Nutrition and diet 

When children should start talking and how to stimulate the development of their speech. Play rhythmic music games. Perception of movement and balance

When the first people appeared on earth, they were no different from animals. Gradually, their consciousness evolved, and they began to look at the world, learned to speak, mastered writing, began to create brilliant works of art. These factors were influenced by the development of the brain, thanks to which thinking moved to a new level.

Scientists have known for a long time that despite all the achievements of mankind, we use our brain by only 10 percent. It is difficult to imagine what the world will turn into if people manage to activate our thinking organ and make it work to its fullest. Our life will change dramatically, there will be many new discoveries that now seem like a fairy tale.

For this to happen, you need to use all the resources for the development of the brain, but first you need to understand what our most mysterious organ is.

Essential Brain Development Exercises

Of one proper nutrition is not enough to stimulate brain activity.

  • You need to be constantly on the move. In sedentary people, blood supplies the organs with oxygen worse, and this has a bad effect on the thought process.
  • Very important full sleep, lack of stress and the ability to relax. By adhering to these rules, you will notice that the brain works faster and better.
  • To be successful in life, you need to develop both hemispheres of the brain. Then creative skills will be used alongside logical thinking, and it will make life richer and more vibrant.

Start training your brain with simple exercises, and you will quickly feel the results:

  • METHOD 1

Stand up straight, place your right hand on your stomach and begin stroking it clockwise. Place your left hand on the crown of your head and, gently tapping, slowly move to your forehead. Try to do both movements at the same time.

This is just at first glance. Almost everyone's hands start to get tangled at first, and they stroke their heads instead of tapping. When the movement is mastered, change hands and do the exercise again.

  • METHOD 2

This exercise has a beneficial effect on both hemispheres and stimulates their work:

Put your hands up and try right hand portray in the air five-pointed star, and the left one is a square. This must be done at the same time. When everything works out, change hands, and then complicate the workout and come up with other, more complex shapes to reproduce.

  • Learning a foreign language can stimulate brain development. The brains will join the work with renewed vigor, and they will not have time to get bored and relax until the goal is completed.
  • Listen more often classical music, under which it is pleasant to lie down with closed eyes, read books or paint. These actions develop the right hemisphere well, because they cause a storm of feelings and emotions.
  • Try to take on work that you do not quite understand, and try to thoroughly understand it. You quickly activate the brain by learning new information and putting it into practice.

If you constantly train your brain with such extraordinary exercises, you will develop spatial memory, improve creativity and stimulate lateral thinking.

Neurobics exercises for the brain

American scientist Lawrence Katz created unique techniquethat stimulates brain development. This kind of exercise for the mind improves memory, mood and activates brain activity.

Neurobics is based on the fact that the brain must be constantly busy with new interesting work... If he is idle or performing routine activities, he will get bored, and this will weaken his attention and memory.

In order for the exercises to be useful, they need to be done regularly, and every day, surprise yourself with new tasks and puzzles. With this technique, you can train your brain anywhere, regardless of age. Exercising can be done by children, teenagers, students, middle-aged people and retirees. It will help everyone to stimulate the brain.

Neurobics Exercises:

  1. Start exercising in the morning. Try to get out of bed on the wrong foot. If you're right-handed, use it for your daily work. left handif left-handed - right. For example, brush your teeth with the wrong hand, try to hold your fork in an unusual way at breakfast.
  2. For next exercise need to involve loved one... Blindfold yourself thick cloth and walk around in the apartment under the supervision of a friend. Once you have mastered it, you can go outside and take a walk in a park where there is no car traffic.

After finishing your workout, answer the following questions:

  • How did you try to overcome your insecurity?
  • Which senses have earned more acutely?
  • What sounds were scary?
  • Was there something that calmed you down?

This exercise for the brain will allow you to understand yourself, relieve many fears and insecurities.

  1. To train your brain, try to return home every day with a new route, constantly shop in different stores, visit places you have not been before, try unusual food and exotic drinks.
  2. It is useful for brain development to use different flavors... Purchase bottles of pleasant essential oils, toilet water, perfume and enjoy a new scent in the morning.
  3. Try to always act outside the box, giving the brain new food for reflection. Often a little discomfort or insecurity arises during such training. This is because the brain is actively adapting, learning, developing, creating new neuronal cells.

Healthy foods for brain nutrition

To function fully, the brain needs useful material, of which there are many in natural products:

  • Eliminate chemical additives and artificial flavors from your diet.
  • Most healthy foods for the brain - blueberries and walnuts... Juicy black berry and cleanses the blood vessels. Nuts are packed with vitamins, minerals and acids that slow down the aging process.
  • You can't do without dark chocolate. It is very beneficial for brain development as it stimulates brain activity and enriches it with oxygen. Eating a piece of chocolate is helpful if you're overworked. From him fatigue disappears, and thoughts become clearer.
  • Eat more vegetables and greens. Balance the diet so that it harmoniously combines meat, dairy and fish meals... Rest more on fresh air and go in for sports. These simple guidelines will help make your brain work better.

