Experts believe that by the age of 2, a child’s vocabulary should have at least 50 words. But what should parents do if their two-year-old child does not speak? Much depends on the efforts of adults, namely: the early development of speech in the baby and the meaningful orientation of the baby’s speech development, his ability to actively perceive words. Of course, each child is individual and begins to talk at the right time, but you can still help develop this skill with the help of special exercises and educational games.

How to get a child to talk: effective methods for developing speech in children 2-3 years old

The most common method of developing a baby's speech that parents use is a technique called “tell mommy.” Yes, indeed, this method is beneficial, but it is far from the only one. This technique is suitable for very young children who have just begun to pronounce their first sounds. But, if this method encourages the baby to simply imitate and unconsciously repeat after the parents, then the following techniques will help the child pronounce words meaningfully and understand what is being said.

Let's explore things together

If you want to develop your child’s speech skills, try to expressively describe everything he does. At the age of one year, children begin to actively explore the world around them. They touch objects, open and close doors, touch everything with their hands.

Make it a rule to describe his actions. For example, when opening and closing doors, say: “Open the door, close it.” If the child picks up an object, describe it. For example, if a child took a spoon, you can say: “Look, you have a spoon in your hands. This is a spoon." Encourage any activity of the baby and focus on what he is doing.

Getting to know the pictures

There are a lot of educational books with colorful pictures that can help a child get to know the world. Buy your child books for the little ones, for example, from the section about animals called “Who Am I?” When showing a drawing of a cat in a book or on a card, you can say: “What does a cat do? “Meow.” Through these activities, you can introduce your baby to animals and help him pronounce certain sounds. This method is ideal for a baby, since he already understands that each animal has a particular sound. Try to study animals that you can see on the street. When a child sees a dog or cat, he will begin to say “woof” or “meow.”

Education through sound

Whatever your child does, try to indicate his actions with a certain sound. For example, if he claps, say “clap-clap,” even if he fell, don’t immediately run to pick up the baby and ooh and ahh at the same time, but rather say “boom, boom.” This approach even amuses children and they quickly forget that they just flopped. This method will help the baby realize that every movement has a certain sound, and his memory will actively develop.

Speech accompaniment

When your baby makes any sounds, ask him to repeat them. For example, tell your child, “How do geese make it? “Ga-ha-ha.” If he says something that you think is absurd, like “agu, booboo,” repeat after him. The child should be encouraged to speak, pronounce any sound and be encouraged to do so.

Speech development classes for children 2-3 years old: exercises for the development of phonemic hearing

Phonemic hearing is a subtle, systematized hearing that allows you to distinguish and recognize phonemes of your native language. This is an innate ability that allows you to distinguish between words consisting of the same phonemes. For example, “boar-can, nose-sleep”, etc. There are a lot of interesting and entertaining games that will help develop phonemic awareness in a child. Let's look at a few of these.

Exercises and games for the development of phonemic hearing in children 2-3 years old

The essence of this game is as follows: place the child with his back to the players. It is advisable that as many people as possible participate, but at least 3 people. The presenter asks one of the family members to pronounce the child’s name, and he, in turn, must guess who called him.

Play with sounds

If you have various instruments at home, for example, a piano, tambourine, accordion or others, ask your little one to guess which instrument you play. Accordingly, the baby should not see what object you chose; you need him to determine by ear which instrument sounded.

Who's speaking?

Invite your child to pronounce the sounds characteristic of different animals. Be sure to prepare pictures of animals with their babies. For example, ask to show how a mother cat “speaks” - loudly and loudly, and how a kitten speaks - quietly and subtly. Then a dog and a puppy, a cow and a calf, etc.

Repeat after me

This game is played according to the following principle: mom or dad taps out some basic rhythm, and the baby must repeat. Then the sounds become more complex. When the child masters the game, invite him to create sounds, and you will repeat. Both fun and useful.

These games will not immediately give a positive result. During games, the child will develop memory and thinking, which will serve as an excellent basis for the development of phonemic hearing.

Finger games for speech development in children 2-3 years old

Finger games are a wonderful and easy-to-use game that promotes speech development in children. Dedicate 10-15 minutes a day to finger games, but no more. Also, do not try to learn all the games at once, 2-3 games will be enough to start with, after which you can change the games for new ones.

How can finger games help a child speak? Very simple. The essence of the games is that the parent recites poems during classes, where the same words are often repeated. Thus, the child perceives the mother’s words by ear and understands what is being said. And then he tries to repeat the sounds himself.

You can start working with your child with the most basic finger games such as “magpie-white-sided” or “horned goat is coming.” Offer your child another game: take the baby’s hand, and, bending his fingers, pronounce the names of relatives. For example, this finger is dad, this finger is mom, etc.

Game "fingers up"

Bend the baby's fingers, and then use your thumb to “wake up” everyone else. With an exclamation of “Hurray!” Unclench your fist completely, as if all your fingers are awake.

Children learn about the world through touch. You can arrange a whole finger theater, knit or sew interesting animals for a more interesting and colorful game.

Articulatory gymnastics for speech development in young children

By developing your baby’s speech from an early age, you will help your baby quickly express his thoughts and desires through words. The main goal of articulatory gymnastics is to enable the child to develop a certain skill for competent pronunciation of sounds. By training the speech apparatus, you help your child learn words correctly.

Do the exercises regularly, because any skill needs to be consolidated gradually.
Do not offer your baby more than 2-3 exercises at once.
Each lesson should last 5-10 minutes.
Be sure to practice the completed exercises several times.
Carry out gymnastics in a playful way, as the baby will not be interested in performing static, monotonous movements.

At the age of 2, children do not have a pronounced speech problem, but for the sake of prevention, simple entertaining exercises should be performed.

Articulation gymnastics:

"Open and close the gate" . Invite your baby to open his mouth and hold this position for a few seconds.
“Show me the fence.” When you invite your baby to show you the “fence,” he should clench his teeth and smile broadly.
“Brush and brush your teeth” . Together with your baby, open your mouth wide and run your tongue along the inside and outside of the teeth.
"Artist". This exercise is more difficult. Invite the baby to use his tongue to draw any elements on the sky. And then, like a painter, you can completely paint over the entire sky.

Be sure to do your classes together. These exercises develop the mobility of the organs of the speech apparatus. Articulation gymnastics is the key to beautiful and correct sound pronunciation in children at an early age.

Advice from experts on speech development in children under 3 years of age

Parents often begin to panic when their child does not want to start talking. Regarding difficulty speaking, an authoritative pediatrician E. O. Komarovsky says the following:

“Speech difficulties may be caused by the fact that adults do not actively communicate with the child. But when the baby goes to kindergarten, he will make up for lost time, as children quickly try to adapt in society, purely instinctively. But there is a high probability that he will have problems with pronunciation, so it is better to work with the child from an early age.”

R. Levykin, psychologist:

Useful for speech development:

Talk to your child as much as possible and encourage him to speak as much as possible. Ask him questions. Ask for his opinion. Comment on your actions.
Develop your horizons. Walk more: gardens, playgrounds, parks, museums, zoos, walks in the forest, etc.
Develop hand motor skills: plasticine, paints, crafts made from natural materials, construction sets.

From the book by I. A. Ermakova “Talk to me, mom! Educational activities for kids" :

Speech therapy massage of the facial muscles helps correct speech development. A light massage of the cheeks, forehead, and lips helps regulate blood circulation, improves muscle elasticity and serves as an effective way to prevent speech disorders. Light circular movements should be performed with the fingertips of both hands so that folds do not form on the skin. The massage should be done slowly and smoothly for 2-5 minutes 2 times a day. Course duration is 10-15 sessions. Before starting the massage, you need to cut your long nails, thoroughly wash and warm your hands, and lubricate your fingertips with nourishing or baby cream.

Perform light circular movements from the middle of the forehead to the temples.
Perform light circular movements from the middle of the forehead to the earlobes.
Perform light circular strokes under the eyes from the nose to the temple area.
Perform light circular movements from the middle of the forehead to the neck.
Perform light circular movements from the wings of the nose to the corners of the lips.
Perform light circular movements from the wings of the nose to the earlobes.
Perform light circular movements along the contour of first the upper and then the lower lip - from the corners to the middle.
Lightly tap your lips with your fingertips.
Perform light circular movements from the middle of the upper lip to the chin.

Yu.S. Kosmina, speech therapist of the highest category:

In the family, conditions must be created for the child so that he experiences satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, learns to construct sentences correctly, pronounce sounds clearly, and tell interesting stories.

By expanding the child’s range of ideas about surrounding objects and phenomena, talking with him on various everyday topics that are close and understandable to the child, parents will thereby not only expand his horizons, but also contribute to the mastery of correct speech.

Speech pathologist and speech pathologist Anna Makovey about methods of speech development in twins:

Twins are a special topic. They have each other and that says it all. A special language, complete mutual understanding and no incentive to master the generally accepted language. It seems to me that the most humane of all the tested means (here is separation/distribution to grandmothers and division of responsibilities for raising each person between father and mother) is the introduction of children into a group of peers. There, children realize the need to master speech and learn to voice their needs (which is vital in kindergarten).

Individual communication with parents also helps to “talk” such children. It's up to your imagination and resourcefulness. One goes with dad to the store for... (something very necessary!!! You can’t handle it alone!), the second stays with mom... boil the kettle, wash the dishes, etc.

Don’t worry if your child doesn’t start talking at 1.5-2.5 years old. You should be afraid if a child at 3 years of age does not want to utter a single sound. This is a reason to contact a specialist who will help you find the answer to the question.

Teach your children, develop their speech, thinking, memory, because a lot depends on the parents. And with such a set of modern techniques, books, educational games, you can decorate not only your baby’s everyday life, but also your own.

The role of gymnastics in correctional and speech therapy work

Speech sounds are formed as a result of a complex set of movements of the articulatory organs - kinema. The development of one or another kineme opens up the possibility of mastering those speech sounds that could not be pronounced due to its absence. We correctly pronounce various sounds, both in isolation and in the speech stream, thanks to strength, good mobility and differentiated functioning of the organs of the sound-pronunciation apparatus. Thus, producing speech sounds is a complex motor skill.

Already from infancy, the child makes a lot of diverse articulatory and facial movements with the tongue, lips, jaw, accompanying these movements with diffuse sounds (mumbling, babbling). Such movements are the first stage in the development of a child’s speech; they play the role of gymnastics of the speech organs in natural conditions of life. The accuracy, strength and differentiation of these movements develop in the child gradually.

For clear articulation, strong, elastic and mobile speech organs are needed - tongue, lips, soft palate. Articulation is associated with the work of numerous muscles, including chewing, swallowing, and facial muscles; the process of voice formation occurs with the participation of the respiratory organs (larynx, trachea, bronchi, lungs, diaphragm, intercostal muscles). Thus, when talking about special speech therapy gymnastics, one should keep in mind exercises of numerous organs and muscles of the face, mouth, neck, shoulder girdle, and difficult cells.

The method of educating sound pronunciation through specific gymnastics is recognized by a number of well-known theorists and practitioners specializing in speech disorders (M. E. Khvattsev, O. V. Pravdina, M. V. Fomicheva, etc.).

Articulatory gymnastics is a set of special exercises aimed at strengthening the muscles of the articulatory apparatus, developing strength, mobility and differentiation of movements of the organs involved in the speech process.

In order to choose the right exercises for articulatory gymnastics, you need to know what movements are characteristic of the various organs of the articulatory apparatus. The most mobile speech organ is the tongue. It consists of the root of the tongue (the base by which the tongue is attached to the hyoid bone) and the back, in which the posterior, middle and anterior parts are distinguished. Particular attention should be paid to the tip of the tongue, which ends the front part of the tongue, and the lateral edges of the front and middle parts of the tongue, since the quality of sounds depends on their work. Depending on which part of the tongue is involved in the formation of consonant sounds, they are divided into front-lingual (t, d, n, l, r, w, zh, ch, sch, s, z, ts), middle-lingual (th) and rear-lingual (k, g, x).

The front of the tongue and its tip have the greatest degree of mobility. The tip of the tongue can: fall behind the lower teeth (as with the sounds s, z, z), rise behind the upper teeth (as with the sounds t, d, n), press against the alveoli (as with the sound l), tremble under the pressure of the exhaled stream of air (as with the sound p). The front part of the back of the tongue can rise without the participation of the tip of the tongue to the alveoli and form a gap with them (as with the sounds s, z, z), rise to the palate along with the tip of the tongue and form a gap with the hard palate (as with the sounds sh, zh, sch ).

The middle part of the tongue is the most limited in its movements. Without advancement of the front or back, it can only rise towards the hard palate (as with the sound й and soft consonants).

The back of the tongue can rise and close with the palate (as with the sounds k, g) or form a gap with the palate (as with the sound x).

The lateral edges of the tongue can be pressed against the inner surface of the molars and do not allow the outgoing stream of air to pass sideways (as with the sounds s, z, ts, sh, zh, h, shch, r), or lower and allow the stream of air to pass out to the side (as with the sound l) . The tongue, taking different positions, changes the shape and volume of the oral cavity, which determines the quality of the vowel sound.

Lip mobility also plays a role in the formation of sounds. The lips can: stretch into a tube (as with the sound u), round (as with the sound o), expose the front upper and lower teeth (as with the sounds s, z, ts, l, etc.), slightly move forward (as with the sounds w, g). The lower lip has the greatest mobility. It can: close with the upper lip (as with the sounds p, b, m), form a gap, approaching the upper front teeth (as with the sounds f, v).

