Working with a child who stutters. Working with children who stutter in speech therapy classes at school - document

The main directions of correctional work with children who stutter:

1. Respect for silence

2. Correct speech breathing.

3. Articulation gymnastics and articulation massage.

4. Normalization of the prosodic side of speech.

5. Psychological method of treating stuttering.

6. Application of new computer programs.

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Main directions of correctional work with people who stutter

children

Stuttering is a complex speech disorder, to overcome which a complex of various correctional works is used, consisting of therapeutic and pedagogical measures. When eliminating stuttering, it is necessary to influence the entire body of the stutterer; work should be carried out aimed at normalizing all aspects of speech, motor skills, mental processes, and developing the personality of the stutterer. When organizing correctional work, one should rely on the results of a comprehensive examination of a person who stutters, which make it possible to take into account the specific form of disturbance in the rhythm and fluency of speech and, accordingly, determine the main directions of treatment. Corrective methods involve the joint work of a neurologist, speech therapist, and educational psychologist.

From the above, we can conclude that both examination and correction of stuttering should be based on an integrated approach.

The leading direction of speech therapy intervention for children who stutter is work on speech, which consists of several stages and begins, as a rule, with observing a regime of silence (the duration of the stage is from 3 to 10 days). Thanks to this regime, previous pathological conditioned reflexes, since the child no longer produces his convulsive speech. Also, during the period of silence, the stutterer calms down psychologically; he no longer has to worry about his defect. After the end of the silence regime, there is a transition to work directly on speech, which will now take place in conditions more favorable for relieving speech spasms.

Since play is the leading activity of preschoolers, in speech therapy practice most often work on speech development with children of this age is carried out in a relaxed manner. game form. This is what happens in the game comprehensive development child, not only speech is formed, but also thinking, voluntary memory, and independence. It is on the basis of this approach that the personal deviations of stuttering children are corrected and their speech is trained.

Correction of speech communication in school-age children is closely related to the leading at this age educational activities. During speech therapy work, schoolchildren receive enough skills and abilities necessary for active use acquired knowledge in order to adequately interact with other people in the process of performing various types of activities in a variety of life situations.

It should be noted that for successfully overcome stuttering, it is necessary to organize speech therapy classes in such a way that stuttering is completely absent. To achieve this goal, speech therapists use forms of speech that help relieve speech spasms. These types include:

conjugate speech (speech together with a speech therapist);
reflected speech (repetition of individual words and small phrases after the speech therapist, while maintaining a given tempo and rhythm of speech);
rhythmic speech (beating a rhythm on each syllable or stressed syllable in a word);
whispered speech.

The transition to independent speech is carried out gradually, only at the final stages of speech therapy work does the child switch to emotional speech.

Researchers and practitioners have developed other specific techniques for correcting the speech of children who stutter. N.A. Cheveleva developed a method for eliminating stuttering in schoolchildren in the process of manual activity. Speech education using this method takes place in several stages: accompanying speech based on visual objects and actions, concluding speech about a completed action, preliminary speech without relying on a past action, consolidation of active speech or contextual speech. A.V. Yatrebova’s methodology is based on slightly different theoretical positions. She proposed a system of correctional education based on the use of the complex in working with children who stutter communication exercises aimed at developing their free communication skills.

Despite the fact that in speech therapy practice a large number of various techniques and methods aimed at working on the speech of children with stuttering, many experts are still of the opinion that it is necessary complex treatment this violation.

The basis for correct speech is correct speech breathing. It has been established that the most correct and convenient for speech is diaphragmatic-costal breathing, when inhalation and exhalation are performed with the participation of the diaphragm and intercostal muscles. The lower, most capacious part of the lungs is active. Upper sections chest, and the shoulders remain practically motionless.

In children who stutter, at the time of emotional arousal, the clarity of speech is usually impaired, and breathing becomes shallow and arrhythmic. Often children generally speak while inhaling or holding their breath. Therefore, the most important goal of speech therapy in eliminating stuttering is the education of correct speech breathing.

To develop speech breathing skills, the following is most often used:

breathing exercises;
exercises to develop the skills of correct full inhalation;
exercises to train proper exhalation;
breathing exercises with movements.

In speech therapy work on the speech breathing of people who stutter, breathing exercises by A. N. Strelnikova are widely used.

It is also known that when stuttering, the strength, speed, range of movements of the articulatory apparatus, and switchability from one articulatory structure to another are impaired, so it is very important for a child who stutters to learn to relax and control muscle tension, remove clamps and spasms of the articulatory apparatus. The authors of the most common methods for eliminating stuttering use such correction techniques as articulatory gymnastics and articulatory massage.

Articulatory gymnastics helps to achieve clarity of pronunciation, relieve tension in the articulatory and facial muscles, and develops strength, accuracy, and coordination of movements. To achieve the above goals, the muscles of the lower jaw, lips, tongue, muscles of the pharynx and soft palate, facial muscles are trained, and static and dynamic exercises are used. When performing gymnastics, it is important to form differentiation in the inclusion of various muscles, smoothness, symmetry and arbitrariness of articulatory movements.

Articulation massage has a great influence on the nervous system of a stuttering child. This is reflected in changes in general nervous excitability, lost or reduced reflexes are revived, and the overall state of the central nervous system changes. Also, when exposed to massage, tension in spastic muscles is relieved, and, conversely, the tone of weak and flaccid muscles of the articulatory muscles increases, the volume and amplitude of articulatory movements increases, and those groups of peripheral muscles are activated. speech apparatus who had insufficient contractile activity. The main massage techniques are stroking, rubbing, firm pressure, vibration and effleurage.

Since the speech of children who stutter is poor in intonation and monotonous, another main area of stuttering correction is considered to be working on the expressiveness of speech.

Logical expressiveness – the most important condition any type of speech. This includes:

intonation;
logical stress;
logical pause.

Normalization of the prosodic aspect of speech includes the following tasks:

Development of the skill of intonation design of syntagmas and phrases in accordance with the four main types of intonations of the Russian language (interrogative, exclamatory, complete and incomplete).
Normalization of the process of speech pausing.
Formation of the skill of intonation division and highlighting the logical centers of syntagmas and phrases.

Work on intonation is carried out on the material of sounds, words, sentences, and small texts. The main elements of intonation exercises are the development of ascending and descending intonation, and work is also carried out on the rhythmic and intonation division of the speech flow. Children are recommended to observe the speech of the people around them, which allows them to compare and analyze intonation-colored and monotonous sound.

When stuttering, a variety of motor disorders are noted (instability of muscle tone, uncoordinated and chaotic movements, slow switching from one series of movements to another, tricks and auxiliary movements), as well as disturbances in the tempo and rhythm of speech. Experts believe that these disorders require a complex intervention for their correction, which must necessarily include speech therapy rhythms.

To overcome stuttering, speech therapy rhythms provide the following:

develops general motor skills, motor skills of the arms, hands, fingers;
normalizes the pace and rhythm of speech movements;
develops speech prosody;
helps to overcome various kinds unnecessary, including accompanying movements;
develops breathing, the correct ratio of inhalation and exhalation;
helps relieve speech convulsions;
develops auditory and visual perception, attention and memory.

The means of speech therapy rhythm is a system of gradually more complex rhythmic and musical-rhythmic exercises and tasks that underlie the motor, musical and speech activity of children.

