Stuttering lessons. Individual lesson with a child suffering from stuttering. for the correction of stuttering on the topic: "Flower - seven-color"

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

Developed a large number of methods of getting rid of stuttering. It is difficult to say which method is suitable in each case. Today we bring to your attention the technique described in the book by V.M. Lykov "Stuttering in preschoolers" (M., 1978).

Essence of stuttering

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

Stuttering is not only a complex speech disorder, but also a disease of the whole organism. And therefore, along with pedagogical measures, stuttering children need special general strengthening treatment.

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

How does modern science interpret this phenomenon? Based on the teachings of IP Pavlov, stuttering is considered as a particular type of neurosis - logoneurosis (speech neurosis), resulting from a functional disorder of higher nervous activity.

It is known that two interconnected and interdependent processes, excitation and inhibition, continuously proceed in the cerebral cortex. Normally, balancing each other, they create peace and well-being for the whole organism, the so-called state of comfort. But when the mutual balance of these processes is disturbed, a phenomenon arises, which I. P. Pavlov figuratively called "collision".

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

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 the 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 was the result of an unfavorable pregnancy.

We have named a group of causes of a disease-causing nature, but there is another group - defects in education. Abnormal living conditions, quarrels of parents in the presence of a child, an uneven attitude towards him (shouts, intimidation, punishment), and finally, different requirements in the family hurt the child's psyche and entail a speech disorder.

Many other factors are also known to science and practice, for example, left-handedness, imitation, stuttering in speech, impaired pronunciation, speech underdevelopment, etc. By the way, both the lag and excessive development of speech, encouraging children to master complex words and sentences, are undesirable. . It also happens that a child, imitating the sloppy speech of others, seeks to express his thoughts as soon as possible, gets lost, gets confused in sounds and begins to stutter.

However, for the manifestation of stuttering, these factors are not enough. A kind of impetus, a trigger mechanism for stuttering are irritants such as fear, conflict situations, difficult emotional experiences. From this it becomes clear why children 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 crows, punishments, emotional stress). Indeed, about 70 percent of cases of stuttering are associated with mental trauma.

It may be objected: "Many children are frightened, but not all of them stutter." What's right is right. To be or not to be stuttering entirely depends, as we have noted, on a number of attendant 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 from two to five years old, i.e., in the most turbulent period in the formation of speech. In the system of other mental processes, speech is the most fragile and vulnerable due to its "youth", and therefore the load on nervous system directly or indirectly affect speech activity. Young children lack strong inhibitory responses. Babies are easily excited, and excitement can lead to convulsions, including convulsions of the speech apparatus - stuttering. Stuttering is three times more common in boys than in girls. Scientists explain this phenomenon by the fact that boys, due to their more active lifestyle, are exposed to more frequent traumatic opportunities. In rural schoolchildren, stuttering is observed less frequently than in urban ones. In rural areas, there are fewer traumatic factors, there is a more calm and measured rhythm of life.

Symptoms of stuttering

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

There is an opinion that stuttering is based on blocking (turning off) voice formation. Indeed, a number of experiments confirm this idea. Stuttering, the child spends great physical strength. When talking, his face is covered with red spots, sticky cold sweat, and after speaking, he often experiences a feeling of fatigue.

Separate sounds, syllables, words become so difficult that children avoid using them, from which speech becomes impoverished, simplified, inaccurate, incomprehensible. Particularly great difficulties arise when reproducing coherent stories. And, in order to alleviate their situation, babies begin to use sounds, words, or even whole phrases that have nothing to do with the subject of the statement. These "foreign" sounds and words are called tricks. As speech tricks, "a", "e", "here", "well", "and" are used.

In addition to speech, motor tricks are also formed in stuttering children: children clench their fists, step from foot to foot, wave their arms, shrug their shoulders, sniff their noses, etc. speech act. Extra movements bring discord into coordinated motor skills, load the psyche with additional work.

Some preschoolers develop a fear of speech. Before starting the conversation, the child begins to worry that he will stutter, that he will not be understood, poorly appreciated. There is uncertainty in speech, alertness, suspiciousness.

Children painfully feel the difference between themselves and their peers. If, in addition, comrades laugh at them, mimic, and adults scold them for incorrect speech, stuttering children withdraw into themselves, become irritable, shy, they develop a sense of their own inferiority, which further depresses the psyche, aggravates stuttering.

Psychological stratifications are so pronounced that first of all it is necessary to direct efforts to streamline behavior, and only then to combat stuttering.

Stutterers have impaired coordination in movements. Some have restlessness and disinhibition, while others have angularity and stiffness. This is why stutterers tend to avoid crafts that require fine finger movements. But the signs of stuttering do not end there. Stutterers develop undesirable character traits - irritability, tearfulness, resentment, isolation, distrust, negativism, stubbornness and even aggressiveness.

Stuttering preschoolers are more prone to colds than ordinary children, their sleep and appetite are more often disturbed. If we talk about the dynamics of stuttering, then it strikes with a number of characteristic features - the inconstancy of the clinical picture, adaptability and mutability. Often a more complex form of speech is pronounced more freely than a facilitated one.

In the spring-summer period, stuttering is smoothed 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 is located. IN kindergarten it is aggravated, in the circle of comrades and family the child feels freer. In labor classes, speech is much more confident than in native language classes.

Stuttering worsens as fatigue increases. At the beginning of the day, the defect appears less grossly than at the end. Hence the conclusion that it is necessary to conduct classes with stutterers in the morning.

When the child is alone, he does not stutter. Children do not stutter when singing, reading poetry, reciting memorized stories. From the foregoing, we can conclude that in order to correct a defect, it is necessary to influence not only the speech of a 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 neuropsychiatrist and speech therapist, and together with them, based on the characteristics of the child's personality, outline and implement a program of medical and pedagogical influence.

At present, a comprehensive method of overcoming stuttering has become widespread, in which a prominent role is assigned to parents. What is its essence?

Structurally, it consists of two interrelated parts - health-improving and correctional-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 the correct speech skills.

To improve the health of the child, various activities are carried out, sedatives, calcium preparations, and various vitamins are prescribed. Drug therapy is combined with physio- and climatotherapy, sleep, etc.

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

Since the body of a stuttering child is in most cases weakened, he really needs a correct and firm, rational alternation of work and rest. The measured rhythm of life contributes to the normalization of the body and, in particular, higher nervous activity. In this case, sleep plays an important role. Stuttering children should sleep 10-12 hours at night and 2-3 hours during the day.

In the daily routine provide time for games, walks. Moreover, it is important for mobile children to choose calm games, for inert ones - cheerful, mobile ones.

Parents should pay close attention to the child's nutrition - make it varied, high-calorie, well-fortified. Stuttering is recommended four meals a day with a constant meal time.

An extremely beneficial effect on the health of the child is provided by hardening procedures - wiping, dousing, bathing. Hiking, sledding and skiing are required. We should not forget about morning exercises And exercise, which contribute to the development of coordination of movements, improve the work of the cardiovascular and respiratory systems. Elements of child labor should also be included in the daily routine: the child can bring dishes, remove spoons, pieces of bread from the table, tidy up the children's corner, and prepare items for the game. The child is entrusted with the care of plants, etc.

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

The program of correctional and educational activities is implemented in the process of the child's daily activities, as close as possible to his needs, interests, hobbies, in a word, speech correction should take place in natural conditions. In no case should a child be forced to perform certain tasks. He must do everything without much coercion.

Speech lessons

Speech classes are built in the form of conversations, viewing didactic materials, filmstrips, work on crafts. Use of books, toys, Board games. At the same time, parents should monitor the speech of children, 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 a very difficult task, and success here accompanies those parents who are not stopped by the first failures.

It usually takes 3-4 months to overcome stuttering in preschoolers at home. All this time you have to be close to the child and "live" with him all the stages of speech re-education. Never lose hope in fixing stuttering. Remember: stuttering is a treatable disease.

The course of overcoming stuttering is conditionally divided into three periods: preparatory, training, fixing.

Preparation period

This period includes health-improving and protective measures: visiting a doctor, a speech therapist, organizing a work and rest regime. At this time, it is necessary to limit the verbal communication of a stuttering child with other children. Family members should carefully ensure that their own speech is intelligible, expressive and unhurried. It is necessary for each day to make a plan of work with the child and make notes about its implementation. They have casual conversations with the child that together (with mom, dad) he will learn to speak correctly and beautifully, tell interesting tales or stories. At the same time, play a children's record to your child or let him listen to a tape recording of the fairy tales "Teremok", "Kolobok", "Three Bears" and others. Games, drawing, modeling help to set it up for the upcoming speech work. Engage in the education of correct speech during walks and games in the fresh air.

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 the parents, say short phrases: "I am learning to speak slowly." "I'm learning to speak loudly."

Excerpts from children's poems can serve as material for speech charging. The purpose of speech charging is to set the child up for the upcoming lesson, to make him feel that he can speak correctly. It is important at the same time that in a conversation the child does not tense up, does not raise his shoulders, breathe silently, calmly.

After charging, speech classes begin, which consist of special exercises that normalize speech. Speech exercises are built in a certain sequence - from a simple form of speech to a complex one.

Conjugated speech is the easiest for stuttering children. The child with his parents at the same time names the objects shown in the pictures, the letters of the alphabet, says short phrases (from the pictures), recites verses. The training methodology is quite simple. Looking at the picture, at the same time as the child, smoothly, slowly say: "This is the Bear. The Bear is bathing. The Bear 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 more easily and more confidently.

The session can end with a game of picture loto or a poem. Once the child is fluent in conjugated speech, move on to the next form of speech.

Reflected speech is a more complex form that allows storytelling based on objects, pictures, toys. 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." It is advisable to pronounce with children "Teremok", "Kolobok", M. Prishvin's story "The Brave Hedgehog", poems by A. Barto "Bunny", "Bear". With older preschoolers, you need to learn the alphabet, and you should also teach them to read and write in the "ABC".

During this period, exercises are introduced to coordinate the word with movement. Together with the child, march in a circle: "We learned to count: one, two, three, four, five." And so three times. Or another exercise. Give the child a ball and each throw of the ball on the floor is accompanied by a score. The lesson ends with a speech board game. For example, you can prepare any subject lotto. Show the child the picture and calmly say: "I have a squirrel." Then you just show the picture and the child calls it.

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

During this period, teach the child N. Naidenova's poem "Spring". As a speech exercise, use the days of the week, months, seasons. If a child reads, choose folk tales, interesting poems for him.

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

This concludes the preparatory period. Its duration can be different depending on the success of mastering the conjugated-reflected form of speech. Free possession of them gives the basis for the transition to the next period - training. There are frequent cases when initial stage individual forms of stuttering (especially mild ones) are successfully overcome. For preventive purposes, classes should be continued. However, the daily routine, sparing regime should remain the same. After a month, the child can be taken to a regular kindergarten.

Training period

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

The training period begins with the development of the question-answer form of speech. Classes are built in the form of conversation, games, labor activity. Pictures, toys, etc. serve as didactic material. The main thing for parents is to be able to put the question correctly. Unlike 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 on his own.

Here is a sample 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 in front of the child two meters away with the ball.

Zhenya, what do I have in my hands?
- Ball.
- Catch! (Zhenya catches).
"Genya, what did you do?"
— I caught the ball.
- Throw me (throws).
- What did you do?
— I threw the ball.
- What is this ball?
- Rubber ball (round, small). (At the word "rubber" the child throws the ball). Next exercise- squatting and straightening with an emphasis on socks.
- What will you do?
- I will rise on my toes and squat.
The exercise is performed as follows: On the count of times - squat.
"Genya, what did you do?"
— I squatted down. On the count of two - straightening.
"Genya, what did you do?"
- I got up on my toes.
Answers to questions 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?
— The girl is playing with a doll. Next picture:
- Who is this?
- Boy.
What is in the boy's hands?
- The boy has a fishing rod in his hands.
What is the boy doing?
— The boy is fishing.
In this vein, take a few more pictures with the child. Do not rush the baby, make sure that he answers smoothly, without errors. In case of difficulty, let him repeat after you.
From subject pictures, move on to working with plot pictures cut out from children's magazines. Children willingly study according to 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 countryside?
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?
- In the hands of a fishing rod.
Who else wanted to fish?
- This Boy.
Did they take it or not?
- They didn’t take it, and he is crying.
- What is your sister doing?
- Smiling.
As the picture is analyzed, the questions become more complicated.
For children of 4-5 years of age, select pictures depicting animals, 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 "a-a-a-a" out loud together.

