Speech of a one-year-old child. Games, tasks and exercises for speech development. Part 1 Speech in a 1.5 year old child

It’s done: the baby is one year old! At this age, children become incredibly inquisitive and active. The choice of games and activities is becoming more and more extensive. What is the best way to develop and educate a child during this period? What to focus on? What activities and toys to choose with your child?

Many mothers, inspired by the advice of teachers on early development, rush to buy toys and educational aids as soon as the child turns one year old. But in most cases, the baby completely ignores puzzles, “laces” and other “developers”. And the child reacts negatively to the imposition of such toys. He cries, throws them on the floor, and tries to run away. This is not a reason to despair and give up on the baby’s development!

There is no need to force him to play something that is not yet interesting to him. Such useful toys will definitely interest him sooner or later. At the very beginning, it is better to focus on developing and consolidating the child’s existing skills, namely, walking, first words, fine motor skills, and sensory skills. Games for 1-year-old children are very diverse and will help parents not only consolidate, but also repeatedly improve the baby’s skills by adding new skills and knowledge.

There is no need to wait for instant results. A child needs a little time to master a new game or learn to play with a new toy. Parents need to be patient and work with their baby every day.

This should be done as positively as possible, without getting tired, showing how to correctly build a tower from cubes or assemble a pyramid. The results will definitely appear, perhaps much faster than mom and dad think. You can't put pressure on a child! If you're not interested, that's okay.

Speech development

Speech development is the most important area of activities with your baby. How to develop speech in a one-year-old child? Of course, talk to him. Constantly. Don’t be lazy to tell your child how your day went or describe what you are doing (cooking food, cleaning the apartment). Describe the world around him when you walk outside. Name objects, their color, size (the terms “big” and “small” are sufficient).

Fairy tales, children's songs, nursery rhymes and poems are great for speech development. There are many beautiful children's books with poems on sale now. Rhythmic phrases are easier to hear and are remembered by a child. It is very good to buy a lot of different books with bright pictures, including special copies for bathing, so that you can have a fun and educational time in the bath.

When the baby turns one and a half years old, you can pay attention to the technique of working with cards with bright pictures and words. Such classes are offered by Montessori, Doman, Lupan, well-known and authoritative teachers of early development.

The point of the lesson is to show the baby a card and talk about its contents, naming an object or animal, describing a color, etc. Such activities with a child can be carried out several times a day, using no more than three or four cards. You need to make sure that the baby does not get tired.

Cards can be purchased in ready-made sets or made by yourself

Development of fine motor skills and sensory skills

The development of motor skills and sensory skills is of enormous importance! Such activities are the best way to develop brain activity and correct perception. environment, psycho-emotional development of personality.

In this area you can come up with a great variety of entertaining games. Children love to play with cereals. For one-year-old babies who still put everything in their mouth, it is better to choose semolina. It is relatively safe, it is impossible for it to choke or block the ear or nose.

"Find a toy":

You will need a large bucket, basin or plastic container (at least 10 liters).
Several packs of the cheapest semolina.
Several small toys like ping pong balls.

It is necessary to pour the cereal into a large container and bury the toys in it. Next, the child is asked to find in the semolina what is buried there. The game is very fun. Children will be happy to rummage through the cereal, pour it into their hands, and look for toys.

It is very good for motor skills to practice finger games - the usual “Ladushki” or “Magpie-Thief”. This is not only fun, but also great for developing coordination and rhythm.

Children love playing with water. You can play in the bath, pouring water from bowls of different sizes, or catch small rubber or plastic toys in a large basin or bucket.

An excellent purchase would be various rubber bath toys, special children's faucet or shower attachments that make bathing interesting and fun.

Development of creative abilities

What can a child do during the year to develop a creative vision of the world? Finger painting and modeling from plasticine are perfect. It is better to postpone modeling until the time when the baby stops putting everything in his mouth. But painting with finger paints can be practiced immediately after 1 year or even earlier.

Playing with cubes, pyramids and sorting toys perfectly develops motor skills and thinking. These are educational toys that can be safely purchased by the age of one year or earlier. If you actively play these games with your child, teach him how to build a tower and assemble a pyramid, then in a month he will be able to easily do it himself.

They perfectly develop motor skills and coordination when trying to eat independently. There is no need to be afraid to give your child a spoon. Yes, at first most of the porridge will be on clothes and on the floor, but a few weeks will pass and you will be able to happily watch the baby eat on its own.

It is best to choose special paints, bright and safe, and what paper of the largest size. Today, such products can be purchased at any stationery store or children's supermarket.

Physical development

With children you need to play not only games that develop the brain, you need to devote no less time to physical education. How to take care of the physical development of the baby?

The first and most important rule is to walk more! In this case, you need to allow the child to stomp his feet along the street. It often happens that at the age of one year, babies do not yet know how to walk on their own. No problem! At one year and a month, most of these children already take their first independent steps. It is necessary to encourage the baby in every possible way, to praise and admire his efforts.

At home, you also need to organize activities such as gymnastics and exercises. At the same time, it is important not only to teach the child exercises, but also to show by example by working with him every day. This practice will only benefit parents.

Experts believe that in childhood, physical and mental development are inseparable from one another.

The following exercises can be included:

Rolling a ball from mother to child and back.
Running (“catch up” with parents).
Tossing a ball.
Walking on an inclined plane.
Climbing a stepladder, steps or ladder with the support of mom or dad.
Climbing onto an armchair, chair, sofa. Getting down from there.
Rolling on a large inflatable ball with the help of adults.
Walking in place.
Raise your arms up and to the sides.
From one and a half years old you can start jumping on the spot.
Closer to two years, it is good to practice exercises such as “mill” with your hands and raising your legs bent at the knee at right angles to the body (marching).