What is better not to do

IN recent times to improve brain activity, it has become fashionable to take different pills. These are nootropics and psychostimulants. They improve mental clarity, enhance performance, and provide energy. But at the same time they have side effectssuch as addiction and severe depression after stopping use.

Despite the fact that the pills stimulate the ability to learn, sharpen the senses and activate memory, it is better to refuse to use them or take only as directed by a doctor.

In pharmacies, you can buy dietary supplements made from natural plants and, according to the developers, improve brain activity. The problem is that such drugs do not pass tests and instead of a neurostimulating effect, they can greatly harm health.

Use to Improve Brain Performance physical exercises, eat right and do neuroscience training. This will definitely give positive result and will not cause side effects.

How the brain works

The human brain is often compared to a computer. Indeed, throughout life we \u200b\u200babsorb the necessary information and store it in the far corners of the brain.

This body is responsible for many functions. Thanks to him, we talk, think, feel, coordinate movements, are able to fall asleep, be creative.

The problem is that the secrets of the brain are almost never solved. Scientists know that an organ consists of 2 hemispheres connected to each other by a cerebral layer.

Each hemisphere has specific functions:

  1. The left hemisphere scrupulously and consistently processes information, deeply analyzing it. It works with numbers, numbers and is responsible for logical thinking.
  2. Right hemisphere reads information from the senses. With its help, we distinguish colors, fantasize, perceive literature and music. The right hemisphere combines disparate information into one whole, which is why we are able to solve challenging tasks and find non-standard solutions.

Not so long ago, scientists have proven that the brain is able to grow new nerve cellscalled neurons, at any age. This enables him to recover his work after illness and stress. To make this process faster, you need to exercise your brain, which will help train your brain activity, and proper nutrition.

Note to every mom: 10 ways to help your baby talk

Every parent wants the baby to “speak” as quickly as possible, so that his speech is correct and beautiful. Next to the "talking" child, life seems more fun, more varied, and friends are pleased to tell about the first words and phrases uttered by the baby. In addition developed speech - indicator correct development child.

How can we help the development of the baby's speech? We offer several simple trickssome of which you probably already use, consciously or intuitively. We hope you can get some new ideas for yourself.

1. Sing songs to your baby throughout the day (children and adults).

From the very first months of life, it is extremely important to sing songs to your baby. Singing combines words, their meaning and rhythm - and this is exactly what we need for harmonious development speech. And also a song performed by a mother or another close person is often sung not far from the child, and he sees the singer's face, his lips, facial expressions, emotion. All this contributes to the full perception of melody, rhythm and words.

It is very important for an adult to sing, and not to include recordings of songs, even when it seems that there is neither hearing nor voice. You may not even sing, just chant the words of the verse, slowly. Here, after all, the main thing is that the rhythm coincides, and that the baby likes it.

2. Talk to your child like an adult.

Long before the active speech period, the child develops general idea about speech, about the native language. After all, he hears our speech every day - how we talk to each other, ask questions or answer them, hum a song under his breath or talk on the phone ...

It is very important to talk a lot with the child and with the child, more often to contact the child himself (even if it seems that he still does not understand anything). Let your speech be quite simple and accessible, but at the same time correct, “adult”. You should not try to simplify words and replace them with onomatopoeia (for example, “yoke-go” instead of “horse”), because then you will have to retrain the baby back to “full” words.

3. Act out dialogues between toys in the presence of the baby.

Even for the smallest children, we can arrange dialogues with toys. Get the child's attention, walk up to the doll and say:

- “Hello doll! What is your name?"

- "My name is Masha"

- "Hello. Masha! And I'm mom Olya "

- “Hello, mom Olya! And who is this?"

- "And this is our girl Nastenka"

And in this spirit, we can depict a small dialogue between a doll and a child, connect another toy or one of the relatives. The conversation is very long a short time, and the child has time to rejoice that the doll has suddenly come to life. This technique helps to diversify our games, involve the child in them and show how the dialogue is built.

4. Depict the sounds of animals and nature (rain, wind).

This is how we learn to listen and reproduce different sounds - speech and non-speech. As you play, try to simulate the sounds of the wind. For example, blow on a piece of paper in the palm of your hand, and do it intentionally hard, loudly. And so that the leaf does not fly away immediately, hold it a little with your finger. The child will hear the sound of the wind: "Fuuuh!" and will see your lips folded in a "tube". This is great breathing exercise and articulatory gymnastics.

5. Play rhythmic music games.

It has long been proven that the motor analyzer helps to unite the image of an object into a single whole. Therefore, when a child sees, hears, touches and simultaneously moves, he better remembers objects, their properties and actions with them. This applies even more to the development of speech: the child's own movement has a strong positive influence on the development of speech. This is especially true for hand movements and the development of fine finger movements. Orderly movement has a positive effect on mental development child. At the same time, it is important that the baby's movements are rhythmic, simple and accessible.

Try to take wooden spoons and knock on each other. Instead of a drum, so that there is not such a harsh sound, take a box or plastic bowl. You can also use a regular rattle, clap your hands or stomp your feet. And while humming any song, tap out the rhythm.