V. M. Lykov

The article is provided by the website Kindergarten.Ru

Lesson #1

Plan:

1. Relaxing movements.
2. Breathing exercises.
3. Voice exercises.
4. Speech exercises, games for coordinating words with movements.

Introductory conversation speech therapist.

The speech therapist tells the children about his name, why they will come to the group. Usually children answer like this: “to be treated”, “learn to speak”.

The speech therapist explains to the children that in the group they will learn to read poems, count, play lotto, dominoes, learn to tell stories.

The speech therapist says that some children stumble in their speech, that this happens because they are in a hurry, in a hurry, worry, and here they will learn to speak slowly, calmly. To do this, they will count with a counting rhyme, read poetry, to the claps, to the ball, play ball games and will not stutter in speech.

So calmly and slowly, you will have to talk at home, and with your mother, and with everyone else.

Now let's stand in a circle and play.

Benefits: rubber ball, candle, object lotto.

Relaxing movements:

1. Wave your arms like a bird's wings.
2. Wave your hands as if saying goodbye. The hands are relaxed.

Breathing exercises:

1. Children are invited to put out the candle (inhale calmly through the nose, without raising their shoulders high and without throwing their heads back), and then exhale slowly onto the candle through their mouth, in a long whisper the sound of f-f-f-f(collectively).
2. The same individually.

1. Onomatopoeia locomotive whistle, howl the wolf. The speech therapist shows the correct articulation (collectively).
2. The same individually.

Education of a calm pace of speech when pronouncing a rhyme.

The counting game carried out in a circle. One child says it in a circle, in the center. He slowly, clearly pronounces each word, simultaneously touching each with his index finger:

One two three four five…

The measured movements of the fingers of the hand regulate the pace of the reader and make the pronunciation of the text of the rhyme accessible to the child.

The counting is pronounced 4 ... 5 times.

Ball game.

Target: fostering a calm pace of speech.

Standing in a circle in the distance arms outstretched each of the players taking turns swinging the ball up pronounces the first syllable of the name of his neighbor, on the second syllable he throws the ball at his feet.

The one who catches the ball, in turn, throws it to the one standing next to him, saying Zhenya (repeated 4 ... 5 times).

Speech board games:

Cultivating a calm pace of speech in a sentence of three words.

Subject lotto (any). Children wear:

I have a cockerel.

I have a fish.

I have a squirrel.

Homework:

1. Learn to catch the ball.
2. Repeat counting.

The speech therapist shows how to say goodbye smoothly and slowly: "Goodbye."

Lesson #2

Benefits: candle, ball, loto "Kids".

Relaxing movements:

Wave your arms like a butterfly's wings.

Breathing exercises:

Blow on the index finger "candle".

Articulation "A". Echo game. Children stand in two rows facing each other. One party loudly pronounces "a", the other echoes a little quieter "a".

Articulation "U", as well.

Speech exercises for coordinating words with movements.

In the count from 1 to 5 under the ball, the children accompany each word by throwing the ball to the floor. The game can be played for competition (who never drops the ball).

Repeat the game with the name of the names and the simultaneous throw of the ball (zhe-nya).

Speech board games and activities.

Target: cultivating a calm pace of speech in response to the questions: “Who has a butterfly?”.

"I have a butterfly."

Lotto "Kid".

The story "Frightened!" - fostering a calm pace of speech in the story “Three boys went into the forest. There they collected nuts. Suddenly, someone jumped out of the bushes. The two boys got scared and ran. They fell, dropped their baskets and scattered the nuts, but the third boy was not afraid. He calmly stood and looked, who jumped out? And it was not a wolf, but a hare.

Plan for working out the story until the 8th lesson.

1. Reflected collective reading.
2. Retelling the story about the ball.

Lesson #3

Benefits: a piece of cotton wool, a ball, loto "Sun".

Relaxing movements:

1. Chalked rotations with the hands in front of you.

Breathing exercises:

1. Repetition of previous exercises.
2. Blowing off the fleece from the palm of the hand "Who is next." The exhalation should be long (collectively, individually).

1. Aukaniya, the game "Echo" (collectively, individually).
2. How the locomotive buzzes oo-oo-oo:

• Horn?
• Wolf?

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech by pronunciation of a rhyme

Steam locomotive, steam locomotive,

What did you bring as a gift?

I brought color books

Let the kids read

I brought pencils

Let the kids draw.

Then a game of counting rhymes from the first lesson.

B) Raising a calm pace of speech. First, we repeat the completed exercise (counting to five under the ball), and then we learn a new game:

Children stand in a circle at some distance from each other. The first, swinging the ball, pronounces the first word “Vova”, then smoothly throws the word “lo-vi” at the neighbor’s feet on the stressed syllable. The one who catches the ball throws it to the next one, etc. (several circles).

Speech board games and activities.

A) Education of a calm rate of speech when pronouncing short sentences in the game "Sun".

We take any subject lotto, draw a sun on one of the cards. Children take pictures, as in the previous game, from a pile and calmly and slowly name the image on it:

I have a doll.

I have a duck.

I have a "sun" - we will be called "sun".

Children, turning to him, say:

Sunshine, sunshine

Look out the window

Children are waiting for you

The kids are waiting.

The sun smiles.

The game is repeated.

B) Education of a calm pace of speech when working out the story "The Brave Thrush".

Vaska the cat saw a nest in a tree. There were chicks in the nest. Cat Vaska climbed a tree. As soon as he crawled to the nest, an old thrush flew in. He began to peck at the cat's nose and eyes. The cat got scared and ran away.

After working through the story, several children take turns passing on this story, and the rest take turns passing the previously memorized story under the ball.

Homework:

Tell it to mom and dad.

Task number 4

Benefits: flower, ball, pictures “What is he doing?”

Relaxing movements:wave your relaxed hands over your head.

1. We repeat the movements of the hands of the first lesson.
2. Let's explore this.

Breathing exercises:

1. We repeat the previously learned exercises 1-2 times.
2. When inhaling, smell a flower, perfume, artificial flower, lemon, etc.

Onomatopoeia crying baby in the game "Echo" ah-ah-ah-ah, then wa-wa-wa.

Each new exercise is learned first collectively, and then individually.

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech when pronouncing a rhyme under clapping: first in chorus, then individually.

Verbochki: Verbochki, Verbochki!

Snow on the fields.

Willows, willows,

You are cold.

You need to make sure that the children pause at the end of the line.

B) Education of a calm pace of speech in the ball game “I throw it - catch it!”.

Speech board games and activities.

A) Education of a calm pace of speech in questions and answers according to the pictures “What is he doing?”.

One of the players, the presenter, shows a picture with an action and asks in turn:

What is the boy doing?

The boy is feeding the fish.

After a few questions, the role of leader can be transferred to the child.

B) Raising a calm pace of speech when working through the story "The case with the squirrel."

The speech therapist should ask who will tell the old story and who will tell the new one in order to avoid overwork.

“In the spring, the whole meadow was flooded, only the tops of bushes and trees were left sticking out of the water. Grandfather swam on a boat between the bushes to put the nets on the fish. Straw and twigs hung from the bushes. A wet rag dangled from one branch. Suddenly this "rag" jumped into the boat with his grandfather. She turned out to be white. Grandpa took her to the shore. Then the squirrel jumped off the boat and ran into the forest.

Homework:

Repeat the story at home.

Lesson number 5

Benefits: perfume bottle, ball, Quartet board game.

Relaxing movements:

1. Repetition of exercises from 3-4 lessons.
2. “Rinsing clothes” - shake your relaxed hands near the floor.

Breathing exercises:

When inhaling, smell the perfume from the bottle.

1. Repetition of onomatopoeia at the request of children.
2. Onomatopoeia hissing goose sh-sh-sh-sh. The teeth are closed, the lips are collected in a tube, a warm jet - control with the palm of your hand. Collectively, individually.

Speech exercises for coordinating words with movements.

My cheerful ringing ball

Where did you jump off to?

The pronunciation of each word is accompanied by a throw of the ball to the floor.

B) Cultivating a calm pace of speech when pronouncing a phrase under the ball. Children, standing in a circle, take turns calling their name: “My name is Zhenya”, “My name is Kolya”, etc.

Speech board games and activities.

A) Cultivating a calm pace of speech when pronouncing a phrase in four words. Quartet game. Each child selects four identical pictures: four mushrooms, four flowers, four items of dishes, shoes, etc. Treat with the phrase: "Vova, give me a flower."

B) Education of a calm pace of speech when working out the fairy tale "Rocked Hen".

“Once upon a time there was a grandfather and a woman. They had a chicken ryaba. The hen laid an egg. The egg is not simple, but golden. Grandfather beat, beat - did not break. Baba beat, beat - did not break. The mouse ran, waved its tail, the testicle fell and broke. The grandfather is crying, the woman is crying, and the hen is cackling: “Don’t cry, grandfather, don’t cry, woman, I’ll lay an egg for you, not a golden one, but a simple one.”

After working through the fairy tale, the speech therapist agrees with the children about who will tell the new fairy tale and who will tell the old story.

Lessons #6-7

Benefits: ball, picture domino, contour pictures.

Relaxing movements:

1. Imitation of rinsing clothes.
2. Relaxed fall of the arms from the position of the hand to the sides.

Breathing exercises:

1. Repetition of one or two old exercises.
2. As you exhale, blow on a handful of hands, on hot tea fff.

1. Repeat: hissing goose shhhh.
2. The buzzing of a bee w-w-w-w (lips, teeth, a stream of air, like in sh-sh-sh-sh).

Speech exercises for coordinating words with movements.

A) Raising a calm pace of speech when pronouncing a rhyme under claps:

Oh, doo-doo, oh, doo-doo

The shepherd lost his pipe.

B) Education of a calm pace of speech when pronouncing sentences under the ball. “My last name is Utkin”, accompanying the words with a throw of the ball.

Speech board games and activities.

A) Raising a calm pace of speech in the game "Picture Dominoes": "I put the plane and the bus."

B) Education of a calm pace of speech when working out the story "Starling".

“Seryozha opened the door to the hallway. At that moment, a cat ran into the room. He had a starling in his teeth. Seryozha screamed loudly, and the scream came running mother. She grabbed the cat and took the bird away from him. The starling was breathing heavily. Serezha put him in a cage. A few hours later, the starling recovered, and Seryozha released him into the wild.

Study on questions and answers and alternation in the stories of all previously learned.

Homework:

Repeat the story at home.

At the 7th lesson, instead of working out the story, its content is transmitted, coloring of “outline pictures” is given.

Lessons #8-9

Benefits: ball, object shovel, contour pictures.

Relaxing movements:

1. Repetition.
2. "Splashes of water" - shake with relaxed hands.

Breathing exercises:

1. "Cooling hot tea" - blow on objects.
2. Blowing coals in a fire, iron, blowing on objects.

1. Goose onomatopoeia: sh-sh-sh; beetle: w-w-w.
2. Onomatopoeia mosquito, fly: z-z-z-z.

As you exhale, smile + loud sound, first collectively, in unison, then individually.

Speech exercises for coordinating words with movements.

One, two - blue,

Three, four - the sun in the world,

Five, six - there is a river,

Seven, eight - we'll drop our shirts,

Nine, ten - we sunbathe for a whole month.

B) Cultivating a calm pace of speech when pronouncing the sentence "I am five years old."

Speech board games and activities.

A) Cultivating a calm pace of speech in a four-word sentence.

Picture domino game. In the beginning, we offered three-word sentences, “I have a fish.” Now - from four words: “I have a goldfish” (gray bunny, chanterelle sisters). First, the speech therapist suggests a “gray” bunny. Then the children should make their own definitions.

