Didactic games for the formation of the syllabic structure of words. Games and exercises for forming the syllable structure of words

28.09.2019

, teacher-speech therapist, Tosno, Leningrad region.

In order for work on the syllabic structure of a word to be most successful, I propose to start with the development of spatial, dynamic and rhythmic factors of mental activity.

Exercises to develop optical-spatial orientation:

Exercise 1. The child sits on a chair, eyes open or closed.

The adult rings the bell, holds it in front of the child, behind him, above and below the chair, to the right and left. You need to correctly say where it rings (right, left, above, below, in front, behind).

Exercise 2. The child moves in space according to the adult’s verbal instructions (Robot goes forward...... stop. To the right.... stop. Down (under the table).... stop).

Exercises to develop somatic-spatial orientation:

Exercise 3. The child independently shows: left little finger, right elbow, right toe, left wrist, left ear, etc.

Exercise 4. The child performs “cross” movements, showing: the left cheek with the right hand, the left side with the right hand, the right temple with the left hand, the middle finger right hand left shoulder, etc.

Exercise 5. An adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left leg to the side, right hand on the belt, etc.

Exercise 6. An adult asks the child to perform the so-called movements without showing a model. The commands are taken from Exercise 5.

Exercises to develop orientation in two-dimensional space (on a sheet of paper):

Exercise 7. An adult offers the child the following tasks: “Put a dot at the top of the sheet (a stick down), draw a cross on the right, draw a wave in the lower left corner (a straight line in the lower right corner), etc.

Exercise 8. From the point placed on the sheet, without lifting his hand, the child must draw a line at the command of an adult: “We’re going to the right…..stop, up…..stop, left…..stop, up….stop, etc. ""

Exercise 9. Graphic dictation. The child is asked to draw: a cross to the right of the stick, a dot to the left of the hook, an oval under the triangle, a square in a circle, etc.

Exercise 10. The child must continue the row.

…. “ …. “ …. “ ….

ABOUT! +Oh! +Oh! +

Exercise 11. The child is required to find an extra figure among similar ones, but upside down in space.

Exercises to develop time-spatial orientation:

Exercise 12. Graphic dictation. For the graphic dictation, the following tasks are offered: ""Draw first a house, then a person, and finally a flower; on the tree, first draw a leaf, then a hollow, at the end a nest, etc. ""

Exercise 13. The adult interrupts the child’s actions and asks questions: “What did you do before? What are you doing now? What will you do next?"

Exercise 14. The exercise consists of the child arranging pictures according to the topics “Seasons”, “Parts of the day”. Finally, the adult and child discuss the sequence of pictures.

Exercise 15. An adult and a child talk on the topic “Yesterday – Today – Tomorrow”.

Exercise 16. Let's move on to working with speech material. The adult gives the child the task:

Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
Listen to the sentences: The fire is burning. The bird is flying. It's snowing. Count. Name the third sentence, the second, the first.

Exercises to develop dynamic and rhythmic organization of movements:

Exercise 17. Holding dynamic programs. The exercise consists of the child repeatedly repeating the action on his own after visual presentation of the instructions by the speech therapist.

Articulation exercises: open your mouth, bare your teeth, puff out your cheeks; tongue behind the right cheek, lips like a tube; suck in your cheeks, click your tongue, blow, etc.

2. Hand exercises: alternately touch the index, little, and middle fingers with your thumb; put your hand on the table with your fist, edge, palm; ""fist on the table"" show alternately thumb, little finger, index finger etc.

After practicing these exercises, you can proceed directly to overcoming violations syllable structure words

In speech therapy work with children, overcoming shortcomings in sound pronunciation is often highlighted and the importance of developing the syllabic structure of a word is underestimated. Difficulty in pronunciation individual sounds, as well as focusing on overcoming them, leads to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This is somewhat contrary to the natural process of speech development. Therefore, it is of particular importance to determine the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word. In this case, the individual level of speech development of each child and the type of speech pathology (polymorphic dyslalia, dysarthria, alalia, childhood aphasia, rhinolalia) should be taken into account. Special significance in working on the syllabic structure of a word, I assign “inclusion in work”, in addition to the speech analyzer, also auditory, visual and tactile.

Vowel level

Accurate perception and clear articulation of vowel sounds ensure the correct transmission of the syllabic image of a word, and also prevent the substitution and rearrangement of syllables in a word. At the stage of mastering articulatory gymnastics, children should be accustomed to a number of manual poses corresponding to vowel sounds (Fig. 2-7).