Of course, don’t despair if your baby doesn’t immediately repeat the movements. Or he won’t like some of them. A month or two will pass, the child will get used to it, and gymnastics will become his favorite activity.

You can’t be lazy teaching your baby something new. The development of a child per year is very important! Every month it is necessary to introduce new activities, give the child useful knowledge, and teach the necessary skills. This work will quickly bear fruit, and the baby will give more and more reasons to be proud.

The list of skills and abilities that a child masters at the age of 1-3 years is very extensive. Parents will have to help the baby learn to roll over, crawl and walk, hold a spoon, manipulate toys and, of course, talk.

Why is the development of speech skills so important for a baby?

Timely acquisition of speech skills is very important for the development of the child as a whole. Speech helps improve the child’s mental activity, expands his ability to understand the world, has a positive effect on the child’s mental state, and plays an important role in regulating the baby’s behavior.

In addition, sufficiently developed speech makes acts of communication between the child and any close adult successful and reduces the risk of the child’s aggressive reactions to misunderstanding on the part of adults.

Many parents believe that this skill will develop on its own and that no additional effort is needed. However, this opinion is wrong. Developing a child’s speech is the task of mom and dad, who must first of all constantly talk to him from infancy.

In addition, it is important for parents to constantly initiate communication situations. If you don’t teach your baby his native speech, at least he will speak quite late, and in the worst case, you can miss neurological problems and developmental delays.

What stages of speech development does a child go through from birth?

From the first sounds to the baby’s first words, the path is neither close nor easy. The baby and his parents have a lot to learn. There are six main milestones in a child’s speech development:

Scream

This means of communication is available to the baby from birth at the reflex level. When a child feels discomfort caused by hunger, pain, a wet diaper or something else, he screams, expressing his displeasure.

Over time, the mother may notice that the baby can scream not only out of need, but also simply to call her. The child makes a voice, then pauses, waiting to see if someone will come to his call. If no one rushes to the baby, he begins to scream louder.

Moreover, the cries of a three-month-old baby already differ in intonation and volume, and therefore in content, so that observant parents can already understand from the sound what exactly the baby wants to communicate.

Booming

This is the next milestone in speech development. The sounds pronounced by the baby during this period (from approximately 2-3 to 5-7 months) are varied: these are both vowels and consonants, which the baby seems to sing: “aaa”, “gyyyy”, “agu”, “guu” .

The child is especially active in the presence of loved ones, when they are playing or talking to him.

It’s good if the mother does not hesitate to repeat the sounds that the baby makes, because then, by trying to repeat after her, he will master them even better. The older the baby gets, the longer the chain of sounds available to his articulatory apparatus he can skip.

Babbling

After babbling, the next stage of baby speech development is babbling. Now the baby tastes the syllables: “ma”, “ba”, “pa”, etc. At first, he pronounces these sound combinations once, and having remembered how to do it and what comes out of it, he tries to pronounce several identical syllables: “ma -ma-ma", "tu-tu". This is an important step towards mastering words.

First words

The child usually speaks his first words at the age of 11-12 months. Continuing to actively babble, the baby may notice that small combinations of sounds familiar to him make up longer ones, to which the family reacts very joyfully: “ma-ma”, “pa-pa”, “ba-ba”.

At this stage of speech development, it is very important for adults to get involved as actively as possible, “throwing” at the baby a lot of short words, the meaning of which will be clear to him. Onomatopoeias are well remembered: “av-av”, “boom”, “bam”, “ko-ko”, “bi-bi” and others.

In addition, it is useful to comment on your actions and the actions of the baby, read more out loud and train the muscles of the child’s cheeks and lips using a variety of exercises:

articulation gymnastics,
playing the pipe and harmonica,
blowing soap bubbles,
even deflating dandelion parachutes.

In this way, the baby’s speech apparatus will be prepared for the next stage - active speaking.

Mastering more complex words and increasing your vocabulary

Mastering the words of the adult vocabulary is another step towards full speech. A period of active expansion of vocabulary is coming, and for the development of the baby’s speech, it is important for parents to use words from different parts of speech when communicating with their child:

nouns,
Verbs,
adjectives.

The baby learns more and more different objects and actions and begins to call them by their proper names, even if sometimes distorted: “lyalaka” (tumbler), “ampka” (light bulb), “babaka” (dog).

It is important not to scold your child if he fails to pronounce a word correctly, but to repeat it again and again in the correct version. Gradually, the baby will master the intricacies of articulation and will be able to speak quite clearly, but first he will try to put several words together.

Putting words into phrases

Connecting words into short phrases and then into long ones is usually available to a child closer to two years of age. During this period, the child composes simple phrases such as “Lala is sleeping,” “the dog is coming.”

If at the previous stages of speech development the baby heard enough words denoting not only objects, but also actions and basic signs, it will be easy for him to combine familiar words into understandable phrases, comprehending various situations.

How to develop your baby's speech at home?

The child begins to express his emotions and desires from the first days, including through verbal means. Therefore, speech skills should be developed as early as possible. Of course, this does not mean that in a month the child will recite Barto by heart; the lessons will have a cumulative effect.

From birth to six months

So, the baby moves into the house. Parents and the baby continue their recently begun acquaintance with each other, look for a convenient daily routine, and get used to the changes. One of these changes is commenting on your actions.

Verbal contact with the child

Of course, no adult in his right mind would simply do this. However, for parents of a baby this is absolutely normal and even necessary: “Who woke up here? This is Ksyushenka waking up! Now Ksyusha and I will wash ourselves, like this, first we’ll wash our right eye, now our left,” and stuff like that.

Please note that already from the very early age You need to talk to the child, although affectionately, but without distorting the words, pronouncing them clearly, without babying your lips. This will give the child the opportunity to remember lexical units in the correct form.