A separate work by G. A. Volkova is devoted to the issue of the need for a phased and differentiated use of speech therapy rhythms in the correction of stuttering. Another effective technique based on the rhythmization of speech was proposed by L. Z. Harutyunyan. A feature of this speech therapy technique is the synchronization of speech with the movements of the fingers of the leading hand, which determine the rhythmic and intonation pattern of the phrase.

Constant difficulties in speech traumatize the psyche of sick children, causing various neurotic disorders. That's why great importance used in the treatment of stuttering various forms psychotherapeutic influences: group psychotherapy, autogenic training, self-hypnosis, hypnosis, relaxation exercises. All these forms are used so that a stuttering child can learn to voluntarily relax his muscles, free himself from excess tension and fatigue, and feel calm and relaxed.

First psychological method treatment of stuttering was outlined in the work of G. D. Netkachev. Modern technique, which most fully takes into account different sides clinical and psychological picture of stuttering, proposed by V. M. Shklovsky.

However, not all experts recognize the effectiveness of psychotherapy in the complex treatment of psychological disorders in children who stutter. Neurologists most often use medications (tincture of motherwort, phenibut, tranquilizers) to normalize the activity of the central and autonomic nervous system, eliminate seizures, and normalize the psychological state of the patient. But, unfortunately, the question of which method is more productive remains open.

However, most experts agree that to treat the nervous system, it is not enough just to take appropriate medications or perform special procedures. We should start with provisions for people who stutter comfortable conditions life that would help strengthen the nervous system and the entire body as a whole. These conditions include:

correct daily routine;
proper nutrition with the exception of foods that have a stimulating effect on the nervous system (spicy foods, chocolate, strong coffee);
restful and sufficiently long sleep (daytime rest is especially important for children);
sufficient stay for fresh air(walks);
do not overload the child with homework, since any physical and mental stress will result in an increase in stuttering;
full-fledged summer rest without overheating in the sun;
hardening;
practicing calm and least dangerous sports (such as swimming, cycling, skating and skiing);
avoiding watching psychologically traumatic and frightening television programs; after watching such programs, children are haunted by nightmares;
ensuring a calm environment in the family, avoiding stressful situations, forcing the stutterer to remain in a state of nervous tension;
a calm and friendly attitude of parents towards a stuttering child.

For complete stabilization mental health for children who stutter, it is also considered necessary to carry out consultative and methodological work with teachers, which is aimed at ensuring favorable conditions to influence the child, to create the right attitude towards him in kindergarten, school.

Currently, new computer programs are widely used to treat stuttering -"Breathmaker" and "Zaikanie.net", with the help of which it was possible to createartificial connection between the auditory center and the center of speech pronunciation. The essence of these programs is that when a child speaks into a microphone, through headphones, his own speech is returned to him, but already corrected by a computer. It sounds smooth and without stuttering. The computer delays words for a fraction of a second and thereby slows down the overexcited speech production center. Therefore the child will not say next word until he hears the previous one. The processed speech that is fed into the headphones is also amplified. The brain is forced to choose a more powerful (correct) signal. Thus, the children’s speech stabilizes.By the end of training, a person who stutters loses the readiness of the muscles of the speech apparatus to spasm, causing stuttering. The child not only stops stuttering, but also acquires the ability to speak beautifully and expressively.

Already in antiquity, Hippocrates, Aristotle and others tried to eliminate stuttering using therapeutic methods. From the 1st century AD Until the 19th century, surgical methods were used to treat stuttering (Fabricius, Diefenbach). In the 19th century they began to develop didactic methods education of correct speech, as well as psychological methods (Bertrand, Schultes, H. Laguzen, G.D. Netkachev).

The greatest merit in correctional work belongs to I.A. Sikorsky, who in 1889 first characterized stuttering as a neurosis. Various options and combinations of the complex method were developed by N.A. Vlasova, S. Ya Lyapidevsky, V.I. Seliverstov, N.E. Khvattsev and others.

The first domestic traditional method of overcoming stuttering in preschoolers was proposed by N.A. Vlasova, E.F. Rau. This technique is still used today. This methodology includes the following sections:

· a system of gradually more complex exercises and speech situations;
· system of development and correction of speech in general;
· system of development of speech and general motor skills;
· psychotherapeutic and educational influence.

According to this methodology, work is carried out taking into account the sequence of formation of forms of mechanical speech of different accessibility. So N.A. Vlasova identified 7 levels of speech difficulty: 1) conjugate speech, 2) reflected speech, 3) answers to questions about a familiar picture, 4) independent description of familiar pictures, 5) retelling of a short text heard, 6) spontaneous speech (story based on an unfamiliar picture), 7) normal emotional speech: conversations with a speech therapist, other children, strangers.

The work also proposes a system for overcoming stuttering during the game by G.A. Volkova. Game is the leading activity of children preschool age.

Gaming activities can also be used as a means of educating children who stutter, to correct their speech and, at the same time, personal deviations. When using a game system when working with children who stutter, the teacher must keep in mind: the psychophysical characteristics of the children; manifestations of stuttering (form and type of convulsions, degree of their severity); type of speech being brought up (conjugate, reflected question-and-answer, independent); microsocial environment; features of play activity of well-spoken children; didactic principles; children's age.

All games are played with subsequent complication of plots, speech material and methods of implementation.

For the development of all types of speech of stuttering children aged 3-5 years, games with singing (round dances with dance movements) are of paramount importance. They are held in almost every lesson. Further consolidation of the active behavior and speech of stuttering children takes place in the process of outdoor games , which are in second place in terms of importance. Outdoor games in pedagogy are divided into games of large, medium and low mobility. When working with children who stutter, games of the last two types are used mainly, since games of great mobility disrupt the breathing rate, which is not normal in children who stutter.

In outdoor games, children move with pleasure and speak in rhythm with their movements. However, we must remember that playing with a ball is difficult for children aged 3-5 years, so it is better to use ribbons and flags. Outdoor games help prepare children to master independent speech. Changing the presenters, the speech pathologist (educator) pronounces the words with everyone. With reflected speech, the child, having begun to speak after an adult, finishes the phrase independently.

Outdoor games normalize the motor skills of children who stutter: during the game they have to respond to some signals and refrain from moving during others, combining movements with the rhythm of speech.

Didactic games are especially useful for children with general speech underdevelopment. Usually, before eliminating stuttering, a speech pathologist teacher works to correct sound pronunciation, since sometimes with correction mispronunciation Stuttering also disappears. But if stuttering has already affected the child’s behavior, tongue-tiedness and stuttering are corrected in parallel. Games on onomatopoeia, with collapsible toys, lotto, dominoes, and on a certain sound normalize pronunciation, and a calm manner of conducting them has a positive effect on children’s behavior. Clear and certain rules in didactic games, children's speech stereotypes to accurately express their thoughts clear their speech of unnecessary words.

Following didactic games in importance are dramatization games. poems, prose, tabletop theater games and creative games (first at the suggestion of an adult, then at the idea of the children themselves).

In working with stuttering children aged 5-6 years, the leading place is occupied by games-dramatization of a poetic text. Dramatization games prepare children for detailed, coherent and consistent presentation of thoughts, develop the speech of children who stutter, teach them intonation expressiveness, develop movements, cultivate moral qualities, creative activities, sociability, organizational skills, instill in children the ability to be in a group of peers. The verbal material children learn contributes to freedom of communication.

