A collection of games and exercises for the development of coherent speech in children of middle preschool age “We play together - we develop speech. Development of the child's speech

Entertaining exercises for the development of speech: Speech therapy for preschoolers. In 3 albums. Album 1. Sounds C, 3, C / L. N. Zueva, N. Yu. Kostyleva, O. P. Soloshenko. - M .: Astrel Publishing LLC: 000 ACT Publishing House, 2003. - 79, p: ill.

The manual contains entertaining game tasks for children aged 5-7, which contribute to the formation of correct sound pronunciation, enrichment of vocabulary, development of logical thinking and graphic skills. The illustrations for the manual were made by the artist A. V. Savelyev.

Addressed to children's teachers preschool institutions speech pathologists, parents.

LLC Astrel Publishing House, 2000

Dear adults!

Anticipating your impatience and desire to plunge into the world of colorful pictures as soon as possible, we still hope that you will keep your attention on this page.

This manual contains entertaining game tasks for children aged 5-7, designed for the development of speech and at the same time focused on the comprehensive development of the child. Carrying out these tasks with your help and under your guidance, the child will develop his speech, logical thinking, attention, memory, imagination, as well as acquire graphic skills without knowing it.

The set consists of four colorfully illustrated albums, each of which is designed to work on a specific group of sounds:

I - sounds s, s, z, z, c;

II - sounds hi, w, h, u;

III - sounds p, p, l, l;

IV - sounds p, p, b, b, f, f, c, v, t, t, d, d, k, ky, g, gy, x and yoti sounds.

Simultaneously with the fixation of the correct sound pronunciation (and on the same sound material), the vocabulary is refined and expanded, the shortcomings of the grammatical structure are eliminated, and phonemic perception develops. This is achieved by involving the child in a certain kind of game and speech situations, where he is an active participant, able to reason, generalize, analyze, draw independent conclusions. On the one hand, we offer the child a role model, on the other hand, we provide a wide field for fantasy and creativity.

Every two pages in the album - the so-called spread - is a working playground for a child, often having a single plot. If the left page, as a rule, carries the main speech and cognitive load, then the right one contains exercises that develop fine motor skills. Using tasks of this kind will be of great help in preparing the hand for writing.

Game exercises are designed taking into account the capabilities of older children. preschool age. Nevertheless, all exercises should be performed with the help of a speech therapist and parents. The stage of staging, automation of isolated sound and automation of sound at the syllable level is carried out by a speech therapist. Work with this manual begins at the stage of automating sound in a word. The selection of tasks is at the choice of a speech therapist.

Give the child the opportunity to carefully peer into the depicted objects and phenomena. To make it easier to remember new words, and at the same time the process of fixing the correct sound pronunciation was more intensive, it is necessary to use them more often in a conversation with a child. At the same time, it is useful to pose questions in such a way that when answering, the child has to use these words himself.

The effectiveness of classes largely depends on whether they become interesting for the child, and therefore they should not be forced and tiring. Organize classes more often, but their duration should not exceed 25 minutes.

Game exercises should be carried out in a calm and friendly atmosphere. The number of tasks offered to the child should correspond to his individual capabilities and the recommendations of the speech therapist.

In no case should you force the work to be done, blame the children for not being able to do something. It is important not only to teach a child something, but also to instill self-confidence in him, to cultivate the ability to defend his own decision.

From the very beginning, explain to the child that you need to treat the album with care, and complete the tasks on its pages accurately and accurately (color only what is indicated, draw only what is required, etc.).

If you show patience, be attentive to our recommendations, and besides, you can supplement our plots based on your imagination, then you will achieve good results.

Good luck to you and your children!

Look at and name the pictures. Tell me, what sound is found in the name of all these objects? In each row, find and name an extra item. Explain why it is redundant.

Connect the same objects with paths of different colors. Name everything you see in the picture in one word.

Each picture is a word. Take a pencil and connect the pictures so that the last sound of the previous word becomes the beginning of the next. What is this sound? The first pictures of the chains are marked with red dots.

Name the words of the first chain. How many? Name the words of the second chain. How many words are in it? Label each word

Color the planes: those facing right are blue and those facing left are red.

Look at and name the objects hidden by the artist. Outline the objects with different pencils. How many objects did the artist draw? What sound do these words begin with?

GAME "Snail"

The participants in the game have chips of different colors and a cube with different amount points on the edges.

Game description: the player rolls the die and advances the corresponding number of cells, naming objects along the way. Whoever gets to the pineapple first wins.

Choose and name objects with the sound "C" at the beginning of the word. Now find the objects in which the sound "C" is hidden at the end of the word.

Name those who hid behind the masks (elephant, fox and dog). Who is standing to the left of the tree? Who is standing to the right of the tree? Call them in one word. What sound is found in the name of these animals? Determine the place of the sound "C" in the word (beginning of the word, middle, end of the word).

Consider Christmas decorations, name the toys with the sound "C" at the beginning of the word, in the middle, at the end of the word. Think about what toys an elephant, a fox, a dog will decorate their Christmas trees with, taking into account the place of the sound “C” in these words? Match the toys with the right tree.

Name the toys you see in the picture. Tell me what the artist forgot to draw? (Answer what Pinocchio lacks, an airplane, a stroller and a watch.)

Tell using words "left", "right", about a couple of items in each picture. Compare pictures: 1 and 3, 2 and 4, 1 and 4, 2 and 3.

Look at the pictures and say which of the drawn objects are never red? Color the rest of the items with a red pencil. Now think about which of them you can say: red (example: red bag); red (example: red sundress); red (example: Red Apple); red (example: red, beads).

Every day, the ostrich displays the same products in his store. Name something that the ostrich sells. Is it possible to name objects with one word?

Name the toys that are on the top shelves. What is to the right of the elephant and to the left of the glass? What is to the right of the mask and to the left of the samovar? Where is the saber hanging?

Name the toys on the middle shelves. Where are the little owls? Where are the big owls? How many owls are on the far right shelf? How many owls are on the far left shelf? How many owls are there?

Name the toys that are on the lower shelves. What is to the right of the sailboat? What is to the left of the sailboat?

On Wednesday, a dog entered the ostrich shop to buy gifts for the children. What do you think the dog could buy? On Saturday, a stork came into the store and bought souvenirs for the storks. What do you think the stork bought?

Slava, Flock and Sonya went to the store. Show each of them if the Flock is the tallest. Help the children to shop: connect the paths of the groceries with the children's bags. Remember that Flock should buy drinks, Slava - meat and dairy products, and Sonya - bakery products.

Name those who came to see Dr. Aibolit and determine what hurts each. Why do you think the doctor's name is that? Count how many thermometers the doctor has and tell me if they are enough for all the patients. At the bottom of the picture are "drugs". Focusing on the numbers, tell me how Aibolit treats an elephant, an ostrich and other patients. What "medicine" turned out to be superfluous, why do you think so?