Thus, the traditional exercise “Window” (sound [a]) is accompanied by showing an open palm facing the child (Fig. 2).

The “pipe” pose (reminiscent of the articulation of the sound [u]) – the fingers are brought together “in a pinch”, but not closed, and extended towards the child (Fig. 3).

The “Proboscis” pose (lips as with the sound [o]) is similar, but the fingers are spaced wider (Fig. 4).

“Fence” pose (sound [and]) – palm in fist with fingers facing the child, thumb pressed, nails visible (association with teeth) (Fig. 5).

Additionally, poses are introduced for the sounds [s] and [e].

The position for the sound [ы] is similar to [i], but the wrist is more advanced towards the child (association with the lower jaw pushed forward) (Fig. 6).

The pose for the sound [e] is a rounded palm, as if squeezing a ball (Fig. 7).

The double sounds of the letters “e”, “e”, “yu”, “ya”, are also indicated manually, with two consecutive poses.

""e"" = [j]+[e] – clenched fist with fingers towards the child, thumb to the side, nails visible [j] (Fig. 8) + sound posture [e] (Fig. 7)

""ё"" = [j] (Fig. 8) + sound posture [o] (Fig. 4);

""yu"" = [j] (Fig. 8) + sound posture [y] (Fig. 3);

""I"" = [j] (Fig. 8) + sound posture [a] (Fig. 2).

When performing poses, the forearm is positioned vertically or at a slight angle.

Such manual accompaniment during articulatory gymnastics shows the volume of the pose (“window”) and emphasizes the contrast (“fence - tube”, “tube - proboscis”).

Subsequently, when working on the syllabic structure of words, alternating vowel positions makes it easier for the child to switch from syllable to syllable and prevents omissions and replacements.

Children are offered the following exercises:

Exercise 1. The child repeats pairs, triplets and a larger number of sounds from more contrasting to less contrasting:

accompanied by hand symbols;
without them;
without visual support.
Suggested syllables:

A – I – O

U – A – I

I – O – Y

U – A – I – O

E – U – A – I, etc.

Exercise 2. Training pitch, volume, voice strength and tempo of pronunciation. The child pronounces a series of vowels:

On one exhalation, smoothly (or abruptly);

Loud (quieter, very quiet);

Alternating volume within one row;

Fast (or slow).

Exercise 3. To consolidate work on vowels, the child is asked to:

pronounce the sound as many times as there are dots on the die;
pronounce the sound as many times as the speech therapist claps his hands;
come up with as many sounds as there are stars drawn;
singing a series of sounds with clear articulation, repeating sounds after a speech therapist, reading letters, writing a series of letters (auditory and visual dictation): A U I O; AU IA OA; AUI IAU; AUA AUA; AUIA IUAO;
the same tasks with highlighting percussion sound:A UA; A U A, AU A;
guess which vowel symbol is being shown by the speech therapist or another child;
make a series of sounds and depict them with hand symbols;
recognizing a series of sounds by silent articulation and pronouncing them with a voice;
repeat the sounds in reverse order;

The speech therapist taps out a rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A - AA, AA - A, A AA, A A A

Syllable level

It is advisable to carry out these types of work at the stage of automation and differentiation of sounds practiced by a speech therapist. Tasks can be the following:

Compiling all possible syllables from the given letters (“Who is bigger?”);

Stringing rings onto rods while simultaneously pronouncing a chain of syllables (one syllable for each ring);
Exercise with fingers ““Fingers say hello”” (for each contact of the fingers of a hand with the thumb of the same hand, pronounce one syllable);
Count how many syllables the speech therapist pronounced (syllables are forward, backward, with a combination of consonants);
Name the stressed syllable in the chain of heard syllables;
Building up syllables (“Say one syllable more than I did”): sa-so….;
Reducing the number of syllables (“Say one syllable less than me”): sa-so-su-sy;
Tapping syllable chains by touching the big and middle or big and index finger leading hand, and the same syllables are tapped with the same finger: sa-so-so, so-sa-so;
Memorizing and repeating a chain of syllables: sa-so-so, so-sa-so, sa-so-so, sa-sa-so, so-so-sa;
Come up with a syllable for the scheme: SG, GS, SGS, SSG, GSS;
“Say the opposite” (ball game): sa-as, tsa – ast;
“Who is faster?”: the syllables are written in the table, the child must quickly find and read the syllable named by the speech therapist;
Recording syllables of various types under dictation;
Recording chains of syllables of varying lengths, emphasizing vowels or consonants, hard or soft consonants, voiced or voiceless consonants; performing sound-syllable analysis of a chain of syllables (depending on the correction task)