Singing games are no less important for this age group. During the period of teaching children conjugate speech, children sing and play together with the speech pathologist (educator), when reflected, the adult begins the song, and the children repeat the chorus and perform the actions; during question-and-answer speech, the child leader sings, and the rest answer him in chorus or one at a time.

Corrective work on the game system is carried out in several stages.

At the first stage The teacher-defectologist examines the state of children’s speech during activities, studies their behavior in games and when performing routine tasks, identifies the personal characteristics of each, carries out correction of breathing, voice, development of the dynamics of the speech apparatus, draws up an individual and joint work plan with the teacher.

Second phase -- stage of maximum speech restriction. Its goal is to slow down pathological reflexes in children to incorrect speech, accompanying movements and actions, use unnecessary words. This stage includes a period of silence (3-6 days) and a period of whispered speech (10-12 days). During this time, children who stutter develop attention, perseverance, imitation, and general and manual motor skills.

At the third stage (lighter forms of speech), children develop a soft voice, unified pronunciation, expressiveness of speech, and duration of exhalation. At the same time, work is underway to educate children who stutter arbitrary behavior. On at this stage Elements of creative games are introduced in classes at the suggestion of a speech pathologist teacher. Homework materials include board games, didactic games, outdoor games, and conjugate-reflective recitation of nursery rhymes, poems, excerpts from fairy tales, etc. by children together with their parents.

At the fourth stage The speech pathologist continues to work on correcting the behavior and speech of children who stutter. The selection of games can be very different: games with singing, didactic, active games with rules, dramatization games, creative ones. Required condition is respected in all games dialogical speech in question and answer form.

The purpose of the fifth stage - education of independent speech. A teacher-defectologist creates big number game situations in which retellings of a previously prepared text are organically included.

In the speech therapy sector of the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR, a representative psychological school R. Levina has developed the following technique for overcoming stuttering. The authors proposed using mechanical methods in the traditional method, i.e. unproductive forms of speech. However, it was later proven that, under certain conditions, independent speech is available to a child who stutters from the first days of correctional intervention, provided that the material must be accessible. Then there is a gradual complication of the material. This technique includes the following stages:

1. Propaedeutic, which is designed for 4 lessons ( organizational stage in order to instill behavioral skills in children: a speech therapist speaks during 2-3 lessons, and a regime of limited speech, but not silence, is introduced for children).
2. Accompanying speech: 16 lessons in which children perform various actions ( manual labor, drawing and answer the speech therapist’s questions).
3. Closing Speech Stage: 12 sessions in which children have to describe the work they have completed or part of the work. Along with accompanying speech, accompanying speech continues to be used.
4. Pre-speech stage: 8 lessons. This is a more complex form of speech, because the child speaks not about what he has done, but about what he will do. In this situation there is no reliance on the visual image. This type should be switched to when children already freely use accompanying and final speech.
5. The final stage: consolidation of independent speech skills.

An article about an integrated approach to the correction of stuttering in adults and adolescents, used in the Center for Neurological Neurosurgery in the Department of Logoneurosis.

The article includes a general work plan. In the future, I intend to send material that will tell more specifically about developments in this area.

Speech therapy work to correct stuttering in adults and adolescents

Stuttering is not always eliminated in childhood. Every adult who stutters who decides to get rid of a speech disorder will have to face more established pathological stereotypes of the course of the disorder. speech act and with more pronounced psychological problems.

A neurodefectologist-speech therapist, working with adults who stutter, needs to help the patient coordinate breathing, vocal and articulatory processes, “feel” this coordination and bring it to automaticity. There are a number of benefits to speech therapy work for adult patients. They study meaningfully and consciously. They can use the will to achieve their goals. At the same time, everyone understands that stuttering is a very complex speech disorder that requires systematic, consistent work.

Speech therapy work is considered as a system of correctional and pedagogical measures aimed at the harmonious formation of the speech of people who stutter, taking into account the need to overcome or compensate for the defect.

Speech therapy influence in the Center for Logoneurosis in the Department of Logoneurosis is carried out in two directions: direct and indirect.
Direct speech therapy intervention is implemented during group and individual lessons with people who stutter. These classes provide for the development of general and speech motor skills, normalization of the tempo and rhythm of breathing and speech, and activation of verbal communication.

In classes, psychological deviations in behavior are eliminated for people who stutter, and the correct attitude towards the defect is developed. Individual lessons are conducted if additional exercises are needed to develop correct speech skills.

Indirect speech therapy is a system of speech therapy for all routine moments for patients. Speech mode for adolescents and adults involves their selection of the necessary speech exercises, their understanding of the requirements of correct speech, and systematic training of correct speech skills in different conditions.

The speech aspect of speech therapy classes includes the regulation and coordination of respiratory, vocal and articulatory functions, and the education of correct speech.

Based on the position that “stuttering is a discordinative convulsive speech disorder that occurs in the process of communication through the mechanism of systemic speech-motor neurosis, and is clinically represented by primary, actual speech, and secondary disorders, which often become dominant in adults. As with other neurotic disorders, the mechanisms of this speech motor neurosis involve psychological, socio-psychological and biological factors. In many cases of stuttering, the so-called organic “soil” is noted in the form of cerebral deficiency of various origins.”, at the Center for Stuttering, a comprehensive treatment system was developed, which combines speech therapy classes and active psychotherapy, combining various variants of the suggestive method with work on restructuring disturbed personality relationships, including through the use of modern group psychotherapy. All work is carried out in close contact with a speech therapist, psychologist, psychotherapy doctor, psychiatrist, neurologist, specialists in physical therapy, massage and other methods." book V.M. Shklovsky “Stuttering”. M. 1994. p. 8., p. 176.

Speech therapy work in a day hospital consists of: a diagnostic period and a period of restructuring pathological skills in the system of a comprehensive method of treating stuttering.

Diagnostic period

In order to establish a final diagnosis and outline a treatment plan, it is necessary to conduct a thorough examination of the patients by all specialists in the department (psychiatrist, psychotherapist, neurologist and speech therapist).

Survey speech function for people who stutter, it is carried out according to methods generally accepted in speech therapy (L.I. Belyakova, E.A. Dyakova, E.V. Oganesyan, I.A. Povarova). The scheme of speech therapy examination includes the study of the state of the structure and mobility of the articulatory apparatus, speech breathing, voice, rate of speech. When studying speech and motor disorders, the localization and form of speech spasms, the duration and frequency of their manifestation, the presence of accompanying movements, verbal, motor and psychological tricks, the attitude of the subject to stuttering, and the degree of fixation on it are considered. Anamnestic and clinical data determining possible reasons appearance of stuttering, the group to which the patient can be classified according to V.M. Shklovsky’s classification is determined:

Group 1 - patients who did not have persistent neurotic disorders. Speech defect(it can be expressed very strongly) of these stutterers did not significantly influence the development of their personal and social status.

Group 2 - patients with persistent neurotic disorders. The speech defect (it can be very pronounced) of these stutterers influenced the development of their personal and social status.

Group 3 - patients who have even more pronounced neurotic disorders, combined with anxious suspiciousness and an insurmountable fear of speech.

The period of restructuring of pathological speech skills consists of three stages:

- preparatory stage

At this time, speech therapy classes are conducted to develop speech techniques according to the plan:

1. Removal muscle tension. Staging diaphragmatic breathing. Practicing long, uniform speech exhalation on sounds, a standard, automated series, in a phrase.