Where do the animals that came to be treated live?

Name the cubs: elephant, fox, ostrich.

Why a rhino with a horn, an elephant with a trunk, an ostrich with legs and a beak?

What did the artist get wrong? Correct his mistakes.

Do the reflections of the objects in the picture match?

Help the hostess to put things in order in the kitchen: put the items in their places:

a) in the refrigerator (how would you call these items?);

b) on shelves and a stove (call these items in one word);

c) on the wall

d) in the trash.

Help Grandma Sonya find the items she needs to knit socks, cook soup, and make juice. (juice cooker, apricots), boil tea, make meatballs, boil meat quickly (pressure cooker), put things in order at home. Which of the following starts with "C".

“Pour” (draw) plum juice into the glasses of the bottom row - half a glass and a full glass. “Pour” apricot juice into the glasses of the middle row: into the left glass up to the second dash from the bottom, into the right glass up to the first dash from the bottom. Pour into the glasses of the top row tomato juice: in the left glass to the first line from the bottom, in the right glass - to the first line from the top.

Which is more - glasses or cupcakes? Make sure they are equal.

Sima and Seva love to take pictures. Seema takes pictures animal world, and Seva is vegetable. Determine where whose photos are, and name who is in Sima's photo, and what is in Seva's. Carefully examine the frames and find the mistakes of the photographers.

What sound do children's names begin with? Point out the photographs that show objects with the sound "C" at the beginning of the word.

Consider pictures. Name the colors.

Match each item with the right paint. What objects can be said about: gray, blue, lilac; gray, blue, lilac; lilac.

Boxer carries letters to his friends: elk, goose, lynx. Help the boxer find his friends' houses. Where is the trace? (lynx etc.) Where is whose house? (goose etc.) Look carefully at the houses and tell me which of your friends is a tennis player? cyclist? boxer? Guess which letter to whom. About what boxers in question in sentences:

1. On the trail is ...

2. Fighting in the ring...

Look at the picture and tell me who it is? Why is the Snow Maiden called the Snow Maiden? (Because she's made of snow.)

Name the pictures. Choose those objects in the name of which the word "snow" is heard, connect them with paths with the Snow Maiden. Draw as many lumps of snow on the path as there are syllables in each word. Name the most short word and the longest.

Sonya and Senya are playing with blocks. Sonya collects cubes on which objects with a solid sound “C” are drawn, and Senya - with soft sound"Sh". Connect the cubes with the guys according to the model: Sonya - cheese, Senya - peach.

Winter, spring, summer, autumn - what is it? Show these seasons in pictures. How did you guess? Look at the pictures and say what time of year it belongs to? Connect each picture with a path with the right time of the year.

What is the name of the phenomenon when leaves fall from trees? When does it happen? Look at the picture and say: from which trees did the wind pluck the leaves? Aspen leaf is called aspen leaf. What is an oak leaf called? maple? mountain ash? Find the tree with the thickest trunk. What tree has such a trunk? What do foxes collect? Why do you think mushrooms are called "chanterelles", "boletus", "honey mushrooms", "fly agaric". Which ones are edible? What are poisonous? How many and what kind of mushrooms did the chanterelles collect? What chanterelles are referred to in the following sentences:

1. They play in the clearing ...

2. Grow under the trees...

Look at the picture and tell me who grabbed who? How does it happen and how does it not happen? Compare: "dog" and "the dog grabbed the fox." Where is the word and where is the sentence? What is the proposal about? How many words

In this offer? Check yourself on the chart.

Draw a diagram for each picture.

Connect the pictures correctly (draw lines). Name a pair of pictures in one word.

With what help can we move on the ground, under the ground, through the air, through the water? Name everything you listed in one word.

Car, bike, bus ground transport. And how to call the plane and helicopter; Metro; sailboat, ship and boat?

What type of transport can be said about: the fastest, the fastest,

impetuous?

What moves through water, air, land? Connect according to the pattern.

Find the house where the Distracted Man lives. Why is this person called that? What things did he lose?

"Repair" (find the right patch) to the Distracted Man sweater.

Choose from a pair of socks. Connect each pair with lines.

Look at the picture and say which of the children is called, if Sveta is lighter than Sonya, Sanya is the tallest, Slava is the fattest, and Kostya is always cheerful. Which one has a spaniel? dachshund? boxer? basset? fox terrier?

Say the opposite: dark - ...; short - ...; sad - ...; thin - ....

Look at the picture below and say what the dogs dream about.

Come up with names for dogs with the sound "C". Draw paths to the pedestal and say who took first place, second, third.

Consider carefully the picture. Why is this castle called the castle of sound "3". Name the words with the sound "3" at the beginning of the word. Name the words with the sound "3" in the middle of the word.

The bunnies are exercising. Where is whose shadow? Connect the paths of each bunny with your shadow.

What item is on each card? Which item appears twice on the same card?

Guess riddles. Find the clues the artist has hidden and trace them with pencils different colors. Name words that consist of one, two, three syllables.

Guess what the hat is?

A whole bunch of fur.

The hat runs in the forest

It gnaws bark at the trunks.

(Hare)

With a beard, not an old man.

With horns, not a bull.

With a tail, not a cow.

(Goat)

Roof from under the roof

Out in the rain.

(Umbrella)

blue airplane

Sat on a white dandelion.

(Dragonfly)

Doesn't bark, doesn't bite

But he won't let me into the house.

(Lock)

Need to figure it out urgently

Who can run

Or crawl or jump

Or fly through the sky!

What sound is found in the names of all these pictures?

Draw a pencil along the dotted lines and you will see how a hare jumps from stump to stump, a snake crawls, a dragonfly flies.

Consider the drawing. You recognize Lisa, Zoya and Rosa by the color of the rubber bands in their hair. Zoya has a green rubber band, Rosa has a turquoise band, and Lisa has a pink band. And then, after walking along the paths of the labyrinth, you will help the girls quickly find their umbrellas. Is it possible to guess where whose umbrella is immediately, without going a long way? If possible, how? Explain.

Find two identical umbrellas.

How many bunnies behind the fence? How did you guess? Explain.

Count the umbrellas. In the box on the right, write down their number.

The goat went for a walk with her children.

What are they called? They began to play hide and seek. Look carefully at the picture and tell me where the goats hid? Where does each of them look from? From the kids you found, lead the paths to the mother goat until you find all of her cubs. Make a sentence according to the model: "The kid hid behind a birch." Look at the diagram of this proposal:

How many words are in a sentence? Name the smallest word. Pay attention to its designation in the diagram.

Listen to the poem:

A goat carries heads of cabbage,

And the goat is a big cauldron.

So breakfast will be delicious.

For goats from cabbage.

Y. Raevsky

Find the shortest way to the goats.

