The Montessori method is unique. It is based on a reasonable balance between freedom and a clear structure specifically designed for small child. The method involves children in activities that are interesting to them in a specially equipped, unique environment with a huge amount of carefully developed didactic materials that correspond to the natural needs of the child. The main difference between the Montessori method and the methods of traditional kindergartens is the attitude towards the child as a unique, free, inimitable individual with his own development plan, his own ways and timing of mastering the world around him.

Children who attend Montessori clubs acquire enormous internal motivation for learning, the ability to concentrate on work, independence, they have good social communication skills and internal discipline. The method also forms conscious obedience, trains the will, a high sense of responsibility, hard work and the desire for self-improvement, develops intuition and social adaptability. The child is not afraid to make a mistake, so learning is not inhibited by the fear of failure. He is interested in learning how everything works, how things work, and what needs to be done to make it work.

This method develops the art of communication, the ability to work in a team, the ability to negotiate, self-service and self-awareness skills, the ability to work independently: the child confidently sets goals and objectives for himself, becomes responsible for his actions and brings what he started to the end, monitoring the correctness of execution or the presence of errors.

The essence of the method

The Montessori method has three components: child, prepared developmental environment and teacher (teaching adult).

Developmental environment- This is the main pedagogical technique. The classroom (environment) is divided into zones in accordance with the cognitive and psychological needs of children of a certain age group.

A Montessori environment for children from eight months to three years old includes zones for exercises with bulk materials, exercises with water, a cause-and-effect zone, zones sensory development, speech development, productive visual activity and gross motor development; for children from three to six years old, it includes zones for exercises in practical life, sensory education, a mathematical zone and zones for the Russian language, space, productive art activities and the development of gross motor skills.

The child chooses what material to work with and how much time to devote to it. Certain rules governing activities in a group allow children, on the one hand, to learn to respect the people and space around them, and on the other hand, to feel protected.

The teacher in a Montessori group has his own role and task. In addition to unconditional love and acceptance of each child as he is, the teacher is also an intermediary between the child and the Montessori environment. “Help me do it myself!” - this is what a child expects from an adult, and this is precisely the role of adults in a Montessori group. The teacher sensitively determines when it is necessary to provide assistance, and when it is necessary to give the child the opportunity to work independently and with concentration, observes the work and development of the environment by each child, analyzing the dynamics in order to correctly promote further progress.

This is the same method when a child is treated with truly respect, care and individuality. Montessori teachers know for sure that all children strive for development from birth. Therefore, children should not be forced to study, but conditions should be created that best suit their cognitive needs.

A child in Montessori pedagogy is PERSONALITY.

“To raise a child, you need to know him, to know him, you need to watch him, and in order to watch him, you need to give him freedom.”
Maria Montessori

Ekaterina Mikhailovna Pashkina

Chief physician of the Central Clinical Hospital of Omsk

Reading time: 4 minutes

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Last update articles: 05/16/2019

How responsibly adults approach the issue of raising their beloved child directly determines his future speech. If at three years old he speaks willingly and intelligibly, there is no cause for concern. But when the baby is constantly silent, and his babble cannot be understood the second or even the third time, you need to be wary (especially if he is more than three years old). This may be caused by a speech disorder or mental disorder. In any case, a specialist should talk to the child and help eliminate various defects at an early stage.

Good communication and speech therapy play an important role in the development of young children. A complex approach to the problem will prevent serious disorders of the speech apparatus.

To determine the level of “talkativeness,” adults usually use comparative analysis methods - they compare the speech of their offspring with the pronunciation of peers who are also 3 years old. However, this is clearly not enough to draw definite conclusions. Additionally, it is recommended to use special dynamic observation tables for this purpose. Information about this “innovation” can be found on the Internet, but it is better to consult with a pediatric speech therapist. By carefully testing baby talk, specific gaps can be identified in a timely manner and optimal speech therapy sessions can be selected.

Creating a comfortable environment

To prevent 3-year-old children from having serious communication problems, care must be taken to create favorable conditions. In addition, you will need to conduct a two-way dialogue with the baby. The more you talk to your child, the faster he will learn to pronounce sounds, because the desire to imitate your speech and behavior is given by nature. When he turns three years old, it is necessary to concentrate maximum attention on his sound pronunciation. Read bedtime stories, discuss the details of the walk, ask questions - this will help the baby learn to speak clearly.

If young children under 3 years of age have problems pronouncing a particular sound, then it is strongly recommended to focus on it. Try to pronounce words with problematic sounds more often than others, then the baby will “copy” your conversation and over time will learn not to “swallow” the sounds. If not, then special speech therapy classes for up to three years will help.

Never punish your child for poor pronunciation - this will only make the situation worse. If something doesn’t work out for him, you must understand what caused it and help. It is better to be a friend and advisor than a strict supervisor.

At the first stages, adults sometimes face certain difficulties, because in order to fully communicate with a child, it is necessary to be careful in expressions and carefully adjust the usual conversational style. But with desire and persistence, learning to communicate “safely” with children and teach them to speak correctly is not at all difficult. Try never to raise your intonation, as this can only scare the baby.

Speech therapy classes for children at home involve not only live communication, but also a variety of games. In this case, you cannot do without special training and certain knowledge. Communication helps to develop correct speech, improve hearing and “tune” breathing. Active games develop fine motor skills. As practice shows, some parents do not know how to properly interest their children in order to conduct an interesting educational “lesson”. It is in this case that exciting and entertaining entertainment will help you get into the right frame of mind.

Speech therapy classes, which are conducted at home or at an appointment with a specialist, must necessarily include a whole range of exercises:

1. Articulation gymnastics;
2. Finger games for children three years old;
3. Special exercises on logorhythmics;
4. Reading simple nursery rhymes.

Exercises should last no more than five minutes to avoid overexertion. children's body. Gradually, the time interval can be increased - it is enough to devote no more than 20 minutes a day to the learning process. Be sure to observe how the fidget reacts to speech therapy sessions. Don't force him, as you will discourage all desire to learn. If certain problems arise at this stage, then it is wiser to seek help from a qualified specialist so as not to inadvertently “break the woods.”

Correct sound pronunciation

Every parent wants their offspring to start speaking clearly as early as possible, but this requires a lot of effort. Effective speech therapy classes for 3-year-old children at home are based on comprehensive imitation. Its essence is quite simple - the adult speaks, and the child repeats. It seems nothing complicated, but even here there are some subtleties. In order for children's imitation to be as meaningful and effective as possible, it is necessary to connect the words used with the active activity of the baby.

