spoke quite clearly, pronounced all the sounds, and suddenly began to imitate some children. I tried it and didn’t, because, in principle, if a child understands that this is not accepted, he will not say it.

[P] is a sonorant sound; it appears quite late in speech; according to the norm of speech development, it is acceptable to be closer to five. If everything goes according to plan, then there is no need to worry.

– At what age should measures be taken for normal pronunciation of “l”, “r”? The boy is 1 year 10 months old.

– At 1 year and 10 months - not necessary. If he has already begun to speak so well, most likely he is generally linguistically gifted; such a child will be quite capable of pronouncing sounds. But even if something is wrong with the muscles, it’s not a big problem, I think that a speech therapist can help.

– A 4-year-old girl says “r”; her parents forbid her to say “r” since it doesn’t work. Should I be concerned about grazing at this age?

– When a child begins to distort a sound, turning not the tip of the lingual muscle, but the root, then, most likely, he really has problems pronouncing this sound. That is, the child realized that something needed to be started, but if it started, most likely the sound will not appear on its own. But, I repeat, all recommendations should be given to the child in person; you still need to look to see if the frenulum is short, or if the tip of the tongue is weak; this is the functionality of a speech therapist.

Should it be prohibited to make a sound? Maybe it is necessary. There is something in this, the wrong acoustic pattern is not fixed. Although the absence of sound is also wrong. Four years is an age that is quite suitable for making sounds. It seems to me that you just need to see a specialist, and he will answer this question for you.

– HHave you read Valery Votrin’s novel “Speech Therapist”? How do you rate this work?

– No, I haven’t read this novel, but I know that the story is told from the point of view of a speech therapist, the main characters are a speech therapist and a journalist, just like we have now. And that it is they who want to preserve the country’s language. Good message. Yes, thanks, I'll read it.

Of course, I am for the purity of the language, for the preservation of the Russian language, for people to speak beautifully and competently (pronounce sounds, among other things), I have examples of the standards of speech therapists in the arts. One of the most important films for me – This is "The King's Speech". First of all, the film itself is wonderful. Secondly, the actor plays the main role of a speech therapist absolutely professionally, I can say that the techniques shown there are very effective. I think this is a good example of popularizing our profession.

And the second – the famous film “For Family Reasons”, where the speech therapist is played by Rolan Bykov. This is a joke, a parody of the speech therapist, but it was a success, she firmly stuck to the speech therapist for many years. And I always and everywhere say: God forbid that this should happen in life, because, unfortunately, there is no professional selection of applicants, that is, many applying for a place as a student at the speech therapy department simply do not know how to pronounce sounds. Therefore, in a sense, this is a prophetic film. Of course, it’s a shame for the profession. During the times of the Soviet Union it was a joke, but now, unfortunately, it is not really a joke, there is some truth in it.

– For what reason do many absolutely healthy and developed children, with a rich passive vocabulary, start talking late? Is this a trend?

– No, this particular fact is not tendentious. There are several ways to try to explain this phenomenon, but this is only hypothetical, I emphasize this word:

1. There are so-called “hoarder children”; they are very critical of their speech. They don’t like the result, so they remain silent or speak somewhat autonomously (“in their own” language).

2. There are “children who are products of the extroverted world,” that is, they copy the world. Let me give you an example. Many parents only see their children sleeping; nannies or grandmothers tell their children that mom and dad work a lot. This plot was embodied in the production of dolls with closed eyes, and, imagine, children like to play with such dolls because it is a projection of their own world. Likewise, a child who understands everything well and is silent establishes a one-way connection similar to working with a computer, but it is impossible to talk to him.

Still, this is complacency, it shouldn’t be this way, and the rich history of human development can help us. Children should begin to try their articulatory apparatus from the age of one year. Speech delay may vary. Let's say the child spoke, the parents thought that was enough. But when such a child goes to a speech therapist during medical examination, it turns out that there is a delay, a lower level compared to his potential level of speech development.