2. Work on a soft attack of sound, on unity, smoothness of voice, flight, height, strength of voice, prolonged pronunciation of vowel sounds, expanding the range of voice modulations, intonation of speech.

3. Normalization of speech rate.

4. Rhythmic speech with the support of the leading hand, gradual collapse of the external support, transition to the internal rhythm.

5. Pausing speech.

6. Work with articulation.

7. Use of facial expressions and gestures in verbal communication.

- the stage of consolidating rhythmic speech techniques on simple speech material.

1. Reading poetic texts with a short and a longer line.

2. Reading the roles of fables.

3. Reading aloud prepared and unprepared texts of varying complexity.

4. Retelling the texts read.

5. Dialogues based on the material read.

The stage of automation of rhythmic and prosodically colored speech techniques on complicated speech material.

1. Automation of speech technique skills with their introduction to all types of speech activity and various situations.

2. The transition from prepared forms of speech to independent improvisations.

3. Formation of readiness for verbal communication in various life situations.

4. Developing resistance to speech and psychological difficulties that arise in life situations after completing the course of treatment.

Three months of systematic training is the minimum that will allow a stuttering teenager or adult to understand, feel and consolidate the acquired techniques in speech. Further automation of continuous and fluent speech will require at least another year of supervision by a specialist.

Irina Alexandrova
Specifics of individual work with children who stutter

According to statistical data from a survey of children over the past 5 years at the time of enrollment in the group, the following were identified: indicators:

55% of children with tono-clonic stuttering;

30% of children with clonotonic stuttering;

15% – with clonic stuttering.

40% of children with severe severity, 51% with moderate severity, 9% of children with weak degree severity of the defect.

Stuttering got worse

60% of children have level 3 OHP;

38% of children have FFND;

All children are characterized by disturbances in the tempo-rhythmic aspect of speech,

Widely represented software - methodological complex, used for individual speech therapy work with children who stutter.

"Speech therapy program working with children who stutter» S. A. Mironova

Methodology of L. Z. Andronova - Harutyunyan "How to treat stuttering» ,

Technology of I. G. Vygotskaya, E. G. Pellinger, L. P. Uspenskaya “Elimination stuttering in preschoolers in play situations”,

V. I. Seliverstova « Speech games With children» ,

S. Dubrovskoy ,

M. Yu. Kartushina "Logorithmic exercises with children 5-6, 6-7 years old",

N. Yu. Kostyleva "Show and Tell".

I. A. Agapova, M. A. Davydova

Having studied this methodological literature, the structure of speech disorders in children, the goal was determined individual classes – harmonious formation of speech and personality children who stutter.

Tasks set:

o develop and improve speech skills free from stuttering;

o develop speech breathing, correct, non-strained vocal delivery and articulation;

o develop gross, fine motor skills;

o improve prosodic components of speech;

o educate children correct behavior in the team and society.

Components show clearly specifics of individual work:

Relaxation and relaxation training

Normalization of general, fine and speech motor skills

Smooth speech technique training

Development of facial expressions and prosody

Formation and improvement of the correct general and speech behavior

In accordance with the requirements of the Program, in groups for children with stuttering are held daily individually– subgroup lessons lasting 10-15 minutes.

Individual correction work is divided into 3 stages:

First stage:

Formation of muscle relaxation in contrast to tension in individual parts of the body and the whole body per word - symbol "five".

Establishing diaphragmatic breathing, learning to combine long exhalation with relaxation.

Teaching smooth articulation of vowel sounds on a soft attack of the voice.

Learning the correct movements of the fingers of the dominant hand.

Cultivating a bold, unforced posture and a confident look.

Observing a child during a seizure stuttering, Can see how all the muscles of the face, respiratory organs, body, arms, legs tense, as tense muscles "not manageable". When eliminating stuttering individually exercises are carried out that calm and relieve emotional stress.

In sets of relaxation exercises, we use the generally accepted technology of I. G. Vygotskaya, E. G. Pellinger, L. P. Uspenskaya “Elimination stuttering in preschoolers in play situations.” The authors suggest teaching relaxation using preliminary exercises to tense certain muscles.

At the beginning, children learn to tense and relax the most familiar, large muscles of the arms, legs, body, neck, and lower jaw.

For example, children are asked to clench their fists forcefully, then relax, while explaining that only soft hands can easily perform any action we desire.

In the future, when performing each exercise, attention is drawn to how pleasant the state of non-tension and calm is.

When teaching children to relax, the speech therapist compares the body with a rag doll, the soft stomach with a deflated balloon, the neck and head with a ball in the water, etc.

Scientists have found that with sufficiently complete relaxation of the muscles, the level of wakefulness of the brain decreases and the person becomes more suggestible. Successful mastery children muscle relaxation makes it possible to move on to targeted suggestion, i.e. influencing their will and consciousness with a word.

U stutterers breathing is shallow, arrhythmic, inhalation and

exhalation. The goal of training correct speech breathing is individual lessons - development long, smooth exhalation, clear and relaxed articulation. Speech breathing training, voice improvement and articulation refinement are carried out simultaneously.

Technologies used:

I. G. Vygotskaya, E. G. Pellinger, L. P. Uspenskoy,

V. I. Seliverstova,

S. Dubrovskoy “The famous breathing exercises by Strelnikova”,

M. Yu. Kartushina,

N. Yu. Kostyleva.

It has been established that the most correct and convenient for speech is diaphragmatic-costal breathing, when inhalation and exhalation are performed with the participation of the diaphragm and movable ribs. When establishing speech breathing, we teach children to inhale through their mouths, through slightly parted lips. (slit). An open mouth allows you to relieve muscle tension in the jaw and larynx and is a natural start to free speech. After inhaling, we teach you to take a short pause and then exhale long, smoothly. The duration of inhalation and exhalation should be the same.

The palm helps control correct speech breathing, laid by the child, to the diaphragm area.

Daily from children phonetic gymnastics is carried out.

Sound massage, i.e. singing with hand movements, is the simplest and most accessible way to prevent, improve a child’s health, and eliminate uneven voice development.

Sounds a – massages the chest area,

and - vibrate the throat,

s – brain,

e o u – lungs, heart, liver, stomach,

m – vibration of the lungs, bronchi, trachea,

b d k – when pronounced on a solid attack, contributes to

sputum discharge,

r in combination with vowels helps with asthma.

Beautiful, flexible hands, active, wide movements, positive emotions - all this has an impact beneficial influence on psychological and physical health children.

From the first individual lessons, work is being done to normalize

general and speech behavior, the so-called "Pose five", pose of a brave man. It is explained to the children that such a person stands calmly, legs slightly apart, relaxed, mouth slightly open, boldly looking into the eyes. (Compared to a young tree)

Various game situations, where children can move, but at the teacher’s signal, when they hear a loud, drawn-out FIVE, they must stand in the appropriate position.

Subsequently, before the beginning and at the end of the speech utterance, the teacher

pronounces FIVE, thereby teaching children to control relaxation in the speech process.

Finger movements help children relax, begin a speech act slowly and smoothly, highlight logical stress in a phrase, set the pace and syllabic rhythm of speech.

For more efficient work teachers of our group a special simulator has been developed.