Any speech therapy classes under three years of age must be accompanied by great mood, joyful laughter and exciting fun - no sternness or raised tones, because you are engaged in the formation of speech in children, and not in training a pet. If your beloved child pronounces specific sounds poorly, you need to seek help from a speech therapist. But even if he speaks incorrectly, do not limit his communication. It may sound incomprehensible and distorted, but the baby is trying, and this is worth a lot. Practice is an important element in language development in young children aged three.

It is recommended to place the main emphasis on regularly updating the verb dictionary. There is a pattern that the more different verbs in a child’s vocabulary, the higher the level of development. To begin with, it is enough to use easy-to-understand words: “am-am” or “top-top.” Gradually, more complex verb forms need to be used as examples. To make the process of assimilation of new information more active, it is advisable to use auxiliary objects - favorite toys or bright pictures.

Types of active games

Finger games promote the development of good motor skills. It is most effective to carry them out at home, devoting five minutes a day to this - quite enough to short time achieve decent results. A direct relationship has been proven between active hand movements and the speech center, so teach your baby these simple gestures. Popular and effective finger games are:

• "The bird is flying";
• "Kitty";
• "Chicks in the Nest"
• "Flower".

Learning little poems using finger gestures not only develops speech and motor skills, but also stimulates spatial imagination. The baby remembers whole sentences more easily, and his speech becomes expressive.

Articulation gymnastics is considered effective way development of literate speech in children aged three years. It is extremely important to train the tongue to improve the clarity of pronunciation of individual sounds. To do this, you need to perform specific exercises to develop the flexibility of the tongue muscles. Special attention should be paid to the lips, since they are also involved in the process of forming sound pronunciation. You can perform simple facial exercises several days a week.

A mandatory attribute of articulation gymnastics is a mirror. Thanks to him, the baby has the opportunity to observe his manipulations, as well as how the tongue works. Regular repetition of the same action will allow you to bring the performance of gymnastics to complete automaticity - this is extremely important. Speech therapy classes for three-year-old children are enough to be carried out several times a day, devoting no more than ten minutes to it.

We focus on logorhythmics

Logorhythmics involves the simultaneous use of speech and motor activity for a fun musical accompaniment. An adult only needs to read a short poem, actively gesturing with his hands. The baby must repeat all this, but only in his “repertoire”. Experts recommend conducting such speech therapy sessions with the child in the afternoon.

Depending on the individual characteristics organism, which are just being formed at three years, and some other (both internal and external) factors, the final result from classes manifests itself in different ways. Some children immediately grasp everything “on the fly” and after a few weeks confidently pronounce words. Others take a little longer to adapt and get used to. In any case, the result will only be positive. As they say, everything has its time, but the most important thing is not to miss this time at the very beginning, when problems only make themselves felt.

Read further:

E. A. Yanushko

Development of general and verbal imitation in games.

Along with developing speech understanding and expanding the passive vocabulary of non-speaking children early age, the speech therapist faces an important task - to evoke imitative speech activity in children in the form of any sound manifestations. This article describes the system speech therapy games, which are based on the development of general and speech imitation in children. These games were carried out by the author of the article during speech therapy work with children with delayed speech development and general speech underdevelopment, and showed very good results. In addition, the games described below have been successfully used in working with young children with other disabilities: mental retardation (delayed mental development), mental retardation, disturbances in the emotional-volitional sphere.

It is possible to achieve positive dynamics in classes with children 2-3 years old with speech impairments only by creating a special game situation when, in the course of practical activities that are interesting to the child, he or she experiences a special state of emotional uplift. This positive attitude provides the speech therapist with the opportunity to encourage the child to repeat speech. Since classes with non-speaking young children have a number of features (see below), it can be argued that organizing games for the development of imitation in this case is the optimal form of conducting classes on initial stage speech therapy work.

To build a job the best way, a speech therapist must know the psychological characteristics of young children: features of the development of perception, attention and memory, thinking, activity, etc. You should also take into account some characteristics of children with speech impairments: increased fatigue, inattention, etc. may occur. Taking into account the listed parameters, speech therapy classes with children 2-3 years old have a number of specific features.

Features of speech therapy classes with young children.

Classes with children are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, or suggestion.
The lack of active speech in children does not allow classes to be based on an explanation of the material, a story, answers to questions, etc. It is still impossible to come to an agreement with a child through speech, so the teacher must take an active role in the game and lead the child along. This happens in games based on imitation. It is in such games that a child learns to receive important information from another person, masters speech, learns to communicate and negotiate. In addition, in such games the child gets the opportunity to be active, and the speech therapist can clearly see how the child acts, how he repeats words, whether he has mastered the material or not.

Elements of training must be introduced during the organization of special games.
The attention of a 2-3 year old child is involuntary. He can be productive only when he is truly interested. In addition, activating children's speech requires clarity and must be closely related to the practical situation. All this can be achieved in the game.
The psychological and physiological characteristics of young children should also be taken into account - the duration of the lesson should not exceed 15-20 minutes, a change in types of activities during the lesson is necessary. Therefore, several different games are used in one lesson, each of which lasts only a few minutes; you can play on the carpet, on the street, and not just at the table, etc.

It is necessary to achieve emotional contact between teacher and child.
Much will depend on how interesting the games are organized and how deeply the child’s positive emotions are affected. To achieve this, the speech therapist needs to instill trust in the child and achieve positive motivation for the child in relation to classes. In addition, it is important to encourage any manifestation of activity by the child, praise, and encourage him to make new attempts to speak. This will help avoid psychological problems associated with speech impairment - reluctance to speak, fear of speech.

Repeated repetition of verbal material is necessary.
Kids love to repeat the same words and actions. This is explained by the learning mechanism: for a skill to become established, it is necessary a large number of repetitions, and the more complex the skill, the more time and repetitions it will take. Therefore, it is necessary to give the child the opportunity to learn new words. Remember that children often feel more comfortable in a familiar situation and act more confidently during familiar, favorite games.

Games for the development of general imitation.

Imitation is one of the main ways a young child learns social experience. Through imitation, he masters everyday and play skills and masters speech. But imitation itself does not develop immediately in a child; it requires teaching influence from an adult, especially in a child with developmental disorders.