Educational songs and nursery rhymes

It’s great if a mother has several nursery rhymes and songs in her arsenal: rhythmic combinations of words will interest the baby, their sound is useful for the development of the child’s speech, sense of rhythm, and hearing.

A very good effect is shown by reading nursery rhymes during daily rituals: massage, bathing, games. Each type of activity has its own rhyme, its own lexical group, its own intonation. Over time, the baby will learn both the procedures themselves and the words that correspond to them.

Praise and support

If you notice that your child is showing speech initiative and trying to pronounce new sounds, be sure to support him in this difficult task. Repeat the sound yourself, praise the baby, help the baby pronounce the new sound again.

Articulation gymnastics

Once the partying begins, you can perform articulatory gymnastics with your baby in the form of a game. An adult can puff out his cheeks, stick out his tongue, lick his lips and encourage the child to repeat after him.

And if you also smile between making faces, the baby will understand that this is a really funny game and will want to try to make it just as funny.

From 6 months to a year

Maintaining verbal dialogue, games

And during this period, you should not leave constant commentary on your actions and the actions of the baby, as well as repeating rhymes during daily procedures. It is also important to respond in a timely manner to all sounds and syllables that the child pronounces, responding to them with a short phrase and thus forming a dialogue.

The well-known games “Magpie” and “Ladushki” are good for children at this age - motor skills, coordination, and speech develop immediately. You also can’t do without playing hide and seek with the constant “peek-a-boo.”

Onomatopoeia

You can also begin to introduce your baby to animals by offering him one or two toys, talking about this or that animal and making a sound that is characteristic of it: “Katya, look at this pussy. The pussy is beautiful, white. Pussy says: “meow-meow!”

It is important each time, showing a toy, to say approximately the same thing until the child begins to recognize it and show it when requested (“Show the pussy. Where is the pussy? Here is the pussy: “meow-meow”). Children remember onomatopoeia willingly and easily.

From one to two years

If parents are carefully involved in the child’s speech development, then in the period from 15 to 18 months a leap should occur, when a considerable part of the child’s vocabulary carefully formed by adults passes from a passive state to an active one.

In other words, the baby begins to use words, naming certain objects, actions, and situations with them. However, while waiting for this moment, as well as after it, it is important not to stop classes aimed at mastering the speech skill.

Repetition of sounds and words

Continuing interaction with toys (remember our pussy “meow-meow”), you should introduce a new element into the situation - encourage the child to pronounce the sound that the animal says.

If the baby does not answer the question the first time, the adult does it himself: “What does the pussy say? Pussy says “meow.” Ksyusha, tell me, what does pussy say?” This helps to move words from a passive vocabulary into an active one, and helps the child begin to use knowledge in practice.

Examination of books and poems, their discussion

This is truly a whole field for the development of speech and other intellectual abilities: you can read, look at images, discuss, name objects, colors, look for something in a picture, etc.

It is important to do all this for an adult and a child together, and not just once, but repeating it day after day. It is necessary to read with expression, in different voices and with different intonations, as required by the text. Monotonous reading will not interest the baby, and the activity will bring neither pleasure nor benefit.

Verbal participation in dialogue with adults

It is necessary to remember: the age of 1.5 to 2 years already presupposes the child’s participation in the dialogue verbally. If previously it was enough that the question “Where?” the baby showed the desired object, now questions and tasks should require a simple verbal answer: “What is the elephant doing?”, “How does the dog bark?”, “Who came?”, “Let's call dad. How can we call dad?”

Completion of verses

After one and a half years, a child is able to cope with such an interesting and not too simple task as finishing rhymes. Those poems that you have already studied with your child through repeated repetition are probably already well imprinted in his memory.

When reading, try not to finish the last word of the stanza and ask the baby to finish the rhyme, while you can silently pronounce the word, actively moving your lips, so that the child understands what they want from him.

This kind of poetry reading can become one of your favorite activities together. Over time, it will be possible to encourage the baby to finish the word in each line, and soon the baby will surprise the adults with the entire poem told.

Expanding vocabulary, building phrases

As in previous periods, it is important for adults to comment on everything and everyone - at home, on a walk, while playing, continuing to develop the child’s vocabulary and giving him an example of the correct construction of phrases.

This will give the baby the opportunity to construct phrases of 2-3 words by the age of 20 months. And in order for the child’s speech abilities to be put into practice, do not forget to create situations in which the little person’s skills will manifest themselves. In other words, ask questions that a 2-year-old child can answer.

From 2 to 3 years

During this period, the child’s speech development proceeds in three directions:

Vocabulary and conceptual stock continues to increase.
There are attempts to construct more complex phrases (of two parts: “The bear is sleeping, and the bunny is walking”, with subordinating conjunctions “because”, “when” and others).
The sound of speech is “cleaned”: hissing, whistling sounds, unpronounceable “r” and other shortcomings are corrected (tongue twisters are well suited for this).

Question answer

Almost continuous commenting can be replaced by answers to your child’s questions. Most likely, there will be quite a lot of them, so parents still won’t have to remain silent. The main thing is to answer in a language accessible to the child and without overloading with unnecessary information.

Toy shows and productions

At this age, kids will be interested in taking part in a toy show. You can act out a small situation, the heroes of which will be the child’s favorite characters.

In other words, this is already a plot game, involving both a real and a speech situation. For example, you can offer to feed the dolls lunch, commenting “Let’s arrange the dishes. Who wants a cup? And this one? What color is the mug? Who will eat?

Such a game will develop the child’s thinking abilities and encourage him to use words appropriate to the situation.

Special exercises and techniques for the development of children's speech activity

Of course, all children are different and not all of them, as if on command, begin to pronounce their first words by the age of one year, and form phrases a little after one and a half years.