B) Education of a calm pace of speech in the story "Varya and Siskin". (Collection p. 56).

“Vari had a siskin. Chizh lived in a cage and never sang. Varya came to the siskin: "It's time for you, siskin, to sing." "Let me go free, I will sing all day long."

The plan for working out the story until the 20th lesson:

1. Reflected individual reading.
2. Questions and answers on reading.
3. Retelling what was read under the ball.

Alternate with previously learned. At the 9th lesson, children are given outline pictures for coloring.

Lessons #10-11

Benefits: ball, the game "Wonderful bag", a thin rubber ball, contour pictures.

Relaxing movements:

1. Repeat two or three learned exercises.
2. “Let’s fall asleep standing” - falling head down slowly to the signal “Down!”, “Up!” - slowly raise their heads.

Breathing exercises:

1. Again: onomatopoeia from the 7th lesson (inflate the coals in the iron).
2. As you exhale, inflate the rubber balloon, which makes the sound “udi-udi” when inflated. Everyone should have their own ball.

1. Again: onomatopoeia beetle, mosquito.
2. Onomatopoeia of a bursting bubble - sssss, but without the participation of the voice.

Speech exercises for coordinating words with movements.

A) Cultivating a calm pace of speech when reading poetry to the clapping:

Oh, the water runs like a stream!

No snow, no ice!

Oh water! Oh water!

No snow, no ice!

After the collective reading of poems, several children repeat individually.

B) Education of a calm pace of speech in outdoor games. First, collectively, as shown by a speech therapist, and then at the signal of individual children. Children in a circle perform movements according to the text: “Hands to the sides, to the fist, unclench and to the side!”

Speech board games and activities.

A) Education of a calm pace of speech in the game "Wonderful bag". As many toys and aids are placed in the bag as there are children in the group. The child recognizes and names the object by touch, and then shows the children: “I have a picture book.”

B) Education of a calm pace of speech in the story "Peter helped."

“There was a swallow's nest above the window. Four chicks peeked out of it. Suddenly one chick fell out. The swallows swirled over him and squeaked, but could not help. Peter saw it. He picked up the chick and put it in the nest. The swallows chirped merrily and began to feed the chick.

Several children retell this story, and the rest - any previously memorized to the ball.

Lessons #12-13

Benefits: fleece, the game "Riddles", contour pictures.

Relaxing movements:

1. Repeat relaxing head drop.
2. "Spinning mill wheel" (slow. Smooth, circular movement of the hands).

Breathing exercises:

Inhale - children rise on their toes, sniff a branch (flower) from the hands of a speech therapist.

Exhale - go down.

1. Repeat several onomatopoeia "Echo".
2. Onomatopoeia of the howl of the wind - in-in-in-in (show the correct articulation).

Speech exercises for coordinating words with movements.

Cultivating a calm pace of speech in reading poetry under the ball. First in chorus, then individually:

Cheerful friend, my ball,

Everywhere, everywhere you are with me

It's good to play with you.

You can give the reading of the rhyme to each one line, then repeat two or three times.

Speech board games and activities.

A) Education of a calm pace of speech in the game "Riddles".

I show a picture, on the back of which there is a riddle. Read on for a riddle. If the children know the answer - they call it, if not - a picture is shown.

The speech therapist slowly reads the riddle, then offers to repeat it to one of the children. Short, easy-to-remember riddles are selected. For example:

Red paws pinch at the heels. (Goose).

Antoshka stands on one leg. (Mushroom).

In subsequent games of riddles, the children pronounce memorized riddles according to the picture shown.

B) Education of a calm pace of speech in the story "The Fooled Bear".

“Sometimes, although rarely, bears attack people. Once a shepherd met a bear. He reared up on his hind legs and roared. The shepherd started to run. He hears that the bear is about to overtake him. Then the shepherd took off his hat and threw it right into the face of the bear. The bear stopped, grabbed the hat in its paws and began to tear it. And the shepherd at that time ran out of the forest and escaped.

The transmission of this, and previously memorized stories, is made at the choice of the children themselves.

Lessons #14-15

Benefits: ball, colorful pictures.

Relaxing movements:

1. Repeat exercises from lessons 10-12.
2. At the signal of the speech therapist "to the right", the children slowly tilt their heads to the right, at the signal "to the left" - to the left.

Breathing exercises:

Inhale through the nose, exhale to an imaginary bruised place of the arm, finger, palm, etc.

1. Repeat several times other voice exercises of the children's choice.
2. Onomatopoeia of the cry of geese ha-ha-ha (several times in one breath, first collectively, then individually).

Children themselves check the correctness of articulation from each other.

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in outdoor games "Hands to the sides."

Children stand in a circle. The speech therapist shows movements corresponding to the text:

We stomp our feet

Top-top-top.

We clap our hands

Clap-clap-clap.

We raise our hands

We lower our hands

And we run around.

Then the children do it on their own.

B) Raising a calm pace of speech in sentences to the ball: “I live on Nansen (Pushkin, etc.)”. Children stand in a circle. Everyone names their own street or lane.

Speech board games and activities.

A) Raising a calm pace of speech in sentences of five words: "Vova, give me a red cap."

Teach children to divide sentences into two segments according to their meaning, as indicated in the sample. Otherwise, the exercise will be difficult and cause stuttering.

In this game, children match four pictures of the same color (red dress, balloon, etc.). In addition to the speech moment, acquaintance with flowers.

B) Education of a calm pace of speech in the story "Geese".

“The hostess came out and beckons the geese: “Tesh, tesh, tesh, gray geese, white geese, go home.” And the geese stretched their necks, flap their wings, open their beaks? “We don’t want to go home, we are fine here too.” The hostess sees that you can’t get anything from the geese with kindness, so she took a long twig and drove the geese home.

Lessons #16-17

Benefits: scented scarf, ball, game "Children's dominoes".

Relaxing movements:

1. Repeat the exercises from the 6th lesson.
2. Smoothly raising relaxed arms in front of you to shoulder level and free fall of the arms down.

Breathing exercises:

On the inhale, sniff the scented handkerchief, and on the exhale, as slowly as the exhale itself, say: “Good.” Fine.

Cuckoo onomatopoeia: cuckoo. 2-3 times on one exhalation, first in chorus, then individually.

Speech exercises for coordinating words with movements.

A) Cultivating a calm tempo of speech when pronouncing verses under the ball:

Skokom - sideways,

Sideways - lope,

galloping jackdaw

Past the windows.

Children sit in a circle on their haunches, in chorus pronounce the text of the game:

Knock-knock with a hammer (knock on the floor with a fist),

We build-build new house(get up, raise their hands, connect them in the center, as if forming a built house),

Knock-knock with a hammer,

We are building a new house.

Speech board games and activities.

A) Raising a calm pace of speech in sentences: “I put up a Christmas tree and a flag” in the game “Picture Children's Dominoes”.

B) Education of a calm pace of speech in the story "In the Forest".

Lessons #20-21

Benefits: scented scarf, ball, pictures with poems.

Relaxing movements:

1. Exercises from the 5th lesson.
2. "Mowing the grass with a scythe" - free stretching of the arms to the right, to the left.

Breathing exercises:

While inhaling, smell (flowers) perfume from the bottle:

"Oh, they smell good."

"Smells very nice." Several different offers

"Very good smell."

The game "Whose house?". Each child finds a corner-house. The leader approaches the house and asks: “Whose house?”. Children respond with onomatopoeia (beetle, goose, cow, cuckoo, etc.). Leading: “This is the house of a beetle (goose, cow, cuckoo, etc.).

Speech exercises for coordinating words with movements.

A) Raising a calm pace of speech when reading rhymes to claps:

Trumpet blows!

The trumpet is singing!

People are walking along the street.

The trumpeter blows the trumpet for a reason,

Today is the October holiday.

Repeat under the verses of “Verbochka”, “Oh, water runs in a stream” from the 4th and 10th lessons.

B) Education of a calm pace of speech in outdoor games.

1. "Vova, catch" and "I throw - catch!"
2. The variant of these games “One, two, three - catch” is repeated 2-3 times.

Speech board games and activities.

A) Education of a calm pace of speech in poetry and games.

Poems by A. Barto, Chukovsky, Mikhalkov, Marshak are familiar to children.

The speech therapist shows the picture and slowly, smoothly reads the first line: "Our Tanya is crying loudly."

Children also read the second line slowly and smoothly.

B) Education of a calm pace of speech in the story "Kostya".

“Kostya rode in a tram. He sees: a man on crutches entered the tram. It was difficult for him to stand. Kostya got up from his seat and said: “Please, sit down, citizen. I will stand." The citizen said, "Thank you," and sat down on the bench.

1. Reading the whole story by a speech therapist.
2. Questions and answers on reading.
3. Retelling the story without the ball until the 30th lesson. We are moving away from exercises on reflected individual reading. After the questions - an independent story.

We move away from retelling under the ball. If there are children in the group with severe speech difficulties, then we continue to retell the story with the ball.

Lessons #22-23

Benefits: perfume bottle, flags, the Miraculous Pouch game.

Relaxing movements:

Smooth raising of relaxed arms above the head and their free fall, followed by swinging on the sides, like a pendulum.

Breathing exercises:

While inhaling, say: “My favorite perfume is lily of the valley (lilac, poppy, forget-me-not, familiar to children).

The speech therapist gives the children a scented handkerchief.

1. Repeat exercises from previous lessons.
2. Onomatopoeia of the cawing of a crow (karrr-karrr).

Speech exercises for coordinating words with movements.

Education of a calm pace of speech in an outdoor game with flags. Children stand in a circle holding a flag in each hand. First, the children perform the appropriate movements at the signal of the speech therapist, and after memorizing the text of the game, at the signal of the children. Right up, down

Left down, up, etc.

to the side,

Crosswise.

Speech board games and activities.

A) Education of a calm pace of speech in the game "Wonderful bag". You can diversify. Instead of toys, you can put boxes of sweets.

“I have a box, and in it is toffee (bee candy, cow candy, etc.).

B) Education of a calm pace of speech in the story "Quarrel of Bugs and Cats."

“There was a fight between a bug and a cat. The cat began to eat. The bug has arrived. Cat Bug - paw by the nose. Bug cat - by the tail. Cat Bug - in the eyes. Bug cat - by the neck. Aunt walked past, carried a bucket and began to pour water on the cat and Zhuchka.

When working through this story, it is good to show the children on soft toys how they fought, etc.

Lessons #24-25

Benefits: bubble, ball, game "Where does it grow?".

Relaxing movements:

1. Repeat the movements from the 10th, 14th and 18th lessons.
2. Walking in circles with a staggering gait, with your head relaxed in your hands.

Breathing exercises:

Exhale into a bubble. With a long exhalation, noise and whistling are formed in the bubble - which means that the children take a full breath. Everyone has their own bubble.

Speech exercises for coordinating words with movements.

A) Cultivate a calm pace of speech. First, the children repeat the text in chorus, then individual children - in turn, and the rest - perform the appropriate movements, instead of a toothbrush, they pass their index finger in front of their mouths.

Wash my neck, wash my ears

We wipe dry

Don't rush, don't rush.

Cleanliness is more expensive for everyone -

We also brush our teeth

Powder, powder.

B) Repeat the outdoor game from 22 lessons (right up ..., separate the flags).

Speech board games and activities.

A) Education of a calm pace of speech in the game "Where does it grow?".

You can pick up drawings of plants or fruits of the forest, garden, field, vegetable garden, 4 cards each. Children take turns taking a picture from a pile, calling it and saying:

I have a mushroom, it grows in the forest.

I have a turnip, it grows in the garden.

I have rye, it grows in the field.

I have a pear, it grows in the garden.

B) Education of a calm pace of speech in the story "The Lion and the Mouse."

"The lion was asleep. A mouse ran over his body, he woke up and caught it. The mouse began to ask him to let her go. She said: "If you let me go, I'll do you good." The lion laughed and released the mouse. One day the hunters caught a lion and tied it to a tree with a rope. The mouse heard a lion's roar, ran, gnawed through the rope and said: “Remember, you laughed, you didn’t think that I could do good, but now you see for yourself that good can come from me!”