The lower jaw can move down and up, changing the opening of the mouth, which is especially important when forming vowel sounds.

The soft palate can rise and fall. When the soft palate is lowered, the exhaled stream of air passes through the nose; this is how the nasal sounds m, m n, n are formed ‘If the soft palate is raised, then it is pressed against the back wall of the pharynx and closes the passage to the nose; the exhaled stream of air then goes only through the mouth, and oral sounds are formed (all except m, m'n, n').

Thus, when pronouncing various sounds, each organ participating in the speech process occupies a certain position. In speech, sounds are not pronounced in isolation, but smoothly one after another, and the organs of the articulatory apparatus must quickly change their position. Achieving clear pronunciation of sounds, words, and phrases is possible only if there is sufficient mobility of the organs of the articulatory apparatus, their ability to rearrange and work in a coordinated manner.

The purpose of articulation gymnastics - development of full-fledged movements and certain positions of the organs of the articulatory apparatus, the ability to combine simple movements into complex ones necessary for the correct pronunciation of sounds. Articulatory gymnastics is the basis for the formation of speech sounds - phonemes - and the correction of sound pronunciation disorders of any etiology and pathogenesis; it includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.

To develop a methodology for speech therapy gymnastics, it is important to take into account the characteristics of age-related motor skills. Thus, the method of educating speech movements in a small, not yet speaking child is based on the following principle: the work of the sound-pronunciation apparatus is developed and streamlined by educating rhythmic movements on the basis of the automatic movements already existing in the child, with which the speech function is physiologically connected. These non-speech movements, formed from unconditioned reactions, turn into speech, into conditioned ones.

Guidelines for performing gymnastics

Classes are conducted according to the following scheme: first, rough, diffuse movements of the exercised organs are developed. As the child masters them, they move on to developing more differentiated movements in the same area. Inhibition of incorrect movements is achieved by using visual control, as well as introducing a rhythm into the work: individual movements are limited to a certain duration and are interrupted by pauses of the same duration according to the beat beat out by the hand. In this way, the movements of the actual sound-pronouncing organs are trained: lips, tongue, soft palate, pharynx, vocal cords, respiratory muscles.

The principle for selecting articulation exercises each time will be the nature of the pronunciation defect and the appropriateness of the recommended movements for the correct pronunciation of a given sound. You need to practice only the movements that need correction, and only those necessary for the sound being developed. Exercises should be targeted: it is not their quantity that is important, what is important is the correct selection of exercises and the quality of execution. Exercises are selected based on the task of achieving correct articulation of sound, taking into account the child’s specific disorder. For each child, a set of exercises is compiled individually by a speech therapist.

It is not enough to just select the movements that need correction; you need to teach the child to correctly use the appropriate movements, develop accuracy, purity, smoothness, strength, pace, stability of the transition from one movement to another.

The accuracy of the movement of a speech organ is determined by the correctness of the final result, which can be assessed by the final location and shape of this organ.

Smoothness and ease of movement involve movements without jolts, twitching, or trembling of the organ (muscle tension always disrupts the smoothness and softness of movement); the movement must be performed without auxiliary or accompanying movements in other organs.

Pace is the speed of movement. At first, the movement is performed somewhat slowly, the speech therapist regulates the pace by tapping with the hand or counting out loud, gradually speeding it up. Then the pace of movement should become arbitrary - fast or slow.

The stability of the final result means that the resulting position of the organ is maintained without changes for an arbitrarily long time.

The transition (switching) to another movement and position must be made smoothly and quickly enough.

When selecting material for articulatory gymnastics, it is necessary to follow a certain sequence - go from simple exercises to more complex ones. Gymnastics must be done emotionally, in a playful way.

In any exercise, all movements of the organs of the articulatory apparatus are carried out sequentially, with pauses before each new movement, so that the adult can control the quality of the movement, and the child can feel, realize, control and remember his actions. First, the exercises are performed at a slow pace in front of a mirror, i.e., visual self-control is used to achieve the final result. The exception is children with dysarthria. When performing articulatory gymnastics, visual control in such children is used selectively, taking into account the form and degree of dysarthria.

After the child learns to perform the movements, the mirror is removed, and the child’s own kinesthetic sensations (sensations of movement and position of the organs of the articulatory apparatus) take over the control functions. With the help of an adult’s leading questions, the child determines what his tongue (lips) does, where it is, what it is like (wide, narrow), etc. This gives children the opportunity to make their first discoveries, arouses interest in the exercises, and increases their effectiveness.

Each exercise is given a name in accordance with the action performed (for example, movements of the wide tip of the tongue behind the upper and lower teeth - “Swing”), and a picture-image is selected for it. The picture serves as a model for the child to imitate an object or its movements when performing articulatory gymnastics exercises. The speech therapist also teaches children to listen carefully to verbal instructions, carry them out accurately, and remember the sequence of actions.

The speech therapist performs exercises in front of a mirror together with the child. To do this, he must be able to show correct articulation and sense the positions and movements of the organs of his articulatory apparatus without visual control, which requires a certain skill and is achieved through training.

If the child is unable to make any movement, mechanical assistance must be used, for example, lifting the tongue by the upper teeth with a spatula, probe, etc. The child does not always feel exactly where his tongue should be at the moment. Then the speech therapist holds the end of the handle of a teaspoon in this place (for example, at the tubercles behind the upper incisors).

The child's passive movements are gradually transformed into passive-active, and then into active (independent) with visual self-control in front of the mirror. At first, independent movements will be slow. In the process of repeated repetitions, they become easy, correct, familiar and can be performed at an arbitrary pace.

Consolidating any skill requires systematic repetition of the action, so articulatory gymnastics must be done daily, preferably two to three times a day, so that the motor skills developed become stronger. The exercise should not bring the organ to overwork. The first sign of fatigue is a decrease in the quality of movement, which is an indication for temporary cessation of this exercise.

The dosage of the number of repetitions of the same exercise should be strictly individual both for each child and for each given period of work with him. In the first classes, sometimes you have to limit yourself to performing exercises twice due to increased exhaustion of the exercised muscle. In the future, you can increase the number of repetitions to 15-20, and, subject to short breaks, even more.

Of the three exercises performed, only one can be new, the other two are given for repetition and consolidation. If children do not perform an exercise well enough, the speech therapist does not introduce a new exercise at all, but practices old material, using new play techniques to reinforce it.

Articulatory gymnastics is usually performed while sitting, since in this position the child’s back is straight, the body is not tense, and the arms and legs are in a calm state. Children must be placed so that they can all see the speech therapist’s face. The face should be well lit and the lips should be brightly colored.

The speech therapist must monitor the quality of the movements performed by each child, otherwise articulatory gymnastics does not achieve its goal. The work is organized as follows.

1. The speech therapist talks about the upcoming exercise using game techniques.

2. The speech therapist demonstrates the exercise.

H. Each child performs the exercise in turn, and the speech therapist checks the correct execution.

4. All children perform the exercise at the same time.

At first, when children perform exercises, tension in the movements of the organs of the articulatory apparatus is observed. Gradually the tension disappears, movements become relaxed and at the same time coordinated.

Not all children master motor skills at the same time, so an individualized approach is necessary. You cannot tell a child that he is doing the exercise incorrectly - this can lead to a refusal to perform the movement. We need to show the child his achievements and encourage him.

If the speech therapist sees that the group mostly copes with the exercise and only some children do not succeed in everything, he conducts additional individual work with them or gives the teacher and parents the task of practicing these movements with the children.

During articulatory gymnastics, it is necessary to ensure that the movements of each organ are performed symmetrically in relation to the right and left sides of the face, but if one of the sides of the organ is weakened, predominantly one, weaker side is exercised and the exercises serve to strengthen it. In this case, movements with a load are practiced, i.e., overcoming resistance. Additionally, massage can be used.

The type, duration of articulation exercises, and their single dosage depend on the nature and severity of the speech disorder. Thus, with mild functional dyslalia, articulatory gymnastics usually ends with the transition to automation of the correct execution of the movement. For dysarthria, it is recommended to carry it out for a long time, and the longer the more severe the lesion.

Performing articulatory gymnastics exercises requires a lot of energy expenditure, certain effort and patience from the child.

The effectiveness of speech therapy work on the development of articulatory motor skills is largely determined by how the child himself participates in the process of its implementation, what role is assigned to him, and what is the degree of his initiative. Consolidating any skill requires systematic repetition. To prevent the child from losing interest in the work being done, articulation gymnastics should not be carried out according to a template, it should not be boring. A prerequisite for success is the creation of favorable conditions. It is necessary to involve the child in an active process, create an appropriate emotional mood, arouse keen interest, a positive attitude towards classes, and the desire to perform exercises correctly. To do this, it is best to use play as the main activity of children, and therefore the most natural and attractive form of activity for them. There must be an element of competition in the game, and there must be rewards for successfully completing the exercises. For a colorful and funny design of the game, pictures, toys, fairy-tale characters, and the use of poetic texts are used (see appendix).

Speech therapy exercises

Exercises for the muscles of the shoulder girdle

1. Raising and lowering the shoulders. When lifting, inhale through the nose, when lowering, exhale through the mouth.

2. Raising and lowering the shoulders alternately. When lifting, inhale through the nose, when lowering, exhale through the mouth.

3. Rotation of the shoulders (arms down) from front to back and back. When raising your shoulders, inhale through your nose; when lowering, exhale through your mouth.

4. Various hand movements: sideways, upwards, rotation, swimming movements, etc. When the chest expands, inhale; when it falls, exhale while pronouncing vowel sounds.

Exercises for neck muscles

Starting position - standing or sitting, back and neck straight.

1. Turn the head to the sides. When turning, inhale through your nose, when returning to the starting position, exhale through your mouth.

2. Tilt your head forward and down (exhale through your nose), lift it to the starting position and tilt it back (inhale through your mouth), return to the starting position (exhale through your mouth).

3. Turn the head to the sides: left (exhale through the nose), straight (inhale through the mouth), right (exhale through the nose), straight (inhale through the mouth).

Movements 1, 2, 3 are first performed without resistance, then with resistance from the hand, resting it with a hand or fist on the corresponding part of the head in the direction opposite to the movement.

4. Rotate the head from left to right and vice versa. Inhale through your nose, exhale through your mouth at a full turn.

5. Raising and lowering the head with strong pressure of the chin on the fists of both hands.

6. Palms to ears; tilting the head to the sides with resistance from the hands.

7. Lowering, throwing back, turning the head while pronouncing the sounds a-e-i-o-u.

8. Circular movements of the head.

9. Circular movements of the head while pronouncing vowel sounds as you exhale.

Gymnastics of the masticatory-articulatory muscles

All chewing muscles are paired; these muscles perform their functions simultaneously and depending on each other. Powerful and short muscle bundles, small leverage and range of motion cause rapid fatigue of the masticatory muscles, especially when the function of the temporomandibular joint is impaired. The participation of the dental system in the acts of chewing, facial expressions, and speech formation depends on the state of its function. Therefore, preventing the occurrence of contractures (restrictions in movement) is an important task of therapeutic exercises in cases of speech pathology, and especially in the surgical treatment of children with palate defects. When performing therapeutic exercises, it is necessary to individually dose physical activity, increasing or decreasing the number of exercises and the number of their repetitions, changing the starting position, range of motion or the number of muscle groups involved in the exercise.

1. Lowering and raising the lower jaw (opening and closing the mouth freely and overcoming the resistance of the hands).

2. Jaws in a calm position (count “one, two”). Movement of the lower jaw forward on the count of “three”:

a) without pressing on the lower jaw with the tongue;

b) with strong pressure - pushing the lower jaw with the tongue while moving forward.

When the jaw moves forward, inhale through the nose; when closing the mouth, exhale through the mouth, pronouncing the sound s or z at the final moment.

3. Pulling the lower jaw back to the count of “three”

a) the language is passive;

b) the tongue is pulled back with force.

4. Pushing the lower jaw forward and then pulling it back. Biting the tip of the pencil, raise the pencil to your nose and lower it down. (breathing, tongue position and sounds - as in exercise 2).

5. movement of the lower jaw to the right, breathing through the nose:

a) the language is passive;

b) the tongue rests forcefully on the jaw, helping the movement.

6. movement of the lower jaw to the left (produced in the same way as to the right).

7. movement of the lower jaw alternately to the right and left, directly one after the other:

a) the language is passive;

b) the tongue pushes the lower jaw.

8. Imitation of chewing.

9. Silent pronunciation of the vowels a, e, i, o, u. The tip of the tongue is at the lower incisors.

10. Circular movement of the lower jaw (we draw the letter o with the chin) with the mouth open and closed.

11. Static tension of the masticatory muscles (clench your teeth tightly for a count of two and slowly unclench them for a count of three).

12. Opening the mouth with a deep breath through the mouth (yawning).

13. Opening the mouth as often as possible and pronouncing the sounds pa-pa-pa.

Gymnastics of facial-articulatory muscles

The facial muscles are located superficially and are woven into the skin at one end. It is endowed with the property of reflecting a person’s mental state; facial expression is largely determined by the dynamics and statics of facial muscles. It is best to perform exercises in front of a mirror. The child can visually control the correctness of the movement and its amplitude.

1. Wrinkling of the entire face and stretching it in length with the opening of the mouth.

2. Raising and lowering the eyebrows. When the eyebrows are raised, the eyes open wide and horizontal wrinkles appear on the forehead; when lowering, the eyes almost close and vertical and horizontal wrinkles form above the bridge of the nose.