6. Read books: children with the baby and adults with the whole family aloud.

Such reading is very useful, because the child hears good literary language and sees the interest of adults in reading. Reading together with the baby, we talk over the whole situation, teach how to form a plot, form it according to certain laws of speech. Reading or listening to reading, the baby perceives the structure of speech, learns new words, hears the correct unhurried pronunciation of a phrase or word.

7. Recite verses when you wake up / before going for a walk.

Poems can and should accompany many moments of a baby's life, for example:

I know how to put on shoes

If I only want to!

Me and little brother

I'll teach you how to put on your shoes!

Here they are boots -

This one is from the right leg, this one is from the left leg!

If it rains,

Let's put on our galoshes

This one is from the left leg,

This one is from the right leg!

That's how good it is!

8. Focus on fine motor play.

Nature arranged it so that in our brain the zones responsible for hand movements and for speech are located nearby and their development is closely related. Therefore, the development of fine motor skills is, if not a “panacea”, then one of the important components of speech development.

The games where we keep small items (pyramid rings, paper snowflakes)

Drawing and writing

Applique and modeling

Button and eyelet games

Ribbon games

Lacing games

Games with sticks (we hook a cardboard fish with a stick - we catch it)

Playing keyboard instruments

Simple finger games (rain is dripping - knocking fingers)

Clothespin games

9. Write your poems and stories (for mothers of children from 1.5 years old).

It is very easy and simple to compose your own songs and poems! This will help us not only to develop the child's speech, but also to tune in to the game, to captivate or distract the baby in the right moment... If, for example, you are getting ready to sit down to paint and pour some water into a saucer, sing: "We will go now, we will bring some water." Or on a walk: "Our Masha walked, Masha found a twig!"

10. Play finger games.

Finger games are one of the options for games on fine motor skills, and in combination with funny rhymes and nursery rhymes, they can be a good help in the development of speech. For example, here good game for you with your baby, which develops fingers and allows us to communicate. You yourself "walk" with your fingers on the floor or table and say at the same time:

Hush, hush, hush, hush!

Mice come out for a walk!

And behind them is a ginger cat,

Clap with your paw!

And then with your other hand, catch the "mice" by slapping them. The "mice", of course, are trying to escape, well, here who is who! The child usually enters the game immediately and has a lot of fun. In this funny game Many skills are seriously developed that are useful for mastering speech: hand motor skills, attention, reaction, a sense of rhythm and, most importantly, the desire to communicate with an adult in a game.

Here are not all, but some of the most effective and simple techniques available to any mother. How many of them do you have in your arsenal? Write in the comments, and also share your ideas and know-how.

Merry games and joyful communication with your baby!

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Almost everything that a 2-year-old baby encounters in his life contributes to the development of his intellectual potential. There is no need to give him "lessons" or conduct any formal classes. Everything around is the learning process!

How to stimulate child development

Find toys suitable for different types play activities... Toys designed to be used in one way only, such as toy phones or cash registers, have limited use in games. The more different possibilities application of a toy, the greater the "educational" potential it carries in itself. When choosing toys for your child, pay attention to multifunctional ones that encourage you to “turn on” your imagination. Toys in sets such as a barn with animals, a farmer and a tractor stimulate more intense and inventive play than fun with just a few animals.

Provide developmental items and materials to stimulate your child's development creative activity... Any safe items that the baby is able to handle can be considered beneficial for his development. Indeed, simple items household items, such as rolled paper napkins or plastic boxes, make great toys because children themselves use their imaginations to transform them into some kind of toys. If a child drives a car through a tunnel from paper napkin, she is already becoming a toy. If he rolls up another napkin and plugs one end of the "tunnel" with it, the machine will no longer be able to drive through it. Now he has a more complex toy. The most common items such as wooden spoons, plastic food containers, mugs, bowls and pans can give your little one a lot of joy as they sort, arrange and place them in place. And do not forget about such a valuable thing for the child's development as empty box from under the shoes, which he can make a crib for a doll, a horse stable, a funny shoe, etc.

Don't demonstrate how to use something “right”. It is good if you show your kid how the toy works when he first meets it. But in the future, let him use it the way he wants. If he plays with her in his own way, it will do more good for his development than following. strict regulations.

Encourage role-playing games

If a child asks you to take part in his game, join him. Let him decide what your role will be and what you should do. On the other hand, if the kid does not ask for your support, it is better not to interfere so as not to take away the initiative in the game. If during the game his ideas run out, do not give in to the urge to offer yours. Instead, ask him questions like, "What do you think is going to happen next?"

Engage your child in counting games

Games and rhymes in which counting fingers and toes or other body parts such as ears or elbows are counted can help stimulate the development of the child, and help to understand the relationship between objects and numbers. Since this is connected for the baby with his body and sensations, he realizes this ratio much faster than with simple counting of other objects.

Help him consolidate his knowledge of counting and the concept of “one for each” by setting the table and explaining: “Each needs to cook a napkin. One for you - one. One for me - two. One for dad - three. " Then, helping the child to lay out the napkins on the table, say, "One, two, three napkins."