Parents have the power to help their children develop speech, and, in addition to the general rules described above, there are also special techniques that provoke the child to participate in dialogue in one way or another:

Artificial misunderstanding (provocation)

If a child is already at the age when he can name toys, but does not do this due to some personal “beliefs” and only commands his mother with a command squeak to give this or that thing, the mother can pretend that she does not understand: “I can’t understand , what do you want? A typewriter? A doll? Ball?"

As a rule, children easily succumb to this trick and either end up naming the desired object, or at least react affirmatively to a word during the listing process.

Situation of choice

When going for a walk or sitting your baby down for lunch, ask: “Will you wear a white blouse or a red one?”, “What are we going to drink, juice or milk?”, encouraging your baby to think about the answer and express it verbally.

Games for developing motor skills

Games with natural materials and any other material that promotes the development of fine motor skills also develop speech skills in children. A number of experts claim that such activities directly affect the improvement of their abilities.

Encouraging a different way of expressing thoughts

You should not get carried away with only one side of development, that is, speech. The child should have access to various ways of perceiving the world around him and expressing his thoughts on this matter.

Gestures and facial expressions, drawing and appliqué, design - all this allows the baby to express his idea of a particular event, object, phenomenon, while developing his sensory abilities. And it’s easy to accompany the action with a word.

Speech development in a young child is not an easy task. However, if you organize the activities correctly, they will gradually become firmly established in the life of the family and will seem like an integral part of everyday activities, and certainly will not cause discomfort.

Remember that if the baby is in a bad mood or does not want to devote time to speech development right now, you should not insist. Well, if your little one is ready to actively explore the world through speech, speak, sing, read with him, repeat as many times as he asks, and soon you will hear the first poems performed by your two- or three-year-old.

From a very early age, your child should be taught to correctly express their emotions and construct sentences correctly. At first glance, it seems that the process will not be difficult, and there will be no difficulties on the way to achieving the goal. However, every child is different and may not start talking right away.

When to teach a child to talk

There are age periods by which you can determine how correctly a child’s speech development is progressing. There are no strictly defined rules. The learning process should begin from birth: the baby should sing songs, tell stories, talk to him while walking. The mother's heart will tell you how to act.

In the period from 6 months to a year, the active formation of brain centers responsible for speech occurs, so increased attention should be paid to communication with the baby.

In the period from 2 to 3 years, speech areas are almost completely formed. It is at this time that children begin to freely express their thoughts, speak, and learning should take place as actively as possible. There is no need to worry if there is no sharp increase by this age. The best option is to consult with a specialist, and in the absence of signs of illness or physiological abnormalities, continue to develop the speech apparatus.

Speech norms for children of different ages

Each period of growing up is characterized by certain sounds, words and sentences with which the baby expresses his emotions.

What does a child under 12 months say?

The first sounds from a child can be heard as early as 2 months (in addition to screaming and crying). The baby happily says “-gu” and extends the vowel “-a”. It is important to respond to the baby, to make it clear that communication is important. After a few months, you can hear more complex combinations. It is useful to turn on music, audio books, etc. A one-year-old baby knows about 5-10 words consisting of a couple of syllables.

Speech norms for children 1-1.5 years old

A child's speech becomes more extensive at one year of age and older. His vocabulary is growing every day. He understands well what his parents ask him to do, for example, to go wash his hands, go to bed, etc.

By 18 months, a child can remember up to 20 new words.

The baby likes to learn everything new; he himself is happy if he remembers and reproduces more. Books with three-dimensional pictures that need to be looked at together and asked questions about them help to develop well during this period.

How should children 2-3 years old speak?

At 2 years old, children's vocabulary includes about 70 words, and a year later the baby knows more than 200 new expressions and about 1000 words. In addition, the child already knows how to inflect words into cases and inserts pronouns into sentences. Sound pronunciation is not clear, but by the age of 5 this problem resolves itself.

What should a child say at 3-4 years old?

Starting from the age of three, kids can learn little songs and poems, and solve easy riddles. The baby's speech can be easily understood, even despite errors in the use of gender, number and case.

Vocabulary reaches almost 2,000 words by age 4.

The baby begins to fantasize and invent his own expressions. More adverbs, pronouns, adjectives and numerals appear. The main problems at this age are the rearrangement of syllables, the absence of sounds [r], [l] or [ts].

What children say at 4-5 years old

The speech of children from 4 to 5 years old consists of 3,000 words, not including those “remade” in their own way. The sentences are already saturated with various prepositions and adjectives. Kids cope well with tasks such as describing an object, retelling a short fairy tale, reciting a poem by heart with intonation, and alternating between quiet and loud pronunciation. Most children can count to 10.

Speech of a 6-7 year old child

The speech of children 6 years and older is literate and has a small number of grammatical errors. They easily communicate with peers and adults, and can easily describe any life situation and objects. With more than 4,000 words in stock, a child is able to compose interesting story, come up with a name for it. The main problems in this period include distortion of unfamiliar words and incorrect emphasis.

How to teach speech and develop a child’s speech

Speech development occurs differently in one-year-old children, older children and preschoolers. It is important not only to focus on established standards, but also to take into account the individual characteristics of the child.

How to teach a 1 year old child to speak

Often parents are faced with a situation where a year-old child does not say what is considered the norm for this age. What to do in this case?

Try to communicate in such a way that he responds. For example, when going for a walk, you can ask what color shoes he likes best. Naturally, the baby will not be able to respond appropriately, but several coherent sounds are also the result.
Communicate with your baby more often: on a walk, at home, in a store, at a party.
Voice all your and his actions out loud. This could be cleaning the house, discussing animals, toys.
Pay attention to reading a lot of books and looking at pictures. You can choose not only fairy tales, but also encyclopedias for children. Perhaps the baby will show interest in animals, insects, climatic phenomena, etc.
Communicate using correct speech, without abbreviating or distorting words. Talk to your child like an adult.