By the concept of “general imitation” we mean imitation of movements, actions, and facial expressions. The ability of children to imitate the movements and actions of an adult develops gradually. We propose the following sequence of development of general imitation:

• You should start with individual simple movements . For example, in the game “Doing exercises,” kids repeat the following movements: raise their arms up, stomp their feet, run, etc.
• Then you can teach children to do several movements. For example, in the game “Birds”, children flap their wings and run around, pecking at grains. In some games, movements must be performed in a certain sequence.
• The next stage in the development of general imitation is execution actions with objects and toys. For example, when playing with a doll, we teach the child to first rock the doll, then put it in the crib and cover it with a blanket, etc.

1. Let's do exercises!

Target: development of imitation of adult movements; development of movements; development of speech understanding.

Progress of the game: Children line up in a row, at a sufficient distance. The teacher stands in front of the children. He invites the children to play a game. The teacher performs certain actions, commenting on them with the following words:
Let's do some exercises! I will show you, and you repeat after me!

• Hands up!
• Hands to the side!
• Now let's walk around - top, top, top!
• Hands forward!
• Let's clap our hands!
• Hands on your belt!
• Sit down!
• We're standing!
• Let's jump - jump-jump!

To maintain interest in the game, in the future, when the children remember the proposed movements, you can choose a leader from among the children.
If the game is played individually with the child, you can invite him to switch roles:
Now let’s change - you show it, and I’ll repeat it.
The game can be complicated and expanded by adding new movements.

2. Birds.

Target:

Progress of the game: Invite the children to play birds. Comment on your actions with:
Do as I do. Let's fly like birds! We flap our wings up and down!
Running around the room, we flap our arms like wings. If one of the kids does not perform the movement, raise his hands and help him complete the movement.
Then we squat down and tap our hands on the floor: Now the birds sat down on the ground to rest and began to peck the grains - like that! Offer children different paces of movement - birds can fly fast or slow.
Let's fly again! We slowly flap our wings... And now we fly quickly!
The game can be varied, you can come up with new movements for the birds.

3. The bear is clubfooted.

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Invite the children to play bear.
Let's play clumsy bear. I will read a poem, and you repeat the movements after me!
A clubfooted bear is walking through the forest.
(waddling)
He collects cones and sings a song.
(we make movements as if we are picking up cones from the ground)
Suddenly a cone fell, right on the bear’s forehead!
(lightly hit your forehead with your palm)
The bear got angry and kicked!
(make an angry expression on your face and stomp your foot)

4. Palms.

Target: development of imitation of adult movements; development of speech understanding; development of the hands.

Progress of the game: This game is played while sitting at a table. To make it possible to carry out a series of movements, you should first teach how to perform the following movements separately: simultaneously place your palms on the table, palms down, palms up, place your palms on the edge, clasp your palms into a fist. When children master these movements and can easily reproduce them, it becomes possible to play the “Palms” game.
Let's play with our palms. I will recite a rhyme and show the movements, and you repeat after me!
Palms up!
(put your palms on the table outside down)
Palms down!
(turn palms over)
And now they're on the side!
(put palms on edge)
And grabbed it in your fist!
(clasp our palms into fists)
At first, you should perform a series of movements more slowly, as it is difficult for children to quickly switch from one movement to another. When children have mastered the movements and their sequence well, we can offer a game without demonstration from an adult, but only by verbal command.

5. Water.

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Children stand in a row, the teacher stands opposite.
I will say a rhyme and show the movements, and you repeat after me!
Water, water!
( move your fingers from top to bottom )
Wash my face!
( we imitate movements - “washing ourselves” )
To make your eyes sparkle,
( pointing index fingers to eyes )
To make your cheeks blush,
( touch your cheeks )
To make your mouth laugh,
( smile )
So that the tooth bites!
use your fingers to depict a bite )
This is how we washed ourselves. They became clean and rosy!

6. Sunshine and rain.

Target: development of imitation of the movements and actions of an adult, learning to listen carefully to speech instructions.

Progress of the game: Agree with the kids where you will have a house. It could be a carpet lying on the floor - a house common to everyone. Another time, each child may have his own house - a hoop lying on the floor, a jump rope folded in the shape of a circle, or a high chair. When playing outside, you can draw houses with chalk on the asphalt
This is our house ( or our houses) - we will live in a house. Now the weather outside is good - the sun is shining. Go for a walk!
Leave the house outside and walk around the room. You can jump, dance - the children repeat the movements after the teacher.
Suddenly a cloud rolled in and covered the sun - it was about to start raining! Let's run home quickly and hide from the rain!
Then invite the kids to “look out the window.”
Look what the weather is like outside. Is it raining? Then we'll stay home. Is the sun shining? Go for a walk!
Game continues. Make sure there is enough space to play so that children do not jostle as they rush to the huts.

7. Tree.

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Invite the children to play with trees. Comment on your actions with:
Now you and I will turn into trees. Listen and repeat after me!
The wind blows in our faces
(we wave our hands, fanning our faces)
The tree swayed!
(we sway our entire body from side to side)
The wind is getting quieter, quieter,
(swing more slowly, then stop)
The tree is getting higher and higher!
(raise our hands, reach up)

8. This is who we are!

Target: development of imitation of adult movements; development of speech understanding.

Progress of the game: Introduce children to a new game.

Come on, let's show what we can do! Repeat after me!

We kick, stomp, stomp!
(stomp)
We clap, clap, clap our hands!
(clap)
Head twist, twist, twist!
(turn head from side to side)
We'll hit ourselves in the chest!
(straighten our shoulders, lightly hit ourselves in the chest)
We rubbed our bellies!
(we stroke the stomach in a circular motion)
Mouths smiled!
(use your index fingers to stretch the corners of your mouth)

That's how great we are!

Games for the development of speech imitation.

In the proposed games, the tasks of developing both general and speech imitation are set, but in this section, imitation of an adult’s speech comes first. To do this, the adult repeatedly repeats certain syllables, words, phrases, highlighting them intonationally in the flow of speech, and encourages the children to repeat these words after him. At the same time, children’s answers in any form are accepted and encouraged, while the adult gives the children only a sample of correct speech.

