Features of the development of phonemic hearing and finger motor skills in young children with normal and delayed speech development. Speech period: games

In the earliest period of his childhood, a child is able to pronounce a great variety of different sounds; and such as are found in any of the European languages, and in the languages of Africa, Australia, Japan and China. But, listening mainly to the speech of his parents, family, and loved ones, the child makes a variety of first imitative, then voluntary movements associated with the tension of various tiny muscles involved in the formation and recognition of the sounds of his native language, remembers and trains the mechanism of sound pronunciation and auditory discrimination. And when learning to read, vision is also connected to speech, motor and auditory analyzers. All this taken together leads to the development of phonemic hearing, i.e. “a special ability on which the development of a child’s speech and his acquisition of his native language depend.” Phonemic hearing develops and improves with activity and training of speech kinesthesia (movements), which, as shown by the research of the outstanding Russian psychologist Professor N.I. Zhinkin, “come not only from the speech organs, but also from many muscles that do not perform actual speech movements” .

So, let’s highlight the aspects that are influenced by phonemic hearing:

Impaired phonemic hearing affects the child’s general speech development - the acquisition of grammatical structure, vocabulary, articulation and diction.
Developed phonemic awareness is necessary for developing spelling skills: in the Russian language, a huge number of spellings are associated with the need to correlate a letter with a phoneme in a weak position (Russian spelling is called phonemic).
Poorly developed phonemic hearing causes difficulties in mastering reading.
Without the development of phonemic hearing, it is impossible to master the operations of sound analysis and synthesis.
Developed phonemic hearing has a positive effect on the formation of the entire phonetic aspect of speech and the syllabic structure of words.
Developed phonemic awareness is an indispensable condition for successful literacy learning.

From the above we can conclude: early diagnosis of the formation of phonemic hearing is necessary for the timely overcoming of its underdevelopment.

Having outlined the importance of phonemic hearing, let us dwell on its definition.

Ivanova S.F. interprets phonemic hearing as follows: “The ability to distinguish and perceive all sounds of speech, correlating them with the phonetic system of a given language.”

Language acquisition is a very complex and lengthy process, during which the child makes many mistakes. Observations show that phonetics is one of the most difficult sections of the science of language not only for pupils, but also for students of pedagogical universities

Kulyukina T.V. and Shestakova N.A. in his article “There is no phonetic error!” the following types are distinguished phonetic errors:

Confusion of the concepts “letter” and “sound”;
Inability to correctly isolate sounds from a word and characterize them during sound analysis;
Incorrect identification of stressed syllable;
Incorrect division of words into syllables.

Here is a comparative table of errors that arise due to unformed phonemic hearing:

Errors arising due to immature phonemic hearing
Levina R.E.	Semenkova T.V. :	Zhovnitskaya O.N.
Mixing sounds: a) voiced consonants with deaf ones (“blakala” - cried, “krafin” - decanter, “naka” - leg, “tom” - house, “kartovel” - potatoes; b) whistling consonants with hissing consonants (“bowls” - hours, “piroznoe” - cake, “kakeli” - swing, “zhorovo” - great, “zholotisty” - golden; c) hard consonants with soft ones (“lost” - lost, “berries” - berries, “sinaya” - blue); d) sonorant: sound [r] to [l] and back (“lies” - rye, “tli” - three), sound [m] to [n] and back (“nebel” - furniture, “nesok” - bag ), the sound [th] on [l] (“tal” - tea), the sounds [r] and [l] on [th] (“killing” - painful);
	e) affricate [ts, h] with their constituent sounds [t + s, t + w] (“possessed” - grabbed, “lights” - flowers, “birds” - birds, “chvety” - flowers); [s] and [z] with sounds [t] and [d] (“kratit” – colors, “kordinka” – basket)
2. Rearranging and enabling individual sounds(“naushinki” – headphones, “katornaya” – cardboard, “nulzha” – puddle);
	3. Omission of vowels and consonants, omission of sounds when several consonants coincide(“day” - day, “between” - between, “latochka” - swallow, “deceived” - deceived)
	4. Skipping syllables, unstressed parts of words, extra syllables(“sweeps” - sweeps, “looks” - spies, “children teach (study) at school”, “dozhka” - path, “silence” – silence)
3. Double replacement (voiced - deaf, hissing - whistling) “zlyapka” - cap; 4. Splitting of sounds: violations such as “abiskvo” - apple, replacement of complex ones with simple ones (“patitsa” - hiding); 5. Replacing the sound [z] with [d]: “danka” – zanka; 6. Replacing the sound [s] with [t]: “tabaka” – dog.		replacing vowels in the stressed position (task - “zadocha”); replacement of iotated vowels (god - “go”, settlement - “posyalok”); designation of hardness - softness of consonants when written with vowels (around - “krug”, people - “ludi”); separate and continuous spelling of words, prepositions (in the face - “politsu”, in the pillars - “with a pillar”) underwriting of words (mouse-“mouse”); substitution of words, distortion of words (bear - “book”, babble - “tremble”); designation of softness using ь (cornflowers - “cornflowers”, large ones - “bigger”);
		Reading errors
		Skipping letters, syllables, prepositions; Replacement and rearrangement of letters, syllables; “Stuck” on any letter, syllable, word; Not reading the endings of words; Distortion of words; Adding extra letters, syllables and even words; "Guessing" words.

Considering the importance of phonemic awareness, it can be recommended to include exercises to develop phonemic awareness in Russian language lessons, especially since teachers, like speech therapists, also teach children to distinguish between vowels and consonants, hard and soft, voiced and voiceless consonants, and to relate sounds and letters. , perform sound-letter analysis of words, etc. It seems that this will significantly reduce the number of the above errors, and in some cases completely prevent their occurrence.

1. “Rest the animals.”

Target: exercise children in differentiating oppositional sounds, developing phonemic hearing.

Progress of the game

There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, and place them in the windows with slits.

For example: houses with the letters c and w. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first.

The number of players is 1-2 people (or the whole class divided into two teams).

2. “Collect a flower.”

Target: practice differentiation of oppositional sounds, develop phonemic hearing and analytical-synthetic speech activity in students.

Progress of the game

The “middle” of the flower lies on the table. There is a letter written on it (for example, c). “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s].

Number of players: 1-3 people (or the whole class divided into two teams).

3. “Pick up a bouquet.”

Target: develop phonemic hearing, practice differentiating sounds [p] - [l], train children in distinguishing between primary and tinted colors.

Progress of the game

In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you should put the flowers in with the sound [l], and which one with the sound [r].” (Pink - [p], blue - [l].) Flowers of different colors lie nearby: green, blue, black, yellow, brown, purple, orange, crimson, etc. Students arrange flowers. The blue flower must remain.

Number of players: 1-2 people (or the whole class divided into two teams).

4. “Speech Lotto”.

Target: develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game

Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes.

Number of players: 1-18 people (can be played in pairs or groups).