At the beginning of the correctional work basic exercises are practiced individually.

Stage 2 individual work.

Consolidating the skills acquired by children.

Learning to synchronize speech with the movements of the fingers of the dominant hand.

Job over the expressiveness of speech on memorized texts.

Nurturing bold speech behavior.

Children's relaxation is carried out using the technologies of Vygotsky, Pellinger, Uspenskaya, as well as Agapova, Davydova “Fun psycho-gymnastics, or how to teach a child to manage himself”

For children, relaxation is presented as a special game. Suggestion is carried out in the form of a rhyming text that is understandable and easy to remember children. Subsequently, many children use them independently.

Experience shows that as a result of using relaxation, many children’s sleep improved and they became more balanced and calm.

Stage 3 individual work.

Automation of speaking skills with a hand in the classroom. Introduction of formulas for correct speech.

Improving speech expressiveness.

Conducting speech training with gradual complication of the communication situation.

At the end of the first year of study, formulas for correct speech are introduced, which undoubtedly serves as a reminder for children to construct sentences and calm behavior.

In the second year of study more attention is paid to the prosodic components of speech in various communication situations, improving general and speech behavior. Individual training takes place in a speech therapist’s office, kindergarten groups, on the street, and in social institutions.

Conclusion: Given specificity helps children with disabilities individually improve speaking technique without stuttering, contributes to the further normalization of speech expression, psychophysical state and social behavior children.

Stuttering is not a disease, but a manifestation of the disease, one of its symptoms. Accordingly, in order to talk about treatment tactics for stuttering, it is necessary to establish exactly what disorder it is a manifestation of...

A large number of methods have been developed to get rid of stuttering. It is difficult to say which technique is suitable in each specific case. Today we bring to your attention the technique described in V.M. Lykov’s book “Stuttering in Preschool Children” (M., 1978).

The essence of stuttering

Stuttering is a fairly common phenomenon. However, everyday observations show that adults do not have a clear idea of stuttering, a clear understanding of the psychology of people who stutter, or knowledge of evidence-based ways of prevention and treatment.

Stuttering is not only difficult speech disorder, but also a disease of the whole organism. And therefore, along with pedagogical measures, children who stutter need special restorative treatment.

Surveys of parents showed that for the most part they understand stuttering as a kind of “mechanical breakdown” of sound pronunciation and do not associate it with complex mental processes. Hence the purely formal approach to the education and training of people who stutter.

How modern science interprets this phenomenon? Based on the teachings of I.P. Pavlov, stuttering is considered as private view neurosis - logoneurosis (speech neurosis), resulting from functional impairment higher nervous activity.

It is known that two interrelated and interdependent processes continuously occur in the cerebral cortex - excitation and inhibition. Normally, balancing each other, they create peace and well-being for the entire body, the so-called state of comfort. But when the mutual balance of these processes is disrupted, a phenomenon arises that I. P. Pavlov figuratively called a “collision.”

The diseased focus formed as a result of such a “collision” changes the interaction between the cortex and subcortex. Having escaped the control of the cortex, subcortical formations begin to send random impulses to the cortex, including the speech production zone, causing the appearance of convulsions in various parts of the speech apparatus (larynx, pharynx, tongue, lips). As a result, some of its components fire earlier, others later. The pace and smoothness of speech movements is disrupted - vocal cords tightly close or open, the voice suddenly disappears, the words are pronounced in a whisper and prolongated (elongated) - pp-field, bbb-be-birch, which is why the thought is expressed vaguely, is not brought to the end, and becomes incomprehensible to others.

In this regard, the question arises: “What factors negatively affect the normal course of excitation and inhibition?”

There are several reasons. But the main one is weakness of the nervous system, most often caused by infectious diseases (complications after measles, encephalitis), sluggish chronic pathology - rheumatism, pneumonia, etc.

Sometimes children are born with a weakened nervous system, which is the result of an unfavorable pregnancy.

We have named a group of causes of a pathogenic nature, but there is also another group - defects in education. An abnormal household environment, quarrels between parents in the presence of a child, an uneven attitude towards him (shouts, intimidation, punishment), and finally, different demands in the family hurt the child’s psyche and lead to a speech disorder.

Many other factors are known to science and practice, for example, left-handedness, imitation, hesitations in speech, impaired sound pronunciation, speech underdevelopment, etc. By the way, both lag and excessive rapid development speech, encouraging children to master difficult words and suggestions. It also happens that a child, imitating the sloppy speech of those around him, tries to quickly express his thoughts, gets confused, gets confused in sounds and begins to stutter.

However, for the manifestation of stuttering it is not enough the listed factors. A kind of impetus, a trigger for stuttering, are such irritants as fear, conflict situations, heavy emotional experiences. From here it becomes clear why children more often begin to stutter after illnesses: a weakened nervous system reacts sharply to strong stimuli, to a rude shout, etc.

Stuttering in most cases is associated with fear (animal attacks, car collisions, fires, drowning, rooster crowing, punishment, emotional stress). Indeed, about 70 percent of stuttering cases are associated with mental trauma.

They may object: “Many children get scared, but not all of them stutter.” What is true is true. To be or not to stutter depends entirely, as we have noticed, on a number of incidental circumstances - the state of the nervous system at the time of mental trauma, the strength of the traumatic stimulus, etc.

Stuttering usually develops in children between two and five years of age, i.e., during the most rapid period of speech development. In the system of other mental processes, speech is the most fragile and vulnerable due to its “youth”, and therefore loads on the nervous system directly or indirectly affect speech activity. Young children lack strong inhibitory reactions. Babies are easily excited, and excitement can lead to convulsions, including convulsions of the speech apparatus - stuttering. Stuttering occurs three times more often in boys than in girls. Scientists explain this phenomenon by the fact that boys, due to their more active image life are exposed to more frequent traumatic opportunities. Rural schoolchildren exhibit stuttering less frequently than urban students. In rural areas there are fewer traumatic factors, there is a calmer and more measured rhythm of life.

Symptoms of stuttering

Stuttering occurs in different ways, but identifying the disease is not difficult. It manifests itself either in the obsessive repetition of sounds and syllables, or in involuntary stops and delays, often accompanied by convulsions of the speech organs. The spasms affect the vocal cords, muscles of the pharynx, tongue, and lips. The presence of spasms in the speech stream is the main phenomenon of stuttering. They vary in frequency, location and duration. The severity of stuttering depends on the nature of the seizures. The tension in the organs of pronunciation does not allow a person who stutters to conduct a conversation accurately, clearly, and rhythmically. The voice also becomes upset - in people who stutter, it is uncertain, hoarse, and weak.

There is an opinion that the basis of stuttering is blocking (turning off) voice production. Indeed, a number of experiments confirm this idea. When a child stutters, he spends a lot of physical strength. When speaking, his face becomes covered with red spots and sticky cold sweat, and after speaking he often feels tired.

Individual sounds, syllables, words become so difficult that children avoid using them, as a result of which speech becomes impoverished, simplified, becomes inaccurate, and incomprehensible. Particularly great difficulties arise when reproducing coherent stories. And to make their situation easier, kids begin to use sounds, words or even whole phrases that have nothing to do with the subject of the statement. These "alien" sounds and words are called gimmicks. “A”, “e”, “here”, “well”, “and” are used as speech tricks.