Word level

The procedure for practicing words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “The work of a speech therapist with preschoolers.” The author suggests the following exercises:

Exercises to distinguish between long and short words:

Exercise 1. The child has chips, and on the table in front of him is a long and short strip of paper. The speech therapist suggests listening to the word and determining whether it is long (sounds long) or short (sounds short). Having heard the word, the child places a chip under the long or short strip, respectively.

Exercise 2. In front of the child is a set of pictures with monosyllabic and polysyllabic words. It is required to divide them into two groups.

Exercises for reflected scanned repetition of words of the type being studied

Exercise 3. Training the ability to pause between syllables. After the speech therapist names the word, the child must repeat and tap it on the table conjugately (BU….SY, NOT…..BO, LYu…..DI).

Exercise 4. Sound analysis and synthesis.

Counting syllables.
Laying out strips and sticks according to the number of syllables.
Selecting an appropriate word scheme.
Analysis of each syllable (counting and listing sounds).

This type of work is especially important when studying words with consonant clusters. This group of words requires special attention. The following mastering procedure is proposed:

two-syllable words with a cluster in the middle of the word: first, words starting with a vowel sound are given (game, glasses), then words starting with a consonant (heel, nails), after that - words with two clusters of consonants (swallow, leaves);
confluence at the end of a word (bone, bridge);
confluence at the beginning of a word (elephant, table);
monosyllabic words with two sequences (pillar, tail);
polysyllabic words with conjunctions (library).

Exercise 5. Isolated pronunciation of the words "We're walking up the stairs." The child must, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder. There is a stop at each step.

Exercise 6. Variant of the game "" "We walk along the ladder." Pronouncing a series of two or three monosyllable words from a closed syllable: SOUP - SMOKE, GOOSE - CAT, SHOWER - ELK - MOUSE.

Exercise 7. Repeating series of words that are similar in sound composition:

differing in vowel sounds: SUK – SOK
differing in consonant sounds: SUK – SUP
differing in consonant sound and stress location: WATER - SODA.

Repetition exercises highlighting stressed syllables.

Exercise 8. Two pictures are laid out. Their name contains the same number of syllables, but differ in the position of the stressed syllable (Melon - water). The speech therapist silently slaps words with accents on stressed syllables. The child guesses the planned words.

Exercise 9. Naming words that are similar in sound composition, but differ in the place of the stressed syllable (Zamok - zamok).

Exercises with rearranging syllables.

Exercise 10. The speech therapist pronounces a word consisting of two syllables. You need to swap them and name the resulting word (ZHI-LY - SKI, KI-RA - CRASH).

Exercise 11. The speech therapist pronounces three syllables. Children must make a word out of them (KU-KI-BI - CUBES, SA-GI-PO - BOOTS).

An exercise to assess normativity.

Exercise 12. The speech therapist reads the words, the children raise a green flag if the word sounds correct, and a red flag if it sounds incorrect. The exercise is carried out based on pictures (PAVUK, VUTKA, KOKHE).

Exercises for the transition to continuous pronunciation.

Exercise 13. The speech therapist names the word in syllables, and the children guess the word (KA....PUS.....TA - CABBAGE).

Exercise 14. The speech therapist pronounces the first syllable of a word. Children guess what word was said (VED- - BUCKET, KUH- - KITCHEN).

Exercise 15. The speech therapist says the ending of the word, clapping it syllable by syllable. The child adds the first syllable and names the whole word (-ROAR..... - DE! TREE).

Exercise 16 . The speech therapist calls the word by clapping instead of the second syllable (or any middle syllable). The child adds a syllable and names the whole word (KO - ! – BOK – LO! KOLOBOK) .

Exercise 17. The speech therapist thinks of a word and places as many chips on the typesetting canvas as there are syllables in it. Then the speech therapist names the first syllable: KA. Children guess the intended word based on the number of chips (KA - BINET, KA - LINA, KA - RETA).

Exercise 18. Syllable analysis and synthesis.