Imitating the speech of an adult also goes through several stages. Depending on the level of speech development of the child, you can offer him repetition of sounds, syllables, words or phrases:

• Repetition of individual sounds that carry meaning in the game.
• Repetition of amorphous words. These are onomatopoeic words, syllable words that have their own semantic content. These words include imitations of animal voices - mu, aw-aw, meow and etc.; imitating the sounds of musical toys - bom-bom, doo-doo, ding-ding and etc.; imitating traffic noise - beep, beep, toot etc., as well as other amorphous words that the baby can use to replace any words that he cannot yet pronounce in full.
• Repetition of words. At first it's simple short words - give, on, lalya, misha, kitty etc. As speech develops, the child learns to reproduce two- and three-syllable words, reproducing the intonation-rhythmic pattern of words. At the same time, throughout an early age, the child can reproduce the sound composition of words approximately.
• Repeating short phrases. This is the stage of combining several words in one sentence. For example: Where's mom? There's a ball there. This is a spoon. Gradually, the number of words in the phrase spoken by the child increases, and the child learns inflection and grammatically correct combinations of words in a sentence. For example: Here's a bunny. Give me the bunny. Vania good boy. Masha is a good girl.

We offer options for speech imitation in the games listed below in exactly this sequence: sounds - amorphous words - words - phrases. In our opinion, this form of offering material is the most convenient, because allows the teacher to flexibly select the appropriate option, depending on the level of speech development of children and their age.

Remember that at the initial stage of speech therapy work with non-speaking children, any child’s answers are acceptable, depending on his age and speech capabilities. You should not require accurate sound pronunciation from a 2-3 year old child. At an early age, the most important thing is the development of the communicative function of speech.

1. Let's play the pipe.

Target: repetition of the amorphous word DU-DU.

Progress of the game: Invite the children to “play” the pipe. Before starting the game, show the children a real pipe and play it. Then pretend to play the pipe using movements and voice it.

Let's play the pipe! How does the pipe play? DU-DU-DU! Repeat after me!

We “pipe” and at the same time, with hand movements, we pretend to play the pipe.

2. Let's play the balalaika.

Target: development of imitation of the movements and speech of an adult - repetition of the amorphous word LA-LA.

Progress of the game: Invite the children to “play” the balalaika. Before starting the game, show the children a real balalaika and play on it or show a picture of it. Then pretend to play the balalaika using movements and voice it.
Now let's play the balalaika: LA-LA-LA!
Let's pretend to play the balalaika.

3. Let's ring the bell.

Target: development of imitation of the movements and speech of an adult - repetition of amorphous words DON-DON, DING DING, DING DING DING.

Progress of the game: Invite the children to “ring” the bell. Before the game starts, show the children a real bell and ring it for them. Then pretend to ring the bell using your movements and speech.
Let's ring the bell: DING-DING-DING!
We imitate playing the bell by moving the raised hand from side to side.
You can suggest calling in a different way: DON-DON! Or DING DONG!
There are different ways to ring a bell. Let's ring it like this: DON-DON-DON! And now in a different way: DING DONG! And now like this: DING-DING-DING! Repeat after me!

4. We beat the drum.

Target: development of imitation of the movements and speech of an adult - repetition of amorphous words TA-TA-TA, BOM-BOM-BOM, BAM-BAM-BAM.

Progress of the game: Invite the children to “play” the drum. Before starting the game, show the children a real drum. Then imitate playing the drum using movements and sound it out.
How do we beat the drum? TA-TA-TA!
At the same time, we imitate playing the drum, alternately raising and lowering our arms bent at the elbows.
You can suggest drumming in a different way: BOM-BOM-BOM! BAM-BAM-BAM! Choose the option that children like best and remember better. You can use different options in one game. In this case, the following instructions are given:
Drumming can be done in different ways. Let's beat the drum like this: TA-TA-TA! And now in a different way: BOM-BOM-BOM! And now like this: BAM-BAM-BAM! Repeat after me!
When children remember well playing the drum, pipe, bell and balalaika, you can offer to perform the necessary movements and speech structures according to verbal instructions without demonstration:
Let's beat the drum! Let's play the pipe! Let's ring the bell! Let's play the balalaika!

5. Airplanes .

Target: development of imitation of the movements and speech of an adult - repetition of the sound U.

Progress of the game: Invite the children to play with airplanes.
Listen to a poem about an airplane:
Scattered across the ground
Rising to the sky! The plane is flying straight ahead!
Let's play airplanes! Planes flew in the sky and buzzed: OOO!
With our arms straight out to the sides, we run around the room.
Make sure that children run carefully and do not collide with each other.

6. Steamboats .

Target: development of imitation of the movements and speech of an adult - repetition of the sound Y.

Progress of the game: Invite the children to play steamboats.
Listen to the poem about the steamboat:
Steamboat home
Hurries in a straight line!
Swinging on the waves
The splashes fly away!
Let's play steamboats! The steamboats are sailing and buzzing: Y-Y-Y!
We put our arms straight in front of us and make oscillatory movements with them, as if we were swimming on the waves.

7. Cars .

Target: development of imitation of the movements and speech of an adult - repetition (approximate) of the sound Ж; amorphous word BI-BI.

Progress of the game: Invite the children to play with cars.
Listen to a poem about a typewriter:
Beep beep - the car is humming:
I won't go without gas!
Let's play cars! The cars went: J-J-J!
The car beeps: BEEP! Clear the way!
We walk around the room, simulating using hand movements to control a car - we turn the steering wheel.

8. Trains .

Target: development of imitation of the movements and speech of an adult - repetition of the amorphous words CHU-CHU and TU-TU.

Progress of the game: Invite the children to play with trains.
Listen to a poem about a train:
Fun little train
Transports trailers!
The pipe is puffing,
The wheels are knocking!
Let's play trains! The little train went: CHOO-CHOO-CHOO! The train honks: TU-TU!
We walk, using circular movements with our arms bent at the elbows, depicting the movements of the train wheels.

9. Guests.

Target: development of imitation of adult speech - repetition of the amorphous word KNOCK-KNOCK and imitations of animal screams: KO-KO-KO, AV-AV, MEOW, MU, GA-GA-GA, QUACK-QUACK, I-GO-GO, etc.; words CHICKEN, DOG, CAT, COW, GOOSE, DUCK, HORSE, etc.; phrases WHO IS THERE, THE DOG AV-AV, THE CHICKEN IS PECKING, etc.