5. Lotto “Read it yourself.”

Target: develop phonemic and visual perception, develop sound-letter analysis of words, learn to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN, development of reading speed.

Progress of the game

1 option

Children are given cards with 6 words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (Who has the floor?).” The first one to fill out the card without errors wins.

Option 2

The children are dealt cards. The presenter shows the sound diagram of the word, the students correlate it with the word on their map. The winner is the one who correctly fills his card with word patterns.

Number of players: 1-8 people (can be played in groups).

6. "Magic circle".

Target: to train children in selecting words that differ from each other by one sound, to develop phonemic awareness, to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Progress of the game

1 option

A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs by one sound from the name of the object to which the other arrow is pointing. (All words are spoken out first.) The rest of the children mark the correct answer with a clap.

For example:

bear - mouse
fishing rod - duck
poppy - cancer
goat - braid
whale - cat
grass - firewood
mustache - ears
reel - reel
house - smoke

Option 2

Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable in unison (letter, word), then the presenter turns the arrow further - the children read again, etc. Syllable (letter, word) may be repeated several times depending on where the arrow stops.

7. “Mathematical grammar.”

Target: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game

The child must perform the actions indicated on the card (“+”, “-”) and, using addition and subtraction of letters, syllables, words, find the desired word.

For example: s + tom - m + fox - sa + tsa = ? (capital).

Number of players: 1-2 people or more.

Literature

Goretsky V.G. About possible options for teaching literacy. Primary school, 2000, No. 7, pp. 35-45.
Zhinkin N. I. Mechanisms of speech. - M., 1958
Zhovnitskaya O.N. Phonetic-phonemic perception in primary schoolchildren. Primary school, 2001, No. 11, pp. 41-46.
Ivanova S.F. Speech hearing and speech culture., M., 1970.
Kashe G.A. Training of children with speech underdevelopment., M., 1985
Kostromina S.N., Nagaeva L.G. How to overcome difficulties in learning to read. M.: Os-89
Kulyukina T.V., Shestakova N.A. No phonetic error! Primary school, 2002, No. 4, pp. 45-50.
Levina R.E. Fundamentals of the theory and practice of speech therapy. M., Education, 1974
Luria A.R. Writing and speech. Neurolinguistic research. M., 2002.
Semenkova T.V. The formation of phonemic hearing is the key to successful correction of sound pronunciation. http://festival.1september.ru
Tkachenko T.A In first grade - without speech defects. – St. Petersburg, 1999.
Frolova I.A. Phonetic analysis and development of students’ speech hearing. Russian language at school. – 1980. No. 5, pp. 23-30.
Elkonin D. B. How to teach children to read. - M., 1976.

From birth, a person exists in a constant environment of diverse sounds. By perceiving them, he orients himself in the environment, communicates with other people, and exchanges experiences in gaming, educational and work activities. During the listening process, the child receives various information. First, he will know what or what is being said. Secondly, who is speaking (the characteristic individual characteristics of each person’s voice help us understand this). Finally, as they say, i.e. with what emotional attitude.

The meaning of words, phrases and entire messages is conveyed in spoken language using combinations of sounds. Correct pronunciation of speech sounds is an important condition for others to accurately understand the statement. Voice timbre, manner of speaking and intonation can also “tell” a lot [Gorbenko, 2012].

Thus, in the process of children’s perception of speech and acquisition of pronunciation skills, the leading role belongs to the auditory analyzer, which, interacting with the speech motor analyzer, directs and controls the work of the speech organs. This interaction is observed from the very birth of the child.

Reactions to sound stimulation are already observed in newborns. They are expressed in shaking of the whole body, blinking, changes in breathing and pulse. Somewhat later, in the second week, sound stimulation begins to cause a delay in the child’s general movements and a cessation of screaming. All these reactions are innate in nature, i.e. unconditioned reflexes.

The development of the auditory analyzer function in the second and third years of a child’s life, associated with the intensive formation of his second signal system, is characterized by a gradual transition from a generalized perception of the phonetic (sound) structure of speech to an increasingly differentiated one. If at the end of the first year the child primarily grasps intonation and rhythm in speech, then in the second year of life he begins to more accurately differentiate the sounds of speech and the sound composition of words. Around the beginning of the third year of life, the child acquires the ability to distinguish all speech sounds by ear. According to well-known researchers of speech hearing in children (F.A. Rau, F.F. Rau, N.H. Shvachkin, L.V. Neiman), it is at this age that a child’s phonemic hearing is sufficiently formed [Epifanova, 2012].

However, its development and improvement continues in adults. The decisive factor in the development of a child’s phonemic hearing is the development of his speech as a whole in the process of communicating with people around him.

It should be especially noted that the formation of phonemic hearing occurs in close interaction with the development of articulation; Moreover, along with the well-known dependence of articulation on hearing, an inverse dependence is also noted: the ability to pronounce this or that sound significantly makes it easier for the child to distinguish it by ear. Consolidation of correct sound pronunciation largely depends on auditory control. Auditory control over pronunciation remains essential even after it has been firmly learned and automated. This can be judged by the facts of gradual pronunciation disorder with loss or sharp decrease in hearing, even in an adult. The dependence of the state of pronunciation on hearing is most clearly manifested in cases of congenital deafness or deafness that occurs in the early period of a child’s life, which entails muteness.

Auditory perception can be active and purposeful only if stable and concentrated attention is sufficiently formed. Attention, in turn, develops successfully only when something new is included in already formed connections, complements, develops or changes them. These complex systems of connections, reflecting knowledge and experience, are based on memory. Voluntary memory is an indicator of the controllability of mental processes and is necessary in educational activities. An experimental study of preschool children conducted by Z.M. Istomina, shows that already at the age of 4-5 years they are able to set themselves a conscious goal to remember, to remember, although for this the goal itself must have a specific meaning and stem from the very essence of the task [Istomina, 1981]. This leads to the emergence of opportunities for self-regulation. The process of self-regulation, including sensorimotor, is ensured mainly by verbal means: assessment, planning, formulation of success criteria, self-instruction - with sufficient maturation of the frontal parts of the brain. This is due to the fact that the main factor in mediating any mental activity is speech. The emergence of speech significantly restructures the entire mental sphere of a person. Processes such as perception, memory, thinking, voluntary attention are formed with the participation of speech and are mediated by it. As L.S. believed Vygotsky, speech becomes a universal means of influencing the world [Vygotsky, 1991].

So, the child’s speech development occurs in the process of his cognition of the world around him, due to the inclusion of as many analyzers as possible. This is fully possible only under the guidance of an adult, as well as in the process of joint activity of all participants in the pedagogical process.