Use regular household activities as learning opportunities

A good reason for learning to group objects according to similar criteria, the sorting of laundry for washing provides: towels - here, T-shirts - there. Take special care of socks to develop your ability to distinguish objects by color and at the same time find identical pairs.

Bathing - a great opportunity to study concepts such as "quantity" and "volume". Just give your baby several vessels of different sizes to fill and empty. And as you walk, pay attention to the names of familiar shapes and figures, such as circles, squares, or triangles.

Make reading fun

If reading gives a child pleasure, he develops the opinion that books are interesting and funny. Thus, you will instill in him a love of learning for life. It is important that you do not turn reading into some kind of lesson or compulsory activity. Let him choose the books himself. If the choice is difficult, offer your child several books. Once you start reading, let him set the rhythm and theme himself. Remember, kids of this age are not impressed by simple monotonous reading.

Your toddler may repeatedly stop you and ask questions. He can turn several pages forward at once. He may not be interested in the text, he will like the pictures. Do not forbid him to do this. Treat questions as opportunities for conversation. If the child turns the pages, do not insist on going back. Don't turn reading into a lesson.

And don't just limit yourself to books. Use interesting pictures from magazines, newspapers and postcards to awaken your child's desire to come up with own stories or fairy tales. You can even write them down and help him make his book.

Maintain a balance of gaming capabilities

For development, children need different situations and changes in the environment. If your little one is mostly indoors - at home or in kindergarten, - compensate for this with games and walks in the fresh air.

During regular walks in the park, he will acquire new experience and new knowledge. Even the usual trips to the store or to the laundry can be interesting for him.

As for children who spend a lot of time outside the home, it is necessary to balance this with indoor play. And if your baby spends most of the day among other children, give him the opportunity to be in silence when no one bothers him. The better the time spent in the room is balanced with the time of walking in the fresh air, the more interest the child shows in surrounding reality, the more he learns the world and himself.

Stages of development of the child's own / expressive speech.

Stages of development own speech child:
Screams - arise from birth
Gulenie is a drawn-out pronunciation of vowels and syllables with throat consonants (gu, agu, ge) from 2 to 5-7 months.
Against the background of the melodious humming, syllables with labial and front-lingual sounds appear, which are then transformed into babbling.
Babbling - repeated repetition of syllables, with labial and front-lingual consonants (ma-ma-ma, bu-bu-bu) beginning from 4-7.5 months
Words - the transition is carried out against the background of ongoing babbling: babbling words (mom, dad, bobo, bang, am, give) from 11-12 months
The appearance of the words of the adult lexicon (milk - moco, mami - take, poppy - small, titiki - hours) began at 1 year 7/9 months. The coexistence of words, correctly and incorrectly pronounced, is the basic pattern initial stages the formation of speech in children.

The growth of a child's vocabulary from a year and older
1 year -5-9 words
1.5 years from 20 to 40 (from different authors)
2 years from 50 to 200 words
3 years from 800 to 1000 words
3.5 years - 1100
4 years 1600 - 1900
5 years 1900 - 2200
Development of phrasal speech
The emergence of phrases from two lexical units (Lala bach, papa am) - beginning from 1 year 9 months to two years
Appearance and development of proposals - from two years
By the age of three he begins to use complex subordinate clauses, the questions "why?" "when?", uses almost all parts of speech, prepositions and conjunctions.
Uses singular and plural
By the age of four, speech is framed grammatically correctly, suffixes and more complex phrases are used.
The further development of speech is assessed, mainly, not by the number of words, but by the ability to answer questions, the presence of initiative in a conversation, the construction of logical chains, the ability to compose a story from a picture, tell about an event, retell a fairy tale.
Comprehension of complex grammatical structures is assessed in parallel.

Some patterns of speech development in young children

An indicator of the further (after a year) development of children's speech is not the correct pronunciation of sounds, as parents for some reason think, but the timely development of the child's ability to use the words of his vocabulary in various combinations with each other, i.e. development of the ability to combine words into sentences.
***
A characteristic feature of children's speech up to 3 years old is that many sounds of the native language are omitted or replaced by similar ones in sound or articulation. This is because the articulation of sounds is not developed immediately, but gradually, and the perception of speech is far from perfect. Children speak words consisting of available sounds:
a) early ontogenesis of speech: vowels a, o, y, u, consonants m, n (b), t (d), n ", k, g, x, s, -jot;
b) the average ontogenesis of speech: vowel s, differentiation by softness, hardness, voicing of all consonants, l ";
c) late ontogenesis of speech: p, p ", w, w, h, w (requiring raising the front of the tongue), l, c.
***
The first words of children are characterized by polysemantism: the same sound combination in different cases serves as an expression different meanings, and these meanings become understandable only due to the situation and intonation.
***
Than less words in the child's vocabulary, the greater the percentage of words that are correctly pronounced. Than more words in the child's vocabulary, the greater the percentage are contoured and distorted words, which can be explained as physiological unpreparedness speech apparatus a child to reproduce difficult words he learns again,
***
After the appearance of 5-6 words, the vocabulary development may stop for 4-6 months.