Progress of the game: Build a house with the kids from a construction set (you can build a house from a chair, a table covered with a blanket, etc.) and invite them to play the game “Guests”. Prepare the following toys (soft or rubber) in advance: chicken, dog, cat, cow, goose, duck, horse, etc.
You can vary the number and list of game characters depending on what toys you have available. For example, you can use a donkey - IA, goat - BE, pigeon - GULI-GULI, crow - KAR, mouse - PEEP, etc. The main thing is that these characters make screams that can be imitated.
This is how wonderful our house turned out - big and beautiful! Who came to visit us today? KNOCK KNOCK! Who's there?(the toy is not visible) AW-AW! Who is this, have you guessed? That's right, DOG. Come and visit us, dog. Let's talk to the dog in his dog language: AB-AW!
KNOCK KNOCK! Someone else came to visit us...
Encourage children to repeat onomatopoeias, words and phrases after you. To do this, use questions as shown in the example.
The game continues with the next character. The description of the game suggests possible characters at the same time, but their number and, accordingly, the duration of the game should be varied flexibly. If your kids show signs of fatigue, stop playing. We advise you to change characters and gradually increase the number of “guests”.

10. On! Give!

Target: development of imitation of the movements and speech of an adult - repetition of the words ON and GIVE; repetition of the phrases ON THE BALL, GIVE THE DICE, ON THE SPOON, etc. in the most different situations(game and household) with a variety of items.

Progress of the game: Show the children how to play with a toy bunny. We hand the bunny a small ball with the words:
ON, bunny, BALL! On the!
Then we ask the bunny for a ball, accompanying the words with a gesture - we extend our hand, make a “petitioning” movement with our palm towards ourselves. Now let’s ask the bunny for a ball: “Give me the Bunny! GIVE!" This game is played with a wide variety of toys. Give the kids toys and ask them to repeat the game.
This game can be continued in everyday situations. At the same time, children learn to ask for what they need from adults and peers, and learn to share.

11. Doll.

Target: development of imitation of the movements and speech of an adult - repetition of sound A; amorphous word LA-LA; words DOLL; phrases THE DOLL IS SLEEPING, THE DOLL IS DANCING, THE DOLL IS SINGING A SONG, etc.

Progress of the game: Give the children dolls and offer them a game.
The doll is tired, she wants to sleep. Let's put the doll to sleep: rock her and sing her a song: A-A-A!
Holding the doll to our chest, we rock it and sing in a quiet voice. Children repeat after adults, rocking their dolls. Make sure the kids repeat the intonation of the chant.
The doll woke up. Look how the doll dances!
The doll “dances and bows.”
And now the doll sings a song: LA-LA-LA! LA-LA-LA! Help your dolls dance and sing a song.
If necessary, help children perform playful actions with the doll. Encourage repetition of words and phrases by asking questions: Who is this? What does the doll do? How does a doll sing a song? etc.

12. Big feet are walking along the road.

Target: development of imitation of the movements and speech of an adult - repetition of amorphous words TOP-TOP; words LEGS, LEGS, ROAD; phrases BIG LEGS, LEGS GO, etc.; development of movements.

Progress of the game: Introduce the children to the game "Legs and Feet".
Let's play the game "Legs and Legs" - we will walk and run. Listen to the poem, repeat after me!
Big feet are walking down the road:
TOP-TOP-TOP!
(speak in a low voice, raise our legs high, take long steps)
Little legs ran along the path:
Top-top-top, top-top-top!
(we speak in a thin voice, run in small steps)
You can move in one direction, then in the opposite direction (corresponding to the first and second parts of the poem), or you can move in a circle. Make sure that all children have enough space to perform their movements.

Development of verb vocabulary.

Particular attention should be paid to teaching children the use of verb words (action words), since they play a key role in the development of children's speech. These verbs include: GIVE, ON, GO, KATI, CATCH, STOP and etc.
Young children can be offered easier (“childish”) versions of some verbs. For example: sleeping - BAY-BAY; gets up - AP-AP; eats - AM-AM; washes - BULL-BULL; walking - TOP-TOP; fell - BANG; swings - KACH-KACH; bathes - KUP-KUP; laughs - HA-HA-HA, etc.

Literature

• Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming general speech underdevelopment in preschool children - M.: Education, 1990.
• Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. - M.: Book-master, 1993.
• Kozak O.N. Games and activities for children from birth to three years old. - St. Petersburg: Union, 1998.
• Gromova O.E. Hello! Lala? Speech. The first verbs - M.: Karapuz, 2003.
• Gromova O.E. Top top. Buh. Speech. The first verbs - M.: Karapuz, 2003.

» was developed weekly A set of homework to develop general speech skills, which is offered to all parents interested in the speech development of their child for the entire school year.

Tasks must be completed every week, distributed over days, 5-10 minutes a day.

November – 1 week.

1. Breathing exercise – development of long, smooth exhalation.

"Ship"

Take a plastic light boat or walnut shells, or make a paper one. Explain to the child that in order for the boat to float, you need to blow long and smoothly. While performing, read the poem:

The wind blows across the sea
And the boat speeds up;
He runs in the waves
With full sails.

2. Development of articulatory motor skills: open and close your mouth as much as possible, stretch your lips into a smile, stretch them into a tube (you can do it in front of a mirror with a parent).

3. Development of fine motor skills:
- iron soft, plastic, rubber, embossed toys;

Do finger exercises:

Girly Zinochka (they make their palms into a “basket”)
Vegetables in a basket:
Here is a pot-bellied zucchini (bend your fingers, starting with the big one)
Placed it on the side
Pepper and carrot
She laid it down deftly,
Tomato and cucumber.
Our Zina is great! (show thumb)

4. Development of speech understanding: remember the names of toys (doll, bear, horse, locomotive, car and others), parts of the body (head, torso, legs, arms). It is advisable to see toys or pictures.

5. Development of auditory attention: “Guess what it sounds like?”

An adult rings a tambourine, a rattle, a bell, a pipe (in front of the child) and hides behind a screen - asking the child to guess what object produced the sound.

6. Outdoor game “Dress”

The adult pronounces the text and performs the movements, and the children imitate him, pronouncing words and phrases:

This dress is for Natasha - 4 rhythmic turns left and right, hands on the belt
Red peas - 4 rhythmic jumps on both legs
And on the dresses there are two pockets - they “draw” 2 pockets on the tummy
Let's hide our palms in them. – apply both palms to the tummy.