From the proposed pictures, name those that have a given syllable (for example, MA): raspberries, tomatoes, popsicle, macaque, ant, lipstick.
Put the pictures in such an order that the last syllable of the previous word and the first syllable of the following word are the same (OWL, VATA).
The speech therapist names the word, inserting the word ““then”” between the syllables (““further””, ““then””). The child makes up a word (PA, then UK - SPIDER).

After practicing words of different syllabic structures at the word level, it is necessary to practice them on material from pure proverbs, complete sentences, poems and other texts.

As a rule, children with severe speech pathology do not remember poetry, especially those consisting of 4 or more lines. Therefore, you should start learning couplets with them. Memorization should be carried out based on subject pictures. When memorizing poems, you need to make sure that children understand their content. To do this, the speech therapist asks a question based on the picture. It is also recommended to conduct outdoor games accompanied by speech:

Game “Train”

Green cars run, run, run

And the round wheels go on and on and on.

(Children stand one after another and imitate the movement of a train).

Game “Geese”

Geese - geese!

Are you thirsty?

Geese - geese, here's the water!

Ha-ha-ha! Ga-ga-ha!

So run here everyone!

(Children run to the driver)

Game “Fox and Geese”

Geese, geese, I'll eat you!

Wait, fox, don't eat!

Listen to our song:

Ha-ha-ha! Ga-ga-ha!

I'm tired of listening to you!

I'll eat them all now!

(“Geese” scatter, “fox” catches).

All of the above exercises are aimed at bringing the level of children’s pronunciation of words as close as possible to the norm.

The described exercises are carried out during speech therapy sessions for 5–7 minutes.

References

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. – St. Petersburg """Childhood-Press"", 2005
Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. – M.""Sphere", 2007-12-11
Bondarko L.V. Syllable structure and characteristics of phonemes // Issues of linguistics. – M., 1967 No. 1
Esechko L.B. Formation of syllabic composition in the pronunciation of children with general speech underdevelopment in the preparatory class. // Defectology, 1974 No. 3
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. – M., "Sphere", 2007
Markova A.K. Features of mastering syllabic composition in children with speech impairments.//Author's abstract fis. Candidate of Pedagogical Sciences – M., 1963
Markova A.K. Features of the acquisition of the sound-syllable structure of words by children suffering from alalia.// School for children with severe speech impairments. – M., 1961
Titova T.A. On the problem of violations of the syllabic structure of words in children with alalia and dysarthria. – L., 1985

The concept of “syllable structure of a word” is usually understood as the relative position and connection of syllables in a word. It is no secret that mastering the pronunciation of the syllabic structure of a word is a great difficulty for preschoolers. But mastering the syllabic structure of a word is one of the main prerequisites for mastering literacy. The lack of development of skills in syllabic analysis and synthesis entails the manifestation of dyslexia and dysgraphia during schooling.

The problem of motivation is one of the central ones in speech therapy work. Very often, knowledge of speech correction techniques and the desire of a speech therapist are not enough to positive dynamics speech development of children.

It is known that use in correctional work game techniques prevents children from getting tired, supports them cognitive activity, increases the efficiency of speech therapy work in general. The words “learn by playing” remain relevant today.

A didactic game is both a method of teaching preschool children, a form of education, and a means of comprehensive education of the child’s personality.

I present to your attention didactic games, the purpose of which is to form the syllabic structure of words in preschoolers.

“When you say a word, how many syllables do you say in it?”

The first line shows numbers from one to four. On the second line are pictures whose titles have a different number of syllables.

Option 1.

The child chooses a picture and determines the number of syllables in its name. Then selects the corresponding number.

Option 2.

The child moves the first ruler so that a number appears in the window. Then it searches for a word with the appropriate number of syllables.

Modern children's construction sets offer limitless imagination not only for the child, but also for the teacher.

The children are offered object pictures with words of different syllable structures. Based on the number of syllables in a word, children build a tower from construction set parts. Then they compare the towers and determine which word is the largest and which is the smallest.

Along the miraculous ladder
I'll get up now.
I will count all the syllables,
I'll climb higher than everyone else.

Speech therapist: “Help the little people climb up their steps.”

Children use pictures to determine the number of syllables in a word. They walk up the steps with their fingers, naming the syllables of the word, place the little man on the step of the last syllable, and determine the number of syllables in the word.