3. Simultaneous closing and opening of both eyes.

4. Alternately closing the right and left eyes. If one eye does not close separately from the other, then the non-closing eyelid is held in the closed position with a finger, while the other eye is rhythmically closed and opened. Thanks to the connection of the nerves of both halves of the face, the nerve impulse (push) is transmitted to the other eye, and it begins to close on its own.

5. Simultaneous, then alternate squinting of the eyes.

6. Slowly squinting the eyes, first both at once, then alternately the left and right (monitor the activity of the lower eyelids).

7. Alternately raising the corners of the mouth. When the left half of the mouth is calm, the right corner of the mouth rises, and vice versa.

8. Sniffing movement. When the jaws are clenched, the upper lip rises slightly, exposing the teeth; nasolabial folds are sharply expressed.

9. Simultaneous raising of both corners of the mouth.

10. Alternately lifting the left and right cheeks. Inhale through your nose, exhale through your mouth.

11. Jaws clenched. Alternately raising the corners of the mouth:

a) with the closure of the corresponding eye (the entire cheek rises);

b) without closing the eyes, with minimal raising of the cheek. Inhale through your nose, exhale through your mouth, through the teeth of the active side.

12. If the corner of the mouth does not rise, then with impulses of the lifting movement, the other corner of the mouth is kept from moving with a finger, and the inactive corner of the mouth is rhythmically raised with the fingers.

13. Teeth and lips are clenched. Simultaneous lowering of the corners of the mouth. Breathing through the nose.

14. Teeth and lips are closed. Alternate lowering of the left and right corners of the mouth. Breathing through the nose.

15. movement of the nostrils (simultaneous and alternate).

16. Give your face an expression of surprise, joy, grief, anger.

17. Relax your facial muscles, close your eyes, lower your lower jaw slightly.

Exercises to stimulate movements of the lower jaw

1. Throwing the jaw down with maximum extension of the tongue to the chin.

2. Throwing the jaw down with maximum extension of the tongue to the chin and mentally pronouncing the sounds a or e on a firm attack.

3. Throwing the jaw down with maximum extension to the chin and whispering the sounds a or e on a solid attack.

4. Throwing the jaw down while overcoming resistance (the speech therapist holds his hand under the child’s jaw).

5. Opening the mouth, overcoming resistance and pronouncing the sounds a or e on a soft attack.

6. Opening the mouth overcoming resistance and pronouncing the sounds a or e in a whisper during a soft attack.

7. Opening the mouth while tilting the head back.

8. Opening the mouth and throwing the head back, overcoming the resistance of the speech therapist’s hand lying on the back of the head.

9. Opening the mouth with turning the head left and right.

10. Mental or whispered pronunciation of a number of vowels requiring different widths of mouth opening: a-i, a-e, a-o, a-u, a-i-a, a-e-a, a-o-a, a -u-a, etc.

11. Pushing the lower jaw forward with the mouth closed.

12. Moving the lower jaw forward with the mouth open, lips in a smile.

13. Jaw movements left and right with the mouth closed.

14. Movement of the jaw to the right and left with the mouth open.

15. Starting position: mouth open. Movement of the jaw to the right, then return to its original position; pushing the jaw forward, returning to its original position; movement of the jaw to the left, returning to its original position.

16. Imitation of chewing.

17. Circular movements of the jaw (we draw the letter o with the chin).

18. Opening the mouth as often as possible and pronouncing the sounds la-pa-pa.

Gymnastics of the muscles of the pharynx and pharynx

1. Swallowing mushy food, liquid, saliva.

2. Yawning, opening the mouth wide, strongly inhaling air, but without noticeable exhalation.

3. Coughing. Opening your mouth wide, tense the muscles of the shoulder girdle, neck, and entire bottom of the mouth and, clenching your fists forcefully, clear your throat. Performed in front of a mirror.

4. Coughing with the tongue hanging out.

5. Deep breathing through the mouth with the nose pinched and through the nose with the mouth closed.

6. Imitation of gagging movements.

7. Having made a pre-vomiting movement, with tension in the muscles of the shoulder girdle, arms, and neck, clear your throat loudly with the sound a.

8. Imitation of chewing (energetic contraction of the muscles of the larynx and pharynx occurs).

9. Imitation: a) pigeon cooing, b) moaning, c) mooing; imitation of a whistle.

10. Pronouncing vowel sounds a-e-i-o-u.

11. Singing vowel sounds a-e-i-o-u.

12. Throwing back the head while overcoming resistance (the speech therapist holds his hand on the back of the child’s head and gives instructions to throw his head back).

13. Lowering the head while overcoming resistance (the speech therapist holds his hand on the child’s forehead and gives instructions to sharply lower his head).

14. Throwing back and lowering the head while pressing strongly with the chin on the fists of both hands.

15. Protrusion of the tongue to the chin and subsequent retraction of it into the mouth overcoming resistance. The child is asked to extend his tongue to his chin and then pull it into his mouth; At this time, the speech therapist, with light jerks, tries to keep the child’s tongue out of the mouth.

Exercises to activate the muscles of the soft palate

1. Gargling with heavy liquids (jelly, juice with pulp, Varenets).

2. Swallowing: a) saliva, b) drops of water, juice, etc.; imitation of swallowing movements.

3. Yawning, opening your mouth wide.

4. Inhale while yawning through your mouth, exhale through your nose.

5. Inhale through the nose and mouth at the same time - exhale through the mouth (exhale multiple times, frequently, jerkily, with a tense palate).

6. Voluntary coughing.

7. Coughing with the tongue hanging out.

8. Imitation of gagging.

9. Imitation of gagging with tongue hanging out.

10. Having made a pre-vomiting movement, clear your throat loudly with the sound a.

11. Snoring while inhaling and exhaling (imitation of a sleeping person).

12. Pronouncing vowel sounds a, e, i, o, u on a firm attack.

13. Singing the vowel sounds a, e, i, o, u.

14. Fixing the soft palate in the mirror with your vision, rhythmically raise and lower it, first combining the lifting with a yawn, and then without a yawn.

15. Pronounce, holding the tip of the protruding tongue with your fingers: n... A, n... A. (the sound n is separated from a by a pause.)

Tongue exercises

1. Mouth open. Lips in a smile. The wide tongue is held in the mouth in a relaxed, calm state, counting up to 5-10. Make sure that the tongue does not narrow and that its tip touches the lower teeth.

2. Mouth open. The lips are stretched into a smile. Sticking the tongue out with a shovel" (1) (In parentheses are the numbers of illustrations on the tab, p.): the tongue is given a flat, wide shape - so that its lateral edges touch the corners of the mouth. In a calm, relaxed state, the position is maintained for a count of 5-10. Make sure that the lower lip does not curl up, the wide tip of the tongue lies on the lip, and the tongue does not stick out far. If for a long time it is not possible to give the tongue a sufficiently wide shape, then: a) pronounce with a sluggish tongue five-five-five, bya-bya-bya; b) blow out air onto the tongue stretched between the lips; c) chant the sound and.

3. Lips in a smile. To relax your tongue, bite it over its entire surface, gradually sticking it out and retracting it again. The bites should be light.

4. The wide tongue is forcefully squeezed outward between the teeth so that the upper incisors scrape along the back of the tongue. Lips in a smile.

5. Mouth open. Lips stretched - grin. Sticking the tongue out with a needle ((2); the tongue is given the most pointed shape possible. Make sure that the tip of the tongue does not bend. If this movement fails for a long time, then: a) squeeze the tongue between the teeth or lips, squeezing it with the lips from the sides; b) reach with the tongue towards a finger, pencil or candy that is moved away from it; c) strongly stretch the tongue forward, to the right, to the left and, when it narrows in the corner of the mouth, carefully move it to the midline of the mouth and fix it in this position.

6. Mouth open. Lips in a smile. Alternately sticking out a wide and narrow tongue: “shovel” - “sting”. Make sure your lips and jaw are still.

7. Mouth open. Lips in a smile. Make the protruding tongue alternately spread wide (“shovel” and narrow (“sting”, “needle”). Make sure that the lips remain motionless.

8. The same movements of the tongue, but inside the oral cavity; the tip of the tongue rests either on the upper or lower teeth. The mouth is open. Lips in a smile (make sure they remain motionless).

9. The mouth is wide open, lips are stretched - grin. Sticking a wide tongue out of the mouth as far as possible, and then retracting it as deep as possible into the mouth so that only a muscle lump is formed; the tip of the tongue becomes invisible. Make sure that the jaw does not move and that the lips do not stretch over the teeth.

10. Mouth open. Lips in a smile. Turning the tongue strongly protruding from the mouth to the right and left so that the tip of the tongue touches the corners of the mouth (3, 4). Make sure that the jaw and lips do not move, and that the tongue does not slide over the lower lip and teeth.

11. Mouth is open. Lips in a smile. Using the tip of your tongue, lick your upper lip from one corner of your mouth to the other, trying to bring the tip of your tongue to the upper outer edge of the lip. Make sure that the lips do not stretch over the teeth, the tongue reaches the corners of the mouth, the movement is smooth, without jumps, the jaw does not move.

12. Mouth is open. Lips in a smile. Using the tip of your tongue, lick your lower lip from side to side. Bend the tip of the tongue to the outer edge of the lip. Make sure that the lips do not stretch over the teeth, the tongue reaches the corners of the mouth, the movement is smooth, without jumps, the lower jaw does not move.

13. Mouth open. Lips in a smile. Use the tip of your tongue to lick your lips, making a circular motion. The tip of the tongue reaches the outer edge of the lips. Make sure that the movement of the tongue is smooth, without jumps, the tongue reaches the corners of the mouth, the lips do not stretch over the teeth, and the jaw does not move.

14. Mouth closed. Licking the teeth under the upper lip from side to side, gradually bending the tip of the tongue more and more. Make sure that the jaw does not move and the lips do not move apart.

15. Mouth closed. Licking the teeth under the lower lip from side to side, gradually bending the tip of the tongue more and more. Make sure that the jaw does not move and the lips do not move apart.

16. Mouth closed. Licking the teeth under the lips in a circle, bending the tip of the tongue as much as possible. Make sure that the jaw does not move and the lips do not move apart.

17. Mouth open. Licking the teeth under the upper lip, curling the tip of the tongue as much as possible. Make sure that the mouth does not close and the lower jaw does not move.

18. Mouth open. Licking the lower teeth under the lip, turning the tip of the tongue as much as possible. Make sure that the mouth does not close and the lower jaw does not move.

19. Mouth open. Licking the teeth under the lips, performing a movement in a circle, bending the tongue as much as possible. Make sure that the mouth does not close and the lower jaw does not move.

20. Mouth closed. The tense tongue rests with its tip on one or the other cheek. Make sure that the jaw does not move (5, 6).

21. Mouth open. Lips in a smile. The tense tongue rests with its tip on one or the other cheek. Make sure that your jaw and lips do not move.

22. Mouth closed. The tip of the tongue rests on the cheek, and the tongue moves up and down. Make sure that the jaw does not move.

23. Mouth open. Lips in a smile. Smoothly move your tongue along the upper teeth, touching each tooth, from the outermost molar on one side to the outermost molar on the other side. Make sure that the jaw does not move and that the lips do not stretch over the teeth.

24. Mouth open. Lips in a smile. Smoothly move your tongue along the lower teeth, touching each tooth, from the outermost molar on one side to the outermost molar on the other side. Make sure that the jaw does not move and that the lips do not stretch over the teeth.

25. Turn over cubes of dry bread crusts, peas, etc. in your mouth (Recommended if your tongue is weak).

26. Mouth open. Lips in a smile. Raise and lower the wide tongue towards the upper and lower lip respectively. Make sure that the lower jaw does not move, the lips do not stretch over the teeth, and the tongue does not narrow (7, 8).

27. Mouth open. Lips in a smile. Insert the wide tip of the tongue between the upper lip and teeth (9), then between the lower lip and teeth (10). Make sure that the lips and lower jaw do not move, and the tongue does not narrow.

28. Mouth open. Lips in a smile. Raise and lower the wide tongue towards the upper and lower teeth (11). Make sure that the lower jaw does not move, the lips do not stretch over the teeth, and the tongue does not narrow.

29. Mouth open. Lips in a smile. Raise your wide tongue to your nose and lower it to your chin (12). Make sure that the lips do not stretch over the teeth, the jaw does not move, and the tongue does not narrow.

30. Mouth open. Lips in a smile. Place the wide tip of the tongue on the tubercles behind the lower teeth on the inside (13), then lift it on the tubercles behind the upper teeth, also on the inside (14). Make sure that only the tongue works, and the lower jaw and lips remain motionless.

31. Mouth open. Lips in a smile. Place your wide tongue behind the lower teeth on the inside, then lift it up to the soft palate. Make sure that the tongue remains wide at all times, the lower jaw does not move, and the lips do not stretch over the teeth.

32. Mouth open. Lips in a smile. Use the wide tip of your tongue to stroke the roof of your mouth, making back-and-forth movements. Make sure that the tongue remains wide, and its tip reaches the inner surface of the upper teeth and does not protrude from the mouth. The lips and jaw should be motionless.

When performing exercises 29-32, to prevent the mouth from closing, use a mouth dilator or plug. The simpler method is with a cork: a cork is inserted into the corner between the jaws; it can be rubber or wooden with a wire handle to hold it between the teeth. You can use a clean finger.

33. Mouth open. Lips in a smile. Using the wide front edge of your tongue, lick your upper lip from top to bottom, and then pull your tongue into your mouth to the middle of your palate. Make sure that the tongue is wide at all times and its tip is curled. The lower jaw and lips should remain motionless.