November, 2nd week.

1. Breathing exercise “Football”.

They explain to the child that with the help of cotton wool he will play football. The “soccer ball” must be blown out between two cups (shells, cubes, etc.)

2. Development of articulatory motor skills.

- “The tongue is sitting in the house, came out of the house, looked left and right, hid in the house again”;

- “smile”, “pipe-say oo-oo-oo”, open and close your mouth.

3. Development of fine motor skills.

Okay, okay (with index finger right hand make circular movements on your left palm, then change hands)
Where were you? - by Grandma.
Okay, okay,
Sounding firecrackers.
Clap-clap-clap! (claps)

On a large sofa in a row (alternately knock your fists and clap)
Tanina's dolls are sitting:
Two bears, Pinocchio (alternately bend your fingers)
And cheerful Cipollino,
And a kitten and a baby elephant.
1, 2, 3, 4, 5- (alternately straighten your fingers)
Help our Tanya (clap and knock alternately)
We count the toys.

3. Development of auditory attention.

Listen and repeat the sounds of a tambourine, rattle, drum, metallophone or any other musical toy.

X- pause - clap, XX pause XX, XX pause X, X pause X, etc.

4. Development of speech understanding: name items of clothing for autumn, first from pictures, then without them.

5. Outdoor game “Slippers”.

These are slippers for Antoshka, (they stomp 2 times with each foot)
So that your feet don't freeze in them. (4 jumps on both legs)
Stomp-stomp-stomp, (stomp 2 times with each foot)
What kind of slippers? Like toys! (left foot on the toe, then on the heel, vice versa).

November, 3rd week.

Using a pinwheel, a plume, or a light object, perform a strong, short air stream:

A very hot day.
Blow, blow, my little breeze.
Breeze-breeze,
Blow-blow, our breeze.

Puff up your cheeks (fat people) – pull in your cheeks (skinny people);

The tongue is resting - place the relaxed tongue on the lower lip and hold.

3. Development of fine motor skills.

"Fruit Palm"

This finger is an orange (bend the fingers from the fist one by one, starting with the big one)
He is, of course, not alone.
This finger is a plum
Delicious, beautiful.
This finger is an apricot,
Grew high on a branch.
This finger is a pear
Asks6 “Come on, eat it!”
This finger is a pineapple
Fruit for you and for us. (point with palms around and towards yourself).

4. Development of auditory attention on non-speech material.

In three identical jars - peas, buttons, semolina. Determine by ear what is in each jar.

5. Development of speech understanding.

Development of a passive and active verbal vocabulary, consisting of names of actions (sleeping, eating, walking, jumping, playing, walking, cleaning, cleaning, washing, bathing, dressing, speaking, drawing, lucky, serving);

When looking at the pictures, the child must name the actions and can show them himself; name the actions performed by the adult.

Distinguish between the concepts “Big and small” using toys.

6. Outdoor game “Drop”.

Drop, one (children jump on their toes, slowly at first, then speed up the pace)
Drop, two.
Drops slowly at first
And then, then, then,
Everybody run, run, run.

November, 4th week.

1. Breathing exercise “Recognize the vegetable.”

On the table is a dish with vegetables: onions, garlic, dill, cucumber (or others).

Children examine the vegetables, name them, then rub the dill in their hands and make cuts on the vegetables. Children smell vegetables, remember smells, recognize the taste. WITH eyes closed The child should recognize the vegetable by smell.

The inhalation is long and deep, the shoulders do not rise.

“Recognize the fruit” - the same thing (orange, lemon, apple).

2. Articulation gymnastics.

"The cat is lapping up milk."

A cat laps milk (its wide tongue sticks out)
The cat calls us to lap (then his tongue hides in the house).

Reinforcement: “Fat and thin”, “Tongue resting” on a count of 5, “Tube”, “Smile”.

3. Development of fine motor skills.

We will cook compote. (we move the index finger along the palm)
You need a lot of fruit. Here.
We will chop the apples, (“crumb”)
We will chop the pear. ("cut")
We cook, we cook compote, (“stir with a spoon”)
Let's treat the honest people (they spread their arms to the sides).

4. Teaching the spatial arrangement of objects (fixing prepositions on, under, for).

The adult gives instructions, and the child follows them:

Place the bear on the table, under the table, behind the sofa, etc. (you can take different objects).

5. Development of auditory attention with sounding toys.

The concept of “loud-quiet”.

6. Development of speech understanding.

On the table is a ball, a cat, a bird. Learn to recognize toys by their description:

She has a fluffy tail, soft fur, and long whiskers.

She has wings, a beak, two legs, and her body is covered with feathers.

It is round, red, plastic.

7. Outdoor game “Mushrooms”.

In the forest under the pine tree, mushrooms grew (“spring”)
They started a merry dance.
The fungi nod their red caps - (tilt their heads to the right, left)
They really want to please us.

December, 1 week.

1. Breathing exercise - “Whose locomotive hums louder and longer?”

Glass bottles of perfume or medicine are used. The adult stretches out his lips with a straw and blows into the bottle to make a whistle sound, then invites the child to do this (without puffing out his cheeks!).

Using paper “snow” lumps, determine whose lump will fly away further.

2. Articulation gymnastics.

Form and develop the correct position of the organs of the speech apparatus during sound (and), develop the vocal apparatus:

The lips smiled,
Teeth showed.
The lips smiled
They reached for the ears - and-and-and-and (pull).

Fastening: fat-skinny, the tongue is resting.

3. Development of fine motor skills “Home”.

Knock-knock-knock, knock-knock-knock! (hit fist on fist, alternating)
Take the hammer my friend!
We will build new house, (put your palms next to each other - “walls”)
There is a window in that house (fold the index fingers into a shelf, connect the rest with a “roof”)
There is another one, higher
There is a pipe up on the roof. (little finger to the side - trumpet)
The house is ready, we invite guests: (inviting hand gesture)
“Come quickly!”

4. Development of speech understanding. Learn to understand questions (where? Where? From where? On what?) that help determine the location of an object.

For example: show and tell where the boots are, where the books are, where the TV is, where the toys are, etc.

5. Development of phonemic hearing.

Stand with your back to the adult, tell him what he is doing: knocking on a cup with a spoon, pouring water, snapping scissors, etc.