Children decorate the Christmas tree. The largest lower branches are decorated with toys with pictures, the names of which have three syllables.

Smaller branches - two-syllable words. The smallest top branches are monosyllabic words.

We go with the guys to visit Slogovichok and help him collect two-syllable words - the names of toys from the halves of Kinder Surprise eggs.

We put each toy in an egg with its name.

Sculpts since the morning
Snowman baby.
Rolls snow globes
And, laughing, he connects.

The speech therapist invites children to build snowmen so that words can be read on them.

On the clock dial, instead of numbers, there are balls with syllables.

Speech therapist: “The clown was juggling balls and mixed up all the words. Help the clown collect the words."

Children move the hands of the clock, connecting syllables to form two-syllable words.

Ryabova A.M.,
speech therapist teacher

Every year the number of children suffering from TSD increases. Most of them have, to one degree or another, a violation of the syllabic structure of the word (SWS). In speech therapy work with children, overcoming shortcomings in sound pronunciation is often highlighted and the importance of the development of the cardiovascular system is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This is somewhat contradictory natural process speech development. Therefore, the definition of correct ratio between the development of sound pronunciation and mastery of the syllabic structure of a word. Correction of the cardiovascular system is one of priority tasks in speech therapy work with preschool children with systemic speech disorders. The formation of the cardiovascular system influences the success of mastery grammatical structure speech, mastering sound analysis, writing, reading.

Since this topic has not been sufficiently studied and covered in educational literature, speech therapists experience difficulties in organizing work on the formation of the syllabic structure of a word: in systematization and selection of speech didactic material, providing classes with lexical richness.

This manual presents a system of working on the syllabic structure of a word, based on an analysis of the literature on this problem and on personal teaching experience.

Types of violations of the syllabic structure of words

A.K. Markova identifies the following types of violations of the syllabic structure of a word:

1. Violation of the number of syllables:

Abbreviation (omission) of a syllable: “skein” - hammer;
Omission of the syllabic vowel: “pinino” - piano;
Increasing the number of syllables by inserting vowels into consonant clusters: “komanata” - room;

2. Violation of the sequence of syllables in a word:

Rearrangement of syllables: “devore” - tree;
Rearrangement of sounds of adjacent syllables: “gebemot” - hippopotamus;

3. Distortion of the structure of an individual syllable:

Abbreviation of consonant clusters: “tul” - chair;
Insertion of consonants into a syllable: “limont” - lemon;

4. Assimilation of syllables : “coconuts” - apricots;

5. Perseverations (cyclical repetition of one syllable).

6. Anticipations (replacing previous sounds with subsequent ones): “nananas” - pineapples;

7. Contamination (mixing elements of words): “booth” - kennel + booth.

Stages of working on the syllabic structure of a word

For the formation of the syllabic structure of a word, such non-speech processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of movements and actions, and the ability to serially process information are significant. These non-speech processes are the basic prerequisites for the acquisition of the syllabic structure of a word.

Corrective work to overcome CVS disorders can be divided into 2 stages:

preparatory, the purpose of which is to prepare the child to master the rhythmic structure of words in his native language; work is carried out on non-verbal and verbal material;
proper correctional, the purpose of which is the direct correction of cardiovascular system defects in a particular child; work is carried out on verbal material.

Preparatory stage

The preparatory stage includes work in the following areas:

formation of spatial concepts and optical-spatial orientation;
development of temporal-spatial orientation;
development of dynamic and tempo-rhythmic organization of movements.

Below are sample games and exercises to develop these functions. At the preparatory stage, these games and exercises can be used simultaneously, that is, all areas of work can be included in one lesson. Exercises are used not only in speech therapy classes, but also in classes on the development of elementary mathematical concepts, music lesson, in drawing, physical education, in classes to familiarize yourself with the outside world.

I. Formation of spatial representations and optical-spatial orientation

1. Orientation in your own body

"This is who we are"(“Show your belly, your back”: The belly is in front, the back is behind. Where is the tummy? Where is the back?).
"We're putting things in order"(in front of the child are mittens, gloves, sandals, etc. - “Find a pair”, “Place the sandals correctly”).
"Palms and Footprints"(The child is offered the contours of several palms and footprints and the contour of a palm, for which he must find a pair from the proposed options).