34. Mouth open. Lips in a smile. Raise the wide tongue to the nose, then lower it to the upper lip, insert between the upper lip and teeth, touch the edge of the upper teeth, touch the tubercles behind the upper teeth, stroke the hard palate, moving backwards. Make sure that the lower jaw and lips are motionless and that the tongue does not narrow.

35. Mouth open. Lips in a smile. Lower the wide tongue to the chin, then raise it to the lower lip, insert between the lower lip and teeth, touch the tubercles behind the lower incisors. Make sure that the lower jaw and lips do not move, and that the tongue does not narrow.

36. Mouth open. Lips in a smile. Using the wide, curled tip of the tongue, touch the upper incisors from the outside, then from the inside (“the tongue steps over the teeth”). Make sure that the lower jaw and lips are motionless and that the tongue does not narrow when pulled into the mouth.

37. Mouth open. Lips in a smile. Using the wide tip of your tongue, touch the lower incisors from the outside, then from the inside. Make sure that the lower jaw does not move and that the tongue does not narrow when pulled into the mouth.

38. Mouth open. Lips in a smile. Using the wide tip of your tongue, stroke the upper incisors from the inside, making movements from top to bottom. Make sure that your lips and jaw are motionless and that your tongue does not narrow or protrude beyond your teeth.

39. Mouth open. Lips in a smile. Using the wide tip of your tongue, stroke the tubercles behind the lower teeth from the inside from bottom to top. Make sure that the lips and jaw do not move, and that the tongue does not narrow or extend beyond the teeth.

40. Mouth open. Lips in a smile. Using the wide tip of your tongue, touch the lower incisors on the inside, then the alveoli. Make sure your lips and jaw are still.

41. Mouth open. Lips in a smile. Using the wide tip of your tongue, touch the upper incisors on the inside, then the alveoli. Make sure that the lower jaw and lips remain motionless.

42. Mouth open. Lips in a smile. Lick the concave side of the spoon using the entire surface of the tip of the tongue. Make sure that the lower jaw and lips are motionless.

Licking drops from the concave surface strengthens the very tip of the tongue. By successively decreasing the size of the spoon from a tablespoon to a mustard spoon, you can achieve more subtle and precise movements.

43. Lips in a smile: a) bite the lateral edges of the tongue with your teeth, leaving only its tip free; b) in this position of the tongue, bend its wide tip towards the upper and lower gums. Make sure your lips remain still.

44. Mouth open. Lips in a smile. Resting the lateral edges of the tongue against the lateral upper teeth almost to the fangs, raise and lower the wide tip of the tongue, touching the upper and lower gums. Make sure that the jaw does not move and that the lips do not stretch over the teeth.

Exercises 43-44 are quite difficult, as they require activity of the edge of the tongue; at the same time, they are very useful for many sound installations, so they must be carefully worked out.

45. Mouth open. Lips in a smile. The wide tip of the tongue is brought under the upper lip and comes off with a click, being drawn down into the mouth. Make sure that the jaw does not move.

46. Mouth open. Lips in a smile. Tongue out<желобком лодочкой (15): боковые края лопатообразного языка поднимаются, и по средней продольной линии языка образуется впадина. Если это движение долго не удается, то полезно помогать подниманию краев языка губами, осторожно надавливая ими на боковые края языка. Иногда помогает надавливание ребром шпателя (еще лучше - зондом) по средней линии языка, дети также могут помогать себе руками (следить за чисто той рук!).

47. Mouth open. The tongue sticks out like a “groove” (boat), motionless, and the lips either open wide (grin) or touch the “groove”.

48. Mouth open. Lips in a smile. The tongue is grooved inside the mouth

49. Mouth open. Lips in a smile. The tongue is protruded like a “cup” or “bowl” (16, 17): the lateral edges and the tip of the tongue rise up, the back in the middle goes down like a pit. Hold the position for a count of 5-10. Make sure that your lips do not stretch over your teeth and that your lower lip does not support your tongue.

50. Mouth open. Lips in a smile. The tongue is protruded in a “cup”. Blow the cotton wool from the tip of your nose. In this case, the air should go in the middle of the tongue, the fleece flies straight up. Make sure that the lower jaw is motionless. The lateral edges of the tongue should be pressed against the upper lip. If this does not work, you can press them lightly. The lower lip should not curl up or be pulled over the lower teeth.

51. Lips in a smile. A wide tongue lies between the lips. Blow on your tongue and lips so that they vibrate. Make sure that your tongue and lips are relaxed and not tense. Do not bite your tongue with your teeth. The cheeks should not puff out.

52. Mouth open. Lips in a smile. The lateral edges of the tongue rest against the lateral upper teeth. Repeatedly drum with the tense, wide tip of the tongue on the upper gum: t-t-t, gradually increasing the tempo. Make sure that the lower jaw does not move, the lips remain in a smile, the sound is in the nature of a clear blow, and not squelching. The sound t must be pronounced so that the exhaled stream of air is felt. The tip of the tongue should not curl up.

53. The same as in exercise 52, but the sound is pronounced d-d-d.

54. Mouth open. Lips in a smile. Raise the wide tip of the tongue behind the upper teeth and say yes-dy repeatedly, first slowly, then gradually increasing the pace. The lips and lower jaw are motionless, only the tongue works. Make sure that the pronunciation has the character of a clear blow, the tip of the tongue does not turn up and an exhaled stream of air is felt. To control, you need to bring a strip of paper to your mouth. If the exercise is performed correctly, it will deviate.

55. Mouth open. Lips in a smile. Place your wide tongue on your upper lip and make movements back and forth, trying not to lift your tongue from your lip, as if stroking it. First you need to make slow movements, then, gradually speeding up the pace, add the sound of your voice until the sounds of bl-bl are heard (like a turkey “babbling”). Make sure your tongue is wide. The tongue should lick the upper lip, and not move forward. The lower jaw does not move.

56. Lips in a smile. Place the wide tip of your tongue on your lower lip. Place a thin piece of sticky candy on the very edge of your tongue. Have your child stick the candy to the roof of their mouth behind their upper teeth. Make sure that only the tongue works: the lower jaw must be motionless. If the lower jaw is involved in the movement, you can place your index finger or plug on the side between the molars. The exercise must be performed slowly at first, gradually increasing the pace.

57. Mouth open. Lips in a smile. Press the wide tip of the tongue against the palate behind the upper teeth and tear it off with a click (click the tip of the tongue). At first the exercise is performed slowly, then the pace accelerates. Make sure that the lower jaw does not move, the tip of the tongue does not turn inward, and the lips do not stretch into a tube.

58. Mouth open. Lips in a smile. Press the wide tip of the tongue to the palate behind the upper teeth and silently tear it off (silently click the tip of the tongue). Make sure that the lips and lower jaw are motionless, the tip of the tongue does not bend inward, the tip of the tongue rests on the palate behind the upper teeth and does not protrude from the mouth.

59. The mouth is open, the lips are in a smile. The wide tip of the tongue rests on the lower gum, the back of the tongue arches, then straightens. Make sure that the tongue does not narrow, the tip of the tongue remains at the teeth and does not pull back, the jaw and lips are not mobile.

60. Sucking the back of the tongue to the palate, first with the jaws closed, and then with the jaws open.

If suction fails, then:

a) place sticky candy on the back of your tongue; the child tries, pressing the back of his tongue to the palate, to suck the candy;

b) place the half-bent index finger on top of the chin, and with the thumb of the same hand press from the outside, from bottom to top, onto the bottom of the oral cavity, pushing the back of the tongue towards the palate.

61. Mouth closed. Suction to the palate and tearing off the back of the tongue with a click; the tip of the tongue rests on the lower gum, the jaw does not move.

62. Mouth open. Lips in a smile. Suction to the palate and removal from it with a click of the back of the tongue; the tip of the tongue rests on the lower gum. Make sure that your lips and lower jaw are still.

63. Mouth closed. Lips in a smile. Sucking the entire tongue<лопатой к нёбу и последующий отрыв от него со щелканьем при сомкнутых челюстях.

64. Mouth open. Lips in a smile. Sucking the entire tongue<лопатой» к нёбу и отрыв от него со щелканьем. Следить, чтобы кончик языка не подворачивался внутрь, губы не вытягивались в «трубочку», нижняя челюсть не двигалась.

To avoid movement of the lower jaw, use a mouth opener or a plug. You can use your finger.

65. The back of the tongue is pressed against the palate, the tip rests against the lower gum. Opening and closing of the mouth with this position of the tongue. Lips in a smile.

66. Mouth open. Lips in a smile. The wide tip of the tongue rests on the lower gum; the anterior-middle part of the back of the tongue rises until it comes into contact with the lower incisors, and then falls. Make sure that the lips do not stretch over the teeth, and the lower jaw does not move.

67. Mouth slightly open. Lips in a smile. The tip of the tongue rests on the alveoli behind the lower incisors. The tongue forcefully squeezes outward between the teeth so that the upper incisors scrape along the back of the tongue.

68. Mouth open. Lips in a smile. The wide tip of the tongue rests on the lower incisors. Pushing the front part of the back of the tongue forward (the tongue seems to “roll out of the mouth”), and then drawing it into the mouth. Make sure that the tongue does not narrow, its tip does not come off the teeth, and the lips and lower jaw do not move (18).

69. Mouth open. Lips in a smile. The wide tip of the tongue rests on the lower gum, and the back of the tongue either rises up, touching the soft palate and partly the hard palate, or falls down. Make sure that the lower jaw does not move.

If this movement fails, then at first the root of the tongue is pushed upward with the fingers from the outside in the area of the hyoid bone or it is suggested to breathe through the nose with the mouth open.

70. Mouth open. Lips in a smile. The tip of the tongue is lowered down and pulled back, the back is arched. pronounce the sound y for a long time (“like the hum of a steamship”). Make sure that the jaw does not move, the lips do not stretch over the teeth, the tip of the tongue is lowered and located in the depths of the mouth, the back of the tongue is arched at all times.

71. Mouth open. Lips in a smile. The lateral edges of the tongue are pressed tightly against the upper molars, the back of the tongue bends down, the tip is free. The tongue moves back and forth, the lateral edges of the tongue slide over the molars. Make sure that the lower jaw does not move and that the lips do not stretch over the teeth.

72. Mouth open. Lips in a smile. Sucking a wide spade-shaped tongue to the palate and holding it in this position for a count of 10, and then tearing it off with a click. Make sure that the lips and lower jaw do not move, the lateral edges of the tongue are pressed equally tightly (neither half should fall down), the tip touches the upper gum. When repeating the exercise, you need to open your mouth wider.

73. Mouth open. Lips in a smile. Suction of the wide tongue with its entire plane to the palate. He did not let go of his tongue, closing and opening his mouth. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer. Make sure that when you open your mouth, your lips do not move, one side of the tongue does not sag, and the tip of the tongue touches the upper gum.

74. Mouth open. Lips in a smile. Place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound f for a long time, blow the cotton wool onto the opposite edge of the table. The lower lip should not be pulled over the teeth. You can't puff out your cheeks. Make sure that children pronounce the sound f and not the sound x, that is, that the stream of exhaled air is narrow and not scattered.

75. Mouth open. Lips in a smile. The wide tongue is lowered to the chin, a paper square measuring 1x1 cm is placed on the tip of the tongue and deflated. The lower lip should not curl up or pull over the teeth. You can't puff out your cheeks. Make sure that children pronounce the sound f in everyday life, and not the sound x (the exhaled stream of air should be narrow, not diffuse).

Gymnastics of lips and cheeks

1. Inflating both cheeks at the same time (25).

2. Inflating the right and left cheeks alternately (distillation of air from one cheek to the other) (27, 28).

3. Retraction of the cheeks into the oral cavity between the teeth, lips extended forward (26).

4. Alternately inflating and retracting the cheeks.

5. Sucking movements: the closed lips are pulled forward by the proboscis (29) and then returned to their normal position. The jaws are clenched.

6. Grin: lips, with clenched jaws, strongly stretch to the sides, up, down, exposing both rows of teeth, pressing tightly against the gums (21), and then calmly close again.

7. Proboscis followed by a grin with clenched jaws. When inhaling through the proboscis<пьют воздух», при выдохе произносят звуки с, з, и.

8. Grin with opening and closing of the mouth and subsequent closing of the lips.

9. Grin: a) grin, jaws closed; b) open your mouth with bared teeth; c) close your jaws; d) close your lips.

10. Grin with a motionless open mouth, followed by closing both rows of teeth with the lips.

11. Pushing the lips with a wide tube, a funnel with the jaws open (22).

12. Stretching out the lips with a narrow funnel (whistle), blowing out a candle, imitation of blowing a soap bubble (23).

13. With the jaws wide open, the lips are drawn inside the mouth, pressing tightly against the teeth (32).

14. Raising tightly compressed lips up (towards the nose) and lowering them down with tightly clenched jaws.

15. Raising the upper lip; Only the upper teeth are exposed.

16. Pulling down the lower lip; Only the lower teeth are exposed.

17. Raising and lowering in 4 steps alternately both lips: a) raise the upper lip, b) lower the lower lip, c) lower the upper lip to normal, r) raise the lower lip to normal.

18. Imitation of rinsing teeth: the air from inside presses hard on the lips (this movement can initially be helped by alternately puffing out the cheeks).

19. Gaining air under the upper lip, under the lower lip.

20. Suction of the upper lip under the lower one with a sharp release of it when opening the mouth (smacking).

21. Similar suction of the lower lip under the upper teeth.

22. Lip vibration (horse snorting).

23. Movement of the lips with the proboscis to the left, to the right; also with stretched lips.

24. Rotational movement of the lips with the proboscis: up, left, down, right; At first the movements are performed separately, then together.