If a child begins to speak on time, then his own imperfect product of production does not bother him, he does not care how to speak, the main thing is that there is pronunciation itself, pleasure from the very process of speaking and the joy of having brought something pleasant to adults (relatives are usually very emotional respond to the child's first words). Fortunately, such children still exist.

– The child began to speak at the age of 4. At five or six there were not many sounds. At 8 years old - problems with writing, missing letters in words. The child is inattentive and creative, and can be distracted. Is it possible to do something on your own this summer?

– It is possible and necessary. I recommend taking an extended, high-quality consultation with a speech therapist who deals specifically with writing and written speech disorders. Perhaps this is not an hour, but a two-hour consultation, where the speech therapist will explain in detail how to work with the child and offer benefits that can be used to study. Personally, I really like to consult such parents, because if the parent is motivated and asks such a question, then most likely he will follow my recommendations. Therefore, please contact us, we will be happy to help you.

– The boy is almost 5 years old, he speaks poorly, cannot form sentences, cannot pronounce “r” and “l”, and speaks in monosyllabic sentences. What are his chances?

– Five years is still a very good age to stabilize all functions, including speech. You have two active years ahead of you before school, I highly recommend organizing quality classes not only with a speech therapist, but also with a psychologist, including classes with a neuropsychologist, starting with sensorimotor correction, then including cognitive correction. I would like a psychologist to work with the child on the development of higher mental functions. As for the speech therapist, it is necessary to develop both the lexico-grammatical and phonetic-phonemic aspects; these are fundamentally different activities.

If a child has problems with breathing, with prosody, then it is necessary to connect some kind of hardware correction, for example, biofeedback, so that diaphragmatic breathing is formed and there is a long exhalation. Perhaps, if the child has problems with auditory perception, connect Tomatis. That is, include a comprehensive correction, then there will be success. An integrated approach helps any child.

Good luck to you!

Prepared by Tamara Amelina

Parents often complain about their children’s clumsy pronunciation or that the child rearranges syllables in words. Instead of “TV” - “TV”, instead of “glass” - “rolled” and “shielding” instead of “exists”. “Your child has impaired phonemic hearing,” I tell them, but many disagree, because he hears what is said to him. Yes, he hears, but does not distinguish; phonemic hearing is part of physiological hearing, which is formed as the child grows up. We will talk about what phonemic hearing is, how it is formed, and what to do to develop it in this article.

What is phonemic awareness

Human physical hearing, that is, the ability to perceive and distinguish the sounds of the surrounding world, is divided into three types: non-speech hearing, phonemic and musical hearing.

Phonemic awareness is a person's ability to recognize and distinguish phonemes in a stream of speech. The ability to compare, analyze, synthesize and relate sounds to their standards.

A child is endowed with physical hearing from birth; phonemic hearing is formed in the process of upbringing. Normally, it should be formed by the age of 5, provided that the child is in a favorable speech environment. Very young children cannot yet distinguish sounds that are similar to each other, but if adults speak to him in the correct language, do not lisp, correct him, read books and learn poetry, then success is guaranteed.

If phonemic hearing is impaired for one reason or another, a child after 4-5 years of age continues to have incorrect sound pronunciation and a violation of the syllabic structure of the word. Later, this problem spreads with the child to school, affecting written speech, and is called dysgraphia. Dysgraphia is expressed in persistent errors when writing words and sentences, for example, rearranging syllables in a word, replacing one sound with another. Therefore, when a problem is discovered, it is very important to begin work on developing phonemic hearing in preschool age.

Read also:

How can I check this? Ask your child to repeat a chain of syllables with similar phonemes: ta-ta-da, da-ta-da, da-da-ta; ga-ha-ka, ka-ha-ka, ga-ka-ha; Nya-nya-na, na-nya-na, nya-na-nya; sa-sha-sa, sha-sa-sha, sha-sha-sa. Or similar words: com-dom-tom, barrel-kidney, roof-rat, spoon-horns. If a child repeats the same sound instead of different ones, it means he has a phonemic hearing disorder. For example, instead of da-ta-da, he pronounces “ta-ta-ta,” or repeats the words barrel-kidney as “kidney-kidney.”