Don't worry if you can't achieve a positive result. It often happens that a baby is not yet ready at 1 year for full communication.

Speech development of children 2-3 years old

If a child has difficulty communicating or does not speak at all at 2 years old, it is necessary to stimulate his speech.

What can be done:

Play "alphabet". Children of this age love to repeat letters after adults. It is necessary to pronounce sounds clearly and loudly; this gives certain skills in learning the alphabet.
Ask questions more often that are difficult to answer unequivocally: “no” or “yes.”
Repeat those words that are difficult for the baby to cope with, or those where he “swallows” the endings.
Poems or songs should be selected for any problematic sound. In this case, you need to pronounce each line with the child so that he can see how an adult does it.
Correct your child every time he tries to replace a complex sound with a simpler one. Most often this happens with the letters “l”, “zh”, “r” and “s”.
Let them listen to children's songs, watch educational cartoons, introduce them to new people: peers and adults. The baby will develop faster in communication.

There is no need to worry about incorrect pronunciation of the letter “r” at this age. Specialist help will be required if the problem is not resolved by age 6.

Teaching speech to a 4-5 year old child

Speech development for children aged 4 to 5 years should take place through games, exercises and training.

Don't forget to look at picture books together. It is necessary that the baby tries to talk as much as possible about the objects he sees. Learning poems and songs by heart helps a lot.

How to develop speech for children 6-7 years old

The main thing in the process of developing the speech of a 6-year-old child is to form phonemic hearing, to teach how to isolate words from large sentences, and specific sounds from words. In addition, it is important that children divide at least small words into syllables. This is important not only for speech, but also for the further ability to read carefully and comprehend what is read.

To avoid speech delays, you must do the following:

Regularly give children the best literary works. Moreover, the child should not just listen to it (if he cannot read), but try to retell it or prepare a skit where he would play the role of the main character.
Make riddles, give a variety of tasks related to texts or words. For example, this could be the correct arrangement of syllables or words in a sentence. You should carefully monitor mistakes, correct them in time, and regularly repeat what the child has a weak point in.
Play word games. The simplest and most popular ones involve rearranging letters in the opposite direction and selecting synonyms. Many children like the game “third wheel”.
Talk proverbs and sayings with your child. This is considered one of the most effective methods for developing the speech apparatus and eliminating defects.

It is best if all problems are resolved before going to 1st grade so that the child does not experience difficulties in reading and writing.

Many parents do everything to ensure that their child’s speech apparatus develops correctly: they re-read mountains of literature, sign up for consultations, and go to children’s centers. The best thing is to try several methods and choose the one that is most suitable for your baby.

Methodology "Letterogram"

The developmental methodology “Literogram” is a real assistant for parents. The program, developed by S. Shishkova, candidate of psychological sciences, is based on the principles of neuropsychology, speech therapy, and defectology. Designed not only for preschool children who have poor concentration on the material and are restless, but also for teenagers.

The purpose of using the technique is to activate memory and attention, as well as correct all types of speech.

These objectives are accomplished through fun activities included in the program. Mental work alternates with breathing training and physical exercise. Shishkova believes that proper breathing helps strengthen the work of brain centers. In total, the program includes 20 classes that require regular implementation.

Shishkova about the “Literogram” method:

Cartoons for child speech development

Watching cartoons is one of the favorite activities of any child. However, even this hobby can be turned into a useful one. There are many cartoons for speech development that will be of great benefit if selected correctly.

At the age of 3 to 5 years, the baby absorbs all the information he sees and hears, so you can replenish his vocabulary through cartoons with colorful characters.

It is worth paying attention to age restrictions. Some educational animated series (“Smeshariki. Pin Code”, “Fixies”) will be of interest to primary school students, but “Mickey Mouse Club” or “Lessons from Auntie Owl” are ideal options for preschoolers.

Games that develop speech in children

To develop speech, you can play with children. If a child likes to make faces and make faces, he will enjoy playing “funny faces.” One of the parents should sit opposite the baby and tell him what is required of him. This could be a request to puff out your cheeks, stick out your tongue, move your jaw in different directions, etc. The main thing is to use as many combinations as possible to use as many facial muscles as possible.

In the “clock” game, the child needs to use his tongue, imagining that it is a clock hand. They should move, changing speed each time, in different directions.

Another version of the game is to invite the baby to pretend to be a giraffe and a mouse. In the first case, the baby should kneel down, raise his hands clenched in his palms, and stretch as high as possible while inhaling. Accordingly, as you exhale, the baby pretends to be a mouse, crouching down, lowering his head, clasping his knees with his hands. It is imperative to observe multiple repetitions.

Well-known pediatrician Evgeny Komarovsky advises parents not to worry if the child does not speak before the age of 2. It is worth sounding the alarm if the child has reached the age of three and cannot correctly express his thoughts or refuses to speak at all.

You need to talk to your baby without using diminutive suffixes.
If the baby is silent for a long time, the kindergarten will help correct the situation. Some children open up in just such an environment.
Children need to regularly turn on music, ranging from funny songs from cartoons and fairy tales to classics. All this has a positive effect on the perception of speech, sounds, and the world.
Use any free minute for conversations. You can discuss everything: the color of a car passing on the street, the height of a running dog, vegetation, etc., the main thing is to use a large number of adjectives.
Constantly ask questions, even if the baby refuses to answer them.

Positive dynamics with regular exercise will definitely be noticeable if the baby is healthy and does not have any physiological abnormalities.

Ushakova’s method for children’s speech development

Learning coherent speech is a long and complex process. The technique of the famous Doctor of Pedagogical Sciences O. Ushakova can help parents. The goal of the program is to improve the pronunciation of sounds and improve diction.