In addition to speech, children who stutter also develop motor tricks: children clench their fists, step from foot to foot, wave their arms, shrug their shoulders, sniffle, etc. These auxiliary movements make it easier for the child to speak, and later, as they become more established, they become integral part speech act. Extra movements disrupt coordinated motor skills and load the psyche with additional work.

Some preschoolers develop a fear of speaking. Even before starting a conversation, the child begins to worry that he will stutter, that he will not be understood, that he will be judged poorly. Uncertainty in speech, wariness, and suspiciousness appear.

Children are painfully aware of the difference between themselves and their peers. If, in addition, their comrades laugh at them, imitate them, and adults scold them for speaking incorrectly, children who stutter withdraw into themselves, become irritable, fearful, and they develop a feeling own inferiority, which further depresses the psyche and aggravates stuttering.

Psychological layers can be so pronounced that first of all one has to direct efforts to streamline behavior, and only then to fight stuttering.

People who stutter have poor coordination in their movements. Some have motor restlessness and disinhibition, others have angularity and stiffness. This is why people who stutter usually avoid crafts that require fine finger movements. But the signs of stuttering do not end there. People who stutter develop undesirable character traits - irritability, tearfulness, resentment, isolation, distrust, negativism, stubbornness and even aggressiveness.

Preschoolers who stutter are more susceptible colds than ordinary children, their sleep and appetite are more often disturbed. If we talk about the dynamics of stuttering, it strikes characteristic features- inconstancy clinical picture, adaptability and variability. Often a more complex form of speech is pronounced more freely than a simplified one.

In the spring-summer period, stuttering smoothes out, in the autumn-winter period it intensifies. In an unfamiliar environment it manifests itself more strongly than in a familiar one. The severity of stuttering is also influenced by the situation in which the child finds himself. In kindergarten it gets worse; when surrounded by friends and family, the child feels freer. In labor classes, speech is much more confident than in native language classes.

Stuttering gets worse as fatigue increases. At the beginning of the day the defect appears less grossly than at the end. Hence the conclusion that classes with stutterers should be conducted in the morning.

When a child is alone, he does not stutter. Children do not stutter when singing, reading poetry, or reciting memorized stories. From the foregoing, we can conclude that in order to correct the defect, it is necessary to influence not only the speech of the stutterer, but also the personality as a whole.

Overcoming stuttering

Before moving on to specific recommendations for overcoming stuttering, it would be useful to recall some general provisions. The first thing parents should do is consult with a psychoneurologist and speech therapist, together with them, based on the child’s personality characteristics, outline and implement a program of medical and pedagogical influence.

Currently wide use received a comprehensive method for overcoming stuttering, in which parents play a prominent role. What is its essence?

Structurally, it consists of two interconnected parts - therapeutic and health-improving and correctional and educational. Each of them, complementing each other, pursues its own goals and objectives: therapeutic and health-improving is aimed at normalizing neuropsychic processes, at improving the nervous system; correctional and educational - to develop and consolidate correct speech skills.

To improve the child’s health, various activities are carried out, sedatives, calcium supplements, and various vitamins are prescribed. Drug therapy is combined with physiotherapy and climatotherapy, sleep, etc.

It is extremely important for parents to create a favorable, calm environment for the baby, instill cheerfulness in him, and distract him from unpleasant thoughts. The speech of adults should be friendly, leisurely, and simple. Jerking, shouting, and punishment are not allowed.

Since the body of a stuttering child is weakened in most cases, he really needs a correct and solid daily routine, a rational alternation of work and rest. A measured rhythm of life helps to normalize the functioning of the body and, in particular, higher nervous activity. Wherein big role the dream plays. Children who stutter should sleep 10-12 hours at night and 2-3 hours during the day.

The daily routine includes time for games and walks. Moreover, it is important to choose calm games for active children, and fun, active ones for inert ones.

Parents should pay close attention to the child’s nutrition - make it varied, sufficiently high in calories, well fortified with vitamins. People who stutter are recommended to have four meals a day with constant time eating.

Hardening procedures—rubbing, dousing, bathing—have an exceptionally beneficial effect on a child’s health. Walking, sledding and skiing are required. Don't forget about morning exercises and physical exercise, which contribute to the development of coordination of movements, improve the functioning of the cardiovascular and respiratory systems. The daily routine should also include elements of child labor: the child can bring dishes, remove spoons and pieces of bread from the table, tidy up the children's corner, and prepare items for play. The child is entrusted with caring for plants, etc.

Medical and health activities create a physiological foundation for conducting special speech classes. Corrective and educational measures are aimed at normalizing the tempo, smoothness and rhythm of speech, developing the ability to work purposefully, enhancing speech communication, as well as eliminating defects in sound pronunciation.

The program of correctional and educational activities is being implemented in the process daily activities child, is as close as possible to his needs, interests, hobbies; in a word, speech correction should take place in natural conditions. Under no circumstances should you force a child to complete certain tasks. He must do everything without much coercion.

Speech classes

Speech classes are built in the form of conversations, viewing didactic materials, filmstrips, and working on crafts. During classes you should use books, toys, and board games. At the same time, parents should monitor their children’s speech, help them express their thoughts correctly, without focusing on the speech defect.

Speech classes should be conducted regularly and in accordance with the principle from simple to complex, from familiar to unfamiliar. From the simplest situational forms to a detailed statement - this is the way to overcome stuttering. This is very not an easy task, and success here accompanies those parents who are not stopped by the first failures.

Typically, overcoming stuttering in preschoolers at home takes 3-4 months. All this time you need to be close to the child and “live” with him all the stages of speech re-education. Never give up hope of improving your stuttering. Remember: stuttering is a removable disease.

The course of overcoming stuttering is conventionally divided into three periods: preparatory, training, consolidative.

Preparation period

This period includes medical, recreational and protective measures: visiting a doctor, speech therapist, organizing a work and rest regime. At this time you need to limit verbal communication stuttering child with other children. Family members should carefully ensure that their own speech is clear, expressive and unhurried. It is necessary to draw up a plan for working with your child every day and make notes on its implementation. They have casual conversations with the child about how together (with mom, dad) he will learn to speak and tell stories correctly and beautifully. interesting tales or stories. At the same time, play a children's record for your child or let him listen to a tape recording of the fairy tales “Teremok”, “Kolobok”, “Three Bears” and others. Set it up for the upcoming speech work Games, drawing, modeling help. Practice correct speech while walking and playing outdoors.

During the preparatory period, simple speech classes are organized - three to four times a day, lasting 10-15 minutes each. It is better to start classes with speech exercises. The child is asked to count to five, to ten, and then, following his parents, say short phrases: "I'm learning to speak slowly." "I'm learning to speak loudly."

Excerpts from children's poems can serve as material for speech exercises. The purpose of speech exercises is to prepare the child for the upcoming lesson, to make him feel that he can speak correctly. It is important that during a conversation the child does not tense up, does not raise his shoulders, and breathes silently and calmly.

After exercise, speech classes begin, which consist of special exercises, normalizing speech. Speech exercises are built in a certain sequence - from simple forms of speech to complex ones.

Conjugate speech is the easiest for children who stutter. The child and his parents simultaneously name the objects shown in the pictures, the letters of the alphabet, speak short phrases (based on the pictures), and recite poetry. The training method is quite simple. While looking at the picture, at the same time as your child, smoothly and leisurely say: “This is Mishka. Teddy Bear is bathing. Mishka has big paws.”