Lessons #26-27

Benefits: an apple, a ball, plastic toys (rubber, soft) for the game “Guess what didn’t happen?”.

Relaxing movements:

Children stand in a circle in pairs. At the signal of the speech therapist, they threaten each other with a finger. Then, at the signal of the speech therapist: “One. Two three!" turn 180 0 , and shake a finger in an already new pair. Then they perform this exercise at the signal of one of the children.

Breathing exercises:

As you exhale, sniff the apple. As you exhale, say: “Very fragrant apple”, “Very fragrant apple”, “Very pleasant smell”.

1. Repeat the onomatopoeia of the crow.
2. kitten onomatopoeia: meow, meow.

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in a counting rhyme:

Cockerel, cockerel.

Show me your jacket.

The box is on fire

How many feathers does it have?

One two three four five,

B) Education of a calm pace of speech in an outdoor game.

According to the speech therapist:

“We raise our hands higher” - the children raise their hands.

“And then we lower them” - the children lower their hands.

“One (raise), two (lower),

Three (raise), four (lower).

Then the exercise is repeated at the signal of one of the children.

Speech board games and activities.

A) Raising a calm pace of speech in the game "Guess what's gone?".

The speech therapist puts 3-4 toys or pictures and offers to remember and close your eyes, and then guess what is gone.

"There was no horse on the table."

Then you can remove two toys.

B) Raising a calm pace of speech when working through the story "Bug".

“Zhuchka's legs got sick. Yes, she lay hungry in the kennel for a day. Everyone forgot about her. But Misha remembered Zhuchka and brought her a bowl of soup and a piece of bread. The bug was delighted and wagged its tail. Every day Misha fed Zhuchka. Soon Zhuchka recovered and ran with Misha for a walk.

Lessons #28-29

Benefits: tangerine or orange, ball, short poems, illustrations.

Relaxing movements:

1. Repeat exercises from 22 lessons.
2. Slowly raising and lowering the arms from the starting position: one hand down, the other up.

Breathing exercises:

As you exhale, smell the orange, as you exhale, say: "The orange (or tangerine) smells very good."

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So the children saw a big pond, and there were geese in the pond and along its banks. The geese saw the children and began to scream loudly.

Tanya, how do geese scream?

Ha-ha-ha.

The children were frightened and quickly ran into the forest. And the forest was quiet. All you could hear was the swaying of the tops of the trees.

Kolya, how is the forest noisy?

Sh-sh-sh-sh.

The children chose a clearing and sat down to rest from the road. Suddenly, a mosquito rang in a thin voice above Zhenya's ear.

Zhenya, how does a mosquito ring?

Z-z-z-z.

And Lenya saw how a bee sat on a flower. She crawled over the flower and buzzed.

Lenya, how is the bee buzzing?

W-w-w-w.

Soon a cuckoo chirped in the distance.

- ... how does a cuckoo crow?

Coo-coo, coo-coo.

For a long time the children listened to the cuckoo, rested and went to look for mushrooms, berries and pick flowers. The children were afraid to fall behind in the forest and often came around.

- ... how do they go around in the forest?

Ay, ay.

For a long time the children walked in the forest, had a good rest and went home.

Speech exercises for coordinating words with movements.

A) Repeat the outdoor game from the 18th lesson “Legs together! Feet apart!"

B) The game "Flag". Children stand in a line at a distance of about 7 meters from the flag on the floor. Children take turns jumping to the flag on one leg, saying the words of the text of the game for each jump. At the last word "flag", the player must be at the flag.

Jump-jump, jump-jump,

Here is my checkbox.

Speech board games and activities.

A) Raising a calm pace of speech while repeating one or two lines of a verse read by a speech therapist with an illustration. For example:

The duck quacked in the pond:

I will find my own food.

Or

House with a chimney on a red roof.

The house came out very well.

B) Education of a calm pace of speech when working out the story "Fox".

“The hunter set a trap for a wolf in the forest. He put the meat in the trap. Walked past the fox. Smell the meaty smell. She wanted to eat meat. She went to the meat, but fell into a trap. The fox sits and thinks: “The hunter set a trap for the wolf. Why did the trap catch me? “And don’t go, fox, along wolf roads!”

Lessons #30-31

Benefits: flags, ball, game "Where does it grow?".

relaxing movements, breathing exercises, voice exercisesare now carried out in the form of a short charge of 1-2 exercises from previous classes.

In subsequent lessons, pay more attention to speech work with the texts of articles, fairy tales, dramatizations, etc.

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in an outdoor game.

Children follow the commands of a speech therapist:

Spread your arms wider (hands to the sides),

Then bring them together again (hands come together).

One (to the sides),

Two (reduced)

Three (to the sides),

Four (reduced).

Then repeat at the command of one of the children.

B) Education of a calm pace of speech in an outdoor game. Children chant in chorus:

We will raise the red flag (raise the flags and hold to the end),

And we all shout: "Hurrah!".

Long live dear

Soviet country.

Speech board games and activities.

A) Education of a calm pace of speech in the game "Where does it grow?" from lesson 24.

B) Education of a calm pace of speech in the story "The Eagle and the Monkey".

“Far, far away in a dense forest lived monkeys. There were many. They lived together. They climbed trees, swayed on branches. One monkey climbed to the top of a tree. The eagle saw her, grabbed her claws and wanted to carry her away. The monkey screamed. Then other monkeys surrounded the eagle. They beat him, bit him, and the monkey held on tightly to the branch. And the eagle couldn't lift it. He released the monkey and flew away. This is how the monkeys saved their friend.”

Plan for working out large stories and fairy tales up to the 52nd lesson:

The story is divided into paragraphs with a vertical bar. The speech therapist reads the story, the children retell it first in parts, then in its entirety. Children with speech difficulties should be given a retelling of only individual paragraphs.

1. Reading a story.
2. retelling in parts.
3. Retelling of the whole story.

Lessons #32-33

Benefits: ball, the game "Quartet".

Speech exercises for coordinating words with movements.

A) Raising a calm pace of speech when pronouncing a rhyme under the ball, at the end of the line, throwing the ball to the floor in order to instill in children the skills of a pause at the end of the line. This also achieves the expressiveness of the pronunciation of the verse.

The bird is flying (ball toss)

The bird is playing (throwing the ball),

The bird sings (ball throw).

The bird flew (ball throw),

The bird played (ball throw),

The bird is gone (ball throw).

B) Education of a calm pace of speech in the game "Yasha and Masha".

Children stand in a circle. Two children are selected. They walk in a circle blindfolded and call each other: "Yasha!", "Masha!". The game ends when Yasha catches Masha. Then another pair of children is selected. The game is repeated 3-4 times.

Speech board games and activities.

A) Education of a calm pace of speech in the game "Quartet". In this game, children pick up a quartet of animals, birds, mushrooms, vegetables, food, etc. They turn to the host in turn: “Ira, please give me a red fox,” a 6-word phrase. The game ends when one of the players collects 4 pictures.

B) Education of a calm pace of speech when working through the story "Four Butterflies".

“Four butterflies lived in a clearing in the forest. One is white, the second is yellow, the third is red, the fourth is black.

Once the butterflies flew for a walk. They flew, flew, played, played, suddenly they see: a big black bird. Butterflies were frightened and began to hide.

A white butterfly saw a chamomile, sat on it and became invisible. A yellow butterfly found a yellow dandelion and sat on it. A little red butterfly sat on a red carnation and also became invisible.

Only one little black butterfly could not find a flower. She flew, she flew, she searched, she searched. There is no black flower. The little black butterfly was very frightened that she had nowhere to hide. Suddenly she saw a pine tree. It flew to her, clung to the black bark and became completely invisible.

A large black bird has flown here, looking for butterflies, but they are nowhere to be seen.”

In the 33rd lesson, pass this story in action. Children hide near objects that are similar in color.

Lessons #34-35

Benefits: ball, flag, game "Merry Musicians", multi-colored pictures.

Speech exercises for coordinating words with movements.

A) Repeat the outdoor game “We raise our hands higher ...” from the 26th lesson.

B) Raising and lowering the flags under the slow score of the speech therapist. Children soy in a circle. At the expense of "one" - raise the flags, at the expense of "two" - lower, at the expense of "three" - raise, at the expense of "four" - lower.

C) Cultivating a calm tempo of speech when pronouncing a verse under a ball toss at the end of the line:

Sailing, sailing boat!

The ship is golden!

Lucky, lucky gifts!

Gifts to us!

Speech board games and activities.

A) Education of a calm pace of speech in the game "Colorful Pictures" from the 14th lesson. Children match four identical pictures. The game is complicated by a phrase of 6 words: “Vova, please give me a blue dress” (a blue hat, a blue ball, etc.).

B) Raising a calm pace of speech when working out the fairy tale "Rooster and Paints".

“Vova drew a rooster, but forgot to color it. The rooster went for a walk. “Why are you walking around so unpainted?” - the dog was surprised. The rooster looked into the water: "And it's true, the dog is telling the truth."

“Do not be sad,” said the dog, “go to the paints, they will help you.” A rooster came to the paints and asks: "Paints, paints, help me."

"Good" - said the red paint and painted his comb and beard. And the blue painted the feathers on the tail. Green - wings, and yellow - breast.

“Now you are a real rooster,” said the dog.

Children tell this fairy tale for several days, and the rest at this time consolidate the skills of a calm speech tempo on previous stories.

At the 35th lesson, depict a fairy tale in action.

Enter the element of the game.

Lessons #36-37

Benefits: ball, plasticine, the game "Merry Musicians".

Speech exercises for coordinating words with movements.

Education of a calm pace of speech in an outdoor game.

Children stand in a circle at arm's length. right leg. The left one is set back a little. Children pronounce the words of the text of the game (first collectively, then individually):

It's very hard to stand like this

Keep your hands to the sides

And do not fall, do not swing,

Don't hold on to each other.

Speech board games and activities.

A) Education of a calm pace of speech during the game "Merry Musicians". Children take turns taking pictures from the foot and talk about its content:

“I have a cat in the picture. She plays the balalaika."

“I have a dog in the picture. She plays the pipe."

You need to collect four identical pictures. For example: a cat plays the balalaika, pipe, harmonica, drum, etc.

B) Education of a calm pace of speech in the fairy tale "Friendship".

“In the summer, a squirrel and a bunny became friends. The squirrel was red, the bunny was grey.

Every day they ran to a small clearing and treated each other there. The squirrel brought mushrooms, cones, and the bunny brought carrots and cabbage.

But now the summer has passed. Winter came. dropped out White snow. The squirrel hid in a hollow, and the bunny hid under a thick spruce branch.

Once the squirrel poked out of the hollow. She saw a bunny, but did not recognize him because the bunny was not gray, but white.

And the bunny also saw a squirrel, and also did not recognize it. After all, he was familiar with a red-haired squirrel, and this one was gray.

But in the summer they get to know each other again. Why do you think they get to know each other in the summer?

At the 37th lesson, mold mushrooms, nuts, carrots, cabbage.

Lessons #38-39

Benefits: pictures for puzzles.

Speech exercises for coordinating words with movements.

Education of a calm pace of speech in the game "Heron".

The child must go for a pie, jumping on one leg, and return - jumping on the other (for the development of motor skills in both legs).

1 child: "Heron, heron, let it into the corner."

Heron: "Jump on a leg

Down that path

Bring a pie

I'll go to the corner!"

Speech board games and activities.

A) Education of a calm pace of speech in self-compilation of riddles from the picture. A speech therapist teaches children to make riddles. For example, he shows a cat: “Grey, fluffy. Mice are afraid of her”, “Cunning, redhead, steals chickens”, “Walks around the yard, sings a crow”. Give three examples. Then the children are given pictures so that they do not see each other's pictures. Children make puzzles.

B) Education of a calm pace of speech when working out the story "That's the bed."

“Olechka ran all day, jumped all day and was very tired. By evening, the eyes began to stick together on their own, as if the cilia caught on the cilia.

The rooster saw that Olga was rubbing her eyes with her fists, crowed: “Ko-ko-ko me, Olya, climb onto the perch. It's very comfortable to sleep here." “No, cockerel, what are you! I'll fall off the perch."