The technique is based on small poems, tongue twisters, nursery rhymes and games.

The program involves the use of syntactic, lexical, and phonetic structures in order to accelerate the development of meaningful and coherent speech. It is great for little kids attending kindergarten and schoolchildren. Many speech therapists choose this technique as a basis for correcting speech defects.

Speech development of preschoolers based on Ushakova’s methodology:

Tongue twisters for children's speech development

Tongue twisters are assistants not only in learning your native language, but also in improving your speech apparatus. Moreover, many children prefer tongue twisters rather than poems or songs, which is due to the fascination of their pronunciation and fun. Pronouncing a difficult phrase quickly helps eliminate most problems.

If you correctly structure the process of becoming familiar with tongue twisters, then it will be difficult for the baby to tear yourself away from studying them. He will enjoy not only the fun activities themselves, but also the opportunity to demonstrate his abilities to his friends. You can start with such simple examples as “puppies had their cheeks cleaned with brushes” or “there lived a giraffe who chewed fat.”

There is no need to worry if a child does not speak at an early age, because everyone develops speech skills at different times. There is no single learning rule; parents will have to choose from many options, experiment, and observe the baby’s reaction. Patience and the ability to listen to the baby will lead to a positive result.

Shikufe Aliyeva
"From babbling to verbal communication." Development of speech activity in children from 1 to 2 years old

"From babble to verbal communication» development of speech activity in children

from 1 to 2 years

presentation by Shikufa Kamilovna Aliyeva, teacher of MBDOU “Kindergarten No. 30” "Northern lights"

Second year of life children- a crucial period in their speech development. At this age, the child experiences development understanding the speech of adults, the ability to imitate it, the formation of one’s own active speech, which becomes a means communication with adults.

At this age, a child’s ability to imitate the speech of adults increases sharply, intensively speech understanding develops, active speech. From the first months of the second year of life, the baby increasingly begins to independently use meaningful words.

Stages speech development in young children:

Booming;

babble;

Pseudowords;

First words, words-sentences;

Elementary phrasal speech;

Simple grammatical structures.

First two stages speech development - humming and babbling follow one after another, and occur randomly in the child. But in order for the baby to move on "in leg" with normal development– you need to work with him. At a minimum, this means talking a lot with the child, clearly, without distorting the words, explaining what you are doing, pronouncing the names of toys and objects. Of course, this method will work if the child is healthy, calm and in a good mood. In addition, pediatricians noted that the more developed a child from a physical point of view, the better his ability to form speech. That is, it will be easier for him to master active speech.

In order to

Development of coherent speech in children

In order to develop coherent speech in young children, you need to take into account some features of their psyche. Only in this case will you be able to achieve results.

Principles, on which work with a child is based:

at an early age, a child tries to imitate an adult in everything, therefore, for work productivity, play with him "adults" games. Rock Lala "plant" flower in the sand, build a house out of cubes. At the same time, you need to clearly pronounce the names so that the child, by repeating your actions, acquires a passive vocabulary that he will be able to use over time;

the baby will learn only if knowledge is presented to him in the form of a game, and also when he is in a good mood;

development of coherent speech in young children

In order for a child to remember something, it is tedious to repeat the same words many times. Only in this way will new words be fixed in his memory;

play games that correspond to the baby’s experience - about things that he has already encountered. For example, there is no point in teaching him to speak "mu", if the child has never seen a cow. Before classes, familiarize your child with the topic, and only after that proceed;

it is difficult for a child to concentrate for a long time - try to make your games short but informative;

praise the child. He should feel your love and support.

Speech development in children is possible only as a result of systematic, targeted communication between adults and children.

Once your child starts attending kindergarten, he or she will spend most of the day in preschool, so it is especially important that kindergarten developmentspeech was given due attention: regularly organized verbal communication with children, children were taught to do this so that they turn to adults for one reason or another, then a favorable opportunity is created for the child to hear the speech of adults and imitate it.

However, organizing joint activities with young children is very difficult, because development speech is impossible without the child’s emotional impressions. Therefore we use for development child speech folk games, finger games, didactic games.

Work plan for development speech using folk, finger and didactic games:

period folk games finger games didactic games

September "Magpie - Crow"

October "Go" "Okay",

November "Horned goat" "Hide and Seek". "Onomatopoeia"

December "Top, top", "Fingers", "Who's screaming"

January "Peter the Cockerel" "My family", "Reading books"

February "Pussy, scat" “The mice got scared” "Playing with a doll"

March "Top, top" "Fingers in the Forest", "Playing with a bear"

April "Body parts" "Cabbage", “Naming body parts”

May "Get out of the way cat" "Pyramid"

There is a system for working speech development in children 2nd year of life using folk, finger and didactic games,the purpose of which: speech development in children early age in the process of joint play activity of an adult and a child.

Tasks:

1. Develop auditory attention;

2. Develop articulation and hearing apparatus in a child, onomatopoeia;

3. Develop speech understanding, accumulation of passive vocabulary;

4. Develop active a child’s speech through the development of the ability to communicate with adults in play;

5. Develop the ability to follow the instructions of an adult.

The work is carried out in 3 stages. Stages of work on speech development of children at an early age

Stage 1:Tasks:

1. Establishing emotional contact with the child;

2. Formation of the ability to listen to the flow of speech;

3. Formation of the ability to repeat lightweight words.

At this stage, folk games are used. The specificity of folk games is their dynamism. They necessarily contain play action that encourages the child to activity. Accompanying a child’s actions with words contributes to his involuntary learning of the ability to listen attentively to the sounds of speech, grasp its rhythm, individual sound combinations and gradually penetrate into their meaning. Thanks to their rhythmicity, musicality, emotional and motor intensity, folk games - nursery rhymes - have turned into games with words, game exercises that help to work on coordinating movement with the word. In addition, the emotionality of the game helps the child get used to the teacher who is still unfamiliar to him.