Do the words sound the same "lock" and "lock"? Highlight the stressed sound in each word.

Now, my friend, listen a little fairy tale. When they read it to you, name the missing words - "lock" or "lock". Just don't miss the accent. So you will help help Dunno out of trouble. “The villain imprisoned Dunno in .... Dunno really wanted to get out of ..., but he did not know how to deal with .... His friends rushed to help Dunno. They opened... and freed Dunno from... ".

Retell this story to one of the family members, and then to friends.

Help Dunno go through the labyrinth to visit Cinderella, bypassing the castle of the Serpent Gorynych.

Determine which of the three locks fits the first one. Draw this castle and color it.

Listen to the poems of Dunno. What did he mess up?

1. Jellyfish grow on melons.

Watermelons float in the sea.

2. Roses graze in the meadow,

And goats grow in a flower bed.

3. Across the river in a rose grove.

In a vase on a birch table.

4. On the table is a bouquet of mimosa,

And there are three splinters in the palm.

Color all the polygons in which the point is made with a blue pencil and you will find out what patterns Santa Claus drew on the window for Dunno and for Cinderella.

Help Dunno to solve problems. Which of them did he misspell?

1. How many watermelons grow on two birches?

2. How many pheasants walk on the lawn?

3. How many roses did Zoya cut?

4. Goat Zoika gave birth to hares: three gray and one white. How many rabbits were born to Zoya?

5. How many eyes do two porcupines have?

Help the bunny pick up pieces for the blanket. Put the corresponding numbers in the empty boxes.

Match each star with the correct picture. Explain how they differ?

What divers and visors are we talking about? Show the correct picture.

1. Reliable dog rescuers... 3. Carved at the porch...

2. They work under water ... 4. The cap has a bright ...

Very resonant work

Someone came up with it for him.

He calls here and there:

Everyone is calling him.

Consider pictures. What are the calls, you will be prompted by the answers to riddles. Connect each call to suitable picture. What call did you not find the riddle about?

No one will sleep

Ringing - it's time to get up.

He doesn't eat, he doesn't drink,

Sings sonorous songs

What's the button? Pressed,

Waited at the threshold

And the door was opened for you

Come in, you're a guest now.

Connect the points of telephone wires with multi-colored pencils and tell me who is talking to whom? Make a proposal according to the scheme

How many words should be in a sentence. Name a small word ("with").

Guess who came to the room of crooked mirrors? Draw on the dots and see their reflections.

Help the hare and zebra to shop in the store. Fill their baskets. For a bunny, purchases with the sound "3", and for a zebra with the sound "ЗБ" Connect according to the pattern.

Kuzya, Liza, Zina launch kites. Find and show the most toothy, the most tongue-tied, the most big-eyed. Recognize the children if Zina has a green bow. Say which kite each of the children is holding.

draw kites by points. Color it. Tell me what kind of snakes you got.

Consider carefully the pictures. Why is this palace called the palace of the sound "Ts". Name objects with the sound "C" at the beginning of the word, in the middle and at the end of the word.

Match the pairs of pictures according to the pattern and name them.

Take a pencil and connect the pictures so that the last sound of the previous word becomes the beginning of the next. The first pictures of the chains are marked with red dots. What sound is repeated in all these words?

Help the chickens to assemble their saucers according to the number of syllables in the words. Where are whose saucers, you will be prompted by the diagrams next to the chickens. Match the saucers with the chickens. Who has how many saucers and is there any left over?

Draw a line to connect the pictures in which the objects are located in the same way.

Can you name who is in the picture? Can they be called in one word? Where is whose shadow?

Look carefully at the pictures. For each picture on the left, find a matching picture on the right in rhyme. Connect rhyming pairs with colored pencils (example: the sun is a window). Where did the sound "Ts" hide in these words: at the beginning of the word, in the middle, at the end of the word? Now close the pictures of the right column and remember the rhyming pairs.

Name the pictures. "Transfer" the pictures from the bottom row to the top, moving along the tracks. Determine the place of the sound "C" in these words.

Draw the missing button.

What is the first sound in the word "heron"! What is the last sound in the word "hare"! Where is the sound "C" hidden in the word "hen"! Help customers choose towels based on the place of the “C” sound in words. Connect towels with customers.

Choose the right piece for your towel.

What is redundant here? Say the numbers in order. Which ones are missing?

Color only those flowers with examples whose answer is 11.

Help the chickens find their egg houses, but keep in mind that big chickens can only enter through the big gates, and small ones can only enter through the small gates; yellow chicks can only walk on yellow lanes and white chicks can only walk on white lanes. Write the same numbers next to the houses.

Who laid the egg?

Solve examples on each flower. Match them with the correct answers on the caterpillar. For which example was the answer not found? Write it down on the caterpillar's tail.

Draw the last flower in each row without breaking the pattern.

Look carefully at the picture and tell me who is drawn here? Call everyone with one word. Who settled where? Draw paths to houses. The diagram will help you answer this question:

List the words in the sentence in order and match them with the diagram. Is there a small word in this sentence? Name it ("in") and show it on the diagram. Tell me correctly where each path starts and where it leads (from the owl's hollow, ... to the owl's hollow, etc.). Name the birds that build nests:

from large branches (stork);

from lichen and moss (owl);

clay and straw (martin);

on the water (heron);

grass and fluff (tit).

Which birds do humans help build nests? (Starlings).

Look carefully at the picture and find the one who scared the frog.

Color the picture.

Name the items on the page. Combine (draw lines) objects in pairs. Tell me what it's for.

Consider pictures. Who does Kolya dream of becoming, and who is Olya? Make sentences in such a way that the desires of the children coincide (example: Kolya dreams of becoming a singer, and Olya - a singer).

What else can children become? Make sentences according to the model: Kolya wants to become a policeman, and Olya wants to become a teacher.

We highly recommend that you visit it right now. This is the best site on the internet with incredible big amount free educational games and exercises for kids. Here you will find games for the development of thinking, attention, memory in preschoolers, exercises for teaching counting and reading, crafts, drawing lessons and much more. All tasks are developed with the participation of experienced child psychologists and preschool teachers. If you are interested in the topic of speech development in children, be sure to check out the special section of the site "Subject Pictures for Speech Development". Here you can download ready-made sets of plot pictures for compiling stories. Each set includes two or three pictures connected by a common plot or cause-and-effect relationships. Here are some examples of tasks for reference:

Hearing development

If a child weakly distinguishes sounds by ear, pronounces them distortedly or replaces them with others, then he will not be able to clearly imagine the sound image of the word itself. In this case, the following group of exercises will come in handy.

Exercise number 1. "Name the words" (for the development of auditory differentiation).

Task number 1.

"Name as many words as possible that begin with the sound A" (T, O, R, K, etc.).

Task number 2.

"Name as many words as possible that end in the sound P" (I, O, S, L, etc.).