25. With the jaws closed, the lower lip moves to the right and left.

26. The same movement with the upper lip.

27. With clenched jaws, tightly closed lips rise to the nose and fall to the chin. Breathing through the nose.

28. Strength gymnastics (in case of general lip weakness):

a) exercises with a suction cup; b) puff out your cheeks strongly, holding the air in your mouth with your lips if possible; c) hold a pencil, plastic, glass tubes with your lips (when breathing, air passes through both corners of the mouth - immediately or alternately); d) hold the gauze napkin with your lips (an attempt is made to pull it out).

29. Strengthening the lips when speaking silently:

a) consonant p-p-p;

b) vowels y, o, and;

c) with silent alternation of movements from a to i, from a to y and back;

d) with a silent smooth transition from and to a from a to o, from o to y and back;

e) with silent articulation of a row with a smooth transition to i-a-o-u and in the reverse order.

30. Blowing air alternately with each corner of the mouth.

An approximate set of exercises for developing the articulatory patterns of sounds s, s', 3, з, ц

The structure of the organs of articulation.

When pronouncing a sound, the lips are not tense, slightly stretched into a smile; Before labialized vowels the lips are rounded. The teeth are brought closer together by 1-2 mm, the upper and lower incisors are exposed. The tip of the tongue is wide, rests on the bases of the lower incisors, without touching the tops of the teeth. The anterior part of the back of the tongue is wide, rises to the upper alveoli and forms a groove-shaped gap with them. The middle part of the back of the tongue is lowered, and a longitudinal groove is formed in the middle of it. The back of the dorsum of the tongue is slightly raised. The lateral edges of the tongue fit tightly to the inside of the upper molars, closing the passage of the air stream on the sides. With this arrangement, a narrow passage (a round gap) is formed along the tongue along its midline. Passing through this gap, a strong exhaled stream of air causes a whistling noise. The narrower the gap, the higher the noise. The wider the gap, the lower the noise, turning into a “lisp.” The air stream should be narrow, cold, easily felt by the back of the hand brought to the mouth. The soft palate is raised, pressed against the back wall of the pharynx and closes the passage of the air stream into the nasal cavity. The vocal cords are open and do not produce voice.

When pronouncing soft S, the lips stretch more than when pronouncing hard S, and become tense. The anterior-middle part of the back of the tongue rises higher to the hard palate and moves slightly forward in the direction of the alveoli, as a result of which it narrows even more, and the noise becomes higher.

When articulating Z and Z, in addition to the articulatory structure of the voiceless sounds paired with them, the vocal cords close, the pressure of the air stream weakens.

When pronouncing the sound ts, the lips are neutral and take a position depending on the next vowel. The distance between the teeth is 1-2 mm. The sound is characterized by complex lingual articulation: it begins with a stop element (as with t), while the tip of the tongue is lowered and touches the lower teeth. The front part of the back of the tongue rises to the upper teeth or alveoli, with which it makes a bow; the lateral edges of the tongue are pressed against the molars. The sound ends with a slotted element (as in c), which sounds very short. The boundary between the plosive and fricative elements is not detected either audibly or articulatory, since they are fused together. The soft palate is raised and closes the passage to the nose. The vocal cords are open, the sound is dull. The exhaled air stream is strong.

The following exercises help develop the necessary movements of the tongue and the formation of an air stream.

1. “Punish the naughty tongue.”

Goal: to develop the ability to relax the muscles of the tongue and keep it spread wide.

Smile. Open your mouth slightly. Calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds la-la-la. Pat your tongue with your lips several times during one exhalation, then hold your wide tongue in a calm position with your mouth open, counting from 1 to 5-10. Make sure that the child does not retain exhaled air. Control of the exhaled stream of air is carried out using a cotton wool brought to the child’s mouth: if the exercise is performed correctly, the cotton wool will deflect. The lower lip should not curl up or be pulled over the lower teeth. The lateral edges of the tongue touch the corners of the mouth.

2. “Spatula”, “Pancake”, “Flatbread” (1, 19).

Goal: to develop the ability to make the tongue wide and keep it in a calm, relaxed state.

The mouth is open. Lips in a smile. Place the wide front edge of the tongue on the lower lip and hold it in this position while counting from 1 to 5-10. Make sure that your lips are not tense, that they do not stretch into a wide smile, that your lower lip does not curl up or stretch over your lower teeth. The tongue does not stick out far: it should only cover the lower lip. The lateral edges of the tongue should touch the corners of the mouth.

3. "Swing".

Goal: strengthen the muscles of the tongue. Develop mobility and flexibility of the tip of the tongue, the ability to control it.

a) the wide tongue rises to the nose and falls to the chin (12);

b) the wide tongue rises to the upper lip (7), then falls to the lower lip (8);

c) insert a wide tongue between the upper teeth and lip (9), then between the lower teeth and lip (10);

d) the wide tip of the tongue touches the upper incisors (11), then the lower ones;

e) with the wide tip of the tongue, touch the tubercles (elveoli) behind the lower incisors (13), then behind the upper ones (14);

f) with the wide tip of the tongue, touch the alveoli behind the lower incisors, then touch the soft palate.

When performing all exercises, make sure that the tongue does not narrow, the lips and lower jaw are motionless, and the lips are not pulled over the teeth.

4. “The tongue goes over the teeth.”

Goal: strengthen the muscles of the tongue, develop flexibility and accuracy of movements of the tip of the tongue, and the ability to control it.

The mouth is open. Lips in a smile. Tongue movements:

a) with a wide tongue touch the upper teeth from the outside, then from the inside;

b) with a wide tongue, touch the lower teeth from the outside, then from the inside.

When performing exercises, make sure that the tongue does not narrow, the lower jaw and lips are motionless.

5. “Let’s brush our teeth”

Goal: learn to hold the tip of the tongue behind the lower teeth, develop the ability to control the tongue, precision of movements.

The mouth is open. Lips in a smile. Use the wide tip of your tongue to stroke your lower teeth, moving your tongue up and down. Make sure that the tongue does not narrow, stops at the upper edge of the teeth and does not go beyond it, the lips are in a smiling position, and the lower jaw does not move.

6. "Pie".

The mouth is open. Lips in a smile. Place your wide tongue on your lower lip. Then the side edges of the tongue are raised and folded into a patty.

If this exercise fails for a long time, it is useful to help lift the lateral edges of the tongue with your lips, pressing them on the lateral edges of the tongue. Sometimes this movement is helped by pressing along the midline of the tongue with a probe, needle, etc.; Children can help themselves with their hands (make sure your hands are clean!).

7. “Groove”, “Boat” (15).

Goal: strengthen the muscles of the tongue, develop the ability to control the tongue, develop the upward movement of the lateral edges of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges of the spade-shaped tongue rise, and a depression is formed along the middle longitudinal line of the tongue. The tongue is held in this position for a count from 1 to 5-10. Make sure that your lips do not help your tongue and remain motionless.

8. "Dump truck"

Goal: strengthen the muscles of the tongue, develop lifting of the lateral edges of the tongue, develop mobility and flexibility of the tip of the tongue.

The mouth is open. Lips in a smile. The lateral edges of the tongue rest against the lateral upper teeth almost to the fangs. Raise and lower the wide tip of the tongue, touching the upper and lower gums, behind the teeth. Make sure that the lower jaw and lips are motionless.

9. “Gorka”, “Pussy is angry” (20).

Goal: to develop the upward movement of the back of the tongue, the ability to hold the tip of the tongue against the lower teeth.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the bases of the lower incisors. The back of the tongue arches, then straightens. Make sure that the tip of the tongue does not come off the teeth, the tongue does not narrow, the lips and lower jaw are motionless.

10. “Reel” (18).

Goal: to develop the ability to raise the lateral edges of the tongue, bend the back of the tongue, holding the tip of the tongue at the lower teeth.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the bases of the lower incisors. The lateral edges of the tongue are pressed against the upper molars. Wide tongue<выкатывается» вперед и убирается в глубь рта. Следить, чтобы язык не сужался, боковые края языка скользили по коренным зубам, кончик языка не отрывался от резцов, губы и нижняя челюсть были неподвижны.

11. Exercise in pronouncing sounds and.

Goal: to develop the ability to control language.

In a game form, the pronunciation of the sound and, in which the position of the tongue is close to the normal articulation of the sound c, is practiced.

12. “Put the ball into the goal.”

Purpose: to produce a long-lasting, directed air stream.

Stretch your lips forward with a tube and blow for a long time on a cotton ball lying on the table, trying to drive it into<ворота» между двумя кубиками. Загонять шарик следует на одном выдохе, не допуская, чтобы воздушная струя была прерывистой. Следить, чтобы щеки не надувались; для этого их можно слегка прижать ладонями.

13. “Blow through a straw”

The mouth is open. Lips in a smile. Roll your tongue into a tube and blow on a narrow strip of paper secured between the eyebrows and hanging down to the middle of the face. When the exercise is performed correctly, the paper strip deviates upward. Try to hold it on the exhaled air stream for as long as possible. Make sure your cheeks don't puff out.

Goal: to produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges of the spade-shaped tongue are raised. As if pronouncing the sound f for a long time, blow the cotton wool onto the opposite edge of the table. Make sure that the cheeks do not puff out, the lower lip does not stretch over the lower teeth, so that the children pronounce the sound f, not x, that is, so that the air stream is narrow and not scattered.

15. “Blow away a snowflake”

Goal: to produce a smooth, targeted stream of air running down the middle of the tongue.

The mouth is slightly open. Lips in a smile. A wide tongue sticks out. The tip of the tongue is lowered. The lateral edges of the tongue are pressed against the upper teeth. Place a paper square measuring 1x1 cm on the tip of your tongue and blow it off. Make sure that the cheeks do not puff out and the lips do not stretch over the teeth, so that the children seem to pronounce the sound f, not x.

16. “Blow through a straw”, “Storm in a glass”.

Goal: to develop the ability to direct an air stream along the middle of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the bases of the lower incisors. A cocktail straw is placed in the middle of the tongue, the end of which is lowered into a glass of water. Blow through the straw to make the water in the glass bubble. Make sure that your cheeks do not puff out and your lips are motionless.

17. “Fence” (21).

Goal: strengthen the orbicularis oris muscle, develop the ability to keep your lips in a smile.

The teeth are closed. Lips in a smile. The upper and lower incisors are visible.

18. “Speaker” (22).

Goal: strengthen the orbicularis oris muscle, develop the ability to round the lips and hold them in this position.

The teeth are closed. The lips are rounded and slightly extended forward, as with the sound o. The upper and lower incisors are visible.

19. “Tube” (23).

Goal: strengthen the orbicularis oris muscle, develop the ability to extend rounded lips forward.

The teeth are closed. The lips are rounded and extended forward, as with the sound u.

20. “Fence” - “Speaker” - “Pipe” (21, 22, 23).

21. Exercise in pronouncing the sounds t-s. Before pronouncing the sound ts, it is useful to carry out an exercise in alternately pronouncing the sounds t and s, which helps to quickly switch the tongue from one position to another and is necessary for the correct pronunciation of the sound ts. At first the sounds are pronounced slowly, then the pace quickens and the sounds are pronounced without interruption: ts-ts-ts. When pronouncing, one blow of an air stream is felt (check with the back of your hand). Make sure that children do not pronounce tes or thousand.

From the listed exercises, the speech therapist selects only those that are necessary to correct the impaired sound, depending on the type of pronunciation defect.

An approximate set of exercises for developing the articulation patterns of the sounds sh, zh, ch, sch

Arrangement of organs articulation.

When pronouncing the sound sh, the lips are rounded and slightly extended forward (before the subsequent vowel a, rounding is minimal; before s(i), there may be no rounding. The teeth are close together, but not touching, the distance between them is 2-5 mm, the upper and lower incisors are visible. The wide tip of the tongue is raised to the alveoli or the front part of the hard palate and forms a gap with them. The front part of the back of the tongue is wide, raised to the palate behind the alveoli (reminiscent of the shape of the front edge of a ladle), but does not touch the palate, but forms a gap with it. the tongue is lowered, bends downwards (the depression in the middle forms, as it were, the bottom of a “bucket”) The back of the back of the tongue rises towards the soft palate and is pulled back. The lateral edges of the tongue are pressed against the upper molars and do not allow the escaping stream of air to pass along the sides. The soft palate is pressed to the back wall of the pharynx and closes the passage into the nasal cavity. The vocal cords are not tense, they are separated, the voice is not formed. The air stream is strong, wide, warm, and can be easily felt with the back of the hand brought to the mouth.

When the sound is formed, the articulation is the same as when the sound is formed; it is complemented by the work of closed and oscillating vocal folds that produce voice. The exhaled stream of air is somewhat weaker, and the gap between the tip of the tongue and the hard palate is smaller than when the tongue is formed.

The sound shch in Russian is pronounced as a long soft fricative sibilant. When pronouncing it, the lips are rounded and slightly moved forward. The wide tip of the tongue is raised to the level of the upper teeth (lower than when pronouncing sh). The front part of the back of the tongue bends slightly, the middle part rises towards the hard palate, the back part is lowered and moved forward. The tongue is tense. The velum is raised, the vocal folds are open. A strong stream of air passes through two slits: between the middle part of the back of the tongue and the hard palate and between the tip of the tongue and the front teeth or alveoli. A complex noise is formed, higher than with the sound sh.