Causes of phonemic hearing impairment

The causes of such violations are of two types: mechanical and functional.

Mechanical are caused by natal and postnatal hazards, which include infectious diseases, injuries, including birth trauma, as a result of which the speech areas of the brain are damaged, and defects in the speech apparatus are observed. The latter include structural features of the tongue: a tongue that is too large and inactive, a small narrow tongue, a short frenulum, and a tongue weakened in the front part. As well as jaw defects:

prognathia is a phenomenon when the upper jaw hangs significantly over the lower jaw.

progeny is the opposite phenomenon, the lower jaw is pushed forward, the lower teeth overlap the upper ones.

open lateral bite - when the teeth are closed on both sides, a significant gap remains between the teeth.

Open direct bite - when the teeth are closed, the antagonistic lateral teeth touch each other, and the front teeth form a gap.

incorrect structure of teeth.

The special structure of the palate: narrow, too high, flat.

disproportionate lips: drooping lower lip, narrow, inactive upper lip.

Functional reasons associated with the costs of education or its absence, which include:

long lisp with the baby.

imitating parents who have speech problems.

bilingualism in the family.

prolonged sucking of the pacifier, as a result of which insufficient mobility of the tongue, lips, and jaw is detected.

pedagogical neglect.

How is phonemic hearing formed?

With normal development, reactions to sounds are already observed in the newborn. This is expressed in shuddering, blinking, and changes in breathing. Soon the sounds begin to cause the child to delay some movements and stop screaming. Already at 3-4 months, the child begins to distinguish between speech and non-speech sounds, as well as homogeneous sounds of different volumes. In the first six months of life, the main auditory load is carried by intonation; the baby learns to distinguish the voices of close people. By the age of 1 year, the child begins to respond correctly to sounds pronounced by an adult, for example, when pronouncing the word “clock”, the child turns his head towards them, as well as when pronouncing the sounds “tick-tock”. The child responds to the word, and not to intonation, and this is how the stage of pre-phonemic development ends. In the second year of life, the child begins to distinguish all speech sounds.

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At the first stage, he differentiates vowels and consonants. But within these groups he does not distinguish one consonant from another, while the strongest vowel “A” begins to contrast with all the others. Then the baby begins to distinguish such vowels as “I-O”, “I-U”, “E-O”, “E-U”. Later than the others, low-frequency “U-O” and high-frequency vowels “I-E” begin to be differentiated. The most difficult sound to understand is the “Y” sound.

At the second stage, consonant sounds are differentiated and the presence or absence of them is determined. Gradually, the child learns to distinguish between hard and soft sounds, sonorant and noisy, whistling and hissing, dull and voiced.

At the third stage, the child distinguishes phonemes within a group, differentiates sonorant, whistling and hissing consonants. Further, it distinguishes sonorants from non-articulate noisy ones, labials from linguals, puffy ones from plosives, frontal ones from back-lingual ones, whistling ones from hissing ones. Later than others, the differentiation of smooth consonants and the middle language “Y” occurs. By the beginning of the third year of life, the baby perceives and differentiates all the sounds of his native language. According to many studies, it was during this period that phonemic hearing was finally formed.

The fourth stage from 3 to 5 years is characterized by the development and improvement of phonemic hearing and preparation for sound analysis.

The fifth stage from 5 to 7 years is the acquisition of the skill of fine differentiation of phonemes and the ability to analyze sound. That is, the child must catch which sound a given word begins with and which it ends with. Does this word have a given sound and where is it located: at the beginning, end or in the middle of the word.

Thus, phonemic hearing is formed, developed and improved throughout preschool childhood.

Girl, say "fish". - Herring!" Do you remember the wonderful film “Due to Family Circumstances”, where a speech therapist comes to the girl Svetochka, who himself has difficulty pronouncing half the alphabet? Laughter is laughter, but a child’s speech impediment is a serious matter and it is better to deal with it at an early age.