2. Orientation in three-dimensional space

"Train"(Toys are placed in a column in front of the child and questions are asked: “Who is in front? Who is behind? Who is far away? Who is close?”)
"Collect a fairy tale"(In front of the child is a set of toys or objects: “Put the horse close to the house. Place the little man between the house and the tree.”)
"Find the treasure"(orientation according to diagrams).
"Where the locomotive whistles"(sound location determination).

II. Development of temporal-spatial orientation

"The bunny went to visit"(The child in the role of a bunny goes according to the instructions to visit a squirrel, a hedgehog, a frog. Who had it first, then, at the very end?)
"What's first, what's next"(The adult gives the child tasks: 1) first jump, then squat, and finally clap your hands; 2) first rock the bear, then feed the bunny, at the end dress up the doll - the child performs and then describes the sequence of his actions).
"Watch and repeat"(The adult shows a series of movements, the child watches, then repeats all the movements in the desired sequence)

III. Development of dynamic and tempo-rhythmic organization of movements

Areas of work:

Improving gross motor movements
Improvement fine motor skills
Development of articulatory motor skills
Developing a sense of tempo
Formation of a sense of rhythm

Improving motor skills: general, fine, articulatory

Goal: development of spatial organization of movements; development of switchability of movements; development of the ability to reproduce a given sequence of movements.

"Do as I do"

The speech therapist performs a series of first two, then three or four movements, the children follow the instructions: “Do as I do”, “Continue yourself”: 1) Sit down - stand up, sit down - stand up, ... 2) Hands to the sides - on the belt, in sides - on the belt, ...3) Leg forward - back - to the side, forward - back - to the side.

"Skillful Hands"

Alternation of different poses: 1) Fists - palms, ... 2) Rings - ears - horns, ... 3) Fingers say hello.

Articulation exercises

Alternation of different poses of the organs of the articulatory apparatus: 1) “Frog” - “Proboscis” - “Donut”; 2) “Watch”; 3) “Spatula” - “Needle”.

Developing a sense of tempo

Goal: to teach to distinguish, reproduce, characterize tempo based on tactile-kinesthetic, visual, and auditory sensations.

"Mouse and Cat"

An adult shows the children how easily and quickly a mouse runs on its toes, and a cat slowly sneaks behind it. The movements are performed in a circle to the sound of a tambourine. For frequent blows - quickly, like a mouse, for rare blows - slowly, calmly, like a cat.

"Fists - palms"

An adult reads a poem, and children perform hand movements at the right pace:

Anyone has two fists, hit one lightly on the other:
Knock — knock, knock — knock
Well, the palms don’t lag behind, they beat them cheerfully:
Clap — clap, clap — clap
The fists beat faster, how hard they try:
Knock — knock — knock, knock — knock — knock
And the palms are just there, crumbling:
Clap — clap — clap, clap — clap — clap

Formation of a sense of rhythm

Objectives: to teach to perceive metrical relations (accented unaccented beats — a prerequisite for the acquisition of stress), distinguish and reproduce rhythm based on tactile-kinesthetic, visual, and auditory sensations.

“Thunder” (clap your hands loudly, or quietly, leaning on the drawing - a large cloud - a loud clap, a small cloud - a quiet one).
Graphic switching exercises: “Beads” (alternating beads different colors- for example, red - yellow - red - yellow, etc.), “Track” (alternating two or three geometric shapes, various items).
Reproduction of rhythms based on clarity, on patterns: “Snowflakes”, “Rain”, “Woodpecker” (“Rain” - a large drop - a long clap, a small drop - a short one).
Playing a given rhythm by ear: “Bunny and Spoons”

The adult has wooden spoons in his hands, the children stand in a circle. An adult walks around the circle and sings: The gray little bunny went to visit. The little gray bunny found a spoon. I found the spoons and went up to the house. He stops behind the child and knocks on the spoons: knock - knock - knock. The child asks: “Who’s there?” The adult replies: “It’s me, Bunny, and who are you?” The child answers: “….” The adult continues: “Come on... come out and knock on the spoons with me!” The adult plays the child on the spoons with any of the proposed rhythms: / //; // /; // //; // / etc.

Corrective stage

Corrective work is carried out on verbal material and consists of several levels. The transition to the next level occurs after mastering the material of the previous level.

The following levels are distinguished:

level of vowel sounds;
syllable level;
word level;
level of short sentences;
level of pure proverbs, poems and other texts.