6. Distinguish between primary colors (red, yellow, blue, green) using toys, socks, mittens or other objects.

7. Outdoor game “Cow”.

“Moooo!” – the cow moos (they walk in a circle, making “horns” from their index fingers)
I gore Katya and Vova. (turn to face in a circle, make two turns left and right)
Don't you drink milk? (put their hands on their belts, make an angry face)
Run far away!” (run away).

8. Read A. Barto’s poems from the “Toys” series (learn by choice).

9. Read K Chukovsky “The Miracle Tree”, “Jenny”.

December, 2nd week.

1. Breathing exercise “Blowing snowflakes from a snowy clearing.”

Blow off “snowflakes”, small lumps made from cotton wool, from a sheet of paper.

Blow into store-bought reeds, tubes, pipes, or on a small turntable.

2. Articulation gymnastics.

Exercise "Bear".

“uh-uh, like a bear, sing it,
Open your mouth wide.
Vanya plays with Mashenka
And he walks around the room,
As Mishutka sings:
“Uh-uh-uh-uh.”

Exercise "Elephant"

I'll look at the baby elephant
I will cup my lips with my proboscis,
I'll look at the baby elephant
I will cup my lips:
Oooh-ooh-ooh.

Reinforcement: “smile”, “pipe”, “fat-skinny”, “tongue resting”, “open and close mouth”, “tongue goes out for a walk from the house”.

3. Development of fine motor skills.

Our Antoshka washes the dishes. (rub palms together)
Washes fork, cup, spoon. (extend the fingers from the fist, starting with the little finger)
I washed the saucer and glass,
And he closed the tap tighter. (perform an imitating movement).

4. Learn to distinguish between primary and additional colors.

5. Development of speech understanding.

Teach children to quickly navigate naming actions. ask: “Where does the boy ride?” (boy rides downhill), where is the car going? (the car is driving along the road), where does the cat sleep? (the cat sleeps on the rug), etc.

Will teach you to understand the question What?

How does mom cut bread? (mom cuts bread with a knife)
-What did you wipe your face with? (towel)
- What do you eat soup with? (with a spoon)
- How do you comb your hair? (comb).

6. Outdoor game “Bunny”.

Children perform movements and finish words.

Bunny in the grass hop-hop. (4 jumps in a circle, index fingers like ears)
The bunny jumped behind a bush. (sit down)
The brave bunny is not afraid, (4 jumps in a circle)
The fox can't catch him. (they run away, the adult catches the children).

7. Read the fairy tale “Teremok”, “Three Bears”, S. Marshak “Cat’s House”.

December, 3rd week.

1. Breathing exercise “Breeze”.

Place a wide tongue on your lower lip, let it rest, then, without removing your tongue from your lip, blow on something light.

2. Breathing exercise “Bubbles”.

Use a glass half filled with water and a cocktail straw. Inhale through your nose and exhale through your mouth into the tube (with a strong exhalation, water pours out of the glass, with a weak exhalation, bubbles form).

3. Development of the articulatory apparatus: form and develop the articulatory praxis of sound (f).

Exercise "Bunny".

(the lower lip is pressed to the edges of the upper teeth, the upper lip is slightly raised)

Ears on the top of the head
And the teeth are on the sponge (f-f-f....)
Warm air comes out (hold your palm).

4. Development of fine motor skills.

"Winter Fun"

What do we like to do in winter? (alternately connect the thumb with the rest on both hands)
Play snowballs, run skiing,
Skating on ice,
Race down the mountain on a sled.

"Who sleeps in winter?"

The bear in the den is fast asleep, (clench fingers into fists, starting with the little finger)
He snorts all winter until spring.
Chipmunks sleep in winter (bend one finger for each animal name)
Prickly hedgehog and badger.
Only the bunny can’t sleep -
Runs away from the fox.
He flashes among the bushes,
He screwed up - and that was it!

5. Development of speech understanding.

Arrange the pictures (or toys) in the required sequence, place them one after another as an adult says: car, cube, doll, pyramid, etc.

6. Outdoor game “It’s me.”

These are the eyes. Here. Here. (child performs imitation movements)
These are ears. Here. Here. (shows body parts)
This is the nose. This is the mouth.
There's a backrest. There's a belly here.
These are pens. Clap clap.
These are the legs. Top, top
Oh, we're tired. Let's wipe our brow.

December, 4th week.

1. Breathing exercise “Balloon”.

Blow on the balloon so that it flies to the doll, bear, or bunny.

2. Breathing exercise “Blow through a straw.”

Blow through a tube of thick paper onto a piece of cotton wool lying on the table or a feather.

3. Articulation gymnastics.

Reinforcement: “smile”, “pipe”, “fat-skinny”, “tongue resting”, pronounce the sounds (u), (e), (i), (f).

Blow air into your nose (put your palm with the cotton wool near your mouth, when you pronounce [P], the cotton wool flies away)
(P) break through your teeth!

4. Development of fine motor skills.

"New Year's toys"
The holiday is approaching (alternately clapping and clenching into fists)
The Christmas tree is dressing up.
We hung up the toys: (alternately connect the thumb with the rest)
Beads, balls, firecrackers.
And here the lanterns hang (alternately clapping and clenching into fists)
The children are delighted with the sparkle.

The speech development of 3-4 year old children within normal limits presupposes that parents can easily understand their child, while strangers may not be able to understand his speech. According to children's specialists, a child at this age is silent only when he sleeps. The rest of the day he talks incessantly.

Normally, a 3-4 year old child should already be actively communicating and in contact with his parents, even if strangers do not understand his speech very well

Standards for child speech development

Children's indicators are difficult to generalize; it is necessary to take into account the child's individuality. Nevertheless, indicative standards for assessing the speech development of children 3-4 years old exist - you should pay attention to them in order to avoid potential problems in the future.

A child’s speech at 3 years old is characterized by the following indicators:

• he comprehends the basics of grammar, but so far without the past tense;
• knows how to compose a story in 4-5 sentences, looking at a picture;
• his lexicon reaches 1200 words;
• numerous questions became his norm;
• swallows some syllables and replaces letters;
• There are often no pauses between words.

At 4 years old, a child’s speech development includes:

• he mastered almost the entire grammar of the Russian language;
• when composing a story based on the proposed picture, he already produces at least 10 sentences;
• his vocabulary reaches one and a half thousand words;
• his “questionnaire” has expanded significantly and now includes special questions (why, what, when, where);
• knows how to “read” a story from sequential pictures;
• pronounces all sounds well, having difficulty only with “r”, “l”, “sh” and “sch” (we recommend reading:);
• The baby's speech is characterized by coherence.