Task number 3.

"Name as many words as possible, in the middle of which there is a sound L" (N, E, G, B, F, etc.).

Exercise number 2. "Clap-clap" (learning the sound analysis of the word).

This exercise also has several task options.

1. "Now I will call you words, and as soon as you hear a word that begins with the sound C (V, O, G, D, W, etc.), you will immediately clap your hands."

Option: the child must "catch" the sound at which the word ends, or the sound in the middle of the word.

Dacha, cat, hat, fox, road, beetle, window, lump, plate, bread, rain, linden, lamp, river, hair, etc.

2. "Now I will call you words, and as soon as you hear a word that has a K sound, clap your hands 1 time. If you hear a G sound in a word, clap 2 times."

It is better to start the exercise at a slow pace, gradually increasing the speed.

Cow, jelly, mountain, mink, guitar, boot, bough, hand, caught up, pushed, etc.

This exercise will also help you check how the child is doing with the reaction.

Speech therapy classes for kids online (2-4 years). The problem of speech development in young children today is more relevant than ever. There are more and more children with delayed speech development, with various speech development disorders. Now you will not surprise anyone with the fact that at 3 years old the child almost does not speak. Or he says, but only his mother can understand him, and even then with difficulty. Usually, speech therapists recommend waiting until the age of 4-5 with speech therapy classes, neuropathologists prescribe medications, and it is very difficult to find a good defectologist who can work with babies. At the same time, it is better to start engaging in the development of speech in a child as early as possible. It is common knowledge that poor oral communication skills can lead to poor school performance. What should parents do? It remains to do it yourself, at home, every day, little by little, at least 10 minutes a day, but regularly. An online course will help you organize speech development classes speech therapy classes from Games-for-Kids.ru website:

Exercise number 3. "Playing with the word" (learning the sound image of the word).

Task number 1. "Come up with a word that begins / ends with the same sound as in the word" frog "," flag "," table ", etc."

Task number 2. "Name the first / last sound in the word "beam", "strength", "sofa", etc.."

Task number 3. "Name all the sounds in order in the word 'sky', 'cloud', 'roof', etc."

Task number 4. "What sound in the word" fish "is the second, fourth, first, third? (chair, carpet, shell, cloud), etc."

Exercise number 4. "Confusion".

"Listen carefully to the poem.

Who is sitting on the tree?
Whale.
Who swims in the ocean?
Cat.
What grows in the garden?
Crayfish.
Who lives under water?
Poppy.
Messed up words!
I command "one-two"
And I command you
Put everyone in their place."

Ask the child: "What words are mixed up? Why? How are these words similar to each other? How are they different?"

You can give a little hint to the child, but the main thing is to lead him to the idea that one sound can completely change the meaning of a word.

Exercise number 5. "Make up a new word."

Assignment: "Now I will tell you a word, and you try to change the second sound in it so that you get a new word. Here, for example: house - smoke."

Words for change: sleep, juice, drank, chalk.

Words for changing the first sound: dot, bow, varnish, day, pedal, layout.

Words for changing the last sound: cheese, sleep, bitch, poppy, stop.

Exercise number 6. "Circle".

It will come in handy if your child can't write.

Assignment: "Now we will write down a few words, but not with letters, but with circles. How many sounds in a word, so many circles you will draw. Say the word" poppy ". How many circles do you need to draw? Three."

Sample: MAC - 000

Attention: when choosing words for the exercise, try to match the number of sounds in them with the number of letters. So, in the word "horse" there are 4 letters, and three sounds - [k - o - n "]. Such words can cause difficulties for the child.

Words for dictation: grass, paper, pen, roll, stick, camomile, star, pine, phone, tablet.

Exercise number 7. "Longer-shorter".

Assignment: "Now we will compare words. I will speak two words, and you will decide which one is longer. Just remember that you need to compare words, not the things they stand for. You know that a word is not a thing. For example, the word "nose". You can say it, or you can write it - but you can't breathe with it, it's just a word. But you can breathe with a real nose, but you can't write or read it."

Words for comparison: table - table, pencil - pencil, antennae - mustache, dog - dog, tail - tail, snake - snake, worm - worm.

Vocabulary development

The quality and quantity of a child's vocabulary largely determine the level of speech development in general. It is very important for you to pay attention to both passive (that is, those words that are stored in memory) and active (words that are constantly used) vocabulary. It is very important that the child knows what meanings the word has, knows how to use it correctly in independent speech. The exercises suggested here will help you with this.

Exercise number 8. "Word game".

Task number 1. "Name as many words as possible for fruits" (vegetables, trees, flowers, wild and domestic animals and birds, toys, tools, furniture, professions, etc.).

Task number 2.

"Now I will give you words, and you will tell me what this item can do.
A blizzard - sweeps, and thunder - ..., wind - ..., and snow - ..., rain - ..., and sun - ...".

Do not forget to ask with each answer: "What else does the sun do, it does not only shine?" Have the child pick up as many action words as possible.

Then you can repeat the same game in reverse: "Who flies? Who swims? Who hammers nails? Who catches mice?"

Exercise number 9. "Sign".

Task number 1.

"Tell me, if the object is made of iron, what is it called, what is it?"

iron -
paper -
wood -
snow -
fluff -
glass -

Task number 2.

"Name another object as white as snow."
(As narrow as a ribbon; as fast as a river; as round as a ball; as yellow as a melon.)

Task number 3.

to taste - lemon and honey, onion and apple;
by color - carnation and chamomile, pear and plum;
in terms of strength - rope and thread, stone and clay;
in width - a road and a path, a river and a stream;
in height - a bush and a tree, a mountain and a hill.

Exercise number 10. "Guess".

Task: "Guess the riddle:

Flying, squeaking
Legs long drags,
The chance will not miss -
Sit down and bite.
(Mosquito)

round, striped,
Taken from the garden.
Sugar and scarlet became -
Eat, please.
(Watermelon)

How did you guess what it was about? Try to describe to me some object, and I will try to guess who or what it is.

Exercise number 11. "Words-buddies" (an exercise on synonyms).

Task number 1.

"What do you think, how else can you say about a sad person?" (Sad)
"Valuable - what is it? Hard - what is it?"

Task number 2.

"What word can replace the word "horse"? The word "doctor", "cup", "food"?

Task number 3.

"Which word is superfluous, does not fit with other words? Why?"

sad, mournful, despondent, deep
Brave, resounding, courageous, daring
Weak, brittle, long, fragile
Strong, distant, durable, reliable

If the child does not understand the meaning of a word, explain it.

Exercise number 12. "Words-enemies" (exercise on antonyms).

Task: "Say the opposite:

cold, clean, hard, thick;
dull, wet, older, light;
spacious, enemy, top, lose;
raise, day, morning, spring;
winter, tomorrow, early, close;
low, rarely, slowly, joyfully;
dark, sat down, took, found;
forgot, dropped, littered, straightened.