Games are used at this stage "Magpie - Crow", "Horned goat", "Peter the Cockerel", "Get out of the way cat", "Top, top", "Pussy, scat", "Go". The important significance of folk games is that they satisfy the baby’s need for emotional and tactile(touching, stroking) contact with adults. Majority children by nature they love to be stroked, cuddled, and held by the hand. The purposeful and systematic use of folk games in kindergarten allows us to lay the foundation for the psychophysical well-being of the child, which determines his success. general development in the preschool period of childhood.

At stage 2, finger games are added to folk games - nursery rhymes.

Stage tasks:

1. Development of fine motor skills of hands;

2. Mental stimulation activity;

3. Development speech and creativity in children;

4. Relieving anxiety.

Games used: "Okay", "Fingers", "Fingers in the Forest", "My family", "Cabbage", "Hide and Seek".

Performing exercises and rhythmic movements with your fingers inductively leads to excitation in speech centers of the brain and a sharp increase in coordinated activity speech zones, which ultimately stimulates speech development. Finger games create a favorable emotional background, develop the ability to imitate an adult, teach to listen and understand the meaning of speech, increase child's speech activity. Children learn to concentrate their attention and distribute it correctly. Children's memory develops, as he learns to remember certain hand positions and sequences of movements. U children develops imagination and fantasy. As a result of finger games, the hands and fingers will gain strength, good mobility and flexibility, and this will make it easier to master writing skills in the future.

At the third stage, folk and finger games are joined didactic games.

Stage tasks:

1. Development of auditory attention;

2. Stimulation active speech;

3. Formation of the ability to follow the instructions of an adult.

4. Enrichment of the dictionary with new words.

Games are used at this stage:

Games for speech development.

Folk games.

Finger games

Didactic games

"Onomatopoeia", "Who's screaming" - development of active speech and onomatopoeia with different intonations.

A game “Naming body parts” teaches you to find and show body parts on toys and on yourself.

Games "Playing with a doll" And "Playing with a bear" They form the baby’s skills in various actions, enrich his vocabulary with verbs ( “Let’s put the doll to sleep”, “Let’s dress Katya for a walk” etc.).

A game "Reading books" teaches the child to answer an adult’s questions with a pointing gesture, develops attention,representation of word-image correspondence.

Games "Building houses" And "Assemble a pyramid" form in the baby the concepts of primary colors, sizes ( "big", "small", "biggest").

When playing the game, visual aids are used (toys, pictures, manuals with which to create expanded picture of actions and results. Explanations are concise, clear, concise (otherwise the meaning of the text will be lost behind the flow of words) reinforced by showing visual didactic material. Didactic games are used as a means of enriching vocabulary children with new words, expressions.

Developing speech environment in the group

An area has been created for playing with children in a group. speech games, which contains pictures, toys, books, manuals. Used for speech games toys group.

The use of folk, finger, didactic games in working with children of the second year of life promote motor child activity, development of fine motor skills, activates brain function, satisfies the child’s need for emotional, tactile contact with adults, and most importantly promotes development of active speech.

In order to learn to think and speak, you need to be able to look and see, listen and hear, that is, process and comprehend information received from the world around you. Without well-developed attention and memory, imitative activity is impossible, and it is this that underlies speech learning.

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

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

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

The child's brain is a very mobile system. Over time, speech areas of the cerebral cortex that are not used in time can “switch” to performing other functions. This means that after three years it will be extremely difficult or even impossible to teach a child.

GAMES FOR SPEECH DEVELOPMENT

Speech consists of active and passive vocabulary. It is necessary to lay the foundation for speech - to accumulate a sufficiently large passive vocabulary in order to make it possible to transition to an active vocabulary (independent speech). Therefore, first of all, it is necessary to teach the child to understand speech.

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

You need to talk with a small child only about those objects that attract his attention at that moment, or about the actions that he performs. For example, when bathing a baby, there is no point in talking about toys; it is better to draw his attention to a washcloth, soap and a towel.

The baby, carried away by the game, will begin to repeat after you the proposed sound complexes and simplified words. And it doesn’t matter what quality these first words will be, what’s important is that they will finally sound. Praise your child and rejoice with him.

GAMES TO DEVELOP SPEECH UNDERSTANDING

Cube and brick (from 1 year)

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

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

As you play, constantly repeat the names of the building materials, saying: “This is a cube. Let’s put one cube on top of another,” “This is a brick. Let’s put it brick by brick.”

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

? The game helps the child develop the ability to distinguish objects by name and shape, and teaches the child to carry out simple constructions according to the model given by adults.

Instructions (from 1 year)

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

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

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

? With the help of the game, the child will develop an understanding of speech (without demonstration) - the names of several objects, actions, the names of others, and the fulfillment of individual instructions.

It is forbidden! (from 1 year)

When you see the child’s unwanted actions, turn to him and, calling the baby by name, strictly say: “You can’t!” In this case, you do not need to name the action itself or the objects taken by the child (for example, you do not need to say: “Don’t touch!” or “Put down the cup!”), or take them from the baby’s hands.

? The game develops in the child an understanding of the word “impossible” and the ability to obey an adult’s prohibition.

Familiar things (from 1 year 3 months)

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

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

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

? The game helps to expand the child’s vocabulary of words denoting household items and toys.

My clothes (from 1 year 3 months)

When getting ready for a walk or getting dressed after bed, name the baby’s clothing items (shirt, panties, tights, T-shirt, etc.).

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

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

? The goal of the game is to expand the child’s stock of understandable words on the topic “Clothing.”