You can take any toy and tell what parts it consists of: “This is a Lena doll. Lena has eyes, a mouth, a nose. Lena has a new dress and white shoes.” Seeing objects in front of him, the child expresses his thoughts easier and more confidently.

The lesson can end with playing lotto with pictures or reading a poem. As soon as the child is fluent in conjugate speech, move on to following form speech.

Reflected speech is a more complex form that allows storytelling based on objects, pictures, toys. The parents say the phrase, the child repeats: “I have a pencil.” "I'm drawing". “Once upon a time there was a goat, and she had seven kids.” With children it is advisable to recite “Teremok”, “Kolobok”, M. Prishvin’s story “The Brave Hedgehog”, A. Barto’s poems “Bunny”, “Bear”. With older preschoolers you need to learn the alphabet, and you should also teach them to read and write using the ABCs.

During this period, exercises for coordinating words with movement are introduced. March in a circle with your child: “We learned to count: one, two, three, four, five.” And so three times. Or another exercise. Give your child a ball and count each time the ball is thrown on the floor. The lesson ends with a speech board game. For example, you can prepare any subject lotto. Show your child the picture and calmly say: “I have a squirrel.” Then you just show the picture and the child names it.

This is a schematic lesson plan for the education of the reflected form of speech, based on which you can create subsequent lessons yourself.

During this period, learn N. Naydenova’s poem “Spring” with your child. Use days of the week, months, seasons of the year as speech exercises. If your child reads, choose folk tales and interesting poems for him.

After two or three lessons, the child himself begins to be active and confidently repeats the text, willingly plays, throws the ball up, hits the floor or wall. The movement is accompanied by words. Counting rhymes, jokes, and riddles are especially convenient for such exercises (they can be found in the magazines “Funny Pictures” and “Murzilka”).

This concludes the preparatory period. Its duration may vary depending on the success of mastering the conjugate-reflective form of speech. Fluency in them provides the basis for the transition to the next period - training. There are often cases when, already at the initial stage, certain forms of stuttering (especially mild ones) are successfully overcome. For preventive purposes, classes should be continued. However, the daily routine and gentle regime should remain the same. After a month, the child can be taken to a regular kindergarten.

Training period

The training period is main period in work to eliminate stuttering. Its goal is to master the most complex shapes speech based on skills acquired in the preparatory period. The child felt that he could speak freely and confidently, and therefore subsequent classes would not seem overly difficult to him.

The training period begins with mastering the question-and-answer form of speech. Classes are structured in the form of conversation, games, and work activities. Pictures, toys, etc. serve as didactic material. The main thing for parents is to be able to pose the question correctly. In contrast to exercises with reflected speech, the child independently pronounces one word when answering a question. In the future, the answers become more complicated, and the child speaks 3-4 words independently.

Here is an example lesson for one day. Based on this composition, you can build similar activities for the following days.

In the morning

Speech exercises for coordinating words with movement. Stand opposite the child two meters away with the ball.

- Zhenya, what do I have in my hands?
- Ball.
- Catch! (Zhenya catches it).
- Zhenya, what did you do?
— I caught the ball.
- Throw it to me (Throws it).
- What did you do?
— I threw the ball.
- What ball is this?
— Rubber ball (round, small). (At the word “rubber” the child throws the ball). The next exercise is squatting and straightening with emphasis on your toes.
- What will you do?
- I will rise on my toes and squat down.
The exercise is performed as follows: On the count of times - squat.
- Zhenya, what did you do?
— I squatted down. On the count of two - straightening.
- Zhenya, what did you do?
— I stood on my tiptoes.
Answers to questions based on familiar pictures. Prepare a set of subject and plot pictures. Show them to your child one by one:
- Who is this?
- It's a girl.
- What is the girl doing?
— A girl plays with a doll. Next picture:
- Who is this?
- Boy.
-What is the boy holding in his hands?
— The boy has a fishing rod in his hands.
- What is the boy doing?
— The boy is fishing.
In this vein, go through a few more pictures with your child. Do not rush your child, make sure that he answers smoothly, without mistakes. If you have any difficulties, let him repeat after you.
From object pictures, move on to working with story pictures, cut out from children's magazines. Children willingly study based on the painting by K. Uspenskaya “They didn’t take me fishing.”
First, the child carefully examines the picture, and then answers the questions:
— Zhenya, what is shown in the picture?
- In the picture there is a boy, a chicken, an uncle and another boy.
-Where does the boy live? In the city or in the village?
— The boy lives in the village.
“Where do you think your father and older brother went?”
— They went fishing.
-What do they have in their hands?
— There are fishing rods in my hands.
- Who else wanted to fish?
- This Boy.
- Did they take him or not?
“They didn’t take it, and he’s crying.”
- What is your sister doing?
- Smiles.
As the picture is analyzed, the questions become more complex.
For children 4-5 years of age, select pictures depicting animals and heroes of your favorite fairy tales. Finish the lesson by cutting out the letter “a”. Draw the letter “a” on a piece of paper and have your child cut it out. During the operation, ask:
- Zhenya, what are you doing?
— I cut out the letter "a."
Say “ah-ah-ah” out loud together.

V. M. Lykov

Article provided by the website Kindergarten.Ru

Comment on the article "Stuttering in Children. Part 1"

Stuttering in children. Part 2. Girls, if anyone has a textbook for 5th grade literature by Korovin, part 1 (my child only brought the second part from the library.) Please give me a print screen or hard copy of the fairy tale by A.T. Arsiria “The Parts of Speech Dispute.”

Discussion

Our children in the class all have a test. There are no failures, the class writes a sample again tomorrow - they practice.

Now I looked at the grades in my daughter’s class - 4 twos, 3 threes, 10 fours, 3 fives. But these are grades in the diary, and they were assessed pass/fail according to all criteria. It turns out that out of 20 people, 4 did not write - it looks like what you have. Mine is sitting, getting ready on her own, there is no hope for school.

Stuttering is a complex speech disorder associated with psychophysiology, in which the integrity and fluency of a person’s speech is disrupted. This manifests itself in the form of repetition or prolongation of sounds, syllables, or words. It can manifest itself in the form of frequent stops or hesitation in speech, as a result of which its rhythmic flow is disrupted. Causes: increased tone and periodically occurring convulsive readiness of the motor endings of the speech centers of the brain; consequences of acute and chronic stress...

Stuttering in children. Part 2. A child plays with a ball and reads S. Marshak’s poem “My Cheerful ringing ball". Having become the first word in our year... Russian language - terminology. a common part related words is called ROOT.

Discussion

Pine, pine and to pine are the same word) And so on.

Different case forms- these are not related words. For example, pine and pine are just different cases.
1. Pine, pine, pine, pine
2. Window, small window, small window, window sill.
I think so.

If your baby has just started to stutter, there is no “maybe it will pass”!

Stuttering in children. Speech therapy. Pediatric medicine. Child health, illnesses and treatment, clinic, hospital, doctor, vaccinations. Stutters on the first syllables. I would also be grateful for your thoughts on where to go first - speech therapist? neurologist?

"What to do, what to do? Dry the crackers!" - film “Beware of the car” My child is a thief. Many adults go to extremes when realizing such a thought. They drink valerian in liters, discuss the problem with friends, grab their belts, and run to a consultation with a psychologist. It's scary to be the parents of a thief. However, instead of solving the problem, new difficulties appear. The child continues to steal, becomes uncontrollable and secretive. Why are the old “grandfather’s” methods, along with the advice of educational psychologists...