Particular importance at each level is given to “inclusion in work” in addition to the speech analyzer, also the auditory, visual and tactile ones. Below are suggested exercises for each level.

Working on vowels

Pronouncing a series of two, three or more sounds:
accompanied by symbols (“Men - sounds”)
without visual support.
Pronunciation of a number of vowels with emphasis on one of them (also - with support for clarity and without it - by ear).
Recognition and pronunciation of a series of vowels from the silent articulation of an adult.
"Musical Ball"

An adult, throwing a ball to a child, makes one or two (at the next stage more) sounds. The child repeats and returns the ball.

Pronouncing a series of vowels, changing the volume, tempo, “mood” (sad, angry, affectionate) of the voice.
Pronounce as many vowels as there are flowers in the meadow.
Stand up when a series of two (or other specified number) sounds sounds.

Working on syllables

The work is carried out with different types syllables:

with a common consonant (for example, the exercise “Rolling a snow woman” - imitating the movements, say: ba - bo - bu - would);
with a common vowel ( ka - ta - ma - va);
reverse syllables (Say “Aw - aw” as many times as there are dots);
closed syllables, their rows and pairs (various onomatopoeias);
direct and reverse syllables with oppositional sounds: according to hardness - softness, sonority - deafness (“We hammer in nails with a hammer: ta - yes - ta - yes, then - to - to - to");
syllables with confluence.

Techniques and exercises:

“Musical ball” (see “Working on vowels”)
The combination of pronouncing syllable rows with any rhythmic movement: with drawing or tracing broken lines; with laying out sticks and circles; with drawing patterns with a finger in cereals poured into a small box.
Working with rhythmic patterns (Exercise “Chicken”: the child is offered a rhythmic pattern // / // / /// / /, he needs to voice it: ko-ko ko ko-ko ko ko-ko-ko ko ko).

Working on the word

A.K. Markova identifies the following types of syllabic structure of a word:

Two-syllables of open syllables (willow, children).
Trisyllabic open syllables ( hunting, raspberry).
Monosyllabic ( house, poppy).
Two-syllables with a closed syllable ( sofa, furniture).
Two-syllables with a cluster of consonants in the middle of the word ( bank, branch).
Two-syllable words made from closed syllables ( compote, tulip).
Three-syllable words with a closed syllable ( hippopotamus, phone)
Three syllables with a consonant cluster ( room, shoes).
Three syllables with a consonant cluster and a closed syllable ( ladle).
Three-syllable words with two consonant clusters ( matryoshka).
Monosyllabic words with a consonant cluster at the beginning of a word ( table).
Monosyllabic words with a confluence at the end of a word ( umbrella).
Two-syllables with two consonant clusters ( button).
Four-syllable words made from open syllables ( turtle, piano).

Work on words is carried out sequentially - the transition to words of a more complex syllabic structure is carried out as words of the previous type are mastered.

Games and exercises used in the process of practicing words with different types of syllable structure

Syllable tracks (there are traces on the tracks - depending on the number of syllables in the word - the child says the word, stepping on each syllable to the next trace).
Syllable lines.
Syllable houses (1. The number of syllables corresponds to the number of floors in the house - 3 houses with different numbers of floors - the child pronounces the word, counts the syllables and puts the picture in the right house. 2. The number of syllables in the distributed words depends on the inhabitants of the houses: cancer - 1 syllable, rooster - 2, frog - 3 syllables).
“House - castle - hut” (distribution of words depending on the number of syllables in these buildings: to the house - words of one syllable, to the castle - two-syllable words, to the hut - words consisting of 3 syllables).
“Clock” (find and show with an arrow words of two (1, 3, 4) syllables)
“Think of a word” (match a word to the diagram - with or without reference to pictures, for example, CA _; CA _ _)
“Steam locomotive” (a steam locomotive consists of several carriages, the carriages differ in the number of windows, depending on this the words are distributed - in a carriage with one window there are monosyllable words, with two - two-syllable words, etc.).
"TV" ( Visual aid"TV". There are 1-4 vowel letters on the screen. The child is offered pictures. You need to select a picture that matches the diagram on the screen. For example, on the screen there are the letters U A. And pictures to choose from: house, pear, rose).