Then the cat Kisai came up, began to rub against Olechka's legs and purr: “Mr, mr, mr, lie down, Olechka, on the bench, curl up. Something will be good. I always sleep like this." “What are you, Kisai, the shop is narrow and tough. I'll lie down all sides.

“Come, Olechka, to sleep in my kennel,” barked Zhuchka. “What a Bug! Do girls sleep in a dog kennel?

“Olechka, let’s go to my stall to sleep. It will be very comfortable for us to sleep standing up with her.” “No, horse, what are you. I can't sleep standing up."

At this time, Olechka was called by her mother: “Go, daughter, to sleep. I have prepared a bed for you - the sheets are white, the pillows are soft, the blanket is warm.

"That's the bed! - said the cockerel, the cat Kisai, the dog Bug, the horse. -Just for Olechka. Good night, Olechka."

Lessons #40-41

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech when pronouncing a rhyme:

Steam locomotive, steam locomotive,

What did you bring as a gift?

I brought color books

Let the kids read

I brought pencils

Let the kids draw.

B) Education of a calm pace of speech in outdoor games.

1. Repeat the game from the 26th lesson "Jump-jump".

2. All children stand in one column or in a line. One of the children stands in front of the line and turns to the one on the right flank: “Vova, come here. I found a butterfly”, “Gena, come here. I found a nest." The called one runs and, in turn, addresses those standing in the line: “Zhenya, come here. I found a white mushroom”, “Petya, come here. I found a hedgehog." The game continues until one person remains in the line. After that, the game is repeated.

Speech board games and activities.

Education of a calm pace of speech when working out the fairy tale "The Bunny and His Friends".

“Once, in good and clear weather, a bunny went for berries. He walked and walked, and came across a fox. The fox saw the bunny and was going to eat it. The bunny dropped the basket and ran. He ran to the edge of a dirty ditch, turned around and saw that the fox was already quite close. Bunny sat down to jump over the ditch, but it turned out to be very wide, and he fell into it.

The fox stood, stood at the edge of the ditch, and left. No matter how hard the bunny tried, he could not get out of the ditch. Two monkeys passed by. Seeing a bunny in trouble, they immediately climbed a tree that stood by the ditch, and, holding each other, extended their hands to the bunny. But the tree turned out to be tall, and they could not reach the bunny. The monkeys quickly called the elephant for help. The elephant, with all his strength, stretched out his long trunk, but he could not reach the bunny either.

Then they all came up with this together: two monkeys, holding hands, hung on a branch, and the elephant bent this branch with its trunk. So they pulled out the poor bunny.

The bunny was covered in mud. His legs were stuck together and he couldn't move. Then the elephant took a full trunk of water from the reservoir and redeemed the bunny. Clean, he jumped fast.

It was already dark, and the bunny did not know where to go to look for his mother. Will the fox meet again? Fortunately, a deer came up and said to the bunny: “Sit on my back, bunny. I run very fast and I will take you home.” The bunny sat down and, holding on to his ears, merrily headed home.

Lessons #42-43

Benefits: ball, plasticine, the game "Shop".

Speech exercises for coordinating words with movements.

Education of a calm pace of speech in an outdoor game. Children individually pronounce the text and perform movements.

My ball is flying high

My ball flies far

Roll faster across the field

Hit the floor quickly.

Speech board games and activities.

A) Education of a calm pace of speech in self-composing sentences in the game "Shop" Child's world". You can use toys, manuals, picture books, lotto, dominoes, etc. in the game. The roles of the seller and buyers are children. Dialogue:

Hello Aunt Olya!

Hello Lenochka. Why did you come to the store?

I want to buy a big doll.

Don't you have a doll?

I have a doll, but I want to buy more.

How many dolls will you have?

I will give this doll to my friend (mother, sister, etc.). She will have a birthday soon (March 8, etc.).

Each customer comes to the store once, so as not to drag out the game.

B) Education of a calm pace of speech in the dramatization of "The Fox and the Mole".

“The fox asked the mole:“ Why are you, mole, digging such narrow holes? "So that you, fox, do not come to visit me."

Lessons #44-45

Benefits: game "Merry musicians".

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in the game "Storks, butterflies and frogs."

Children stand in a circle at arm's length. At a signal from a speech therapist or one of the children, stork children stand on one leg, butterflies flap their wings, and frogs squat down.

B) Repeat the game "Heron, let it into the corner."

Speech board games and activities.

A) Raising a calm pace of speech in the game "Merry Musicians" from the 36th lesson.

B) Raising a calm pace of speech when reading the fairy tale "Gingerbread Man". At the 45th lesson, stage a fairy tale.

Lessons #46-47

Benefits: ball game "Who is doing what?".

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in motion. Children walk in a circle and, counting out loud, raise and lower the ball above their heads (at the expense of one, two - raise the ball, three, four - lower it).

B) Raising a calm pace of speech in the game “Vova, come here, I found a butterfly” from the 40th lesson.

Speech board games and activities.

A) Education of a calm pace of speech in the game "Who is doing what?" from lesson 18.

B) Cultivating a calm tempo of speech when working out the fairy tale “Why does the donkey roar?”

“In ancient times, the donkey, as the fairy tale tells, sang better than the nightingale. Once all the animals gathered for advice and the lion, who was their king, asked:

Which one of you is the most handsome?

I, I - immediately shouted the donkey.

Okay, you are the prettiest. And who is the strongest?

I, I - the donkey shouted before the rest of the animals had time to open their mouths.

OK. Who is the dumbest here?

I, I, I - the donkey roared in a hurry, frightened that he would not be ahead of him.

All the animals rolled with laughter, and the poor donkey lost his beautiful voice from shame. Since then, he can only roar: "I, I, I."

Lessons #48-49

Benefits: toys for games "Guess what's gone."

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in an outdoor game. Children stand in a circle and follow the commands of a speech therapist or one of the children:

"Up" - throw the ball up.

"Down" - hitting the ball on the floor.

"Right" - turn to the right and hit the ball on the floor.

"Left" - turn left and hit the ball on the floor.

"Back" - turn around and hit the ball on the floor.

"Forward" - turn around to the starting position and hit the ball on the floor.

B) Education of a calm pace of speech in the outdoor game "Titmouse".

Choose a “titmouse”, plant it in a high place, like on a tree branch. Children in chorus:

You, titmouse, where did you live?

Where have you been, titmouse?

Titmouse with an expression:

All flew through the forests,

Everyone sat in the bushes.

Repeat 3-4 times.

Speech board games and activities.

A) Raising a calm pace of speech in the game "Guess what's gone?" from lesson 26.

B) Education of a calm pace of speech in the fairy tale "Zaikin's Garden".

“The bunny planted cabbage in the garden. Yes, here is the food: the birds have flown. “They will peck all the seedlings. Well, wait, birds, - the hare decided, - I will kick you out. The hare runs about the garden. He swings a stick, drives away birds.

“Hey, gardener,” the hedgehog tells him, “you’re scaring the birds in vain. It will be worse." And the hare doesn't want to listen. Satisfied. Not a single bird left. Silence in the garden. "Grow up now, cabbage." Huge caterpillars ate cabbage.

“Oh, you stupid hare,” said the hedgehog, “didn’t you know that birds are garden friends. They eat caterpillars. But don't cry! Better wipe your tears and save what's left."

"How can I save?" - asked the bunny.

“But how” - and a smart hedgehog taught a hare.

He made a large bunny feeder, poured crumbs into it. Again the birds flocked to the garden and pecked at all the caterpillars.

Lessons #50-51

Benefits: plasticine, picture dominoes.

Speech board games and activities.

A) Raising a calm pace of speech in sentences: “I put a green Christmas tree and a red flag” from the 16th lesson.

B) Education of a calm pace of speech in the fairy tale "Ryzhik".

“In the forest, in the ravine, there was a large deep hole. A fox and her three cubs lived in it. Two foxes obeyed their mother. When the mother left the hole, they sat in the hole and did not get out, and the third fox cub - Ryzhik was not obedient.

One day, when his mother left, he climbed out of the hole and started chasing butterflies. Ryzhik did not notice how he moved further and further away from his hole.

Then he met a hedgehog and wanted to play with him. Yes, it was not there! The hedgehog curled up into a ball and exposed his thorns, and when Ryzhik approached him, the hedgehog jumped up and painfully pricked him in the nose.

Ryzhik whined, wanted to go back to his mother, but he didn’t know the way. It's bad to be disobedient. Ryzhik got lost, his nose hurts, he is hungry. He wanted to eat a bird, but she fluttered and flew away.

Suddenly, out of nowhere, a large black dog jumped out. She barked loudly and rushed to Ryzhik. Ryzhik was frightened, hid under the roots of an old tree, trembling with fear. And the dog jumps around the tree, trying to get the fox.

Here come the guys. They drove the dog away, took out the fox and carried it home. At home, the children tied Ryzhik near the shed and gave him milk. But he did not drink milk. All day he screamed and called for his mother.

And at night, when everyone went to bed, the mother fox came to the village. She came to the barn where Ryzhik was sitting and wanted to take him away. But Ryzhik was tied. Then the fox gnawed through the rope, took him by the collar and carried him home. More Ryzhik did not leave his hole.

At the 51st lesson, mold any character from a fairy tale from plasticine: Ryzhik's fox, mother fox, bird, hedgehog, dog, etc.

Lessons #52-53

Benefits: game "Shop", plasticine, flags.

Speech exercises for coordinating words with movements.

A) Repeat the game from the 22nd lesson "Right - up, left - up."

B) Game "Geese". Children are divided into two groups: "children" and "geese". The game is repeated 3-4 times, changing the roles of the children.

Children: Geese, you, geese, gray geese.

Geese: Ha-ha-ha.

Children: Where did you fly, whom did you see?

Geese: We saw a wolf, he took away a caterpillar.

Children: Geese, you geese, pinch the wolf, save the caterpillar.

Geese: Ga-ha-ha (depict geese, flap their wings, fly away to save the caterpillar).

Speech board games and activities.

A) Education of a calm pace of speech in the game "Shop" from the 42nd lesson.

B) Education of a calm pace of speech in the dramatization of "The Old Forester".

1st: "Grandfather, my dear, make me a whistle."

2nd: "Grandfather, find me a little white fungus."

3rd: "You wanted to tell me a fairy tale today."

4th: "You promised, grandfather, to catch a squirrel."

Forester: “Okay, okay, kids, just give me time.

There will be a squirrel for you, there will be a whistle.

The game is repeated several times in different composition until all the children are covered by the game.

At the 53rd lesson, give the children the task of molding a fungus, a squirrel, a whistle from plasticine.

Lessons #54-55

Benefits: plasticine, pictures for self-compilation of riddles.

Speech exercises for coordinating words with movements.

Education of a calm pace of speech in the outdoor game "Stump, Christmas Tree, Elephant". Children stand in a circle at arm's length. At the command of the leader (first - a speech therapist, and then one of the children):

Stump - squat down;

Elephant - raise your arms above your head;

Christmas tree - arms to the sides down (like branches of a Christmas tree).

Speech board games and activities.

A) Education of a calm pace of speech while independently compiling sentences and riddles from the picture (see lesson 33).

B) Education of a calm pace of speech in dialogue. We need to include all the guys.

Where are you going, Misha, where are you driving?

Hay to mow.

What do you want hay for?

Feed the cows.

What do you want cows for?

Milk milk.

Why do you need milk?

Little kids to drink.

C) Repeat the staging of the fairy tales "Gingerbread Man", "Why does the donkey roar?", "The Fox and the Mole."

At the 55th lesson, invite the children to blind any guess from the game.

Lessons #56-57

Benefits: pictures for the game "Seasons".

Speech exercises for coordinating words with movements.

A) Repeat the game from the 48th lesson.

B) Education of a calm pace of speech in the game "Wattle".

Children stand in a circle and read the first four lines under the clap:

Shadow, shadow, sweat,

Above the tree is wattle.

The animals sat under the wattle fence,

Boasting all day long.