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Photo gallery: Child's speech impediment

The development of speech in a child is not a quick process and, let’s say, not linear. The overwhelming majority of children successfully master a language (or even 2-3) that they constantly hear, regardless of their linguistic abilities. It is only important not to forget to control this process and know in which cases urgent intervention by a speech therapist is necessary, and when it is better to just wait it out.

GIVE YOUR CHILD TIME

Language skills are fully formed in a child only by the age of 5-6 years. Therefore, the most difficult sounds of the Russian language (whistling and hissing, as well as “l” and “r”) may not be easy for him to understand. Speech therapists call this state of affairs the term “children’s tongue-tiedness” and consider it the norm. Of course, this does not mean at all that you should remain idle and wait until the child learns everything on his own: play with him, gently point out his mistakes. And if you suddenly notice any suspicious symptoms of a speech defect earlier, before reaching the “control age”, consult a doctor without delay.

COMMON PROBLEMS IN CHILDREN 5-6 YEARS OLD

The child has a lisp or burr

Incorrect pronunciation of hissing and whistling sounds (s, z, sh, shch, zh), as well as fricative sounds (r, l) after the age of 5-6 years is a very common phenomenon, which is called functional dyslalia. As a rule, it does not go away on its own; a consultation with a speech therapist is necessary.

The child speaks little and does not expand his vocabulary

They say about such a child that he, like a dog, understands everything, but cannot say anything. Silent children or children stuck at the stage of “baby talk” (“mama”, “byaka”, “kaka”, etc.), as a rule, suffer from the so-called alalia. If your child, after two years, continues to use a dozen primitive words, does not change words by case, and confuses gender and number, you should urgently contact a speech therapist.

Child pronounces words incorrectly

At the age of 2-3 years, funny children's words (“hoe” instead of “hat”, “nannies” instead of “berries”, etc.) cause affection. If a child continues to distort words at the age of 5-6, this is a reason to suspect dyspraxia, that is, underdevelopment of phonemic hearing. The sooner you contact a specialist, the better.

The child is unable to remember letters

It is not at all necessary to be able to read fluently at this age, but normally a child should quickly memorize letters and form short words from them. If your activities are not producing any results, your child may have dyslexia (a common problem in elementary school). If things are left to chance, this flaw will remain with him for the rest of his life.

A child writes incorrectly, even knowing all the rules

During a writing lesson, a child often misses and confuses letters, forgets to finish a sentence, and “does not hear” dictated words. If a child studies diligently, but still writes poorly, this means that he suffers from dysgraphia or dysorthography. These are also types of speech impediment in a child. In this case, only a speech therapist (or speech pathologist) can help.

You should also be wary if:

♦ you had a difficult pregnancy or childbirth;

♦ the child suffered illness or injury at the age of 1-2 years;

♦ at the age of two years the baby has not yet begun to speak;

♦ the child speaks so unintelligibly that only his parents and close relatives understand him;

♦ the child does not pronounce words or pronounces only individual syllables (for example, stressed);

♦ the child speaks nasally.

WE GO TO A Speech Pathologist

To choose a good specialist for your baby, you should pay attention to the following few signs.

5 signs of a good speech therapist:

♦ ability to communicate with children;

♦ competent and correct speech;

♦ interesting, play-based activities;

♦ willingness to tell parents about all your methods and the purpose of each exercise;

♦ an individual approach to a child (for example, a refusal to help before reaching the “appropriate age” should alert you).

How long will it take?

Speech therapists do not make such predictions. Each case is individual, and each child is unique. For one person, the sound “r” can be corrected in 1-2 lessons, but for another, even six months will not be enough. Success also depends on diligence and perseverance - both yours and your child's.

OTHER OPTIONS

Parental concern about speech defects does not always mean that the child actually has speech therapy problems. There are few options here, but they are possible.

The child is experiencing stress

Sometimes the peak of a child’s speech development (1.5 years) coincides with some difficult event in his life, for example, an illness, surgery, or simply the beginning of an epic called “kindergarten.” In this case, it is very likely that the child will produce some kind of linguistic reaction to stress: he will begin to stutter or distort words, avoid conversations, etc. In this case, it is necessary, firstly, to check how psychologically the environment in kindergarten or at home is comfortable for the baby, and secondly, surround the child with special warmth and attention: play calm games with him more often, read or talk about something new.