The formation of the pronunciation side of speech is a complex process during which each child learns to perceive speech addressed to him and learns to control his speech organs to reproduce it. The long journey of a child mastering the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. During perception, the child is faced with a variety of sounds in the flow of speech; phonemes in the flow of speech are changeable. He hears many variations of sounds that merge into syllabic sequences and form continuous acoustic components. He needs to extract phonemes from them and identify them by constant distinctive features. In the process of speech development, a child develops phonemic hearing. Phonemic hearing carries out operations of discrimination and recognition of phonemes that make up the sound shell of a word.

The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. R.E. Levina believes that deficiencies in the pronunciation of phonemes may be associated with underdevelopment of phonemic hearing. At the same time, deficiencies in the pronunciation of phonemes in those cases where they are expressed in replacement or confusion in words can themselves complicate the formation of phonemic hearing [Levina, 1958].

Tasks for the formation of phonemic hearing:

1. Teach to recognize the sound in a word, determine the presence of a sound in a word.

2. Develop the ability to distinguish the meaning of words that contain the same sounds.

3. Learn to distinguish between paronymous words.

Through the development of phonemic hearing, we lead children to the development of phonemic perception, i.e. the ability to recognize the sound side of a word.

Tasks for the formation of phonemic awareness:

1. Determination of the first sound in a word.

2. The ability to determine a linear sequence of phonemes.

3. The ability to determine the position of a sound in a word in relation to the beginning and end of the word.

4. The ability to determine the number of phonemes in a word.

Stages of work on developing phonemic awareness:

Stage 1 - recognition of non-speech sounds.

Stage 2 - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases.

Stage 3 - distinguishing words that are close in their sound composition.

Stage 4 - differentiation of syllables.

Stage 5 - differentiation of phonemes.

Stage 6 - development of basic sound analysis skills.

Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the reasons for incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation [Problems of preschool play, 1987].

Work on the formation of phonemic perception at the very beginning is carried out on the material of non-speech sounds. Through special games and exercises, we develop children’s ability to recognize and distinguish non-speech sounds.

At the next stages, in games and exercises, we learn to distinguish between the pitch, strength, and timbre of the voice, and to listen to the same speech sounds, sound combinations, and words.

Then children learn to distinguish words that are similar in sound composition. Later - syllables, phonemes of the native language.

The task of the last stage of work is to develop skills in elementary sound analysis.

Based on the above in the first chapter of the course work, we will do the following: conclusions:

1. Phonemic hearing is a subtle, systematized hearing that allows you to recognize and distinguish phonemes of your native language. Phonemic hearing performs a meaning-distinguishing function and develops in the process of communication with surrounding loved ones.

2. The child’s speech development occurs in the process of learning about the world around him, due to the inclusion of as many analyzers as possible; this is fully possible only under the guidance of an adult, as well as in the process of joint activity of all participants in the pedagogical process. In the process of speech development, a child develops phonemic hearing. Phonemic hearing carries out operations of discrimination and recognition of phonemes that make up the sound shell of a word. A game organized in a certain way has a positive impact on the interactions and interactions of children. As scientists emphasize, games remove psychological barriers, instill self-confidence, and improve children’s communication with peers and adults. Thus, creating optimal conditions for the use of didactic games for the formation of phonemic awareness makes it possible to find new ways and methods of its development, which, in turn, creates the basis for high-quality literacy training for preschoolers.

Natalia Belskikh
Methodological development “Development of phonemic hearing in preschool children”

« Development of phonemic hearing in preschool children»

« phonemic awareness»

2. Age-related features of the development of phonemic hearing in children of preschool age

3. in modern conditions of a preschool educational institution

4. References

1. Essence and content of the concept « phonemic awareness»

In this paragraph, we set a goal - to reveal the essence of the concept « phonemic awareness» and related categories from linguistic and psychological-pedagogical points of view.

The linguistic view of the problem we are considering is as follows. Concept « phoneme» discovered in the language at the end of the 19th century. Professor I. A. Baudouin de Courtenay. Later teaching about the phoneme developed L. V. Shcherba is the founder of the Leningrad phonological school, whose ideas were adopted by the Moscow phonological school.

Phoneme performs two in the language functions: distinctive and identifying.

Let's compare the words: dam, house, smoke, doom. These words are similar in sound structure: consist of 3 sounds, have one syllable and the same consonant sounds, but are perceived by our consciousness as different, having different lexical meanings due to the fact that they differ in vowel sounds. Therefore, the vowels phonemes in these words they perform a distinctive function.

Let's give another example: water, dropsy, watery. The roots in these words are pronounced differently: [water], [vd], [vd]. However, we understand that the root in the words is the same - water. Despite the difference in sound, these roots have the same vowel phoneme <;o>. The sound [a] is pronounced, but in our linguistic consciousness we translate this sound into "O", in place, we realize phoneme <;o>, since we understand that these related words have the same root. We identify different sounds in one phoneme and thereby identify roots pronounced differently.

Therefore, to find out which phoneme hidden behind the spoken sounds, it is necessary to put her in a strong position. The sound presented in this position is what detects phoneme.

Phoneme not really pronounced. This is a unit of language that is stored in our linguistic consciousness, in spoken speech. the phoneme is realized(presented, expressed) in sounds that differ depending on position phonemes and phonetic laws of language [Shcherba 1988].

In Russian, vowels phonemes are all vowel sounds (a, u, i, uh, o, the main feature of which is stress or unstress; the duration or pitch of vowel sounds is unimportant.

For consonant sounds, the distinguishing features are sonority-dullness, hardness-softness. Thus, changing vowels or their stress (drink-sing, mka-flour) and change of consonants according to their deafness-voicing (stick-beam) or hardness-softness (dust-dust) change the meaning of the Russian word. The ability to distinguish these sound features is called speech, or phonemic awareness.

phonemes of parts of speech, which is a necessary basis for understanding the meaning of what was said [Bardysheva 2013].

There are speech and non-speech hearing. Nerechevoy hearing- this is the ability to navigate non-speech sounds (for example, in musical tones and noises). Speech hearing is the ability to hear and analyze the sounds of speech in one’s native or another language.

Speech sounds are unique to humans; they are developed in a child within several years after birth. This process includes complex brain systems and speech apparatus, which are controlled by the central nervous system. The long journey of a child mastering the pronunciation system of a language is determined by the complexity of speech sounds, which he must learn to perceive and reproduce [Novikovskaya 2010].

When perceiving speech, a child encounters a variety of sounds, since phonemes in the flow of speech are changeable, reduced in weak positions. He hears many variations of sounds, which, merging into syllables, form words. The child needs to extract from them phoneme, while distracting from all the sound variations of the same phonemes and identify it by those constant distinctive features by which one phoneme opposed to the other. If a child does not learn to do this, he will not be able to distinguish one word from another and recognize words with the same root [Semenovich 2008].