They squat down and read in faces:

Hedgehogs boasted: "We have good fur coats,"

The fox boasted: “I am the beauty of the whole forest!”,

The bunny boasted: "Come on, catch up,"

The bear boasted: "I can sing songs,"

The goat boasted: "I will gouge out your eyes."

Speech board games and activities.

A) Education of a calm pace of speech in the game "Seasons".

Children are given large pictures of the seasons: spring, summer, autumn, winter. If the group is large, then one picture and two. Small cover cards are stacked face down. The host takes a small card from the pile and asks: “Who has skates? When do they ride?

Children: “I have skates. They ride in the winter."

B) Education of a calm pace of speech in a story based on a plot picture. Instructions for conducting are given in the methodological note.

Lessons #58-59

Benefits: game "A, B, C", flags, pictures for the story.

Speech exercises for coordinating words with movements.

A) Repeat the game with flags from the 22nd lesson.

B) Before the start of the game, the children slowly agree among themselves on what movements they will perform. For example, you can depict how they wash their hands, the floor, dishes, read a book, etc.

One: Hello, children! Where were you, what did you see?

All: "What we saw we will not say, what we did, we will show."

Speech board games and activities.

A) Cultivating a calm pace of speech while repeating from memory several lines of a poem read by a speech therapist (28th lesson).

B) Education of a calm pace of speech when working out the picture "Friendship".

Lessons #60-61

Benefits:ball, the game "Wonderful bag".

Speech exercises for coordinating words with movements.

A) Repeat the game from the 42nd lesson "My ball, fly high."

B) Education of a calm pace of speech in the game "Go through the gate."

Two children are selected - "gates". They agree among themselves which of them will be the "Snow Maiden", and who will be the "Father Frost". The rest of the children, holding hands, pass through the gate in a chain. Before the last passerby, the “gate” children lower their hands and ask: “Snow Maiden or Santa Claus?”. The child makes a choice and takes the side of the chosen one. After that, the cycle repeats. After all the children have entered the gate, the gate changes and the game starts again.

For the game, you can choose other characters familiar to children from fairy tales:

"Little Red Riding Hood - Gray Wolf",

"Ivan Tsarevich - Gray Wolf",

"Goldfish - Golden Egg",

“Puss in Boots - Foxy Sister”, etc.

Speech board games and activities.

A) Education of a calm pace of speech in the game "Wonderful bag" from the 10th lesson.

B) Education of a calm pace of speech in compiling a story on a free topic.

Themes:

1. What toys do you have at home?
2. What do you like to draw?
3. What do you like to sculpt?
4. How did you spend your day at home or in kindergarten?

Give only two topics in class. The story should be short: 3-4 sentences. For example:

May 1st is coming soon. Dad will buy me a 2-wheel bike like my brother. My brother and I will ride.

At the 61st lesson, offer to blind the characters of the game "Go through the gate."

Lessons #62-63

Benefits:ball, the game "Bunny-jumping".

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in the game "Wattle" from the 56th lesson.

B) Raising a calm pace of speech in the ball game from the 48th lesson.

Speech board games and activities.

A) Education of a calm tempo of speech in the game "Bunny-Jumper".

This game is played as a Quartet game. The child, who has the "Bunny Bunny" in his hands, comes out and jumps, or dances.

B) Cultivating a calm pace of speech when compiling a story on a free topic (see lesson 60).

At the 63rd lesson, make a bunny with a carrot or one carrot if someone cannot make a bunny.

Lessons #64-65

Benefits:plasticine, flags.

Speech exercises for coordinating words with movements.

A) Education of a calm pace of speech in the game from the 22nd lesson.

B) Raising a calm pace of speech in the game "Go through the gate" from the 60th lesson.

Speech board games and activities.

A) Plasticine modeling of characters from read and learned fairy tales, stories and dramatizations.

The speech therapist should recall all these stories that were learned during the course of classes.

B) Education of a calm pace of speech in the story. After each child draws something, everyone takes turns talking about what they have depicted.

At the 65th lesson, the next topic is chosen for modeling and storytelling.

Summary of classes for children with stuttering
on familiarization with the surrounding world and the development of speech

Form of occupation: subgroup.

Age: 7 years old.

Stage: main.

Theme: "Spring"

Target: educate speech free from hesitation at the stage of answer-question speech.

Tasks:

To form the ability to answer questions of a speech therapist with a full sentence.


To form the ability to coordinate speech with movements to musical accompaniment.


Update and expand the dictionary on the topic "Spring" (see program).


Practice diaphragmatic breathing.

Equipment: ball, pictures: sun, drops, birds, snowdrop, melting snow; music player (“Sounds of Spring”, P. Tchaikovsky “The Seasons. April”), colored pencils, sheets of paper.

Lesson progress

^ I. Organizational moment

Hello children! How bright and warm today! What a wonderful day today! I smile at you, and you smile at me and at each other.

^ Minute of relaxation (the recording “Sounds of Spring” sounds).

One, two, three, four, five - start playing in a circle!

It's good that we're all together today. We are calm and kind, we are friendly and affectionate. We are healthy. Take a deep breath through your nose and breathe in the freshness, kindness and beauty of this day. And exhale through your mouth all the resentment and grief. (Children inhale and exhale three times).

^ II. Main part.

2.1. Articulation gymnastics "The Tale of the Tongue".

Let's remember the fairy tale about the tongue and do exercises for it. (Children are given mirrors).

Once upon a time there was a Tongue in a house-mouth. In winter, Tongue lay in his bed for a very long time, show how he did it("Spatula" ).


And on a spring, sunny day, the Tongue wakes up, washes the round window - lips(“Delicious jam”).


After that, the Tongue looks out of the window and hides, the spring sun shines very brightly!("Snake").


The tongue puts on sunglasses, boldly looks up at the sun, down at the ground("Swing").


A horse gallops past, and the tongue clicks with it("Horse").


After that, the Tongue plays with his favorite windmill toy, shows how the spring breeze blows(inhale through nose, exhale through mouth).

2.2. The opposite game.

Guys, look out the window, what time of year is it?

Right, how did you guess?

It's getting warmer, the snow is melting, the trees are waking up, flowers are appearing, birds are flying in.

Right. How much do you know about spring, and you won't confuse winter with spring? To whom I will give the ball in my hands, he will answer.

Winter is gone, and spring ... has come.
Winter is cold, and spring ... warm.
In winter, the sun freezes, and in spring ... it warms.
In winter, snowdrifts are high, and in spring ... low.
In winter they put on fur coats, and in spring ... jackets.

2.3. Exercise "Signs of spring."

^ The sun shines brighter
A warm wind is blowing.
Here the winter is over
To us again came ... SPRING!

(On the board is an image of a cheerful radiant sun, around it are pictures of signs of spring and several pictures of other seasons).

The bright spring sun joyfully shines on us. And around it are signs of different seasons. Leave the sun around and name only spring signs.

I will name them again, and with a wave of my hand, add the last sound or word:

^ Drops drip loudly : … KAP!

The birds sing merrily ... CHIRIK!

Snow is melting: …OH!

Streams run: …BLL!

Snowdrop shakes his white head: ...FFF!

He is stroked by a golden ray of sunshine: …AAA!

And now, holding hands, let's go to the spring meadow and admire the spring.

2.4. Physical education "Spring has come."

(The music of P. Tchaikovsky “The Seasons. April” sounds).

Sun, sun, high (On tiptoe we pull our hands up)

We are warm from the sun. (light strokes on the face)

The snow melts from the rays, (squat)

The stream ran loudly. (running in circles)

You run after the stream ,

Step over all the puddles. (Walking in circles)

Here is a funny sparrow

Bathing in a puddle (Hands crossed behind the back, jumping on 2 legs in a circle)

Cleans his feathers (light hand stroking)

And shakes off. (Shake brushes )

And now they flew off and quietly sat down in place.

2.5. Exercise "Good-Bad".

Guys, are you glad that spring has come?

What's good in spring? ( ^ The sun is shining brightly, the snow is melting, boats can be launched, birds fly in, animals wake up, etc. .)

What's wrong with spring? ( Dirty, large puddles all around; you can get your feet wet and get sick; you can fall into a puddle, get dirty, mom will scold, etc.)

Stand in a circle, now you will ask each other these questions and pass the ball, who answered with a full sentence - asks the next question, etc.

2.6. Finger gymnastics"Drip-drip-drip, spring has come ...".

Sit down in your seats, let's play with our fingers.

Drip-drip-drip, spring has come ( ^ Fingers say hello )

Drip-drip-drip, icicles are melting ( Fingers say hello )

Brooks ran (B thumb and forefinger touch the table )

Rooks flew to us (L adoni join, thumbs intertwined, palms flapping).

2.7. Drawing on the theme "Snowdrop".

Listen to the poem:
The very first, the thinnest
There is a flower with a gentle name.
Like a hello ringing drop,
It's called ... snowdrop. (V. Nishchev)
That's right, it's a snowdrop. What can you say about it? What color is his bud? What does he look like? What stem? What leaves? (A snowdrop has a white bud. It looks like a snowflake, a bell. It has very beautiful green leaves).

Guys, take colored pencils and let's draw it now.

(Children draw, then stand in a circle with drawings and take turns answering the speech therapist's questions).

Speech therapist: What did you draw? What color did you decorate the stem, bud? To whom will you give a flower? Why is a snowdrop called a primrose? ^ III. Final part.

Well done, you worked really hard today! Did you enjoy the activity? And I liked how you did it and what drawings you got, we will place them on the stand. Let everyone enjoy spring!

Abstract of a speech therapy lesson with stuttering older children preschool age at the question-answer stage.

"Journey to the Magical Forest" Lexical topic: "Wild animals"

Gichko Olga Mikhailovna

Speech therapist teacher GBDOU kindergarten No. 2 of the compensating type of the Kirovsky district of St. Petersburg.

Correctional and educational goals:

1. Fixing the idea of ​​wild animals.

2.Activation of the dictionary on the topic: wild animals,

3. Building a sentence with prepositions: in, from, on, with, for, because of, the formation of possessive adjectives and agreement with nouns, the use of the prepositional case of a noun, the selection of a verb to a noun, the agreement of numerals with a noun.

4. Strengthening the skill of sound analysis of words.

5. Consolidation of knowledge about the image of the letter.

6. Consolidation of the ability to correctly ask and answer questions with a complete answer.

Correctional and developmental goals :

1. Development of long speech breathing, Development of prosodic components of speech.

2. Development of auditory and visual attention, perception, memory.

3. Development of optical-spatial representations

4. Development of personal qualities: activity, curiosity, independence, the ability to apply the acquired knowledge in independent activities, develop the ability for self-esteem.

5. Development of universal prerequisites for educational activities: The ability to listen to an adult and follow his instructions.

6. Development of the emotional sphere of children, imagination.

7. Development of muscle tone, mimic muscles.

Correctional and educational goals:

1. Raising a steady interest in the occupation, initiatives, the desire for vigorous activity,

2. Fostering a sense of camaraderie-collectivism.

3. Raising a humane attitude towards wild animals.

Equipment:

Magnetic board, computer, flannelograph with a set of details on the topic: "Winter" (snowflake, tree, snow falling, snowdrift, woodpecker, titmouse)

Audio recording "Winter" "Relaxation melody",

Costume of the Old Man - Lesovichka.

Modules - hemp, snowballs, track with traces,

Object pictures depicting wild animals

Pictures depicting animal dwellings (burrow, lair, hollow, bush.)

Pictures depicting emotions: sadness, discontent, surprise, joy.

Pictures depicting a hare: on a stump, jumped off a stump, into a snowdrift, climbed out of a snowdrift, behind a tree, from behind a tree. (for individual work by number of children)

Pictures with the image of a wild animal in the amount of 5 pieces are inserted into the colored envelope (wolf, fox, hare, squirrel,)

Preliminary work:

Introduction to emotions. Work on the duration of speech exhalation. Strengthening the skill of using a computer correctly. Reading fiction on the topic: "Wild animals."

Lesson progress:

Organizing time.

Speech therapist: Guys, let's say hello to the guests. Hello.