Exercise number 13. "One and many" (changing words by numbers).

Task number 1.

"Now we will play the following game: I will name one object with a word, and you name the word so that many objects turn out. For example, I will say "pencil", and you must say "pencils."

book, pen, lamp;
city, chair, ear;
child, man, glass;
name, spring, friend.

Task number 2.

"Now let's try the other way around. I will say a word that means many things, and you - one."

claws, clouds, warriors, leaves;
flowers, saws, well done, stems.

Exercise number 14. "Decrease".

Assignment: "Tell me what the small object will be called? The small ball is a ball, and small table - ...".

grass, hand, shoulder, sun, bank; chair, book, flag, cup, hat.

Exercise number 15. "Finish the word."

Assignment: "Guess what word I want to say? By ..." (Pillow)

Syllables with which words can begin: for, mi, mu, lo, at, ku, zo, che, etc.

Exercise number 16. "Explain the word."

Assignment: "I want to find out how many words you know. Tell me, what is a bicycle?"

knife, hat, ball, letter;
umbrella, pillow, nail, donkey;
fur, diamond, connect, shovel;
sword, trouble, brave, hero;
poem, gambling.

The purpose of this exercise is to teach the child not only to learn new words through explanation, but also to clearly express the idea, indicating the main use of the object, describing its features.
You can do all these exercises several times, completing the rows of words yourself.

Development of grammar skills

The next block of exercises is aimed at developing the grammatical structure of speech. Training tasks will help the child learn how to correctly compose simple sentences, competently connect speech constructions, understand the sequence of events in the text.

Exercise number 17. "Who what?" (drawing up proposals for various models).

Assignment: "Try to make a sentence that says that

Who? What is he doing? What?

For example: The cat laps milk "".

Who? What is he doing? What? How? (The gardener waters the flowers with water)
Who? What is he doing? What? To whom? (Girl sews a dress for a doll)

Exercise number 18. "Finish the sentence."

Task: "Try to guess the end of the phrase."

The children ate... Paper and paper are on the table. Gris grow in the forest... . Flowers grow in the garden... We have a rooster and... . In winter it happens ho ... .

Exercise number 19. "Add words" (distribution of sentences).

Assignment: "Now I will say a sentence. For example, "Mom sews a dress." What do you think about the dress, what is it like (silk, summer, light, orange)? If we add these words, how will the phrase change?"

The girl is feeding the dog. Thunder rumbles in the sky. The boy is drinking juice.

Exercise number 20. "Make a phrase" (formation of sentences from words).

Task number 1.

Make up sentences using the following words:

funny puppy, full basket, ripe berry, cheerful song, thorny bush, forest lake".

Task number 2.

"The words in the sentence are mixed up. Try to put them in their places. What will happen?"

1. Smoke, goes, pipes, out.
2. Likes, teddy bear, honey.
3. Stand, vase, flowers, c.
4. Nuts, in, squirrel, hollow, hides.

Exercise number 21. "Missing Words"

Assignment: "Now I will read you a story. But some words are lost in it. Try to guess which".

1. Silence reigns in dense _____. Black ________ blotted out the sun. The birds are silent. Here comes _______.

2. Winter. All paths are covered with fluffy _______. Smooth _______ dressed the river. The guys built a high __________. _______ sleds are rushing fast. A sharp _______ hits children in ______. Frost pinches _______. ________ are not afraid of the cold. Their _______ are burning with joy.

3. The weather is hot: the sky is _______, the sun is shining _______. Kolya and Olya go for a walk in the field ______. They listen to the singing of little ________ there. They collect _______. Suddenly the sky becomes dark, it is covered with large ________. Small children are in a hurry to return ____. But before they could arrive, ______ broke out. The children were afraid of ________ thunder. They knocked on one ______ to hide from a strong _______, since they do not have ________ with them and their clothes are completely _______.

Exercise number 22. "Find the mistake."

Task number 1.

"Listen to the sentences and say if everything is correct in them."

In winter, apple trees bloom in the garden.
Below them was an icy desert.
In response, I nod my hand at him.
The plane is here to help people.
I soon succeeded in my car.
The boy broke the ball with glass.
After the mushrooms, there will be rain.
In the spring, the meadows flooded the river.
The snow was covered with a lush forest.

Task number 2.

"How should the proposal be corrected?"

Exercise number 23. "Explain."

Task: "Listen to the phrase:

The dog goes to the kitchen. She drinks cat's milk. The cat is unhappy.

Explain why the cat is unhappy.

Petya went to the cinema after finishing the book.

What did Petya do before: read a book or went to the cinema? Explain.

Vanya drew Sasha. Sasha painted the house.

Who drew what? Explain."

Exercise number 24. "What is meant?" (training to understand the figurative meaning).

"Tell me how you understand these expressions:

iron ax - iron man
golden arrow - golden hands
venomous bite - venomous gaze
sharp knife - sharp word
low table - low deed
stale bread - stale man."

Exercise number 25. "Correct or not?".

Task: "What do you think, is it possible to say so?"

Mom puts a vase of flowers on the table.
When they want to buy something, they lose money.
Under the house on the edge live grandparents.
There is a beautiful carpet on the floor.

Ask the child: "Why are the sentences inaccurate?"

Exercise number 26. "Where is the beginning of the story?"

The child needs to establish the sequence of events in a series of pictures. Show the child a series of pictures

Assignment: "Look, all these pictures are connected. But they are mixed up. Find where the beginning, where the end of the story is, and tell me what it is about."

Exercise number 27. "Picture Story"

Give the child the opportunity to carefully look at the picture and ask them to tell the story depicted in it. This exercise should be repeated as often as possible, using any drawings that are of interest to the child.

Here are some rules that are important to follow when writing a story.

It is important to teach the child to see and highlight the main thing in the content, the features of the story. Help your child by asking questions.

What is this picture about?
- Who is the main character?
- What's happening?
What characters are in the picture?
- What is their character?
- What is the name of this story?

With the same success, you can add training to retell the text to this exercise. You read a short story (up to 20 sentences) to your child, then ask him to retell what he heard. At the same time, follow how the child understood the main meaning of the story, whether he can express it verbally, whether he easily finds the right words, whether he allows incorrect grammatical forms in his speech, whether he uses complex sentences.

Exercise number 28. "Choose a rhyme."

First, check if the child knows what rhyme is. Explain that two words rhyme with each other if they end in the same way, for example, ox - goal.

Invite the child to independently choose a rhyme for the words:

porridge, howl, pillow, juice;
snow, cat, circle, bowl;
river, cloud, barrel.

The child needs to pick up at least three rhymes for each word.

Exercise number 29. "Make an offer."