If you find a discrepancy in more than three positions, there is reason to think about a possible delay in your child’s speech development. Pay attention to what and how he says: based on the specifics of speech development of children 3-4 years old, analyze and evaluate your child’s personal successes. In some cases, it would be useful to consult a specialist.

Articulation gymnastics will serve the child excellently in his speech practice. Thanks to special exercises, the speech apparatus is developed, making it easier for the baby to speak.

How to teach a child to speak correctly?

Think and act positively - then all problems will be solved. The speech development of a 3-year-old child is dynamic: be gradual in learning, do not rush to complicate tasks, very soon the difficulties of the child’s speech development will be overcome. Perhaps you will involve a speech therapist in your child’s speech production, who can offer an individual program. Speech therapy training brings tangible benefits. Children's specialists strongly encourage and welcome parents' independent activities at home and give some very valuable advice:

• Try to gesture less when communicating with a 3-4 year old child. Encourage your baby to also express his thoughts in words, but do not take away his sign language completely. Gestures are very appropriate when reading books together - for example, to show how big a turnip has grown. Body language relieves tension (see also:). In other situations, offer him a choice: “What toy do you take with you? Little soldier or little car? Operate with objects familiar to the child so that he can think and give an answer.
• Voice all actions: “Antosha takes a spoon and eats.” Or: “We’re going to the store. It’s sunny outside, let’s put on a yellow cap.”
• Add variety to your speech. There is no point in saying the same thing several times and asking the baby to repeat it. Don't rush him. One day he will respond the way you expect. An incomprehensible sound or shaking his head in response makes it clear that he hears you and reacts to your words.
• Do facial massage and articulation exercises daily (see also:). Use an educational video for children that will help you in this matter. Actively include tongue twisters and sound exercises, just space them out throughout the day and don’t oversaturate your classes.
• Encourage communication. Ask more basic questions, let the child answer by naming objects. Prompt him if he finds it difficult to answer.

Didactic materials in classes with children 3-4 years old are highly desirable. They contain valuable hints and can be of great help. Here are some examples:

Important Additions

It will be great if you decide to keep a diary in which you will record how achievements achieved, as well as the difficulties encountered during classes. Your notes will help you see the dynamics of development, evaluate achievements and see progress with your own eyes. In addition to speech activities, develop children's skills in painstaking work with small objects - this has a beneficial effect on thinking and communication abilities. Please note the following recommendations:

• Unconditional "yes" fine motor skills. Let your child unscrew the lid and pour water from the jar into a glass. Modeling classes have undeniable benefits. Teach him to hold a spoon and pencil correctly. Let the objects be round or ribbed, rough or smooth. Summarize objects by shape, purpose, color, etc. “A glass and a mug - they drink from them” or “A spoon and fork - they eat with them.”
• A decisive “no” to TV. Some 15-20 minutes to watch cartoons is enough for children of this age. Find an alternative! Engage him with educational games and toys that encourage speech development child. Let blocks and construction toys come into his life. Baby doesn't need electronic games either.

The development of the baby and its pace depend 90% on the efforts made by the parents. It is better not to leave the baby alone with toys for a long time, but to get involved in the process and come up with new games together with the child.

Educational descriptive games

Game “Describe the object: what is it?”, the goal is to teach the child to describe characteristic features subject. Mom takes an object out of the box. The child describes it according to parameters known to him (what?): “This is an apple. It’s red, round, juicy, crispy.”

Items from the “Magic Box” will help your child enrich his vocabulary and make his speech more correct and precise. According to the idea, the child should not describe the object in one word, he also gives it a characteristic

Game "Who Says So?", the goal is to distinguish by sound and imitate the voices of animals, to compare the voices and names of adult animals and cubs. To play, you need figures of animals and their babies: a goat and a kid, a cat and a kitten, a dog and a puppy, etc. Guests arrived at the baby's house by bus or car. They all want to play with him. Who says woof-woof? - Dog. – Who barks in a thin voice? - Puppy. – The mother dog has a baby. How does he speak? - Bow-wow.

Game “Who is this and what is this? What can it do?, the goal is to name objects, their features and possible actions. First of all, the baby must correctly answer “What is this?” or “Who is this?” The next question is “which one?” - suggests an answer about the characteristics of the object. Questions “what is he doing?” and “what are they doing with it?” describes the actions it can perform and what a person can do with it. All these actions should involve possible movements of the toys.

Game "Guess the object", the goal is to teach the child to identify an object by its signs and actions. Show the child several toys, name them and give a description. “It's a duck. She says "quack-quack." The duck is swimming." Then describe the toy, and the child must guess who he is talking about.

Educational "guest" games with several objects

Game "Hide and Seek". The goal is to understand and actively use in speech the prepositions of place “on”, “in”, “under”, “above”, “at/about”. Place children's furniture on the table. “Here we have a room where the girl Lisa lives. Name all the objects in Lisa's room. What word can be used to name all these objects? - Furniture. – Her friends came to visit Lisa - frogs, ducklings, bear cubs. They started playing hide and seek. The little frogs jumped onto the table. The cubs crawled under the bed. The ducklings hid behind the chair. Lisa went to look for animals. Not on the sofa, not under the chair. Who will help Lisa find her little friends? Where are the cubs? Where are the ducklings? The game can be repeated several times. Animal toys may change.

Game “Requests and Instructions”. The goal is to develop skills in constructing the imperative mood. Cat and Bunny are visiting Lisa. If you want the Bunny to do something, ask him about it. “Bunny, jump!”, “Cat, dance!”, “Cat, lie down on the sofa!”, “Bunny, hide!” Encourage your baby to use prefixes to form verbs denoting different actions: jump - jump - jump - jump over; move away - leave - come in - come.

Classes should be daily. Start with 15 minutes and gradually work your way up to a normal school lesson of 40 minutes. Make sure your child understands what is being said and does not automatically repeat what he hears. It would be great if the child would practice such games not only at home, but also with his peers. The task of teaching a 3-year-old child to speak well is quite feasible if you do not retreat, do not give in to difficulties and believe in what you are doing (we recommend reading:).

Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal Psychology and Reproductive Psychology and Volgograd State Medical University with a degree in clinical psychology