In the process of speech development the child first produces phonemic awareness, since without it, as linguopsychologist N.I. Zhinkin puts it, speech generation is impossible. Phonetic hearing also develops, which monitors a continuous stream of syllables. Because phonemes are realized in pronunciation variants - sound allophones, it is important that these sounds are pronounced in a normalized manner, that is, generally accepted, habitually, otherwise they are difficult to recognize by the listener. Pronunciation that is unusual for a given language is assessed phonetically as incorrect. Phonemic and phonetic hearing, components of speech hearing, carry out not only the reception and assessment of someone else’s speech, but also control over their own speech. Speech hearing is the most important incentive for the formation of standardized pronunciation [Zhinkin 1958].

Let us present a psychological and pedagogical view of the category « phoneme» . Until about the 30s of the 20th century phonetics relied on the physiological nature of speech, on articulation. Development speech was seen as motor development, articulatory movements. Development children's speech occurred through accumulation phonemes, and not by accumulating individual sounds.

Russian psychologist L. S. Vygotsky drew attention to perception phonemes and set that "every phoneme perceived and reproduced as phoneme on a background of phonemes, i.e. perception phonemes happens only on background of human speech"[Vygotsky 2005]. Basic law of perception phonemes, formulated by L. S. Vygotsky, is the law of perception of the sounding side of speech.

Scientists introduced the term phonemic awareness, which includes 3 speech operations:

the ability to hear whether a given sound is in a word or not;

ability to distinguish words that contain the same phonemes, located in different sequences;

the ability to distinguish words that sound similar but have different meanings [Vygotsky 2005].

Somewhat later, the teacher D. B. Elkonin introduced the term phonemic awareness. The researcher was searching for the most effective methods of teaching children to read and write. He drew attention to the fact that to master these skills, one phonemic hearing, children needs special training phonemic awareness. D. B. Elkonin identified from phonemic perception phonemic analysis and proved that before teaching a child to write, it is necessary to teach him the skills phonemic analysis [Elkonin 2006].

So the analysis linguistic and methodological and psychological and pedagogical literature allowed us to formulate the following conclusions. Under phonetic The side of speech understands the pronunciation of sounds as the result of the coordinated work of all parts of the speech-motor apparatus.

Under phonemic phonemes of the native language. Phonemic side of speech is provided by work speech-auditory analyzer [Fomicheva 1989].

2. Age-related developmental features

V preschool age

In his development he anticipates the child's speech.

Normal development speech without impairments can be presented in several aspects. The first aspect is the formation of pronunciation skills native language phonemes. The second aspect is mastering vocabulary and syntax rules, as well as the semantic side of speech. Active mastery of the lexical and grammatical patterns of language begins in a child at 2-3 years old and ends by the time he enters school by the age of 7. At school age the acquired speech skills are improved on the basis of written speech [Chirkina 2002].

The first conditioned reflexes to sound stimuli are formed in the child at the beginning of the second month life: he begins to determine the direction of the sound, turns his head towards the sound source. At 2-3 months the baby begins to hum.

At 3-4 months of life, the child begins to distinguish qualitatively different sounds (for example, the sound of a piano and the ringing of a bell) and homogeneous sounds of varying pitches, babbling appears for the first time.

IN age from 3 to 6 months, the main semantic load is carried by intonation, in the baby develops the ability to express one's feelings using shades of voice.

By 6 months, clear sounds appear in the baby’s babble, but they are not yet stable enough and are pronounced in short sound combinations. Among vowels the sound [a] sounds clearly, among consonants [p], [b], [m], [k], [t]. From six months phonemic hearing is also formed with age, which is checked at the word level. By the age of one year, the child should understand where the toy is. "bear" where's the toy "mouse". Fine phonemic awareness is formed from 6 months to 1 year and 7 months.

During the first year of life, the baby recognizes words by their rhythm and general sound envelope. The sounds that make up words are still perceived diffusely and therefore can be replaced by others that sound similar. In that age the child still responds not to the objective meaning of the word, but to its intonation side. This is the so-called period prephonemic speech development.

In the second year of life, the child begins to more accurately distinguish the sounds of speech and the sound composition of words. The word begins to serve as a tool of communication, the child begins to react to the objective meaning of the word, pronounce the sounds [e], [s], [i], but his hard consonants sound like soft ones - [t`], [d`], , [z `]. For the first time, words of simple structure appear in a child’s speech [Leontyev 2009].

In the third year of life, the mobility of the articulatory apparatus increases and becomes more and more improved, but pronunciation still does not correspond to the norm. In that age children try to bring their pronunciation closer to the generally accepted one, but sounds that are difficult to articulate are replaced with simple ones. For example, [ts] = [t`] or [ts] = [s`]; [l] = [l`]; [p] = [l`]. Children almost never mix words that sound similar; they try to preserve the syllabic structure of words [Novotvortseva 1995].

In the fourth year of life, the articulatory apparatus is further strengthened, muscle movements become more coordinated, hard consonants and hissing sounds appear in speech, words with a combination of several consonants are pronounced correctly.

In the fifth year of life, most children correctly pronounce hissing sounds and sonorant [l], [r], [r`], some of them still have unstable pronunciation of whistling and hissing sounds, they are interchangeable. Children recognize sound in a stream of speech, can choose a word for a given sound, distinguish between increasing or decreasing the volume of speech, slowing down or accelerating the tempo.

developed phonemic hearing phonemes. The skills of sound and syllabic analysis and synthesis are formed based on phonemic awareness, which in the process of ontogenesis goes through certain stages of its development. Thus, R. E. Levina identifies the following stages development of phonemic awareness.

The first stage is a complete lack of differentiation of speech sounds, while the child has no understanding of speech. This stage is called « prephonemic» .

At the second stage, it becomes possible to distinguish between acoustically distant phonemes, similar in sound phonemes are not differentiated, there is no difference between correct and incorrect pronunciation.

At the third stage, the child begins to hear sounds in accordance with their constant phonemic features, he recognizes mispronounced words.

At the fourth stage, active speech reaches almost complete correctness, but phonemic differentiation is still unstable, which manifests itself in the perception and pronunciation of unfamiliar words.

At the fifth stage the process is completed phonemic development when both the child’s perception and expressive speech are correct. The most significant sign of the transition to this stage is that the child clearly distinguishes between correct and incorrect pronunciation [Levina 1958].

The child goes through the first three stages in early childhood until the age of 3, in preschool age he goes through the last two stages.

Formation indicator phonemic perception is the child’s ability to carry out phonemic analysis, development which is carried out gradually. Simple forms phonemic analysis(sound recognition on background. Complex forms (determining the quantitative and consistent sound composition of a word) are formed only in the process of special training, during training children literacy.

The pronunciation side of the speech of a 7-year-old child is as close as possible to the speech of adults and practically corresponds to the norms of literary pronunciation. Phonemic hearing becomes a controlling mechanism of one’s own pronunciation and contributes to the acquisition of initial reading and writing skills [Varentsova 2012].

Thus, we can conclude that sensitive (favorable age) development of phonemic hearing is of great importance for development the entire speech function of the child.