When pronouncing the sound h, the lips, as when pronouncing all hissing sounds, are rounded and elongated. The sound has complex linguistic articulation: it begins with a stop element (as with the sound ‘p’). The tip of the tongue is lowered and touches the lower incisors. The front part of the back of the tongue is pressed against the upper incisors or alveoli, its middle part is curved towards the hard palate. The whole language moves forward somewhat. The sound ends with a short fricative element (as with the sound u). The boundary between the plosive and fricative (fricative) elements is not captured either aurally or articulatory, since the elements are fused together. The soft palate is raised and closes the passage to the nose, the vocal cords are open.

1. “Spatula”, “Pancake”, “Flatbread” (see p. 32).

2. "Pie".

Goal: strengthen the muscles of the tongue, develop the ability to raise the lateral edges of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges of the spade-shaped tongue rise upward, and a depression is formed along the middle longitudinal line of the tongue. Hold the tongue in this position while counting from 1 to 5-10. Make sure that your lips do not help your tongue and remain motionless.

3. “Swing (see p. 32).

5. Painter

Goal: to develop upward movement of the tongue, its mobility, and the ability to control it.

The mouth is open. Lips in a smile. Use the wide tip of your tongue to stroke the palate, moving the tongue back and forth (from the teeth to the throat and back). Make sure that the tongue does not narrow, reaches the inner surface of the upper incisors and does not protrude from the mouth, the lips do not stretch over the teeth, and the lower jaw does not move.

6. “Fungus” (24).

Goal: strengthen the muscles of the tongue, develop upward movement of the tongue, stretch the hyoid frenulum.

The mouth is open. Lips in a smile. Press the wide tongue with its entire plane against the palate (the tongue is suctioned) and hold it in this position, counting from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its stem. Make sure that the lateral edges of the tongue are equally tightly pressed to the palate (neither half should sag), so that the lips do not stretch over the teeth. When repeating the exercise, you need to open your mouth wider.

7. "Accordion".

Goal: strengthen the muscles of the tongue, develop the ability to hold the tongue in a vertical position, stretch the hyoid frenulum.

The mouth is open. Lips in a smile. Press the wide tongue to the palate (the tongue is sucked) and, without lowering the tongue, open and close the mouth. When repeating the exercise, you should try to open your mouth wider and hold it in this position longer. Make sure that when you open your mouth, your lips are in a smile and remain motionless, and your tongue does not sag.

8. “Delicious jam”

Goal: strengthen the muscles of the tongue, develop mobility of the tongue, develop the lifting of the wide front part of the tongue.

The mouth is open. Lips in a smile. Using the wide front edge of the tongue, lick the upper lip, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Make sure that the tongue does not narrow; when retracted, its side edges slide over the molars, and the tip of the tongue is raised. The lips do not stretch over the teeth, the lower jaw does not “pull the tongue up” - it must be motionless.

9. “Cup” - “Ladle” (16, 17).

Goal: strengthen the muscles of the tongue, develop the raising of the lateral edges and tip of the tongue, the ability to hold the tongue in this position.

The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue is pubescent, bends downwards. In this position, hold your tongue while counting from 1 to 5-10. Make sure that the lips do not stretch over the teeth and that the lower jaw is motionless.

10. "Focus".

Goal: to develop the ability to hold the side edges and tip of the tongue in a raised state, to learn to direct the air stream along the middle of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue bends downwards. Holding your tongue in this position, blow the cotton wool from the tip of your nose. Make sure that the lower jaw is motionless, the lips do not stretch over the teeth, and the cotton wool flies straight up.

11. “Sleigh”.

Goal: to develop tongue mobility, the ability to hold the tongue in an upper position with raised lateral edges.

The mouth is open. Lips in a smile. The lateral edges of the tongue are pressed tightly against the upper molars, the back bends down, the tip is free. moving the tongue back and forth, the lateral edges of the tongue sliding along the molars. Make sure that the lower jaw does not move and that the lips do not stretch over the teeth.

12. “Mouthpiece” (see p. 35).

13. “Fence” - “Speaker” - “Pipe” (21, 22, 23).

Goal: strengthen the orbicularis oris muscle, develop the ability to quickly change the position of the lips.

The teeth are closed. The lips imitate the pronunciation of the sounds i-o-u.

14. Exercise in pronouncing sounds t ‘-sh.

Before making the sound h, it is useful to carry out an exercise in alternately pronouncing the sounds t’ and sh. This facilitates rapid switching of the tongue from one position to another, which is necessary to pronounce the sound h. At first, the sounds are pronounced slowly, then the tempo accelerates. Make sure that children do not pronounce thousand or tesch.

15. “Slide” (20).

Goal: to develop the lifting of the anterior-middle part of the back of the tongue, the ability to quickly change the position of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the lower incisors, and the anterior-middle part of its back first rises until it comes into contact with the upper incisors, then lowers. Make sure that the lips do not stretch over the teeth and the lower jaw does not move.

An approximate set of exercises for developing the articulation patterns of the sounds l, l’

The structure of the organs of articulation.

To pronounce the sound l, a rather complex work of various parts of the articulatory apparatus is required: the lips are neutral and take a position depending on the next vowel; the distance between the upper and lower incisors is 2-4 mm; the tip of the tongue rises and presses against the bases of the upper incisors (but can also occupy a lower position); the front and middle parts of the back of the tongue are lowered, its root part is raised and pulled back, a spoon-shaped depression is formed in the middle; the lateral edges of the tongue are lowered and allow an outgoing air stream to pass through; the exhaled stream of air is weak; the soft palate is raised and closes the passage to the nose; The vocal cords vibrate to produce the voice.

The articulation of soft l' differs from the articulation of hard l in that the lips are slightly pulled to the sides when pronouncing it (which is typical for soft consonants). The anterior-middle part of the back of the tongue rises towards the hard palate and moves forward somewhat; the back of the back of the tongue, together with the root, is significantly moved forward and lowered.

The following exercises help develop the necessary tongue movements.

1. “Punish the naughty tongue” (see p. 32).

2. “Spatula” “Pancake”, “Flatbread” (see p. 32).

3. “Swing I” (7, 8).

The mouth is open. Lips in a smile. Place a wide tongue on the outside of the upper lip, then on the lower lip. Tuck the tip of the tongue as much as possible. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move.

4. “Swing-II” (9, 10).

Goal: to develop the ability to quickly change the position of the tongue, develop mobility and flexibility of the tip of the tongue, and the accuracy of its movements.

The mouth is open. Lips in a smile. Insert a wide tongue between the upper lip and upper teeth, then between the lower lip and lower teeth. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

5. "Swing-III".

Goal: to develop the ability to quickly change the position of the tongue, develop flexibility and accuracy of movements of the tip of the tongue.

The mouth is open. Lips in a smile. Place the wide tongue behind the lower teeth on the inside, then lift the wide tongue behind the upper teeth on the inside. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move.

6. “Delicious jam” (see p. 38).

7. “Click the tip of your tongue”

Goal: strengthen the tip of the tongue, develop tongue elevation.

The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and tear off with a click. Perform the movements slowly at first, gradually speed up the pace. Make sure that the lower jaw does not move, the lips do not stretch over the teeth, and the tip of the tongue does not turn inward.

8. “Click the tip of your tongue silently.”

Goal: to develop upward movement of the tongue, strengthen the muscles of the tongue, and develop the accuracy of movements of the tip of the tongue.

The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and silently tear it off. First perform the exercise at a slow pace, then at a fast pace. Make sure that the lower jaw and lips do not move. The tip of the tongue should not curl inward and should not protrude from the mouth.

9. "Turkey".

Goal: to develop the elevation of the tongue, to develop flexibility and mobility of its front part.

The mouth is open. Lips in a smile. Use the wide edge of your tongue in front of it to move back and forth across your upper lip, trying not to lift your tongue from your lip; bend the tip slightly, as if stroking the lip. First, make slow movements, then speed up the tempo and add your voice until the sounds of bl-bl are heard. Make sure that the tongue does not narrow (the tongue should lick the upper lip, and not move forward), so that the upper lip does not stretch over the teeth, and the lower jaw does not move.

10. “Gorka”, Pussycat is angry” (20).

Goal: strengthen the muscles of the tongue, develop lifting of the back and root of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back of the tongue curves upward, then straightens out. Make sure that the tip of the tongue does not leave the alveoli, and that the lips and lower jaw remain motionless.

11. Exercises in pronouncing the sound k (g).

Options:

a) The mouth is open. Lips in a smile. The tip of the tongue is lowered and pulled back. Slowly pronounce the sound k, trying to hold the curved tongue in the upper position for as long as possible. Make sure that the lower jaw and lips are motionless;

b) The same, but pronounce the sound g.

12. “Swing” (18).

Goal: strengthen the muscles of the tongue, develop lifting of the back and root of the tongue, and their mobility.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back of the tongue arches, the tongue<выкатывается» вперед и убирается в глубь рта. Следить, чтобы кончик языка не отрывался от альвеол, губы и нижняя челюсть были неподвижными.

13. "Steamboat".

Goal: to develop lifting of the back and root of the tongue, to strengthen the muscles of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue is lowered and pulled back, the back of the tongue is curved towards the palate. Make the sound y for a long time (the steamer hums). Make sure that the tip of the tongue does not rise and is in the depths of the mouth, the back is well arched, the sound y does not turn into i, the lips and lower jaw are motionless.

An approximate set of exercises for developing the articulation patterns of the sounds r, r’

Way of life, organs of articulation.

To pronounce the sounds p, p’, complex work of all the muscles of the tongue is required. When pronouncing r, the mouth is open. The lips take position in accordance with the following vowel sound. The tip of the tongue and its front part are spread wide and raised to the bases of the upper teeth, tense; the tip of the tongue does not fit tightly to the upper alveoli and vibrates in the passing air stream. The middle part of the back of the tongue is lowered, the lateral edges are pressed against the upper molars. The back of the tongue is pushed back and rises slightly towards the soft palate. The soft palate is raised and closes the passage to the nose; The vocal folds are closed and vibrate to produce voice. The exhaled stream of air passes through the middle. The jet must be strong and directed.

The soft sound r' differs from the hard sound in that when it is articulated, the middle part of the back of the tongue rises to the hard palate, the tip of the tongue is slightly lower than when pronouncing r, the back of the back of the tongue, together with the root, is moved forward.

The following exercises help develop the necessary movements of the tongue and air stream.

1. "Swing"

Goal: strengthen the muscles of the tongue, develop tongue elevation, develop mobility and flexibility of the tip of the tongue, and the ability to control it.

Options:

a) The mouth is open. Lips in a smile. The wide tongue rises to the nose and falls down to the chin (12). Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move;

b) The mouth is open. Lips in a smile. The wide tongue rises to the upper lip (7), then falls to the lower lip (8). Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move;

c) The mouth is open. Lips in a smile. The wide tip of the tongue touches the upper incisors (11), then the lower ones. Make sure that the tongue does not narrow, the lips and jaw do not move;

d) The mouth is open. Insert a wide tongue between the upper teeth and lip (9), and then between the lower teeth and lip (10). Make sure that the tongue bends as much as possible and does not narrow, the lips and lower jaw are motionless;

d) The mouth is open. Lips in a smile. With the wide tip of your tongue, touch the tubercles behind the upper incisors, then behind the lower ones (13, 14). Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move;

e) The mouth is open. Lips in a smile. With the wide tip of the tongue, touch the tubercles behind the lower incisors, then lift the tongue up, touching the soft palate with the tip. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move.

2. Reach your nose with your tongue.

Goal: strengthen the muscles of the tongue, develop tongue elevation, develop mobility of the tip of the tongue, and the ability to control it.

The mouth is open. Lips in a smile. Raise the wide tip of the tongue towards the nose and lower it towards the upper lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

3. Reach your chin with your tongue.

Goal: strengthen the muscles of the tongue, develop mobility of the tip of the tongue, and the ability to control it.

The mouth is open. Lips in a smile. Lower your wide tongue under your chin, then lift it towards your lower lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

4. “The tongue steps over the teeth” (see p. 33).

5. “Whose teeth are cleaner?”

Goal: to develop tongue lifting, flexibility and mobility of the tip of the tongue, the ability to control the tip of the tongue.

The mouth is open. Lips in a smile. Using the wide tip of your tongue, brush your upper teeth from the inside, moving your tongue up and down. Make sure that the tongue is wide, the lips do not stretch over the teeth, and the lower jaw does not move.

6. “Painter” (see p. 38).

7. "Horse"

Goal: strengthen the muscles of the tongue, develop tongue elevation.

The mouth is open. Lips in a smile. Press the wide spade-shaped tongue to the palate (the tongue is suctioned) and tear it off with a click. Make sure that your lips are in a smile and that your lower jaw does not “pull” your tongue upward. A mouth opener is placed to fix the jaw. A plug can be used, which is inserted into the corner of the mouth on the molars, or the child’s thumb (make sure your hands are clean!).

8. “Fungus” (see p. 38).

9. “Accordion” (see p. 38).

10. Click the tip of your tongue.

Goal: strengthen the muscles of the tongue, develop lifting of the tongue, flexibility and mobility of the tip of the tongue, the ability to control the tip of the tongue.

The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and tear off with a click. At first the exercise is performed at a slow pace, then faster. Make sure that the lips and lower jaw are motionless, only the tongue works.

11. “Delicious jam” (see p. 38).

12. “Chattering Turkey” (see p. 41).

13. “Focus” (see p. 39).

14. “Snorting.”

Goal: to develop vibration of the tip of the tongue.

Place a wide, relaxed tongue between your lips. blow on your tongue and lips so that they vibrate. Make sure that your lips do not tense, your cheeks do not swell, and your tongue does not clamp between your teeth.