Sound reproduction

The child's sound reproduction raises many questions and concerns of parents.
At first the kid spoke 10-20 words and everything was clear. Baba, mom, bibi - bang - all these words were clear to those around him. And so, with the expansion of the vocabulary, speech became blurry and incomprehensible. What do you mean "tutite mutiti" or
"dati lyapaka". It is not at all easy to guess that the child is asking to play music or wants an apple. Parents are especially embarrassed by the fact that one of the neighbour's children began to speak immediately and correctly.
Let me remind you once again that all children are different. Rapid increase vocabulary (lexical explosion) prevents the child from coping with the correct pronunciation. Someone pronounces sounds purely, but his syllable structure is broken, for example, instead of a dog tank, someone can withstand the number of syllables, but pronounces babaka, sometimes already being able to speak the sound "with" the child can say "basaka"
What to do about it? First, take it easy. Second, try not to speak very quickly. There is no need to correct the baby, it is better to correctly repeat his request and fulfill it. For example, a child asks for a macaque, you say: "milk? I'll give it now"

Let me remind you that there are sounds that are simple and complex in articulation. I have already written about the sounds of early, middle and late ontogeny. But this does not mean at all that the baby's sound "C" must necessarily appear before two years of age. Hissing (w, z) whistling (s and h) African / double consonants (c, h, w), sonorous (p, l) are not immediately acquired by many children. For example, at 2.5-3 years old instead of sound from the child can make sounds at first t, t (there, cham instead of myself), at 3 - 4 years old - sound sit (here) by 4 - 5 years old he can assimilate this sound and pronounce it correctly. The same happens when assimilating other sounds that are difficult to pronounce.
Thus, the assimilation of the correct sound pronunciation can be formed for a rather long time and in all children in different ways. If one child can correctly pronounce all the sounds by the age of 3-4 years, then the other can master them by the age of 5-6.
Whether the child needs classes with a speech therapist needs to be decided at a full-time face-to-face consultation.

About the diagnosis of RRD - delayed speech development.
The keyword is DELAY. Not a violation, but a delay. They can be delivered to a child at two years old.
According to the old norms, 200 words were demanded by the age of two, so sometimes children are given 50 words with RRR, but I already wrote that this is a temporary diagnosis, in the absence of problems, it is removed automatically at 4-5 years of age.
According to new data, a child's good understanding of addressed speech, the presence of 50 words in the dictionary, including babbling and onomatopoeia, their active use, as well as the appearance of two-part structures (lala bah, mom di) indicate that speech is developing normally. But there is a need to pay attention to the child's speech. In particular, it is important that with the child talkedrather than being asked to repeat the words.
Remember that prolonged TV viewing, constant background sounds (audio equipment) reduce the activity of the child's own speech.
Speech has arisen and is developing for communication, bias towards listening, prevents the child from "talking"

STIMULATION OF THE CHILD'S SPEECH
Dear parents, you got acquainted with the stages of development of a child's own speech. The question arises, what to do if the baby does not fit into the given norms? First of all, you should tell your pediatrician about your concerns. The doctor may consider it necessary to prescribe additional examinations baby. Of course, one of the first should be a hearing test. If the doctors think that there are no problems with the development of the child, you can take some measures yourself to stimulate the child's speech. Everything that I describe below is intuitively done by every mom, but these guidelines will help you to act more purposefully.
Note: After six months, the child begins to develop an understanding of the speech of others (impressive speech). This side of the development of speech, closely related to thinking, playing, substantive activity and socialization of the child, together with active / expressive speech, serves the child's communication with others. And this means that you need to develop speech in the process of communication and playing together child and adult.

Stimulating humming
Draw the child's attention to your face. Call him, blow, click the baby, waiting for his gaze.
Talk to your baby, conducting a kind of dialogue with him. Making sounds that resemble humming, cooing, pause, allowing the baby to answer you. Repeat the sounds your baby makes. Remember, that " speaking face"Is the strongest stimulus to attract the child's attention. At this age, children like flowing, melodious speech. They listen attentively to intonation, not yet understanding the meaning of speech.
Be attentive to the child's signals, he may also want to communicate with you. This is evidenced by his look, smile, cooing sounds.
While talking with your baby, tickle him, stroke him. Your speech and your smile, combined with tactile-motor stimulation, will help your baby smile for you. In addition, such "braking" stimulates the revitalization complex.
If the child looked away, turned away, threw his hands behind his head - this is a signal that he is tired and you need to take a break from communication.
Stimulating babbling
Play with your baby while sitting face to face. To do this, you can use a special reclining chair (children's chaise lounge, car seat). Sitting comfortably, your child will be happy to play with you.
Repeat after the child the sounds he makes. Pause to give him the opportunity to respond to you.
At the time when the baby pronounces lingering vowels, put your forefinger under lower lip and help him close his lips. Repeat these movements so that the child pronouncing a _________ has the syllables ba-ba-ba.
Encourage your toddler to put comfortable toys in his mouth. They create additional bows in the mouth, which also stimulates the appearance of syllables with consonants.
Use a combination of chains of movements with chains of syllables: while pronouncing syllables, for example, ba-ba-ba, ma-ma-ma, make jumping with the child. To do this, you can put the child on big ball, another springy surface, or just on your knees.
Stir up, throw the baby, usually it makes him laugh, loud exclamations.
Imitate a baby babbling. Try to fully maintain the tempo, timbre and pitch of children's speech. Draw the baby's attention to your mouth when pronouncing mouth sounds and syllables. Pause to give your child time to repeat the sounds.
If possible, record the babbling speech of another child and let your baby listen to it. If your child has periods of active vocalization, usually in the morning, record your child's “speech” and give it to him to listen to.