Show your nose (from 1 year 3 months)

When communicating and playing with your child, often show and name parts of the baby’s face, as well as toys: dolls, dogs, teddy bears.

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

Doll Lala (from 1 year 3 months)

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

Show your child different options for play actions: put the doll to sleep, feed it with a spoon, ride it in a cart (stroller). Comment on all your actions.

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

? The game will help the child expand his stock of understandable words denoting different actions.

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

Take the doll and handkerchief. Pointing to the doll, tell the child: “Lya has a dirty nose. Here's a scarf. Wipe Lyala’s nose.”

The baby himself will apply the handkerchief to the doll’s nose.

? With the help of this, you will learn to display frequently observed actions in life in your game, and will expand your vocabulary of understandable words.

Walking fees (from 1 year 6 months)

Before going for a walk, lay out your child's street clothes on a high chair. Say: “Now we’ll go for a walk. Where is our hat? Here she is. How fluffy she is - touch it with your hands! Let's put a hat on our head. Like this! Look in the mirror. What a beautiful hat - blue, blue! And these are the ribbons on the hat. We will now tie ribbons to keep our ears warm. Like this! Warm? Warm!"

? The game will demonstrate to an adult how to pronounce their actions when communicating with a baby, and will expand the stock of understandable words.

Toy exhibition (from 1 year 6 months)

Make a shelf for your child, located at eye level, and place toys on it. Take turns naming the toys placed on the shelf.

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

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

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

Lunch for animals (from 1 year 6 months)

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

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

Meow meow! I want to eat!

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

Who is this who is waddling? The bear is walking - stomp, stomp, stomp! What he says?

Uh-uh! I want to eat!

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

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

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

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

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

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

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

To the question “Who?” the baby will give you pictures. And to the question “What does it do?” - depict familiar actions. If speech capabilities allow, the child will also answer questions.

? With the help of this task, the child will learn to understand simple questions.

Body parts (from 1 year 9 months)

When communicating and playing with your child, show and name body parts.

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

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

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

Magic bag (from 2 years old)

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

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

When your baby looks at all the toys, ask him to put the toys in the bag. At the same time, name one after the other, and let the child put them in turn in a magic bag.

? The game develops a child’s understanding of speech and expands his passive vocabulary.

Who is this? (from 2 years old)

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

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

You can continue the game by asking your child to return the pictures to you: first the boy, then the girl, then the aunt and uncle. Having received the pictures, lay them out in two rows on the table, and then say: “I’ll hide the girl!” and turn the picture upside down; “I’ll hide the boy!” and flip the next picture, etc.

Ask the baby to remember: “Where is the boy hiding?”, “Where is the aunt?” etc. Having given the answer, the child can turn the pictures upside down. If he makes a mistake, name the picture correctly yourself. If the child chooses the picture correctly, praise it.

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

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

What is he doing? (from 2 years old)

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

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

? The game develops a child’s understanding of speech and expands his passive vocabulary with verbs.

Listen and follow (from 2 years old)

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

Then ask your baby to follow your commands. The commands can be as follows: “Sit-stand-jump”; “Stand up - raise your hands up - lower your hands - sit down”; “Jump-spin-sit”; “Stamp your foot, clap your hands, run to me.”

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

Show and hide (from 2 years old)

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

Do the same actions with the rest of the toys.

? The game will help your child develop an understanding of the grammatical forms of words: the genitive case of the plural of nouns, the meaning of the preposition “in”, the question word “where”.

Naughty toys (from 2 years old)

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

Jumps, jumps, plays,

And she doesn’t know where.

Place the cat on the child’s shoulder (while holding it) and ask: “Where is the kitty?”, and then answer yourself: “On the shoulder.” Then place the toy on the child’s head and ask again: “Where is the kitty?” On head." The cat can be placed on the child’s lap or on the palm of his hand.

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

Next time the cat will hide behind some objects: behind closet, behind armchair, behind back, behind door, behind curtain.

And finally the pussy got tired of playing naughty and lay down to rest. There she lies at dads at moms, at grandmothers and at the baby himself on his lap and sings a song: “Pur-pur-meow! Mur-mur-meow!”

Next time, play with a bird suspended on a thread, which “flies” around the room and lands on various objects, toys and people.

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

THE FIRST SOUNDS AND WORDS

Who's at the door? (from 1 year)

Place toys or pictures in front of the baby and ask: “Give me the mu-mu!” or “Give aw-aw!”

Next time, add an element of surprise or mystery to the game. For example, ask your child: “Who is that knocking on our door?” After opening it and finding a stuffed dog, offer to play hide and seek with it.

Then show the baby what circus acts the dog can perform: walking on its hind legs, doing somersaults, jumping to the ceiling, jumping on the baby’s shoulder, etc. Keep in mind that the dog is not silent, but barks loudly and cheerfully: “ Aw-aw!”

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

What is the baby doing? (from 1 year)

Show your baby how you can indicate actions that are familiar to him using a certain combination of sounds.

For example, when feeding a child, say: “Am-am!”, when bathing: “Kup-kup!”, and when putting him to bed: “By-bye!” When playing outdoor games with your baby, do not forget to voice your actions. While dancing, hum: “La-la-la!”, stamp your feet, say: “Top-top-top!”, clap your hands: “Clap-clap!”, Jumping: “Jump-jump!”

When playing ball with your child, repeat sound complexes and words: “Opa!”, “Here!”, “Give!” When showing your child how to dig sand or snow with a shovel, do not forget to voice your actions: “Dig-dig!” and encourage your child to do this.

Musical toys (from 1 year)

Demonstrate to your child how to play toy musical instruments and let him play on his own.

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

After this, pronounce the appropriate onomatopoeia and, without picking up musical instruments, depict how they play the pipe, accordion and bell (see description of finger games). Encourage your baby to repeat movements and onomatopoeia after you.