15. "Automatic".

Goal: to develop tongue elevation, flexibility and mobility of the tip of the tongue.

The mouth is open. Lips in a smile. With the tense tip of your tongue, tap on the tubercles behind your upper teeth, repeatedly and clearly pronouncing the sound t-t-t - slowly at first, gradually speeding up the pace. Make sure that the lips and lower jaw are motionless, the sound t has the character of a clear blow, and does not clap, the tip of the tongue does not tuck, and an exhaled stream of air is felt. To check, bring a strip of paper to your mouth: if the exercise is performed correctly, it will deviate.

16. "Drum-I".

Goal: to develop tongue lifting, the ability to make the tip of the tongue tense; develop his mobility.

The mouth is open. Lips in a smile. Using the wide tip of your tongue, tap the palate behind your upper teeth, pronouncing the sound d-d-d repeatedly and clearly. At first, pronounce the sound d slowly, gradually speed up the tempo. Make sure that the lips do not stretch over the teeth, the lower jaw does not move, the tongue does not narrow, its tip does not tuck, so that the sound d has the character of a clear blow and is not squelching. The sound d is pronounced so that the exhaled air stream is felt.

17. "Drum-II".

Goal: to develop the elevation of the tongue, to develop elasticity and mobility of the tip of the tongue.

The mouth is open. Lips in a smile. Raise your wide tongue up to the palate and pronounce distinctly yes-dy one by one. When pronouncing the syllable yes, the tongue is retracted to the center of the palate; when pronouncing dy, it moves to the tubercles behind the upper incisors. At first the exercise is performed slowly, then the pace accelerates. When pronouncing, an exhaled stream of air should be felt. Make sure that your lips do not stretch over your teeth. The lower jaw should not move. The pronunciation of yes-da should be clear, not squelching, and the tip of the tongue should not curl up.

Articulatory gymnastics is a set of exercises, some of which help improve the mobility of the organs of articulation, others increase the volume and strength of movements, and others develop the accuracy of the posture of the lips and tongue necessary to pronounce a particular sound.

Articulatory gymnastics - exercises for training the organs of articulation necessary for correct sound pronunciation.

Reasons why you need to do articulatory gymnastics:

1. Thanks to timely articulation gymnastics and exercises to develop speech hearing, some children themselves can learn to speak clearly and correctly, without the help of a specialist.

2. Children with complex sound pronunciation disorders will be able to quickly overcome their speech defects when a speech therapist begins to work with them: their muscles will already be prepared.

3. Articulatory gymnastics is also very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth.”

We must remember that clear pronunciation of sounds is the basis for learning to write at the initial stage.

At first, the exercises should be performed slowly, in front of a mirror, since the child needs visual control. It is useful to ask your child leading questions. For example: what do lips do? what does the tongue do? where is it located (up or down)?

Then the pace of the exercises can be increased and performed countingly. But at the same time, make sure that the exercises are performed accurately and smoothly, otherwise the exercises are meaningless.

It is better to practice 2 times a day (morning and evening) for 5-7 minutes, depending on the age and perseverance of the child.

When working with a 3-4 year old child, make sure that the child masters the basic movements.

For a 4-5 year old child, the requirements increase: movements must be increasingly clear and smooth, without twitching.

At 6-7 years old, the child performs exercises at a fast pace and is able to hold the position of the tongue for some time without changes.

REMEMBER! Articulation gymnastics will only prepare your child’s speech apparatus for correct pronunciation, but cannot replace a speech therapist.

Articulation gymnastics for children 2-3-4 years old.

For young children, articulatory gymnastics is serious work, no matter how easy these exercises may seem to you. To prevent your child from getting distracted and tired, turn this work into a fun game.

A complex of articulatory gymnastics for whistling sounds [С], [С’], [З], [З’], [Ц].

3. Alternate exercises “Fence” and “Elephant”. The lower jaw does not move, only the lips move. Repeat 5-6 times.

4. “Brushing your teeth” - open your mouth wide, smile, showing your teeth. Then use the tip of your tongue to “brush your teeth” from the inside, moving it left and right (first the lower ones, then the upper ones). The tip of the tongue should be behind the teeth. The lips smile all the time, the lower jaw does not move. Repeat 5-6 movements in each direction.

5. “Sick finger” - place the wide flat tip of the tongue between the lips (i.e., the lips lightly hold the tip of the tongue) and blow on the finger. The air should flow down the middle of the tongue through the small gap between the tongue and the upper lip. Take a deep breath and long, smooth exhale. The cheeks do not puff out. Repeat 4-5 r.

6. “Gorka” - open your mouth wide, smile, show your teeth. Place the tip of your tongue against your lower teeth. The back of the tongue rises up. The tongue is firm and does not “fall out” onto the teeth. Hold in this position for a count of up to 5. Repeat 4-5 times.

7. “Ice slide” - make a “slide” and press the “slide” with the child’s index finger. The tongue should be firm and resist finger pressure and not move away. Hold in this position for a count of up to 5. Repeat 4-5 times.

8. “The slide closes - opens” - make a “slide”, and then, without removing your tongue from the lower teeth, clench your teeth (lips in a smile, teeth are visible), then open your mouth again (the tongue rests against the lower teeth all the time). Perform by counting up to 5. Repeat 4-5 times.

A complex of articulatory gymnastics for hissing sounds [Ш], [Х], [Ч], [Ш].

1. “Fence” - smile broadly, show clenched teeth (the upper teeth are exactly on the lower ones). Hold this position for 5-7 seconds. Repeat 4-5 r.

2. “Elephant” - stretch your lips forward with a tube (teeth clenched). Hold this for 5-7 seconds. Repeat 4-5 r.

3. “Naughty tongue” - spank the wide flat tip of the tongue with your lips, saying “five-five-five...”. Repeat 4-5 times.

4. “Pancake on a plate” - place the wide flat tip of your tongue on your lower lip, saying “five” once (“they baked a pancake and put it on a plate to cool”). The tongue should not move. The mouth is slightly open. Hold this position for 3-10 seconds. Repeat 4-5 r.

6. “Turkey” - open your mouth slightly and quickly move the wide tip of your tongue back and forth along your upper lip, pronouncing a sound close to “bl-bl-bl...”. Continue this sound for 5-7 seconds. First take a deep breath.

7. “Blow on your bangs!” - stick out the wide tip of your tongue, lift it to your upper lip and blow upward. The air flows through the middle of the tongue, the cheeks do not inflate. Repeat 4-5 times.

8. “Cup” - open your mouth wide, smile, show your teeth. Stick your tongue out of your mouth, lifting its front and side edges, forming a “cup.” Hold this way for 5-10 s

Repeat 4-5 r.

A complex of articulatory gymnastics for the sounds [L], [L’], [R], [R’].

1. “Fence” - smile broadly, show clenched teeth (the upper teeth are exactly on the lower ones). Hold this position for 5-7 seconds. Repeat 4-5 r.

2. “Elephant” - stretch your lips forward in a “tube” (teeth clenched). Hold this for 5-7 seconds. Repeat 4-5 r.

3. Alternate exercises “Fence” and “Elephant”. The teeth don't move, only the lips move. Repeat 5-6 times.

4. “Brushing your teeth” - open your mouth wide, smile, showing your teeth. Then use the tip of your tongue to “brush your teeth” from the inside, moving it left and right (first the lower ones, then the upper ones). The tip of the tongue should be behind the teeth. The lips smile all the time, the teeth (lower jaw) do not move. Repeat 5-6 movements in each direction.

5. “Delicious jam” - lick your upper lip from top to bottom with the wide flat tip of your tongue. In this case, the lower teeth should be visible (the lower lip is pulled down, the teeth do not bite the tongue). Repeat 3-5 times.

6. “Painter” - open your mouth wide, smile, showing your teeth. Use the tip of your tongue to “paint the ceiling”, moving it back and forth across the hard palate (to the teeth and further towards the neck). The tongue should not pop out behind the teeth, come off “from the ceiling” and move left and right. The teeth (lower jaw) do not move. Repeat 5-6 movements in each direction.

7. “Horse” - open your mouth slightly, smile, showing your teeth. Click your tongue slowly, quickly, quickly, slowly, with short pauses to rest. The wide tip of the tongue first sticks to the palate and then flops down freely. Try to look at the tongue and not move the lower jaw.

8. “Fungus” - open your mouth slightly, show your teeth. Clicking your tongue, again suck the wide flat tongue to the palate and hold it there for 5-10 seconds (the frenulum of the tongue is the “leg of the fungus”, the tongue itself is its “cap”). Repeat 2-3 times.

9. “Accordion” - make a “mushroom” and, holding your tongue, pull its frenulum, opening your mouth wide, and then clenching your teeth. Repeat 6-8 times.

Already in the family, the task of loved ones begins to be laid down - to create conditions under which the child can easily acquire speech skills. Developmental deficiencies can lead to an inability to express one's own thoughts and poor school performance. If a child has poor speech skills, as a rule, he does not study well. 3-4 years old will help in a playful way to learn to talk and pronounce sounds correctly.

Articulation gymnastics

Articulatory gymnastics is a whole set of exercises aimed at helping a child improve the functioning of the articulatory organs, increase strength and range of movements, and develop the accuracy of the position of the tongue and lips in the pronunciation of a certain sound. Articulation gymnastics for children 3-4 years old trains the organs of sound pronunciation. Speech plays a huge role in the mental development of a child. By the quality of pronunciation as a whole, one can judge general development. Children aged 2-3 years reach the peak of speech development; they can already pronounce the simplest sounds, both voiceless and voiced X, V, F, G, D, K, N, O. Already at 3-4 years old the sounds S, E, L, J.

Physiologically, babies do not immediately become ready to pronounce complex sounds, so they need to train their tongue. Adults should help improve vocabulary. You need to have a conversation with the child, and he should talk in sentences about his family, about the weather, about what he is doing. Articulation gymnastics will help you master the basics of pronunciation of sounds. Photos of children confirm that children are happy only when they have full communication with both other peers and adults. Speech plays a major role in the formation of relationships. It cannot be an innate ability and requires constant development.

The condition for the development of sound pronunciation is the coordinated work of the articulatory apparatus (tongue, lips, palate, lower jaw). The main goal of any articulatory gymnastics is the development of full-fledged movements, skills of correct pronunciation of sounds, and strengthening the muscles of the speech apparatus.

If a child has difficulties with sound pronunciation and he has lessons with a speech therapist, doing articulatory gymnastics, he will quickly prepare his speech apparatus for pronouncing the most complex sounds. Also, clear pronunciation of various sounds is the basis for learning to write. A complex of articulatory gymnastics for children must be performed following some recommendations:

At the initial stages of classes, all exercises are performed very slowly; it is better to do this in front of a mirror so that the child controls his actions. Ask your baby leading questions: what does the tongue do? Where is he now? What do lips do?

It is better to exercise in the mornings and evenings, for 5-7 minutes. The lesson time depends on the child’s perseverance. Classes should not be forced.

At the age of 3-4 years, make sure that the basic movements are mastered.

At the age of 4 to 5 years, the requirements increase - movements should become smoother and clearer, without twitching.

From the age of 6 to 7 years, children should do everything at a fast pace, while being able to hold the tongue for a while without changes.

It should be recalled that articulatory gymnastics only prepares for the pronunciation of sounds; it cannot replace classes with a speech therapist!

Exercises on the sounds S, C, Z

Articulation gymnastics for children 3-4 years old includes a complex for the pronunciation of whistling sounds S, C, Z.

"Fence". Smile and show rows of clenched teeth. The top row should be located exactly above the bottom. The position is held for up to 7 seconds. Repeat 5 times.

"Elephant". Clench your teeth, and at this time stretch your lips forward like a tube. Hold for up to 7 seconds. Repeat 4-5 times.

Exercises “Fence” and “Elephant” alternate. In this case, the lower jaw is motionless. Repeat 5 times.

“Brushing our teeth.” Smiling, open your mouth wide. The tongue behind the teeth moves left and right (first it slides along the top row, then along the bottom). The lower jaw is motionless. Repeat 5 times.

"Sore Thumb" Lightly pinch the protruding tip of the tongue with your lips, exhale air so that it passes through the middle - blow on your finger. Inhale deeply, exhale smoothly. Repeat 4-5 times.

"Slide". Show your teeth, smile broadly. The tip of the tongue should rest on the lower teeth. In this case, the back of the tongue rises up. Hold position until five. Repeat 5 times.

"Ice slide" Repeat “Slide” and press with your index finger, holding back the resistance of the tongue. Hold until five. Repeat 4-5 times.

Exercises on the sounds Zh, Sh, Shch, Ch

Articulation gymnastics for these sounds for children 3-4 years old involves repeating the “Fence” and “Elephant” exercises and additionally includes the following:

"Naughty tongue." Slap the flat tip of the tongue with your lips, pronouncing “five-five-five-five...” at the same time. Repeat this 5 times.
"Pancake on a plate." Place the tip of the tongue on the lower lip. Say “five” once, do not move your tongue, your mouth is slightly open. Stay in this position for 5-10 seconds. Repeat 5 times.
"Delicious jam." Licking your upper lip. The lower row of teeth should be visible; to do this, pull the lower lip down. Repeat 5 times.
"Turkey". Take a deep breath, mouth slightly open, you need to move the tip of your tongue back and forth along your upper lip at a fast pace, while saying “bl-bl-bl...”. The sound lasts up to 7 seconds.
“Blowing on the bangs.” Raise the tip of the tongue above the lip and blow upward. The cheeks are inflated, air passes through the middle of the tongue. Repeat 5 times.
"Cup". Smile widely, show your teeth, stick out your tongue, fold it so that it resembles a cup. Hold for up to 10 seconds. Repeat 5 times.