Does not speak? Check your tongue frenulum!

A very common case is when the normal formation of speech is hampered by a naturally short (or completely absent) frenulum of the tongue. In fact, the tongue is simply deprived of the mobility it needs, so the child simply physically cannot pronounce some (or even all) sounds. There are many examples when parents considered their children almost deaf-mute, and then, when at the age of 5-6 years they finally took them to the doctor (where, naturally, their frenulum was immediately cut), the children, like magically, they began to speak everything that had accumulated over many years of silence... You can examine this important detail of the speech apparatus yourself. Ask your child to touch the base of his upper teeth with the tip of his tongue, and then, without lifting it, open his mouth wide. If the mouth opens, it means everything is fine with the frenulum. If not, then the frenulum is most likely shortened or missing. As a rule, doctors suggest trimming it. But sometimes, if the frenulum is quite thin and of medium length, you can try to stretch it with exercises.

HOME Speech Therapy

If you want to teach your child to speak clearly and correctly, try teaching him through games.

Expanding vocabulary

In order for your child to learn new words faster, do not memorize them with him, but simply talk in a natural setting. Read poetry, discuss what is happening. Turn an ordinary walk into a short trip: ask your child what type of transport you will use, what you will take with you, etc.

Developing speech

You can start developing speech from infancy: for example, if a baby utters a sound, you pick it up and repeat after him several times. After several such repetitions, the child will understand that this is a game and will begin to repeat simple sounds and songs after you (like “ma-ma-ma”, “ba-ba-ba”). In the future, the tasks will become more complicated: the child can now be asked to complete a line of a familiar verse: “They dropped the bear...” - “...on the floor,” etc.

What to do with the letter "r"...

Don’t forget that the correct pronunciation of the sound “r” is formed only by the age of 4-5! Do not torment your child with this problem, do not force him to have a complex. You can sing special songs with your child (“ra-ra-ra”, “quack-quack-quack”, etc.), but only as a game. It is better to do these exercises under the guidance of a speech therapist if your child does not begin to pronounce all sounds correctly by the age of 5-6 years.

Weapons against the silent

Some children, thanks to the special “understanding” of adults, come to the conclusion that it is not necessary to speak at all: the desired result can be achieved in other ways: shouting, gestures, facial expressions, just an expressive look. Answer him with the same weapon: instead of talking, try to convey information to him with gestures and signs. And to all his attempts to “talk” to you without words, shrug your shoulders in bewilderment, saying, “I don’t understand.” You won't believe how quickly your baby will realize that he needs speech.

WHAT HELPS AND WHAT HURTS

Helps:

1. The child lives in a family with older brothers and sisters

2. Parents talk a lot and correctly with their child

3. Parents control the pronunciation of sounds and correct the baby

4. Parents read aloud to their child before bed and discuss what they read.

5. The child has the opportunity to play with peers

Disturbs:

1. Parents have little contact with their child

2. Parents baby talk

3. Neuropathic and nervous diseases (both in children and parents)

4. Lack of movement

5. Lack of positive emotions

EXERCISES FOR STRETCHING THE TONGUE Frenulum

(performed in front of a mirror)

1. CUP. Open your mouth wide, make your tongue look like a shovel, lift it for 10 seconds and pull it towards your upper teeth (without touching them)

2. FUNGUS. Open your mouth, press your tongue firmly to the roof of your mouth and, without lifting it, strongly pull your lower jaw down

3. NEEDLE. Open your mouth and stretch out the narrow tongue as far as possible for 15 seconds

LINGUISTS IN SHORT PANTS

Experts have noticed that if at a “tender” age a child engages in word creativity (forms unusual words that, although they comply with the rules of the language, are not used in it), then, most likely, in the future it will be easy for him to master literacy and learn other words. languages. After all, only a person with a subtle sense of language can come up with such masterpieces as “peel the egg” or “turn off the rotator.”