Discussion

Every mother wishes the best for her child and wants him to grow up honest man. But the trouble is that we look at our children through the prism of our own worldview, completely not understanding that the child may be completely different from us. What stimulates us and is beneficial for us can be disastrous for a child. And the opportunity to understand the root causes of a child’s behavior is worth a lot - it allows you to eliminate possible pedagogical mistakes.

01/28/2012 21:09:26, YanaSobol

Gee-gee. I finished reading to “With the child of criminals - repeat offenders, everything is immediately clear - an innate attraction to crime”

There is no innate desire for violations. Tell this to the geneticists, they will laugh at you. There is no theft gene and no criminal gene. Conclusion: this does not apply to “innate”.

Stuttering or what? Speech. Child from 1 to 3. Raising a child from one to three years: hardening and development, nutrition and illness, daily routine and development of household skills. Sonya stuttered so much at my first >.

Discussion

Sonya stuttered so much on the first syllables - I really wanted to say a lot at once! It's probably been a couple of months. Neurologists offer a standard option - remove external stimuli, like TV, calm games to the maximum, and when speaking, ask not to rush and speak calmly...

Does the task ask questions about adjectives or definitions? [link-1]

I have trilingual children. The eldest (7 years old) seems to be right-handed, but somehow unconvincing, perhaps ambidextrous. She never stuttered, although at one time she spoke 4 languages (her study of a fourth language was interrupted 3 years ago, and now she has forgotten everything). The youngest (4 years old) did not stutter, although at 2-3 years old, when he began to speak, he seemed to shut up on one word, repeated it many times and could not find the next one, sometimes in frustration he reported that he could not speak. We always listened to him very patiently, did not rush him, never interrupted or prompted him, gradually everything passed. Now he cheerfully speaks all three languages. I know many bi- and trilingual children, some of them left-handed - not a single one with a stutter. I have my doubts about 80%. IMHO in Russia there is generally a wary attitude towards multilingualism.

It seems to me that most likely this is just an individual characteristic of your child. Perhaps bilingualism had a negative impact in your situation, but now the child is already bilingual, so IMHO you need to continue to study. The progress may be small and not very noticeable to you. Have you asked the specialist where she notices progress? Unfortunately, I can’t give any advice on methods, but I believe in the power of systematic training.

1) switched to a whisper (with hugs and kisses),
2) sang,
3) they maintained speech calm (I also have chatter) - she explained why it was necessary to remain silent, that “the mouth is tired,” “you see, the tongue can’t handle it anymore.” It worked.

What helped us EXCEPT medical consultations (according to my personal observations).

1) adherence to the regime (it is mandatory to sleep during the day, even if it seems that you will never fall asleep). I went to bed with him however I wanted, but I had to sleep during the day.
2) I removed all the exciting moments (they wrote it correctly for you below) - no circuses, attractions, the TV was removed AT ALL, all visits to relatives and friends in doses, only the “essentials” - grandmothers who will be offended if the child is not taken for half a year.
3) Increased communication with water. Swimming for a long time, splashing, transfusion, etc., etc.
4) I did massage and physical contact (but I generally like to cuddle, sometimes I’m ready to howl).
5) We arrange an emotional release, for example, jumping on a gymnastic mat and squealing, or somersaulting, obviously a release after that :)))

We have been living in this mode for six months now, and progress is obvious. For me personally, this is VERY difficult - EVERYTHING is tailored to the child - the daily routine, all weekends, I have practically no personal time, I’m very tired, but I don’t see any other way out.....

stuttering. My son began to stutter at the age of 3. I would like to talk to parents who have gone through this and recovered, or vice versa. Don't be afraid that there will be an environment with children who stutter. Additional classes with specialists they do simply miracles.

Discussion

Just in case, I would also have it examined by a neurologist: younger brother stuttering was directly related to cerebrovascular accidents. First he was treated for his stuttering, then he was treated by a speech therapist. Ours cured stuttering in 2-3 months. I don’t remember the technique, it involves “singing” sounds, then words, sentences. Setting up "lower" breathing.

The main thing is to find a good speech therapist.
It is quite possible that you still have a “temporary” stutter.
I would advise you to try to get into a speech therapy kindergarten, in the appropriate group. Organize similar activities Even with a visiting speech therapist it is very expensive and difficult. And in the kindergarten, in addition to the speech therapist, there will be another adjusted program (there should be).
Don't be afraid that there will be an environment with children who stutter. Additional classes with specialists do wonders.
Another piece of advice is to learn to sing (develop proper breathing).
We have already lived through all this (my son is 16 years old). The defect is noticeable only for knowledgeable specialist and during long-term communication. Although this was achieved with great difficulty and main job, precisely at the age of 4-7 years

Hysteria, stuttering - what to do? Lately Some kind of nightmare is happening to us - I just don’t recognize my child. When a child cannot imagine himself without his mother, it is as if she is part of him. When I first left him for seven hours, I left, and he was with his grandmother, cat...

Discussion

A very similar situation. Our Toshka was also absolutely normal, and then very suddenly a progressive stuttering began... Plus, the child is very reactive, active, and easily excitable. In short, at one time the sky seemed like a sheepskin. We went through many specialists. As a result, the problem was solved in the following way. Firstly, they transferred the child to a speech therapy kindergarten, where, in addition to playing, a speech therapist worked with him every day. He taught me not only how to speak correctly, but also how to overcome stuttering itself. It turned out that there are a lot effective techniques. Secondly, we began to introduce a system of rituals in the evenings aimed at gradually calming the child and preparing him for sleep. All active games ended 2 hours before bedtime. Then there was dinner. Behind him are mandatory water procedures. Including soothing baths with herbal extracts. Then - the indispensable cocoa. (My son really loved Nesquik... :)) Then - the ritual of putting on pajamas and going to bed soft toys. And then - a bedtime story. At first it was a little difficult, but after about three months my son got used to this ritual and the process, as they say, began. :)))

I, too (like Svetlana) noticed that my daughter has a time when she easily falls asleep and if she does, then it’s hard for her to fall asleep. I'm the same way, so I understand it. Well, making sure that it doesn’t go overboard is, of course, my concern. We had difficult period after my birth, I left to give birth at night and returned 2.5 days later, and apparently my daughter still had a fear that her mother might disappear at night. She had a very difficult time falling asleep and waking up at night. It helped her that I sat and reclined next to her. It is very important to be patient and not scold or run away ahead of time. Improvement is not going so quickly, and every mother’s breakdown pushes her back again. It took us, it seems, about 2 months to return to a normal bedtime routine. We don't have rituals. You can really consider washing and brushing your teeth as a ritual. And I also kiss and hug her when she is already lying in bed, and she me.
I would give her the pacifier back. I heard that important changes for a child should be made no more than once every three months. She's already going through a stressful period. Well, you can pick up the pacifier a couple of months later.
Hysterics.. I wouldn’t stop her from doing what she wants. Well, if he wants to jump, let him jump. There are worse vices... :)). And at the same time she would explain that if she talks about it instead of shouting, it will be more pleasant for everyone. I would definitely explain all refusals in detail. Maybe you can take sick leave for a week? Good luck!