And now let's remember how to speak correctly and beautifully:

1. Be attentive, do not interfere with others, first listen then answer.

We speak conjointly. Disperse to the place. They sat down on the chairs.

2 .Relaxation to music.

Speech therapist: Children, look and imagine that we are in a winter forest. (Turn on music)

Close our eyes and listen to music.

We turn off the music. We open our eyes.

Speech therapist: - What was the music like?

Children: The music sounded gentle. The music sounded beautiful. Music sounded

calm.

Speech therapist: And what did you imagine to the sounds of this music?

Image of pictures on the board.

Children: Snow is falling, snowflakes are spinning, frost is crackling, trees are rustling,

somewhere a bird flew by, etc.

3. Speech with movements: "We have come to the winter forest."

Speech therapist: In order not to freeze in the winter forest, we will warm ourselves .

We have come to the winter forest! How many miracles are around here!

On the right is a birch in a fur coat, On the left is a Christmas tree looking at us.

Snowflakes are spinning in the sky. And quietly fall to the ground.

Here the bunny jumped. He ran away from the fox.

This is a gray wolf prowling, He is looking for prey.

We all hide now! Then he will not find us!

Only the bear sleeps in the den, So he sleeps all winter.

4. Riddles about wild animals

A woodsman comes out from behind a tree.

I'm an old man-forester I go through the forest to look in order.

Hello guys, I'm glad you came to my domain?

Lesovichok.: - Do you know who lives in my forest? Children: - Yes!

Lesovichok: I will tell you riddles.

We will answer one by one, to whom I will point.

Sit on the stumps and listen.

1. Look at what - Everything burns like gold,

Walks in an expensive fur coat, The tail is fluffy and big. (Fox)

2. Day and night he roams the forest, Day and night he is looking for prey.

He walks - he wanders in silence, Ears gray upright. (Wolf)

3. A fungus hangs on a knot. Who could hang it?

I will part the small spruce forest, I will hide - I will see ... (squirrel).

4. The oblique does not have a lair, He does not need a hole.

Legs save from enemies, And bark from hunger. (Hare)

5. He is big and clumsy, They say he sucks his paw.

He can roar loudly, What kind of animal is this? (Bear). - together.

Children solve riddles.

Well done. You are good at solving riddles.

Lesovichok: What are these animals called? Children: Wild animals.

Lesovichok: Why are they called that? Children - They live in the forest.

Lesovichok: Oh, I stayed too long, I run away with you, I will visit my possessions and return, and you will take a walk.

5.Breathing exercise Speech therapist: And we will breathe fresh, frosty air.

Oh! What air! Children spread their hands and take a deep breath.

Oh! What frosty air.

How transparent and fresh air! How to breathe well.

The winter forest is very beautiful. Everything is covered with white, fluffy snow.

6. Psycho-gymnastics The goal is to learn to regulate muscle tone, mimic muscles.(cards with muzzles on the board)

Speech therapist: What happened? What's around? Noise and din from all sides is a bunny galloping.

He ran away from his mother. The bunny is small, does not always obey, and there is a mother

scolds or punishes him. And when he is obedient, his mother praises him, caresses him.

And from this, the bunny has a different mood. I will call you zaykino

mood, and you choose the right card.

Speech therapist: A bunny sits on a stump and is sad:

Lower the corners of the lips down. Convey a sad look.

Children show facial expressions of sad mood

Speech therapist: lost in the forest and cannot find his mother, angry with himself.

The child takes the desired picture with a muzzle.

Children show facial expressions of an angry mood

Speech therapist: the bunny saw a familiar squirrel.

The child takes the desired picture with a muzzle.

Children show facial expressions of surprise.

Speech therapist: do not be sad, we will play with you and look for mom.

The child takes the desired picture with a muzzle.

Children show a smile. Well done!

7. Snowball game "We'll have a little rest and go play snowballs"

The speech therapist offers a box of snowballs.

Speech therapist: Children take a snowball in our hands. We blind a lump and throw it. Let's shake the snow off our hands.

The children are moving.

8. " Where did the bunny hide? (Building a sentence with prepositions: in, from, on, from, for, because of,) (with pictures)

Bunny ran to look for his mother, and we will sit at the table. Choose your pictures and look at them. I remind you. I will ask, and you will answer with a full sentence.

The speech therapist asks the children questions:

Where did your bunny go? - My bunny jumped into a snowdrift.

Where did your bunny come from? My bunny got out of the snowdrift.

Where is your bunny? - My bunny is standing on a stump.

Where did your bunny jump from? - My bunny jumped off the stump

Where is the bunny hiding? The bunny hid behind a tree.

Where did the bunny come from? The bunny peeked out from behind the tree. Good girl!

9. Game "Whose Traces" (formation of possessive adjectives and agreement with nouns)

Lesovichok: I'm back, I need your help. The beasts have followed all over the forest and confused me. I do not know where, whose traces? I can't find anyone.

Lesovik: Choose your tracks. Children choose and stand near the tracks.

Lesovichok: Whose tracks did you choose?

Child - I chose hare footprints.

Lesovichok: And whose tracks did you choose?

Child - I chose squirrel tracks.

Lesovik: Stas, whose tracks did you choose?

Child - I chose wolf tracks.

Lesovichok: Sasha, whose tracks did you choose?

Child - I chose fox tracks.

Guys, follow the tracks that you have chosen, and we'll see where these tracks lead you.

The children followed the tracks and stopped each at their own place.

Lesovichok: Where did the fox tracks take you?

Child: Fox tracks led me to a fox hole.

Lesovichok: Where did the squirrel tracks lead you?

Child: Squirrel tracks led me to a tree with a squirrel hollow.

Lesovichok: Where did the hare tracks lead you?

Child: hare footprints led me to a bush.

Lesovichok: Where did the wolf tracks take you?

Child: Wolf tracks led me to the wolf den.

10. Game "Where does anyone live?" (use of the prepositional case of a noun)(Cross poll.)

Speech therapist: Guys, now you will ask each other questions about your animal and answer them.

Children ask each other questions.

Sasha: where does the wolf live?

Child: The wolf lives in a den.

Stasik: Where does the fox live?

Child: The fox lives in a hole.

Mouth: Where does the squirrel live?

Child: A squirrel lives in a hollow

Cyril: Where is the bunny hiding?

Child: Bunny is hiding under a bush.

Bogdan: Where does the bear winter?

Child: The bear winters in a den.

11. "Who performs these actions?"(selection of a verb to a noun)

Lesovik: How great it was for you to ask and answer questions. And now I'll ask you.

Speech therapist: Then come to the blackboard.

The child answers and puts the picture on the board with the image of the animal.

Lesovik: Tracks, runs, howls ... a child ... a wolf

Lesovik: Sneaking, running, cunning ...... child ... .. fox

Lesovik: Jumps, gets scared, trembles ... ... child ... hare

Lesovik: jumps, jumps, hides in a hollow .... child ... squirrel.

12.« Count the animals » 1,2,3,4.5. (coordination of numerals with a noun

Child - One Wolf, two wolves, three wolves, four wolves, five wolves.

Child: one hare, two hares, three hares, four hares, five hares.

Child: one fox, two foxes, three foxes, four foxes, five foxes

Child: one squirrel, two squirrels, three squirrels, four squirrels, five squirrels.

13 ".Highlight the sound in the word"

Speech therapist: Lesovichok, do you have a school in the forest?

Lumberjack: Yes! I'm going to study there soon.

Speech therapist: We are also preparing for school. We already know how to distinguish sounds in a word.

Let's remember. What vowel sounds do you know. Children answer: A, o, y, and, uh, s.

Look at the board. Speech therapist: Who is this? The child is a wolf.

Speech therapist: What is the vowel sound in the word: wolf.

Child: The word wolf has one vowel sound o

Speech therapist: Who is this? The child is a fox.

Speech therapist: What are the vowel sounds in the word: fox.

Child: There are two vowel sounds in the word fox and, a.

Speech therapist: Who is this? The child is a bear.

Speech therapist: How many vowels are in the word: bear.

Child: There are two vowels in the word bear: and, a

Speech therapist: Who is this? The child is a bunny.

Speech therapist: How many vowels are in the word: bunny.

Child: In the word bunny there are two vowels a, a.

14. Computer game "Collect a word from letters »

Lesovik: Guys, let's find out how they do in the forest school. The school has a teacher crocodile, his name is Croco. He is smart and kind.

Let's split into two teams.

Speech therapist: Collect from letters, the word fox. And Lesovichok will see whose team can do it faster?

The child clicks on the correct letter. Well done! We played with the word fox.

15. "Make a sentence with a word" :l donkey, hare, wolf, squirrel, bear.

Speech therapist: Lesovichok, we can come up with our own sentences with the word fox.

Children: The chanterelle is chasing the hare. The bunny is hiding from the fox. Squirrel on a branch

nibbling nuts. The wolf is stalking prey.

Speech therapist: Which sentence did you like the most?

16. Relaxation to music. " Magical dream"

Speech therapist: We will go to a magical clearing. Lie down, close your eyes and

Listen to music. Children lie down on the carpet, close their eyes and relax to the music.

Speech therapist: Imagine you are lying on warm sand. You feel good and happy.

Breathing is even, calm. You feel the warm rays of the sun. Rays

warm your hands, feet, face. One of the rays touched your lips and

made you smile. You enjoy these touches. Do you feel

yourself as part of nature. You will carry this smile and give it to your friends.

Stretch your arms up, inhale and open your eyes on the count of three. your walk

was wonderful. Sat down. Stretched. We got up.16.Result. Where have you been? What did you like? Well done! You did well. The forester left gifts for you under the Christmas tree.

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As already mentioned, inconsistency manifestations of stuttering gives rise to the hope of specialists to find a means or a way to retain, consolidate and expand the possibilities of free speech that every stutterer has: whether in a certain form of speech activity or in a certain speech situation. Hence the goal is to find techniques, methods, means that would make it possible to transfer the rudiments of free speech in stutterers from the area of ​​narrow, special conditions for them into an environment of natural communication with people around them. This explains the attempts to create different systems of gradual, progressively more complicated speech exercises, which would serve as a transitional bridge from easy speech conditions for a stutterer to more difficult ones. Therefore, combining different methods speech therapy classes with stutterers, one can consider a common desire to put into practice the principles of systematicity and consistency. A different approach to the choice of speech activity and speech situations, the use of various auxiliary means or techniques; different age stuttering - this is what distinguishes different methods of speech therapy impact on stuttering.

The authors of the first domestic methodology speech therapy work with stutterers children of pre-preschool and preschool age - N.A. Vlasova and E.F. Rau built an increase in the complexity of speech exercises, depending on the different degree of speech independence of children. Hence the sequence recommended by them: 1) reflected speech; 2) memorized phrases; 3) retelling from the picture; 4) answers to questions; 5) spontaneous speech. At the same time, the authors recommend mandatory rhythmic and musical classes with children and explanatory work with parents.

N.A. Vlasova distinguishes 7 “types of speech”, which, in order of gradualness, must be used in classes with preschool children: 1) conjugated speech; 2) reflected speech; 3) answers to questions on a familiar picture; 4) independent description of familiar pictures; 5) retelling a short story heard; 6) spontaneous speech (a story based on unfamiliar pictures); 7) normal speech (conversation, requests), etc.

E.F. Rau sees the task of speech therapy work in “to free the speech of stuttering children from tension through systematic planned classes, to make it free, rhythmic, smooth and expressive, as well as to eliminate pronunciation errors and develop a clear, correct articulation” . All speech reeducation classes stuttering children distributed according to the degree of increasing complexity into 3 stages.

The first stage - exercises are conducted in joint and reflected speech and in the pronunciation of memorized phrases, rhymes. Declamation is widely used.

The second stage - exercises are carried out in the oral description of pictures in questions and answers, in compiling an independent story based on a series of pictures or on a given topic, in retelling the content of a story or fairy tale read by a speech therapist.

The third stage is the final one, children are given the opportunity to consolidate the acquired fluent speech skills in everyday conversation with surrounding children and adults, during games, classes, conversations and at other moments of a child's life.