3. Development of phonemic hearing in preschool children in modern conditions of preschool education

Speech development the child occurs in the process of active cognition of the world around him, due to the inclusion of as many analyzers as possible (visual, auditory, tactile, etc.). Effective speech development is possible only under the guidance of adults in the family or preschool educational institution in the process of joint activity of all participants in the pedagogical process.

In domestic development methodology phonemic hearing in children were presented in the works of many teachers (F. A. Sokhin, G. A. Tumakova, M. M. Alekseeva, V. I. Yashina, A. I. Maksakov, L. A. Wenger, etc.). Let us briefly describe the essence of the concepts of speech development of preschool children the listed authors.

Considering age and psychological characteristics preschool children, F.A. Sokhin outlined the following tasks in working on the sound side speeches:

educate speech hearing in children mainly in gaming activities;

develop articulatory apparatus preschoolers through articulatory gymnastics, allowing develop tongue mobility, lips, etc.;

develop speech breathing in preschool children using special game exercises (for example, exercises "Candle", "Ships", "Dandelion" and etc.);

educate preschoolers the ability to adjust the volume and strength of the voice in accordance with the communication conditions;

educate children intonation expressiveness of speech;

form the correct pronunciation of all sounds (orthoepic side of speech)[Sokhin 2004].

The research of G. A. Tumakova examines the content, methods and methods of working as a teacher development of phonemic hearing in preschoolers 3-7 years old, developing the ability to navigate the sound side of a word.

When children master the term "word", the author suggests moving on to game exercises on their sound. These are tasks for recall, reproduction, comparison of words that are similar and different in sound (poppy - cancer - tank - varnish, selection of rhymes, listening to the sound of words to which children give sound characteristics: rustling, ringing, loud, quiet, etc. With such an organization of training preschoolers begin to experiment on their own, play with words and sounds, development of phonemic hearing is more productive [Tumakova 2011].

The studies of M. M. Alekseeva and V. I. Yashina describe the system of work on familiarization preschoolers with the sound structure of words, learning correct sound pronunciation. Authors techniques offer special classes on development motor skills of the speech motor apparatus, auditory perception, speech hearing and speech breathing, clarification and consolidation of the articulation of sounds [Alekseeva 2000].

In the works of A. I. Maksakov, the system of work on development sound side of speech, phonetic perception is also given great attention. The researcher suggests starting this type of speech activity already in childhood preschool age.

To teach preschoolers to pronounce sounds correctly, pronounce words clearly, change the volume, pace of speech, use intonation means of expressiveness, A. I. Maksakov suggests, firstly, teaching them to hear and listen to the speech of others, i.e. develop auditory perception. As preparatory exercises, the researcher offers tasks in which the same sounds or sound combinations must be pronounced at different volumes. A. I. Maksakov suggests practicing the ability to correctly use intonation means of expressive speech when children memorize nursery rhymes and retell fairy tales [Maksakov 2006].

L. A. Wenger’s literacy program in the middle group of kindergarten involves reorientation children from the semantic side of speech to the sound side, when speech sounds become subject special study. The author offers to introduce children:

with a sounding word and a variety of words;

with the fact that words sound different and similar;

with the length of words (long and short words);

with sound, the variety of sounds of the surrounding world;

ways of intonation highlighting sound in a word;

differentiate into hearing hard and soft consonants.

The basis of L.A. Wenger’s program is the technique of modeling, i.e., designating sounds with chips. Work on the sound side of speech takes place in several stages and begins with the analysis of three-sound words. Children are given gray chips without distinguishing sounds into vowels and consonants.

The second stage is the introduction of vowel sounds. Sound model changes: vowel sounds are indicated by red counters on gray background.

The third stage is the further complication of the sound model through the introduction of consonant sounds and their differentiation into hard and soft consonants, which children denote in the model with blue and green chips. At the same time, words of different sound structures are introduced (moon, spider, stork, elephant, mouse, plum, etc.) and an accent mark.

L.A. Wenger’s program is implemented in an accessible and interesting way preschoolers uniform: in didactic games, story-based game situations, in exercises using visual material and toys [Wenger 2004].

IN methodological literature on speech:

1) presence of high sound level (pronunciation) adult speech culture ;

2) the use of didactic games and exercises;

3) taking into account the individual characteristics of the child;

4) taking into account the educational environment, etc.

High sound level (pronunciation) adult speech culture is of great importance in phonemic training of children. Thus, M. M. Alekseeva notes that, imitating adults, children adopt “not only all the subtleties of pronunciation, word usage, phrase construction, but also those imperfections and mistakes that are found in their speech” [Alekseeva 2007 : 17]. That is why the teacher’s pronunciation culture of speech preschool Educational institutions today face high demands.

An important psychological and pedagogical condition phonemic development of preschoolers is the use of didactic games and exercises. The main place in the game is given to working with sounds and letters. Experience shows that it is necessary to devote enough time to the sound perception of a word, forming phonetic and speech hearing child in a playful way that is accessible to him. For many children there are pronunciation defects. The presence of even mild defects in phonemic development creates serious obstacles to the child’s successful assimilation of program material in reading and writing, since practical generalizations about the sound composition of a word turn out to be insufficiently formed [Sokhina 2009].

The next condition necessary for phonemic training of children, – taking into account the individual characteristics of the child. When working with children, it is necessary to take into account the characteristics phonemic perceptions of each child. If a child has difficulties in perceiving new information, then games and exercises should be carried out on material that will only be included in direct educational activities. This work will help prepare the child to master new knowledge about sounds and letters, help him feel more confident and gradually lead to preschooler to new forms of work on the sound side of speech [Chirkina 2003].

A necessary condition development of phonemic hearing in preschool children is also taking into account the educational environment. One of the main tasks of preschool educational institutions is considered to be the enrichment of the environment with elements that would stimulate cognitive activity and speech. children. To accomplish this task, a cognitive-speech corner must be set up in the group, in which a variety of practical material for organizing speech games and direct educational activities is accumulated and systematized. activities: manuals for articulation gymnastics, sets of finger games, speech physical exercises, didactic games, manuals that promote children's speech development, materials for storytelling, fiction, a variety of board and printed games, games for development fine motor skills of the hands, etc. [Tikheeva 2001].

Based on the above, we will do the following conclusions:

1. Phonemic awareness is discrimination, i.e. analysis and synthesis of sounds and phonemes of parts of speech, which is a necessary basis for understanding the meaning of what was said.

In other words, under phonemic side of speech is understood as the ability to distinguish phonemes of the native language: the ability to hear whether a given sound is in a word or not; ability to distinguish words that contain the same phonemes, located in different sequences; the ability to distinguish words that sound similar but have different meanings.

2. Phonemic hearing begins to develop in children very early, in his development he anticipates the child's speech.

By the age of 6, children are able to correctly pronounce all the sounds of their native language and words of various syllable structures. Fine developed phonemic hearing allows you to distinguish similar sounds phonemes, skills of sound and syllabic analysis and synthesis are formed based on phonemic awareness, an indicator of the formation of which is the child’s ability to carry out phonemic analysis.