Assignment: “Now we will put together several sentences. For example, I say the sentence: “It is raining in the forest. Thunder is thundering." These sentences can be connected using a small bridge word "and", then the two will be one. "It is raining in the forest, and thunder is thundering." Now try it yourself.

The sun shines brightly. Birds are singing.

There are more possible variant For this exercise, ask your child to complete the sentence.

The kids went out and...

According to the same scheme, you can train your child to make sentences with the conjunctions "a", "but", "although", "but", "if, ... then".

Other publications on the topic of this article:

Tasks for the development of speech in the lessons of the Russian language

Add the beginning of the story "Help"
The spring flood flooded the entrance to the stable. The old groom was in alarm. What to feed foals? Haystacks were in a distant meadow.
But what is the miracle? The groom could not believe his eyes. A small stack of hay floated on the melted water. Two boats hit the shore. It was the students who came to the rescue.

Add the beginning and end of the story "Guest"
The guys decided to make a table for the squirrel. They put on it crusts of bread, dry mushrooms, nuts. Sometimes they buried all this in deep snow. The squirrel has good instincts. She raked the loose snow with her paws and took food.

Add the end of the story "The stork has arrived"
Squinting in the bright sun, we looked at the sky. Birds circled in the air. They hardly moved their large wings. The strongest stork flew up to the old tree. At the top of it blackened the remains of a nest. The next day the stork began to repair it.

Add the end of the story "Roe deer"
In the shade of the trees, the silhouette of a fast, cautious beast appeared. It was a deer. She moved quietly through the forest. Not a single twig crunched under her light hoof.
Here the roe deer froze in place, turned its ears and disappeared into the forest thicket. Who scared her.

1. Children and adults make fires in the forest and forget to put them out.
2. Forest fires are often caused by people.
3. Protect the forest from fire!
4. Sparks from unextinguished fires start new fires.
5. Plants, animals and birds die from fire.
6. For many years, a new forest has been growing in the conflagration.

Restore the text "Playing dogs"
But Pug did not stop playing, and Polkan looked at him very favorably.
A little Pug ran up to Polkan and began to throw himself at him and bark: to grab his huge paws, his muzzle with his teeth and, it seemed, was very annoying to the big gloomy dog.
You see, said Volodya's father. - Polkan is kinder than you. When your little brothers and sisters start playing with you, you will certainly end up beating them. Polkan, on the other hand, knows that it is a shame for the big and strong to offend the small and weak.
Volodya stood at the window and looked out into the street, where she was basking in the sun. big dog, Polkan.
Wait a minute, she'll ask you! Volodya said. She will teach you.
(K. Ushinsky)

1. Melted, snow, spring, snowdrifts.
2. Foliage, trees, rejuvenated, decorated.
3. Winged, in, insects, air, swirled.
4. C, larks, starlings, swallows, south, arrived.
5. Heard, fervent, everywhere, songs, birds.

Make sentences from these words. Title the resulting text.
1. Masha, brought, Santa Claus, home.
2. Made, at, house, Moroz Ivanovich, ice, from.
3. Walls, snowy, on, shone, stars.
4. Bed, lay, on, snow, fluffy.
5. Snow, under, featherbed, grass, was.
(According to V. Odoevsky)

Make sentences from these words. Title the resulting text.
1. Wet, fell, sky, snowball, p.
2. And, a snowman, they ran out the yard, the guys began to sculpt.
3. Blinded, Kolya, and, on, with, in, a bucket, head, on, a broom, a snowman, a hand.
4. Windows, a house, snowy, with, ice, Zhenya, built.
5. Grandfather, it turned out, Frost, Toli, y, good.
6. Beard, herringbone, he, green, white, in, was, with, and, hand.
7. Snow Maiden, and, nearby, stood.

Make sentences from these words. Title the resulting text.
1. Wonderful, forest, in winter, fabulous, and, Russian.
2. Snow, decorates, fluffy, trees, branches.
3. Cones, hanging, resinous, spruce, on.
4. Tops, over, fly over, firs, crossbills-fir-trees.
5. Squeak, on, troublesome, boughs, tits.

Make sentences from these words. Title the resulting text.
1. For, Vasya, to look after, in the summer, helped, grandfather, with flowers.
2. Cut, huge, in the morning, grandfather, autumn, bouquet, flowers.
3. Brought, class, in, this, Vasya, a bouquet.
4. Put, flowers, table, boy, teachers, on.
5. Like flowers, these autumn ones are beautiful.

Make sentences from these words. Title the resulting text.
1. Vanya admired the forest.
2. Trees, festive, stood.
3. Juice, poured, scarlet, strawberries.
4. There were, berries, similar, earrings, on, red.
5. Vanya, collect, strawberries, began.
6. He treated, with berries, he, sweet, his grandmother, his.

Arrange the sentences to make a story. Title it.
1. There the black grouse ate birch buds.
2. A flock of birds flew to a forest clearing.
3. Black grouse woke up in the morning and were surprised.
4. Then they dived into the soft snow.
5. There was snow all around.
6. Birds now have shelter from enemies.

Arrange the sentences to make a story. Title it.
1. They go to put out the fire, save people from the fire.
2. Everyone gives way to them.
3. Noisily flying along the street, bright red cars like fire.
4. Fire trucks are hurrying.

Arrange the sentences to make a story. Title it.
1. Only Andreikin poplar was very weak.
2. Every evening the guys dragged a bucket of water outside and watered the tree.
3. In summer it became cheerful and green.
4. In autumn, the workers planted young poplars near the house.
5. Soon the poplar leaves turned green.
6. Andrey and Nikita began to help the tree.
7. In the spring, poplar trees are covered with young leaves.
8. The tree came to life.
9. Winter has passed.

GAMES FOR CHILDREN FROM ONE TO THREE YEARS

In order to learn to think and speak, one must be able to look and see, listen and hear, that is, process and comprehend information received from the surrounding world. Without well-developed attention and memory, imitative activity is impossible, and it is precisely this that underlies the teaching of speech.

A baby from one to three years old needs activities with educational toys, so that he learns to distinguish objects by size, color, shape. It is important to constantly involve the child in communication, giving the simplest speech samples to repeat: interjections (ah, oh), onomatopoeia (beep, meow) simplified words (boom, lala).

As soon as the first onomatopoeia and simplified words appear, it is necessary to carry out voice development games (singing of individual vowel sounds or onomatopoeia in a voice of different strength and height).

After all, if a child has a weak exhalation, then his voice will be quiet, and many sounds will not be able to be pronounced.

In a non-speaking baby, the movements of the lips and tongue are not developed enough, in such cases it is necessary to do speech therapy massage and passive articulation gymnastics, as well as hand massage and passive and then active finger gymnastics.

The brain of a child is a very mobile system. The speech zones of the cerebral cortex that are not used in time can eventually “switch” to perform other functions. And this means that after three years it will be extremely difficult or even impossible to teach a baby.