Exercises on sounds L, R

Repeat the exercises “Fence” and “Elephant”. Then alternate these two exercises.

Repeat the “Brushing your teeth” exercise.

Repeat the “Delicious jam” exercise.

"Painter". Open your mouth wide. The tongue is a tassel. We paint the ceiling (sky) - move the tongue forward, backward, left, right. The brush should not come off the ceiling. The tongue does not pop out of the teeth. Repeat 6 times.

"Horse". Open your mouth a little, show your teeth, smile. We begin to click our tongue alternately quickly and slowly. We take short breaks to rest. The tongue is sucked to the roof of the mouth, then flops down. In this case, the lower jaw does not move.

"Fungus". Open your mouth slightly, show your teeth. Click your tongue and then suck it to the roof of your mouth and hold for up to 10 seconds. The frenulum is the stem of the mushroom, the tongue is the cap. Repeat 3 times.

"Harmonic". We repeat “Mushroom”, while holding our tongue, opening our mouth wide, and then clenching our teeth. Let's alternate. Repeat up to 8 times.

Exercises for lips and cheeks

Breathing and articulation gymnastics for preschool children is very important for the development and formation of the articulatory apparatus. In a playful way, perform the following exercises for the lips and cheeks with your children:

Cheek massage. Rub and pat your cheeks. Gently bite them from the inside. The exercise is performed while bathing or washing.
"Fed hamster." Close your lips and unclench your teeth. Take a breath, cheeks puffed out. First both, then alternately. Hold for 5 seconds.
"Hungry Hamster" It's the other way around. Pull your cheeks inward, you can help with your hands.
"The balloon burst." Take a deep breath, lips closed. Puff out your cheeks and slap them with your hands to release the air.

"Chick." Open your mouth wide, take in air, as if yawning. Make sure your tongue is relaxed. Exhale completely. Repeat 3 times.

"Elephant". Inhale, stretch out your lips and as you exhale say “oo-oo-oo-oo...”. Hold for up to 5 seconds. Repeat 3 times.

Exercises for the lower jaw

Articulation gymnastics for children 3 years old includes exercises for mobility of the lower jaw:

"Chick". Open and close your mouth wide open. At the same time, the lips smile, and the “chick”-tongue sits behind the lower teeth. Perform the exercise rhythmically and counting.
"Sharks". Open your mouth slightly. On the count of “one” - the jaw to the right, “two” - to the place, “three” - the jaw to the left, “four” - to the place”, “five” - the jaw forward, “six” - to the place. Perform the movement very smoothly and slowly.
We imitate chewing with the mouth open and then with the mouth closed.
"Monkey." Open your mouth, the jaw stretches down, at the same time the tongue stretches down as much as possible.
"Strongman." Open your mouth. Imagine that there is a weight hanging on your beard. We close our mouth, imagining resistance. Relax. Repeat. You can create an obstacle with your hands.

Tongue exercises

Articulation gymnastics for the tongue for children is represented by the following exercises:

"Spatula". The kid sees a picture with a shovel. Opens his mouth in a smile. A wide tongue rests on the lower lip. Hold the tongue for 30 seconds, do not purse your lower lip.
“Brushing our teeth.” The mouth is slightly open, we smile. Using the tip of the tongue, we draw it from the inside along the teeth, touching each one separately. First one way. We rested. Now to the other one.
"Watch." The child sees an image of a clock with a pendulum. The mouth is wide open. Use your tongue to touch one corner of your mouth, then the other. The lower jaw is motionless.
"Horse". Click your tongue like a horse's hooves. Start the exercise slowly, speeding up the pace (the horse galloped faster). Only the tongue should work, the jaw does not move. You can hold your chin with your hands. Repeat 6 times.
"Catch the mouse." Open your mouth, smile. Place your tongue on your lower lip with a spatula. While saying “ah-ah-ah...”, gently bite the tip of the tongue. The mouse was caught. Repeat 5 times.
"Nuts." Mouth closed. With tension we touch the inside of our cheeks with our tongue. Now on the right, now on the left. At the same time, hold the position for 5 seconds. Use your fingers on the outside to control the movements and hold your tongue. Repeat 6 times.

Articulation gymnastics for children (fairy tales)

All children love to play. Many teaching methods are based on the game. Articulation gymnastics is no exception. Many teachers use articulation gymnastics for children in poetry and fairy tales. Kids are happy to join in the game.

"The Tale of the Tongue." Yazychok lived in his house. Who knows what kind of house this is? Guess it.

This house has red doors,

And next to them are white animals,

These little animals love buns very much.

Who guessed? This house is our little mouth.

In the house, the doors close and open. Like this (open and close your mouth together).

The mischievous Tongue does not sit still, often runs out of his house (stick out his tongue).

Tongue came out to warm up and sunbathe in the sun (his tongue was like a “shovel” on his lower lip).

The breeze blew, the tongue shrank (roll up), went into the house, closed the door (hide the tongue, lips closed).

It became cloudy outside and the rain started pouring down. (We hit the teeth with our tongue, while pronouncing “d-d-d-d...”).

At home, Tongue is not bored. He gave milk to the kitten. (Open your mouth, move your tongue along your upper lip). The kitten licked its lips and yawned sweetly. (Run your tongue over your lips and open your mouth wide).

The tongue looked at the tick-tock watch. (The mouth is open, the tip of the tongue touches the corners of the mouth one by one.) The cat curled up into a ball and fell asleep. “It’s time to sleep,” Tongue decided. (Hide your tongue behind your teeth and close your lips).

Junior group

Articulation gymnastics for children of the younger group consists of the simplest exercises. In the 1st grade, children have not yet developed hissing, sonorant, and whistling sounds. The main task here is to master the movements of the organs of the articulatory apparatus. It is necessary to develop auditory attention, pitch, strength of the voice, duration of inhalation and exhalation, clarify the pronunciation of the sounds “mu-mu”, “kva-kva”, “knock-knock”, etc.

The 2nd younger group gets acquainted with more complex movements of the articulatory apparatus. The lips smile, the teeth are exposed, the tongue rises up, is held, and moves from side to side. The exercises used are “air stream” for breathing, “proboscis”, “smile”, “fence” for lip movement, “scapula”, “watch”, “painter”, “horse” for the tongue.

Middle group

Articulation gymnastics for children of the middle group consolidates the exercises received. New concepts are introduced - upper, lower lip, lower, upper teeth. The movements of the tongue are refined, it becomes narrow and wide. We learn to pronounce sonorant, hissing sounds correctly. The requirements for articulatory gymnastics are increasing.

Senior group

Articulation gymnastics for preschool children in the senior group reinforces all the material covered. Children know the concept of the back of the tongue. All exercises are performed smoothly and clearly. The organs of articulation must quickly switch from one exercise to the next, and must be held steadily for some time. The teacher strictly monitors correct execution. Movements should become clear, practiced, easy, and familiar over time. You can conduct classes at any pace.

Preparatory group

Articulation gymnastics for preschool children in the preparatory group clarifies all movements of the tongue. Exercises are used to differentiate various sounds. At the same time, the child develops phonemic hearing. Using fairy tales more often in classes helps children quickly learn the correct actions. In the game, the sounds are transformed and fit better on the ear. Children enjoy becoming heroes of fairy tales themselves.

Dear moms and dads! It's great when your baby starts talking! Especially if his speech is clear and pure. Unfortunately, not all parents can boast of this. The child may pronounce some sounds unclearly and distort words. Of course, with age, the articulatory apparatus develops, acquiring flexibility and mobility. It is possible that speech problems will go away on their own, but the likelihood of deficiencies in pronunciation remains. For the correct formation of the articulatory apparatus, it is necessary to train it, to carry out “exercises” with it - articulatory gymnastics. Articulation gymnastics is carried out with children from 2 years of age to prevent problems with sound pronunciation and with older children to correct and overcome speech disorders.

How to structure classes?

Before learning the exercises, check with your baby where his mouth, tongue, lips and palate (“ceiling”) are.

Articulation gymnastics must be performed daily so that the skills developed by the child are consolidated.

It is better to do articulatory gymnastics 2-3 times a day from 3-5 minutes at the beginning of work to 5-7 minutes later. You should not offer more than 2-3 exercises in one session.

You need to practice from the age of 2, sitting in front of a mirror, so that the baby can see his own face and the face of an adult and can compare the movements that are shown to him and his own.

Articulation exercises are performed at a slow pace.

Of the 2-3 exercises performed, only one can be new; the 2nd and 3rd exercises are given for repetition and consolidation.

Determine the child’s workload depending on his capabilities and interest.

Today we offer you static and dynamic articulation exercises for children 2 years old, as well as simple self-massage.

Self-massage:

1. "Lock": - smile;

Hide lips

– press them so that they are not visible (“close the lock”), relax your lips, open them slightly (“open the lock”);

Hold your lips in each position for 3-5 seconds. Repeat 4-6 times.

2. "Comb" :

Lightly bite your lower lip and scrape it several times with your upper teeth, as if combing it;

Then bite your lower lip and scrape it several times with your lower teeth. Repeat 2-5 times.

3. "Kneading the dough" :

Place your tongue on your lower lip and slap it with your lips, starting from the tip, moving slowly forward to the middle, and then back, saying “five-five-five”;

Repeat the movements, biting your tongue, saying “ta-ta-ta”;

Alternate these movements, each for 5-10 seconds. Repeat 2-5 times. Make sure that the lower lip does not curl inward and does not stretch over the lower teeth. The tongue should be wide, touching the corners of the mouth.

4. "Funny song" :

Use the index finger of your right hand to touch your lips, while making a sound similar to “B-B-B...”. Finger movements from top to bottom.

Static lip exercises:

1. "Chick":

Open your mouth wide (3-5 seconds

) – close. Make sure that the tongue is relaxed and does not retract deep into the oral cavity. Repeat 2-3 times.

2. "Frog":

Smile widely, show your teeth (“IIIIII...”). Keep your lips smiling for 3-5 seconds. Make sure that the bite is natural and that the lower jaw does not move forward. Repeat 2-3 times.

3. "Elephant":

Stretch out your lips with a tube (“UUUUU…”). Hold your lips in this position for 3-5 seconds. Repeat 2-3 times.

4. "Bagel":

Open your mouth, round your lips with a mouthpiece, pull them forward (“OOOOH...”). Hold your lips in this position for 3-5 seconds. Repeat 2-3 times.

5. "Ball":

Purse your lips, puff out your cheeks and hold them in this position for 3-5 seconds;

Bring your fists to your cheeks and lightly hit your cheeks with them. (“The ball burst”) Repeat 2-3 times.

Static exercises for the tongue:

1. "Spatula":

Smile, open your mouth slightly;

Place a wide, relaxed tongue on the lower lip, hold it in this position for a count of 1 to 5-10 seconds;

Then remove your tongue and close your mouth. Repeat 3-5 times.

2. "Horse":

Click the tip of your tongue like a horse's hooves. The exercise is performed at a slow pace, and then the pace accelerates (“the horse galloped faster”). Make sure that the lower jaw does not move, only the tongue works, and if necessary, hold the chin with your hand. Repeat 4-6 times.

Dynamic lip exercises:

1. "Elephant" and "Frog":- at a calm pace, perform the exercises one by one (smile - tube), holding each articulatory pose for 2-3 seconds. Repeat movements 4-8 times.

2. "Kiss":

Close your lips, stretch them forward a little, pull your cheeks inside your mouth, sucking in air (hold for 2-3 seconds), then forcefully open your lips, smacking your lips slightly. Make sure that the lower jaw is lowered and the lips are closed. Repeat 2-5 times.

3. "Coachman":

Close your mouth, close your lips;

It is enough to blow strongly through your lips so that the air stream makes them vibrate. You should blow in one breath for as long as possible. The result is a sound similar to “whoa-whoa.” If you can’t do this exercise, then you need to close your lips tighter and blow harder through them.

4. "Fat and thin":

Alternately inflate and retract your cheeks at a calm pace, holding them in each position for 3-5 seconds. Repeat 4-6 times. Make sure your lips are closed.

Dynamic exercises for the tongue:

1.“Let’s catch the mouse”:

– smile, open your mouth;

– place your wide tongue with a “spatula” on your lower lip, say “AAAAAA...” and bite the wide tip of your tongue with your teeth (“caught the mouse by the tail”). Repeat 2-5 times.

2. "Nuts":

Close your mouth. The tip of the tongue, with tension, alternately rests on the left and then on the right cheeks. Hold your tongue in each position for 3-5 seconds. Repeat 4-6 times. Control the movements of the tongue by placing your fingers on the outside of your cheek.

3. "Watch":

Smile, stick out your long and thin tongue from your mouth as far as possible, smoothly move it from one corner of your mouth to the other and back. Do 4-8 movements. Make sure that only the tongue moves, the lower jaw remains motionless, if necessary, fix it with your hand. The tongue should not lick, but move along the lower lip, without touching it, from one corner of the mouth to the other.

4. "Hide and Seek" »:

Open your mouth slightly, smile;

Place a wide, relaxed tongue on the lower lip (“Spatula”), and then move the tongue behind the lower teeth

- “the tongue hid.” Don't close your mouth. Perform 3-5 movements.

5. "Swing":

Open your mouth, lift the tongue over the upper teeth, lower it over the lower teeth. Alternately change position 4-6 times.

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