Simple forms phonemic analysis(sound recognition on background words and the isolation of the first and last sounds from a word) arise spontaneously, in the process speech development in preschool age. Complex forms (determining the quantitative and consistent sound composition of a word) are formed in the process of special training, during training children literacy.

3. In domestic development methodology speech tasks and techniques for developing phonemic hearing in children were presented in the works of many teachers: F. A. Sokhin, G. A. Tumakova, M. M. Alekseeva, V. I. Yashina, A. I. Maksakov, L. A. Wenger and others.

IN methodological literature on speech development of preschool children the following psychological and pedagogical conditions for successful phonemic training of preschoolers: presence of high sound level (pronunciation) adult speech culture (teachers, parents, etc.); use of didactic games and exercises; taking into account the individual characteristics of the child; taking into account the educational environment, etc.

4. References

Vygotsky L. S. Pedagogical psychology.

Levina R. E. Education of correct speech in children.

Maksakov A. I. Sound culture of speech

Tumakova G. A. Introduction preschooler with a sound word: A manual for kindergarten teachers. garden

Zhinkin N. I. Mechanisms of speech.

Gerbova V.V. Learning to speak

Reader on theory and methods of speech development for preschool children / comp.. M. M. Alekseeva, V. I. Yashina.

Phonemic awareness

Phonemic awareness - this is the ability to perceive the sound composition of a word. How many syllables are in a word? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? It is phonemic awareness that helps answer these questions.

Formed phonemic perception is the key to clear pronunciation of sounds, the correct syllabic structure of words and the basis for the ease of mastering the grammatical structure of the language, and therefore the successful development of writing and reading.

Children usually learn the basic sounds of language quite early. Due to the physiological characteristics of the structure of the articulatory apparatus, they cannot correctly reproduce all phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation. At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic characteristics. He recognizes mispronounced words and is able to differentiate between correct and incorrect pronunciation. At the age of 5-6 years, children should already have a high level of development of phonemic perception. They must correctly form subtle and differentiated sound images of words and individual sounds.

Children with good phonemic awareness speak clearly because they clearly perceive all the sounds of our speech. At the same time, in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot separate phonemes that sound similar, and words with these phonemes sound the same to them, for example: sami-sleigh, kidney-barrel, fox (animal) - forests (plural of the word forest)

In general, a violation of phonemic perception leads to the fact that the child does not perceive speech sounds that are close in sound or similar in articulation. His vocabulary is not replenished with words that contain sounds that are difficult to distinguish. The child gradually begins to lag behind the age norm. For the same reason, the grammatical structure is not formed to the required extent. It is clear that with insufficient phonemic perception, many prepositions or unstressed endings of words remain “elusive” for the child.

Unformed phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.

The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.

Ontogenetic features of the development of phonemic hearing

A child’s phonemic hearing begins to develop very early. In the second week of life, the child, hearing the sound of a human voice, stops sucking at his mother's breast and stops crying when they start talking to him. Towards the end of the first month of life, a baby can be soothed with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes.

During the period of babbling, the child repeats the visible articulation of the adult’s lips and tries to imitate. Repeated repetition of the kinesthetic sensation from a certain movement leads to the consolidation of the motor articulation skill.

From 6 months, the child pronounces individual phonemes, syllables by imitation, and adopts the tone, tempo, rhythm, melody and intonation of speech. By the age of 2, children can distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme (bear-bowl). This is how phonemic hearing is formed - the ability to perceive the sounds of human speech. From 3 to 7 years, the child increasingly develops the skill of auditory control over his pronunciation and the ability to correct it in some cases.

By the age of 3-4 years, the child’s phonemic perception improves so much that he begins to differentiate first vowels and consonants, then soft and hard, sonorant, hissing and whistling sounds.

By the age of 4, a child should normally differentiate all sounds, i.e., he should have developed phonemic perception. By this time, the child has completed the formation of correct sound pronunciation.

The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e., on a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A. N. Gvozdev, V. I. Beltyukov, N. X. Shvachkin, G. M. Lyamina proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in word, i.e., analyze the sound structure of the word.

D. B. Elkonin called these special actions to analyze the sound structure of words phonemic perception. In connection with literacy learning, these actions are formed through the process of special education, in which children are taught the means of sound analysis. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills.

Readiness for learning to read and write lies in a sufficient level of development of the child’s analytical-synthetic activity, i.e., the skills of analysis, comparison, synthesis and generalization of language material.

The concept of phonetic-phonemic speech underdevelopment

Phonetic-phonemic underdevelopment of speech is a disruption of the pronunciation formation processes in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

R. E. Levina, N. A. Nikashina, R. M. Boskis, G. A. Kasha assign a large role to the formation of phonemic perception, that is, the ability to perceive and distinguish speech sounds (phonemes).

According to T. A. Tkachenko, the development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech and the syllabic structure of words.

There is no doubt that there is a connection in the formation of lexico-grammatical and phonemic concepts. With special correctional work on the development of phonemic hearing, children perceive and distinguish much better the endings of words, prefixes in words with the same root, common suffixes, prepositions, and words of complex syllabic structure.

Without sufficient development of phonemic perception, the formation of its highest level - sound analysis - is impossible. Sound analysis is the operation of mental separation into component elements (phonemes) of different sound complexes: combinations of sounds, syllables and words.

R. E. Levina wrote that “the key formation, the key point in the correction of speech underdevelopment, is phonemic perception and sound analysis.”

In children with a combination of impaired pronunciation and perception of phonemes, the processes of formation of articulation and perception of sounds that differ in acoustic-articulatory characteristics are incomplete.

The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary. We can highlight the following levels:

1. Primary level. Phonemic perception is primarily impaired. The prerequisites for mastering sound analysis and the level of sound analysis activities are not sufficiently formed.

2. Secondary level. Phonemic perception is impaired for the second time. Speech kinesthesia disorders are observed due to anatomical and motor defects of the speech organs. Normal auditory-pronunciation interaction is disrupted - the most important mechanism for the development of pronunciation.

Several conditions are identified in the phonetic-phonemic underdevelopment of children:

Difficulties in analyzing sounds that are disturbed in pronunciation;

With formed articulation, there is no discrimination between sounds belonging to different phonetic groups;

Inability to determine the presence and sequence of sounds in a word.