GAMES FOR SPEECH DEVELOPMENT

Speech is made up of active and passive vocabulary. It is necessary to lay the foundation for speech - to accumulate a large enough passive vocabulary in order to make it possible to move to active dictionary(independent speech). Therefore, first of all, it is necessary to teach the child to understand speech.

You need to learn to speak not only in special classes, but also in everyday life, during everyday communication. To do this, the baby is asked questions that at first the adult has to answer himself. So, the mother makes the bed for the baby and says: “Where will Vanya go now? To the crib. Sleep". If at first the baby said “Bye-bye”, then after a while he will begin to answer this question “Pat” (“Sleep”). Thus, onomatopoeia and babbling words will be gradually forced out of speech.

You need to talk with a small child only about those objects that attract his attention at this moment, or about the actions that he performs. For example, when bathing a baby, it makes no sense to talk about toys, it is better to pay attention to a washcloth, soap and a towel.

The kid, carried away by the game, will begin to repeat the proposed sound complexes and simplified words after you. And no matter what quality these first words will be, it is important that they finally sound. Praise the child and rejoice with him.

GAMES TO DEVELOP SPEECH UNDERSTANDING

Cube and brick (from 1 year old)

Take two cubes (with a side of at least 4 cm) and two bricks (with sides of at least 1 x 4 x 5 cm) of the same color.

Show the kid the cubes, name them and demonstrate how you can build a house (put one cube on top of another). Similarly, teach your child to lay out a path from bricks (put one brick after another).

Keep repeating names throughout the game building material, saying, “This is a cube. Let's put a cube on a cube", "This is a brick. Let's put brick by brick."

Now put a cube and a brick in front of the child and ask: “Where is the cube?”, “Where is the brick?” And then ask: “Give me a cube (or brick)!”

...

? The game helps the child develop the ability to distinguish objects by name and shape, teaches the child to perform the simplest buildings according to the model given by adults.

Assignments (from 1 year)

Take 5-8 toys that the baby constantly plays with.

Ask the child to give you toys (objects) whose names the baby knows well, or put the toys (objects) in their place; open or close the door to the room, etc.

Calling the names of loved ones, ask the child to bring them a toy or bring an adult here.

...

? With the help of the game, the child will develop an understanding of speech (without showing) - the names of several objects, actions, the names of others, the execution of individual assignments.

It is forbidden! (from 1 year old)

Seeing the undesirable actions of the child, contact him and, calling the baby by name, strictly say: “No!” At the same time, you do not need to name the action itself or the objects taken by the child (for example, you do not need to say: “Do not touch!” or “Put the cup!”), And also take them from the hands of the baby.

...

? The game develops in the child an understanding of the word “no”, the ability to obey the prohibition of an adult.

Familiar things (from 1 year 3 months)

Use toys that the baby constantly plays with; household items. During games, feeding and hygienic care of the child, name the objects and toys used by the baby (car, ball, towel, soap, watch, etc.).

Place four objects (toys) in front of the child and ask them to show each of them. At the same time, ask the child questions: “Where ...?”

Arrange the same objects in front of the baby in a different order and again give the task to show each of the named objects.

...

? The game helps to expand the stock of words understood by the child, denoting household items, toys.

My clothes (from 1 year 3 months)

When getting ready for a walk, dressing after sleep, name the baby's clothing items (shirt, shorts, tights, T-shirt, etc.).

Lay out 4 pieces of clothing in front of the child and ask them to show each of them. At the same time, ask the baby questions: “Where ...?”

Arrange these items in front of the baby in a different order and again give the task to show each of the named items.

...

? The task of the game is to expand the child's stock of understood words on the topic "Clothes".

Show your nose (from 1 year 3 months)

When communicating and playing with a child, often show and name parts of the face of the baby himself, as well as toys: dolls, dogs, teddy bear.

Ask the child to show with his index finger where his nose, eyes, mouth, ears are. Then give the task to the kid to show the same parts of the face on the doll, on the animal toy.

...

Lyalya doll (from 1 year 3 months)

You will need a doll, a doll bed, a plate, a spoon, a trolley (a stroller for a doll).

Show the child different variants game actions: put the doll to sleep, feed from a spoon, ride in a cart (carriage). Comment on all your actions.

Offer the child: “Feed the doll”, “Put the doll in the crib”, “Ride the doll in the cart”.

...

? The game will help the child to expand the vocabulary of understood words denoting different actions.

Wipe Lala's nose (from 1 year 6 months)

Take the doll and handkerchief. Pointing to the doll, tell the child: “Lyalya has a dirty nose. Here is the handkerchief. Wipe Lyalya's nose.

The kid will apply the handkerchief to the nose of the doll himself.

...

? With this child games will learn to display in his game actions often observed in life, expand the vocabulary of understood words.

Fees for a walk (from 1 year 6 months)

Lay out your child's street clothes on a high chair before going for a walk. Say: “Now we will go for a walk. Where is our hat? There she is. How fluffy it is - touch it with your hands! Let's put a hat on our heads. Like this! Take a look in the mirror. What a beautiful hat - blue-blue! And these are the ribbons at the cap. We will now tie ribbons to keep the ears warm. Like this! Warmly? Warmly!"

...

? The game will demonstrate to an adult how to pronounce their actions when communicating with a baby, and expand the vocabulary they can understand.

Exhibition of toys (from 1 year 6 months)

Make a shelf for the child, located at the level of his eyes, and arrange toys on it. Name the toys on the shelf one by one.

Allow the child to take these toys and play with them, but then ask them to put all the toys back. During the day, bring the baby to the shelf several times, show and name the toys placed on it. At the end of the day, name the toys on the shelf again and ask the child to show them himself.

The next day, replace the toys or, if the baby has not yet remembered the names, leave the old ones, but add a new one.

...

? The game will help to expand the child's passive vocabulary.

Lunch for animals (from 1 year 6 months)

Organize a feeding game with animal toys, a toy table and dishes. Tell the child that the animals are hungry. Offer to feed them lunch. At the same time, have a dialogue with yourself:

- Here the cat is running - top-top-top! (Move the toy cat.) What does she say?

- Meow meow! I want to eat!

- Sit down, kitty, at the table! (Sit the cat at the toy table.)

- Who's walking around? The bear is walking - top-top, top-top! What he says?

- Eee! I want to eat!

- Sit down, bear, at the table! (Sit the bear at the toy table.)

You can put a dog, a bunny, a monkey at the table and give everyone a plate and a spoon, having previously discussed that “soup is poured into the plate”.

...

? The game develops the child's understanding of the speech addressed to him.

Who's doing what? (from 1 year 9 months)

Take plot pictures, for example: a boy is eating, a girl is sleeping, children are playing with a ball.

Show your child these simple pictures and tell him who is in them and what he is doing.