From babbling to babbling words
Below is an example of work on stimulating expressive speech from a year to 2, 2.5 years. If it seems to you that the baby is lagging behind in the development of his own (expressive) speech, you can try the following tricks methods of stimulation.
STEP 1
Making sense of babbling: if the child says "mom" - a positive reaction from mom (mom, dad, baba, drrr (car) aaaa (to sleep) bang (fell) -

Step 2. stimulating the use of the first 5-7 words. Ask questions: "Who came, who is this, call your mother." Use babbling words and onomatopoeia yourself along with the full words "How did Vanya fall? Bang!" Estimated age - from one to one and a half years

Step 3.
While observing the child's play, record his "speech production"
1. Available words (any sounds, syllables and onomatopoeia that carry meaning)
2.existing babbling (various sounds and syllables that do not make sense)

Analyze the child's articulation capabilities, for example, the child uses words and babbles. following letters and syllables .:
MA, pa, ba, aaa da-da-da, va-va-va, ka-ka, u, ha-ha

Step 4. Compiling a tentative vocabulary using babbling words
The word onomatopoeia
Drum bam bam bam
Fell bang, bang
Swing, swing swing
Rain drip-drip
Goose ha-ha-ha
frog kva-kva
Give, give? give
Dog av-av
Crow car-car
Sleep ah-ah, bye-bye
Perhaps your child will name almost the same rain, crow and swing (ka-ka), but it will be three words. And if you listen, the baby will say them differently.
Step 3 and 4 - about a year and a half

Step 5 Appearance of the words of the adult vocabulary:
Babaka (dog)
Titics (watch)
Mochi (look)
The appearance of a halophrase, for example, a child says "dad" in response to the presentation of a hammer, which means "dad knocked with this hammer"
The emergence of two-word constructions: yaya bah (Lyalya fell)
The approximate age of the beginning of this stage is 8 months.

For the appearance of words of an adult vocabulary, we suggest playing the game "Repeats" *
All children are different. Some people hear how parents speak and repeat as they can, that is, they seem to have the ability to simplify a word and pronounce it. For example, he hears "Bolshaya", says "ayaya" and everyone is happy, instead of the word "tractor" he says "takta" or "tata" and again it's good. These are already adult words, the child says them incorrectly, but this is permissible for this age.
There are children whom I would call maximalists "or all or nothing". They seem to think like this:
"I do not know how to say" big ", and I will not speak, I will shake my head negatively if I am asked about it or if I ask to tell an adult using pointing gesture and interrogative intonation. "
What to do? We cannot ask "say" ayaya ", offering an example of distorted speech. An adult can speak onomatopoeia (ko-ko, ha-ha-ha), but distorted words cannot. Therefore, you can try to play repeaters with syllables ... They don't mean anything. Just fun game... But the child learns to repeat consciously (!) different combinations sounds and syllables. Besides that it develops auditory attention and expands the pronunciation possibilities, it helps the child say "a piece of the adult word.
It involves the child's conscious repetition of sounds, syllables and their combinations, offered to an adult.
... Always start with the same thing: For example, with the sound "A". This will allow your child to tune in to the game, and also tell you that he wants to play the repeat. It is enough for the kid to come up to you and say "ah!"
... Speak only those sounds and syllables that are in the child's repertoire
... Use one to three repetitive syllables (this is the average number of syllables in the words of the Russian language. For example, pa, dad, dad.
... If the child pronounces the wrong syllables, for example, instead of "ha-ha", says "pa-pa" do not correct him, do not say "no", just repeat "ha-ha"
... When the child will easily repeat the chains after you identical syllables, start teaching him to switch from one syllable to another: pa-pu (vowel change) pa-ta (consonant change)
... If you have achieved success here, you can suggest simple wordsconsisting of syllables well pronounced by the child: bye, go, leg, doll (the child will say "cook"), grass (tava). Always speak the words correctly, but accept any utterance of the words by the child.
... Gradually expand the child's repertoire by offering him syllables that he has not yet begun to pronounce himself. Do it in this order:
1. Familiar syllable
2.new syllable
3.new syllable (same)
4.familiar syllable
5. Familiar syllable.
Familiar syllables can be different, it is important that the child repeats them easily.
* It often happens that a child repeating a word / sound / syllable spontaneously, at the height of emotional uplift, cannot repeat it at the request of an adult. This means that there is no voluntary repetition yet, and it is necessary to create emotionally intense situations when the child's word “fly out” involuntarily. Over time, the child will learn to repeat at your request, that is, arbitrarily.