Features of speech of children with FFDD

The state of sound pronunciation of these children is characterized by the following features:

1 . Absence of certain sounds and replacement of sounds in speech. Sounds that are complex in articulation are replaced by simple ones in articulation, for example: instead of [s], [w]-[f], instead of [r], [l]-[l"], "], instead of voiced - voiceless; whistling and hissing (fricatives) are replaced by the sounds [t], [t"], [d], [d"]. No sound or replacing it with another based on articulatory characteristics creates conditions for mixing the corresponding phonemes. When mixing sounds that are articulatory or acoustically close, the child forms an articulome, but the process of phoneme formation itself does not end. Difficulties in distinguishing close sounds belonging to different phonetic groups lead to their confusion when reading and writing. The number of incorrectly pronounced or incorrectly used sounds in speech can reach a large number - up to 16-20. Most often, whistling and hissing sounds turn out to be unformed ([s]-[s"], [z]-[z"], [ts], [w], [zh], [h], [sch]); sounds [t"] and [d"]; sounds [l], [r], [r"]; voiced sounds are replaced by paired unvoiced sounds; pairs of soft and hard sounds are not sufficiently opposed; there is no consonant "]; vowel[s].

2 . Replacing a group of sounds with diffuse articulation. Instead of two or several articulatory close sounds, an average, indistinct sound is pronounced, instead of [w] and [s] - a soft sound [sh], instead of [h] and [t] - something like a softened [h].

The reasons for such replacements are insufficient development of phonemic hearing or its impairment. Such violations, where one phoneme is replaced by another, which leads to a distortion of the meaning of the word, are called phonemic.

3 . Unstable use of sounds in speech. Some sounds according to instructions in isolation, the child pronounces correctly, but in speech they are absent or replaced by others. Sometimes a child pronounces the same word differently in different contexts or when repeated. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such violations are called phonetic-phonemic.

4 . Distorted pronunciation of one or more sounds. A child may distortly pronounce 2-4 sounds or speak without defects, but cannot distinguish a larger number of sounds from different groups by ear. The relative well-being of sound pronunciation may mask a deep underdevelopment of phonemic processes.

The cause of distorted pronunciation of sounds is usually insufficient development of articulatory motor skills or its impairment. These are phonetic violations that do not affect the meaning of the word.

Knowing the forms of sound pronunciation disorders helps determine the methodology for working with children. In case of phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and gross motor skills; in case of phonemic disorders, the development of phonemic hearing.

In the presence of a large number of defective sounds in children with FFND, the syllabic structure of the word and the pronunciation of words with a combination of consonants are disrupted: instead tablecloth- they say “katil” or “roll” instead bike- "sped".

The state of phonemic awareness in children with FFDD

The nature of impaired sound pronunciation in children with FFDD indicates a low level of development of phonemic perception. They experience difficulty when they are asked, while listening carefully, to raise their hand at the moment of pronouncing a particular sound or syllable. The same difficulties arise when repeating syllables with paired sounds after a speech therapist, when independently selecting words that begin with a certain sound, when identifying the initial sound in a word, when selecting pictures for a given sound. The lack of formation of phonemic perception is expressed in:

Fuzzy differentiation by ear of phonemes in one’s own and someone else’s speech;

Lack of preparation for elementary forms of sound analysis and synthesis;

Difficulties in analyzing the sound composition of speech.

In addition to the listed features of pronunciation and phonemic perception, children with FFDD exhibit: general blurred speech; unclear diction, some delay in the formation of vocabulary and grammatical structure of speech (for example, errors in case endings, the use of prepositions, agreement of adjectives and numerals with nouns).

Development of phonemic hearing. Where to start?

Non-speech hearing

Distinguishing speech sounds - phonemic hearing - is the basis for understanding the meaning of what is said.

When speech sound discrimination is not formed, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - some exactly, and some very approximately.

Lack of phonemic hearing manifests itself especially clearly in school when teaching writing and reading, which are subsequently responsible for the optimal course of any learning process in general.

Therefore, it is no coincidence that both specialists and parents devote a lot of time to working on the development of phonemic hearing. But this work is not always easy and successful. Sometimes parents conscientiously try to follow all the teacher’s recommendations, but do not get any tangible results.

Most likely, this means that the previous stage - the development of non-speech hearing - has not been worked out in sufficient detail.

Speech is dealt with by a structure of the nervous system that is relatively late in origin. Non-speech hearing - the perception of the sound of water, wind, household noises, sounds of music - is much more ancient in origin. As complex mental processes take shape, they rely on and depend on more elementary functions that underlie them and constitute, as it were, the “base” for their development. A child can learn to speak and think only by perceiving.

The formation of speech perception begins with the recognition of natural, everyday and musical noises, the voices of animals and people.

In this case, the discrimination of non-speech sounds must necessarily be accompanied by the development of a sense of rhythm. In order for the image of an object making a sound to be more complete and the child to be able to guess about it based on the situation, this object must be examined, if possible touched, picked up. On the other hand, it is also useful to perform exercises with your eyes closed, analyzing sounds only by ear, without relying on vision. Usually the work begins with the most elementary types of discrimination - “quiet-loud”, “fast-slow”, and musical fragments that are contrasting in rhythmic and emotional structure are selected. It’s good if children, listening to music, begin to sing along, conduct, and dance.It is important to take these exercises seriously and give them as much time and attention as needed.

Proposed games do not require punctual execution; rather, this is a topic for free play improvisation.

1. Miracle sounds. Listen with your child to audio recordings of natural sounds - the sound of rain, the murmur of a stream, the surf of the sea, spring drops, the sound of a forest on a windy day, the singing of birds, the voices of animals. Discuss the sounds you hear - what sounds are similar, how the sounds are different, where they can be heard, which of them seem familiar. You need to start by listening and recognizing sounds that differ well from each other, then - similar in sound. Listen to these same sounds while walking - in winter - the creaking of snow under your feet, the clinking of icicles, the silence of a frosty morning. In spring - drops, the murmur of a stream, the chirping of birds, the sound of the wind. In autumn you can hear the rustling of leaves and the sound of rain. In the summer, grasshoppers chirp, beetles and bees buzz, and mosquitoes ring annoyingly. There is a constant background noise in the city: cars, trains, trams, people's voices. And also the smells. Don’t forget about them either - they are the pillars of your baby’s life.

2. Listen, try how it sounds. Explore the sound nature of any objects and materials at hand. Change the volume and tempo of the sound. You can knock, stomp, throw, pour, tear, clap.

3. Guess what it sounded like. Analyze household noises with your child - the creaking of a door, the sound of footsteps, a telephone ringing, a whistle, the ticking of a clock, the noise of pouring and boiling water, the clanking of a spoon on a glass, the rustling of pages, etc. The child should learn to recognize their sounds with open and closed eyes, gradually it is necessary to accustom him to retain in his memory the “voices” of all objects, increasing their number from 1-2 to 7-10.

4. Noisy boxes. You need to take two sets of small boxes - for yourself and the child, fill them with different materials, which, if you shake the box, make different sounds. You can pour sand, cereals, peas into the boxes, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, listens carefully to the sound. Then he takes his boxes and searches among them for one that sounds similar. The game continues until all pairs are found. This game has many options: an adult shakes several boxes one after another, the child remembers and repeats a given sequence of different sounds. Don't forget to switch roles and be sure to make mistakes sometimes.