Then lay out the pictures on the table and invite the baby to show the one on which the boy eats. Then let the kid choose the picture in which the girl is sleeping and the one where the children are playing. Using the same pictures, you can ask the baby questions: “Who is this?” and "What does it do?"

To the question "Who?" the baby will give you pictures. And to the question "What does he do?" - Demonstrate familiar actions. If speech capabilities allow, then the child will answer questions.

...

? With this activity, the child will learn to understand simple questions.

Body parts (from 1 year 9 months)

When communicating and playing with a child, show and name parts of the body.

Ask the child to show on himself where the different parts of the body are: eyes, forehead, nose, hair, back, stomach, arms and legs.

Ask to show the same body parts on the doll. Let the child show them in the picture.

...

? The game will help the child remember the words denoting parts of the face, will contribute to the development of fine motor skills of the fingers.

Magic bag (from 2 years old)

You will need a bag of bright fabric and small toys. Show the child the bag and say that it is not simple, but magical: now different toys will appear from it. Take out a toy from the bag, for example, a fox, name it, and then pass it on to the baby.

Taking out the next toy from the bag, for example, a cube, name it too. So, one by one, take out 3-4 toys from the magic bag, name them and give them to the child for examination.

When the baby has examined all the toys, ask him to put the toys in the bag. At the same time, call one after another, and let the child put them in turn in a magic bag.

...

? The game develops a child's understanding of speech, expands his passive vocabulary.

Who is this? (from 2 years old)

Take pictures of boy, girl, man, woman. Lay them out in front of the baby and call each one: “This is aunt”, “This is uncle”, “This is a boy”, “This is a girl”.

Ask to show the boy first, then the girl, etc. When the baby shows the picture correctly, give it to him. At the end of the game, all four pictures should be with the baby.

You can continue the game by asking the child to return the pictures to you: first the boy, then the girl, then the aunt and uncle. After receiving the pictures, arrange them in two rows on the table, and then say: “I will hide the girl!” and flip the picture reverse side up; "Hide the boy!" and flip the next picture, and so on.

Ask the baby to remember: “Where did the boy hide?”, “Where is aunt?” etc. Having given an answer, the baby can turn the pictures upside down by himself. If he made a mistake, name the picture correctly yourself. If the child chooses the picture correctly, praise.

Similarly, play games with pictures that depict domestic (cat, dog, cow, horse) or wild (bear, fox, wolf, hare) animals.

...

? The game develops the child's understanding of the speech addressed to him and improves fine motor skills of the fingers.

What is he doing? (from 2 years old)

Take plot pictures: a cat is sleeping, a cat is eating from a bowl, a cat is playing with a ball. Lay them out in front of the baby and ask them to show where the cat sleeps, where it plays, and where it eats.

You can invite the child to show pictures with the boy: the boy runs, jumps, swims, eats with a spoon from a plate, drinks from a cup, drives a car, draws, plays with a balloon, washes, cries, etc. (for one game - no more than five pictures).

...

? The game develops a child's understanding of speech, expands his passive vocabulary through verbs.

Listen and do (from 2 years old)

In everyday communication, in games, name and show a variety of actions. So, show how you can spin in place, jump, raise and lower your arms, squat, etc.

Then ask the baby to follow your commands. Commands can be as follows: “Sit-get-up-jump”; "Stand up - put your hands up - put your hands down - sit down"; "Jump-circle-crouch"; "Stomp your foot - clap your hands - run to me."

...

? The game will help to consolidate the words denoting actions in the child's passive vocabulary.

Show and hide (from 2 years old)

Take two cubes, two balls, two nesting dolls, two cars. Lay out the toys on the table and ask the child to choose the ones you name and then hide them in the box. For example, say: “Hide the blocks in the box,” and when the child completes the task, comment: “There are no blocks. Where are the cubes? It's in the box there."

Do the same with the rest of the toys.

...

? The game will help develop a child's understanding grammatical forms words: genitive plural nouns, the meaning of the preposition "in", the interrogative word "where".

Naughty toys (from 2 years old)

Use any soft toy, such as a cat, to play with. Take a toy and tell your child that the cat has been naughty today:

Jumping, jumping, playing

Where, she doesn't know.

Put the cat on the child’s shoulder (while holding it) and ask: “Where is the kitty?”, And then answer yourself: “On the shoulder.” Then put the toy on the child's head and ask again: “Where is the kitty? On head." The cat can be put on the child's lap, on the palm.

Similarly, a cat hides under various pieces of furniture, and you comment on her actions: “Pussy under table, under chair, under bed”, etc.

The next time the cat will hide behind any objects: behind cupboard, behind armchair, behind back, behind a door, behind curtain.

And finally, the pussy got tired of being naughty and lay down to rest. Here she lies at dads, at mothers, at grandmothers and at the baby himself on his knees and sings a song: “Mur-mur-meow! Moore-mur-meow!"

Next time play with a bird hanging from a string that “flies” around the room and sits on various objects, toys and people.

...

? With the help of this game, the child will begin to understand the meaning of prepositions.

THE FIRST IMITATIONS AND WORDS

Who is at the door? (from 1 year old)

Lay out toys or pictures in front of the baby and ask: “Give me moo!” or “Give av-av!”

Next time, add an element of surprise or mystery to the game. For example, ask a child, “Who is that knocking on our door?” Having opened it and found a plush dog, offer to play hide and seek with it.

Then show the baby what circus numbers the dog can show: walk on its hind legs, do somersaults, jump to the ceiling, jump on the baby’s shoulder, etc. Keep in mind that the dog is not silent, but barks loudly and fervently: “ Aw-aw!"

...

? The game helps the baby learn to imitate an adult and pronounce onomatopoeia.

What is the baby doing? (from 1 year old)

Show your baby how to indicate actions that are familiar to him with the help of a certain combination of sounds.

For example, when feeding a child, say: “Am-am!”, When bathing: “Kup-kup!”, And putting to bed: “Bye-bye!” When playing outdoor games with your baby, do not forget to voice your actions. While dancing, hum: “La-la-la!”, stamping your feet, say: “Top-top-top!”, clapping your hands: “Clap-clap!”, jumping: “Jump-hop!”

Playing with the child in the ball, repeat the sound complexes and the words: “Oops!”, “On!”, “Give!” When showing your baby how to dig sand or snow with a shovel, do not forget to voice your actions: “Cop-cop!” and encourage your child to do so.

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Musical toys (from 1 year old)

Show your child how to play musical instruments and let them play by themselves.

Show how musical toys sound: a pipe: “Doo-doo-doo!”, an accordion: “Tra-ta-ta!”, a bell: “Ding-ding!”, a drum: “Boom-boom!”

After that, pronounce the appropriate onomatopoeia and, without taking musical instruments in hands, depict how they play the pipe, harmonica and bell (see description finger games). Encourage your baby to repeat movements and onomatopoeia after you.