The methods of N.A. Vlasova and E.F. Rau are characterized by a certain similarity - they are based on a different degree of speech independence of children. The undoubted merit of these authors is that they were the first to propose and use a step-by-step sequence speech exercises in work with young children, developed guidelines for the individual stages of a consistent system for correcting the speech of stuttering preschoolers.

For many years, the proposed methodology has been one of the most popular in practical work with stuttering children. And at present, many of its elements and modifications are used by speech therapists.

A peculiar system of corrective work with stuttering preschoolers in the process of manual activity was once proposed by N.A. Cheveleva. The author proceeds from the psychological concept that the development of a child's connected speech goes from situational speech (directly related to practical activities, with a visual situation) to contextual (generalized, related to past events, missing objects, future actions). Therefore the sequence speech exercises is seen in a gradual transition from visual, lightweight forms of speech to abstract, contextual statements. This transition is achieved in the child, in the author's opinion, in a sequence that provides for a different relationship between the child's speech and his activity in time. Hence, the “main line of increasing complexity of independent speech” includes its following forms: accompanying, final, anticipating.

On the other hand, the system of sequential complication of speech goes here along the line of “gradual complication of objects of activity” through the complication of the number of “separate elements of work into which the entire labor process breaks down in the manufacture of this craft”.

This system overcoming stuttering in children includes 5 periods.

1) Propaedeutic (4 lessons). The main goal is to instill in children the skills of organized behavior. At the same time, children learn to hear the laconic, but logically clear speech of a speech therapist, its normal rhythm. The children themselves have a temporary limitation of speech.

2) Accompanying speech (16 lessons). In this period, children's own active speech is allowed, but only about the actions they simultaneously perform. At the same time, constant visual support provides the greatest situationality of speech. At the same time, there is a constant complication of children's speech due to a change in the nature of the speech therapist's questions and the corresponding selection of crafts (the same, repeatedly spoken answers, variant answers of children; monosyllabic, short and complete, detailed answers).

3) Concluding speech (12 lessons). In all classes of this period, children use accompanying and final speech (in the latter case, they describe work already completed or part of it). By adjusting (gradually increasing) the intervals between the child's activity and his response about what has been done, different complexity of the final speech is achieved. At the same time, gradually reducing the visual support for the work performed, it becomes possible to make a gradual transition to contextual speech.

4) Preliminary speech (8 lessons). Here, along with the accompanying and final speech, a more complex form of speech is activated - a preliminary one, when the child tells what he intends to do. The ability of children to use speech without visual support develops. Children learn to plan their work, name and explain in advance each action that they have yet to do. Phrasal speech becomes more complicated: children learn to pronounce several phrases related in meaning, use phrases of complex construction, and build a story on their own. In this period, they are required to be able to think logically, to consistently and grammatically correctly express their thoughts, to use words in their exact meaning.

5) Strengthening the skills of independent speech (5 lessons). During this period, it is planned to consolidate the previously acquired skills of independent, detailed, concrete speech. Children talk about the whole process of making this or that craft, ask questions, answer questions, speak out on their own, etc.

Thus, in the methodology proposed by N.A. Cheveleva, the principle of sequential complication of speech exercises in the process of one of the activities of a preschool child is implemented. The author methodically substantiates and describes the stages of this consistent work. It shows well the possibilities of how one section of the “Programs of Education and Training in Kindergarten” (namely, in the process of manual activity) can carry out corrective work to overcome stuttering in children.

S.A.Mironova suggested stuttering coping system in preschoolers in the process of passing the general program of secondary, senior and preparatory group kindergarten. Corrective impact on stuttering children is carried out in the classroom (as the main form of educational work in kindergarten) according to the accepted sections: "Introduction to the surrounding nature", "Speech development", "Development of elementary mathematical concepts", "Drawing, modeling, application, design" .

Work with children in all sections of the "Program" is subject to the goal of re-education stuttering speech. Therefore, the author sets two tasks for the speech therapist: program and correctional, which are distributed over the academic quarters (or, respectively, into four stages of successively complicated correctional work).

When completing a program with stuttering children in the mass kindergarten, some of its changes are proposed, related to the speech capabilities of children. These include: the use at the beginning of the school year of the material of the previous age group, rearranging some program tasks and topics, lengthening the time for studying more difficult classes, etc.

Corrective tasks of the first quarter consist in teaching the skills to use the simplest situational speech in all classes. Dictionary work occupies a significant place: expansion of the dictionary, clarification of the meanings of words, activation of the passive vocabulary. It is assumed that the speech therapist himself is particularly demanding on the speech: specific questions, speech in short, precise phrases in different versions, the story is accompanied by a show, the pace is unhurried.

The correctional tasks of the second quarter are to consolidate the skills of using situational speech, in a gradual transition to elementary contextual speech in teaching storytelling on questions of a speech therapist and without questions. A large place is occupied by work on the phrase: a simple phrase, a common phrase, the construction of phrase variants, the grammatical design of phrases, the construction of complex structures, the transition to composing stories. The selection of program material and the sequence in its study are also changing. If in the first quarter, in all classes, children come into contact with the same objects, then in the second quarter, the objects are not repeated, although objects are selected that are similar in terms of the principle of commonality of the topic and purpose.

The correctional tasks of the third quarter are to consolidate the skills of using previously learned forms of speech and to master independent contextual speech. A significant place is given to work on compiling stories: on visual support and on questions of a speech therapist, an independent story, retelling. The speech practice of children in complex contextual speech is increasing. In the third quarter, the need for a slow study of the program, which is typical for the first stages of education, disappears, and the topics of the classes are approaching the level of a mass kindergarten.

Corrective tasks of the fourth quarter are aimed at consolidating the skills of using independent speech of varying complexity. A large place is occupied by work on creative stories. Along with this, vocabulary work and work on the phrase, begun at the previous stages of training, continues. In speech, children rely on specific and general questions of a speech therapist, on their own ideas, express judgments, and draw conclusions. Visual material is almost never used. The questions of the speech therapist relate to the process of the upcoming work, conceived by the children themselves. During this period, corrective training is aimed at observing the logical sequence of the transmitted plot, at the ability to give additional provisions, clarifications.

All correctional work with stuttering children during the year is carried out by a speech therapist and educator.

As you can see, the methods of N.A. Cheveleva and S.A. Mironova are based on teaching stuttering children to gradually master the skills of free speech from its simplest situational form to its contextual one (the idea was proposed by Professor R.E. Levina). Only N.A. Cheveleva does this in the process of developing children's manual activities, and S.A. Mironova does this in the process of developing children's speech during the passage of different sections of the kindergarten program. The very principle of the necessary combination of the tasks of correctional and educational work with stuttering children should be considered absolutely correct in speech therapy practice.

Methodology Seliverstov V.I. mainly designed for speech therapy work with children in medical institutions (outpatient and inpatient). In fact, it is a complex system of speech therapy classes with children, as it involves the modification and simultaneous use of different (known and new) techniques speech therapy work with them. The author proceeds from the main position - the work of a speech therapist should always be creative, exploratory. There cannot be strict deadlines and the same tasks for all stutterers without exception. The manifestations of stuttering in each child are different, and his abilities in speech therapy classes turn out to be different, and therefore it is necessary in each specific case. different approach in search of the most effective methods of overcoming stuttering.

In the scheme proposed by the author of successively complicated speech therapy classes with children three periods are distinguished (preparatory, training, fixing), during which speech exercises become more complicated depending, on the one hand, on a different degree of independence of speech, its readiness, the structure of complexity, loudness and rhythm; and on the other hand - from the varying complexity of speech situations: from the situation and the social environment, from the types of activities of the child, during which his speech communication takes place.

Depending on the level of free speech and features manifestations of stuttering in each case, the tasks and forms of speech exercises differ for each child in the conditions of speech therapy work with groups of children.

A prerequisite for speech therapy classes is their connection with all sections of the "Program of education and training in kindergarten" and, above all, with the game as the main activity of a preschool child. Speech therapy classes are based on the active consciousness and participation of children in the process of working on their speech and behavior. In the classroom, visual aids are widely used and technical means training (in particular - a tape recorder). The parents of the child are placed in the conditions of obligatory and active assistants to the speech therapist in the classes.

In modern methods speech therapy sessions with stuttering children V last years more and more attention is paid to the possibility of using various games for corrective purposes. Games known in the practice of preschool education, modified or even invented by speech therapists.

In particular, G.A. Volkova developed a system for using games (didactic, with singing, mobile, dramatization games, creative games) with stuttering children 4-5, 5-6, 6-7 years at different stages of consecutive speech therapy classes: at the stage of silence (4-6 days) and whispering speech (10 days); conjugated (4-5 weeks) and reflected speech (4-5 weeks); question-answer speech (8-10 weeks); independent speech (8-14 weeks) and at the stage of consolidating active behavior and free communication of children.

In the proposed system of various games, according to the author, “children learn the rules of behavior in game, imaginary situations, but reflecting real, life phenomena and people's relationships. And the learned forms of relationships contribute to the restructuring of the behavior and speech of stuttering children and the elimination of the defect.

Interesting games and game techniques are also offered for speech therapy classes with stuttering children I.G. Vygodskaya, E.L. Pellinger, L.P. Uspenskaya. Games and game techniques in accordance with the tasks of the successive stages of speech therapy classes with children contribute here to relaxing exercises (relaxation), a mode of relative silence; education of correct speech breathing; communication in short sentences; activation of a detailed phrase (individual phrases, story, retelling); dramatizations; free verbal communication.

The manual proposes a system of purposeful game techniques and situations, which, according to the authors, "form children's skills of independent speech, helping them to move from communicating with words at the first stage of work to detailed statements at the end of the course."

IN AND. Seliverstov "Stuttering in children"

Most stutterers in the process of verbal communication experience a feeling of anxiety, uncertainty, fear. They are characterized by an imbalance and mobility between the processes of excitation and inhibition, increased emotionality. Any, even minor stressful situations become redundant for their nervous system, cause nervous tension and increase the external manifestations of stuttering. Many stutterers are known to speak fluently when they are calm. And the state of calmness is mainly provided by general muscle relaxation. Conversely, the more relaxed the muscles, the deeper the state of general rest. Emotional arousal weakens with sufficiently complete relaxation of the muscles.

Good diction is the basis for clarity and intelligibility of speech. Clarity and purity of pronunciation depend on the active and correct operation of the articulatory (speech) apparatus, especially on its moving parts - the tongue, lips, palate, lower jaw and pharynx. To achieve clarity of pronunciation, it is necessary to develop the articulatory apparatus with the help of special exercises ( articulatory gymnastics). These exercises help to create a neuromuscular background for developing precise and coordinated movements necessary for sounding a full-fledged voice, clear and precise diction, prevent the pathological development of articulation movements, and also relieve excessive tension in the articulatory and facial muscles, develop the necessary muscle movements for free possession and control of parts of the articulatory apparatus.

According to its manifestations, stuttering is a very heterogeneous disorder. It is naive to believe that it concerns only the speech function. In the manifestations of stuttering, attention is drawn to disorders of the nervous system of stutterers, their physical health, general and speech motility, the actual speech function, the presence of psychological characteristics. The listed deviations in the psychophysical state of stuttering children in different cases manifest themselves in different ways. Nevertheless, one is closely connected with the other, nourishes each other, the complication of one of the listed deviations inevitably exacerbates the other. Therefore, when eliminating stuttering, it is necessary to influence not only the speech of a stutterer, but also his personality and motor skills, the nervous system and the body as a whole. The impact on different aspects of the body, speech and personality of a stutterer and by various means has received in our country the name of an integrated therapeutic and pedagogical approach to overcoming stuttering.

According to R.E. Levina, there is no speech disorder in itself, it always involves the personality and psyche of a particular individual with all his inherent features. The role of the lack of speech in the development and fate of the child depends on the nature of the defect, on its degree, and also on how the child relates to his defect.
Understanding one's speech deficiency, unsuccessful attempts to get rid of it on their own, or at least disguise it, often give rise to certain psychological features: shyness up to shyness, the desire for solitude, speech fear, a feeling of oppression and constant worries about one's speech. Sometimes, and vice versa, disinhibition, ostentatious looseness and harshness.