Remember that all this should be interesting and attractive to the child. Good luck.

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PRAGMATICS or the socio-psychological aspect of the development of speech

I realized that I need to talk about one more important aspect development of speech.
It is often forgotten, taking it for granted, for the same reason I did not immediately write it. This is the so-called pragmatics of speech or its socio-psychological aspect. All this fully applies to adults, but we will only talk about the beginning of the formation of speech.

First of all, let us remember that speech arose and develops in communication, that is, in dialogue. Two people usually participate in a dialogue, one of whom speaks, the other listens and then answers, that is, there is a certain sequence of signal exchange.
Attention: when one asks the other to repeat something after him - this is no longer a dialogue !!!

So, what is needed for the child to speak:
The child must have a need / interest / need for communication. Everyone remembers the anecdote about a boy who, at the age of 7, said that the porridge was not salted and did not say it before, because everything was in order.
Both interlocutors should be tuned in to the same wavelength, that is, focused on one topic. If a child brought a ball to play, and his mother asks if he wants to go to the potty, this is vivid example what may prevent a child from turning to an adult again. (I write to mom, because dads in this case are usually more adequate, if they bring a car, they play in the car, and do not start wiping the child's nose)
What is being discussed should be in the field of interests of the child The child's speech develops in an activity, usually in conjunction with an adult. If this is a game that is interesting to the child, for example, throwing a ball into the trash can and shouting "Bang!", Then there are more chances of their own speech activity child than in the case when he, at an insistent (very persistent request), sorts objects.
It is very important not to lose sight of the importance of non-verbal communication: look, pause, facial expressions, gestures, movements, tempo, timbre and voice volume. The adult himself must actively use them and accept them from the child as a response. If a child brought a book to your question about what to do, this is his answer. "Shall we read?" you specify and sit down at the book.
The benevolence of the listening adult is important, his ability to understandand correct interpretation of any signals from the child. For example, a kid brought a paddle with which he goes for a walk. If it is clear and friendly to comment on his request and respond to the child, he will again and again initiate communication.
An adult interlocutor should clearly understand the child's speech capabilities: on the one hand - the level of his understanding of speech, and on the other - to imagine how the child will be able to answer, that is, know his expressive vocabulary. If an adult knows that there is no child in the dictionary the right word, then he must offer the child other forms of response.
For example, the question "What do you want: an apple or a pear?", In the case when the child does not have these words in the dictionary, not only does not make sense, but also puts the child in a position of failure. If you are holding an apple and a pear in your hands, then the baby will gladly answer you with a gesture, which means that the dialogue will take place. In addition, you can comment on his choice and give him what he wants.

Everything I wrote about can be briefly described as the presence of a RESPONSIBLE interlocutor and an ADEQUATE situation in the child.

Understanding speech / developing impressive speech

Dear Parents. Many questions have arisen regarding the development of understanding of addressed speech.
What is speech comprehension?
This is the correlation of the subject, object, quality, action, etc. with their words.

The sequence of work on understanding speech

A basic rule that must be followed for successful development understanding of speech: the correlation of the word and what it means should be as obvious as possible to the child.
Classes begin with the fact that the child is taught to understand the word in a certain situation... Usually these are nouns, then verbs, then simple signssuch as large and small.
Acquaintance happens gradually, better on purpose organized play, then it is fixed in everyday life.
The most comfortable and interesting game is hide and seek. During this game, there are multiple appearances and disappearances of an object such as a toy while naming. All this helps the baby to correlate the word and the object / family member / pet.

I will describe the sequence of vocabulary accumulation :
Nouns
... The subject is presented and named.
... The child is introduced to the purpose of the subject.
... A game is organized, during which the object is called repeatedly, for example, hide and seek. (Here is the ball! Hid the ball. There is no ball! Where is the ball? Here is the ball! Throw the ball to mom)
... The child finds an object by word when choosing from two.
... The child finds an item on request, choosing from more items.
... To form a concept, the child is presented with similar objects and their images, but differing in color, size, texture.
... The name of the subject is included in the games, songs, work begins on the inclusion of the word in the active vocabulary of the baby.

Verbs
... Acquaintance of the child with the action, or with a picture depicting the action. For example, familiarity with the verb "eat".
... A game is organized, during which this action is repeatedly played out and called (the bear eats, the bunny eats, the boy eats).
... The child chooses one of two actions (the bear is eating - the bear is sleeping). Usually carried out in simple concise plot pictures.
... Choose from more options.
... Incorporation of words into everyday life and games.
... Inclusion of a word in the active dictionary.

Acquaintance with other parts of speech occurs in a similar manner.

suggestions

Types of simple sentences:
Instructions: Give me a bear.
Descriptions: Give me a big bear.
Questions: Do you want a bear?
Denials: Is it a bear? (showing the bunny)

Examples of possible questions :
... Do you want ...?
... What do you want? (choice of two)
... Where...?
... What ...? (big or small)
... Who is awake?