5. What it sounds like. Make a magic wand with your child, tap the wand on any objects in the house. Let all the objects in your home sound. Listen to these sounds, let the child remember what it sounds like and find objects that sounded, at your request: “tell me, show me, check what sounded,” “what sounded first, and what then.” Give the wand to the child, let him “voice out” everything that comes to his hand, now it’s your turn to guess and make mistakes. Don't forget to take your magic wand with you on your walk.

A more difficult option is recognizing sounds without relying on vision.

The child answers the questions: “What object did I knock on? And now? What sounds similar? Where have we heard similar sounds?

6. Where they called - determine the direction of the sound. This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”. The child is the driver.

7. Choose a picture or toy. You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what it sounded - and selects the corresponding picture or toy.

8. Create a melody. Enter into a dialogue with your child on instruments - alternate “statements”, listening carefully to each other. When your child plays something fairly structured, repeat his “cue.” Continue the game until the child has worked out his sudden discovery.

9. We practice rhythmic structures. You set the rhythm by tapping it with your hand, for example: 2 beats-pause-3 beats.

The child repeats it. First, the child sees your hands, then performs this exercise with his eyes closed.

Game options:

The child repeats the rhythmic pattern with his right hand, left hand, two hands simultaneously, alternately (claps or hits the table);

The child reproduces the same rhythmic pattern with his feet;

The child comes up with his own rhythmic patterns and controls their implementation.

Possible ways to complicate the task: lengthening and complicating the rhythm, playing sounds of different volumes within the rhythmic pattern. Rhythmic structures can be written: a weak beat is a short vertical line, a strong beat is a long vertical line.

10. Loud and quiet. Ask the child to pronounce a vowel sound, syllable or word loudly, then quietly, drawn out, then abruptly, in a high voice - low. Game option: come up with or remember some fairy-tale characters, agree on which of them speaks what, and then act out small dialogues, recognize your characters by their voices, change roles.

11. Tuning fork. Invite your child to pronounce any poetic text syllable by syllable and at the same time tap its rhythm according to the rules: syllables are tapped (each syllable is one beat), on each word, including prepositions, the hand or foot changes.

12. Know your voice. You need to record on a tape recorder the voices of friends, relatives, and definitely your voice and the voice of your child. Listen to the tape together; it is important that the child recognizes his own voice and the voices of loved ones. Perhaps the child does not immediately recognize his voice on the tape; you need to get used to its sound.

Games for developing phonemic awareness in preschoolers

ECHO

The game serves to exercise phonemic awareness and accuracy of auditory perception.

Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”

Then they appoint a driver - “Echo”, who must repeat what he is told.

It’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).

LIVING ABC

Game for developing sound discrimination.

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

ENCHANTED WORD

The game promotes the development of phonemic hearing and sound analysis of words.

The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.

The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o”.

CONFUSION

A game for developing sound discrimination.

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

You need to ask the child, what did the poet mix up? What words should be used instead of these?

WE WILL FIX YOUR DAMAGED PHONE

A game for developing phonemic awareness.

It is best to play with three people or an even larger group. The exercise is a modification of the well-known game “Broken Phone”. The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word “on the phone.”

The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should carefully monitor that differences and distortions are reproduced by the child correctly.

Games fordevelopment of auditory attention

Guess what it sounds like

You need to show your baby what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a rattle sounds like). Then you need to reproduce the sounds so that the child does not see the object itself. And the child must try to guess what object makes such a sound.

Sun or rain

The adult tells the child that they will now go for a walk. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then the adult says that it started to rain (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the child that he must listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.”

Conversation in a whisper

The point is that the child, being at a distance of 2 - 3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.

Let's see who's talking

Prepare images of animals for the lesson and show your child which of them “speaks the same way.” Then portray the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “talks” like that.

We hear the ringing and know where it is

Ask your child to close his eyes and ring the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand.

Development of phonemic hearing

Give me a word

Read to your child a poem that is well known to him (for example: “It’s time to sleep, the little bull fell asleep...”, “They dropped the bear on the floor...”, “Our Tanya is crying loudly...”). At the same time, do not say the last words in the lines. Invite your child to say the missing words himself.

Little teacher

Tell your child that his favorite toy wants to learn how to speak correctly. Ask your child to “explain” to the toy the name of this or that object. At the same time, make sure that the baby pronounces the words correctly and clearly.

Games with sound symbols

It is necessary to depict sound symbols on cardboard cards measuring approximately 10 x 10 cm. The symbols are drawn in red, since the child is first introduced to vowel sounds (the sound “a” is a large hollow circle; the sound “u” is a small hollow circle; the sound “o” " - a hollow oval; the sound "and" - a narrow red rectangle).

Progress of the lesson:

show the child the symbol and name the sound, clearly articulating: the child should see your lips clearly;

relate the symbol to the actions of people or animals (the girl cries “ah-ah-ah”, the locomotive hums “oo-oo-oo”, the girl groans “oo-oo-oh”, the horse screams “ee-ee-ee”)

pronounce the sound with your child in front of the mirror and draw the child’s attention to the movement of the lips (when we pronounce the sound “a” - the mouth is wide open; when we pronounce “o” - the lips look like an oval; when pronouncing “u” - the lips are folded in a tube; when pronouncing “and” - lips stretched into a smile)

After the child has mastered these sounds, you can move on to the tasks:

Catch the sound

The adult pronounces vowel sounds, and the child must clap his hands when he hears the given sound.

Attentive baby

The adult names the sound, and the child must show the corresponding symbol.

Conductor

Draw the given letter in the air with your child’s hand. Then have your child try it on their own.

Architect

Form the given letter using sticks or matches. Then have your child try to do it on their own. Help him if necessary.

Choir member

We sing the given sound with different intonations.

Broken TV

You need to make a TV screen with a cut out window out of a cardboard box. Explain to the child that the sound on the TV has broken and therefore it is impossible to hear what the announcer is saying (the adult silently articulates vowel sounds in the TV window). The child must guess what sound is being pronounced. Then you can switch roles.

Sound songs

Invite your child to compose sound songs like “a-u” (children scream in the forest), “u-a” (a child cries), “ee-a” (a donkey screams), “o-o” (we are surprised). First, the child determines the first sound in the song, singing it drawn out, then the second. Then the child, with the help of an adult, lays out this song from sound symbols and reads the compiled diagram.

Who is first

Show your child a picture of an object that begins with the vowel “a,” “u,” “o,” or “i.” The child must clearly name what is drawn in the picture, emphasizing the first sound in his voice (for example, “oo-oo-oo-duck”). The child must then choose the appropriate symbol.

By the age of 3-4 years, the child’s phonemic perception improves so much that he begins to differentiate first vowels and consonants, then soft and hard, sonorant, hissing and whistling sounds.