Difficulty levels of sentences.
The complexity of sentences depends on the number of words that affect understanding (so-called keywords).

Level 1:
Equipment: bear and bunny.
Options for requests: "where is the bunny", "Where is the bear"
Note: hereinafter, words carrying information are underlined.

Level 2:
Equipment: bunny, bear, comb, spoon.
Options for instructions: "Hair the bunny", "Hair the bear", "Feed the bunny", "Feed the bear".

Level 3:
Equipment: big bunny and small bunny, washcloth, towel
Instructions like: "Wipe the pens for the big bunny."

Level 4:
Equipment: bunnies and bears in two sizes, boxes in two colors.
Instructions like: "Put the big bear in the red box."

It is possible to complicate sentences only after the child can easily cope with the previous level. A new level given on special lesson, and already familiar is used in everyday situations.

Similar work is carried out using pictures and photographs.

The levels are the same, only instead of performing actions, the child chooses one of the proposed pictures.

Level 1:
Pictures are shown: "Teddy bear-dog",
an older child can offer these words in a sentence
« beareating", " Bunny eating".
Questions: "Show me: The bear is eating."

Level 2 assumes two keywords.
Pictures are shown: "The boy is eating", "The girl is eating", "The boy is combing his hair."
The instructions are for selecting a suitable picture, for example, "Boy eating"

Level 3:
Pictures are shown: "A boy puts on a hat", "A girl puts on a hat", "A boy hangs up a hat", "A boy puts on a jacket."
The instructions are directed to find: "The boy puts on the jacket."

Level 4:
Pictures are shown: "The boy puts on blue shoes",
"Girl puts on blue shoes", "Boy cleans blue shoes", "Boy puts on blue boots"," The boy puts on yellow shoes. "
The instruction suggests finding a picture: "The boy puts on blue shoes."

When working on mastering each level, you must use sentences different types, the words in them must perform different functions. For instance:

Affiliation: "Wash Daddy's Plate."
... Moving the object: "Put the spoon in the box", "Put the plate on the table."
... Transfer of the subject: "Give the ball to Kolya"
... An action performed on a subject or object: "Brush Daddy", "Stroke the doll."
... Questions: "Where is the bag?"
... Denials: "Show the girl who is awake."

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Active pre-speech development

For other skills that a toddler learns in early age, speech develops for a long time. The kid already knows how to walk and even run, but he still cannot fully talk. However, already from the first months of life, active pre-speech development takes place, which experts divide into several groups according to the ages of babies.

Communication with a baby up to a year

From birth, parents need to talk affectionately with the baby, sing lullabies. Speak words with different distances, walk around the crib while singing so that the baby monitors the source of the sound. From 3 months, stimulate reciprocal babbling, communicate emotionally, keep your baby smiling and happy. After 6 months, you can conduct a dialogue with your child, only instead of words he will babble, repeat syllables and try to repeat the simplest words like “mom”, “kitty”, “give” and others. Delayed speech development physiological reasons can be suspected after about 4 months if the baby does not respond to loud sounds, does not show a complex of revival at the sight of parents, does not walk and does not smile.

Stages of speech development in the first year

2 months - staying in good location spirit, the baby utters short sounds of the same type. 3-4 months - the baby begins to walk, stretch vowel sounds. 5 months - humming becomes more varied, consonant sounds appear. 6 months - the baby tries to conduct a dialogue, makes sounds in response to an appeal to him, imitates intonation. Begins to understand the meaning of simple phrases, can become silent, following the reaction of an adult. 7 months - the baby speaks syllables, sometimes they even form words, albeit not consciously yet. 8 months - trying to repeat words from two syllables that he hears from adults, but does not yet understand their meaning. 9 months - pronounces the first deliberate words (usually "mom", "dad", "give", etc.). 10 months - listens carefully to the speech of adults, trying to understand the meaning of words. New syllables appear in the lexicon, can point a finger at the nose, look for parents with the eyes of a question like "Where is mom?" 11-12 months - the child knows about 10 words, understands about 20 words. Can repeat a simple word just heard.

From one to two

The correct development of speech at this age is facilitated not only by conversations with adults, but also by certain tasks. Teach your toddler how to do your short and simple requests - “bring the ball”, “take the toy”, “go to the kitchen”, etc. Teach the crumbs the names of the surrounding objects, the dishes that he eats, animals, body parts. Fine motor skills affect the development of speech. The brain centers responsible for speech and fine motor skills of the hands are closely interconnected, therefore, performing exercises for the development of fingers, you can positively influence the speech of the baby. Offer games where you need to feel, sort through, perform any actions with small objects of various textures and shapes. More often sculpt figures from dough, put beads in jars, pour cereals - such activities contribute to the development of motor skills, and therefore speech.

Two to three

Teach the crumbs the properties of objects, their purpose. Show pictures and ask for associative connections (rain-umbrella, plate-spoon, etc.). Read stories and poems to your baby to teach them how to perceive spoken language without visual objects. Ask your child questions, the answers to which do not need to ponder for a long time, stimulate statements, teach to characterize his emotions and impressions. How do you stimulate the development of speech in a baby?