Working on phrases, sentences, texts

"Add-ons" (There are pictures in front of the children. The adult starts, the child finishes, and then repeats the phrase. For example, prickly... (hedgehog); balloon); cunning... (fox)).
"Snowball" (The words are accompanied by movements of the hands from top to bottom; how many words, so many movements, as if we are “stepping up the steps”. The number of words gradually increases. Each time we begin to “step” from top to bottom again. For example: Birdie. A bird is flying. A beautiful bird is flying. A beautiful little bird is flying.).
Work on pure sayings, nursery rhymes, jokes, poems.

Tatiana Syrykh
Games to form the syllabic structure of words for children 3–4 years old

Job creative group speech therapists

Chugainova N. I'M MADOU "Kindergarten No. 390"

Syrykh T. M. MADOU "Kindergarten No. 400"

Krokhina O. V. MADOU "Kindergarten No. 394"

Melnikova N. S. MADOU "Kindergarten No. 394"

Kamenskikh T. A MADOU "Kindergarten No. 144"

Efimova S. G. MADOU "Kindergarten No. 144"

Under normal conditions speech development and in conditions its pathology, the formation and functioning of all components of the language system - phonetics, vocabulary and grammar - is organically connected with such a concept as syllable structure of the word.

Indispensable condition to begin correction work syllabic structure of the word is the presence of a phonetic-phonemic base, that is, a certain level of development of phonemic perception and pronunciation skills.

At the beginning of training, the child is offered exercises with syllables, words containing only correctly pronounced sounds.

A child 3-4 years old should be able to pronounce simple words sounds: A, X, O, I, E, B, P, M, V, F. Also at this age, the articulatory apparatus is being prepared for pronunciation sounds: T, D, K, G, X, Y.

Non-speech games

The goal of the first stage is the development of auditory attention and auditory memory, which is especially important for successful development phonemic perception in general. The inability to listen to the speech of others is often one of the reasons for incorrect pronunciation, so you need to teach the child to hear sounds and be able to compare them.

Let's consider what games and exercises can be carried out with children at the first stage of work.

Invite your baby to listen to the sounds behind window: Close your eyes and listen! What's making noise? What's buzzing? Who's screaming? Who's talking? Who's laughing?

Use the following games:

Game "Sun or Rain?"

Today we will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You go for a walk, and I will ring the tambourine, we will have fun walking to these sounds. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you should run under your umbrella. Listen carefully!

The game “Sun and Rain” is quite simple, but children really like it and it’s always fun

Game "Big or Small"

Place two toy bunnies on the table (dolls or bears)- big and small. Explain and show how a big bunny, who has a lot of strength, plays the drum - loudly, strongly, and how a small one - quietly. Then cover the toys with a screen and behind it make loud and then quiet beats on the drum. The kid must guess and show which of the hares just played.

Such games should be carried out with children starting from 2-3 years old. But even if the baby is already older and you have discovered a decrease in phonemic hearing, you should still start working with these games. Because only gradually increasing the complexity of tasks will achieve maximum efficiency.

Stage 2 - distinguishing pitch, strength, timbre of voice

At this stage, it is necessary to teach the child to understand the intonation of speech and to master the means by which the emotional shades of speech are expressed.

Game "Far - Close"

The game is aimed at developing basic qualities vote: strength, height.

An adult shows the child a toy kitten and asks him to listen carefully and remember how it meows when it is close (loudly, and how it meows when it is far away). (quiet). Then he says “Meow”, changing the strength of his voice, and the baby guesses whether the kitten is meowing close or far away. Then the baby meows on cue adult: “close” - “far”.

Games to develop non-speech hearing

1."Who's there?"

Target: Learn children listen to non-speech sounds.

Arouse interest and attention to us.

Show that non-speech sounds (knock) can report or warn about something.

Equipment: doll, bear

Progress of the game:

Two adults participate in the game together with the children. Kids are busy various types games. There is a knock on the door. Behind the door are a bear and a doll. The teacher sits in a circle with the children and draws attention to the characters who came to visit the children. What did the bear and the doll do before they entered our group? (Knocked). Knock with the children, repeat the same actions and listen. You can play with a bear and a doll. The bear walked through the forest and the snow creaked with its paws (use foil or candy wrappers). The characters remain in the group. The children continue to play.

2. “What did that sound like?”

Target: Listen to non-speech sounds

Arouse interest and attention

Determine that sounds can be different.

Equipment: truck or car.

A horn or some kind of pipe that imitates a car signal.

Move games:The horn sounds, indicating a car signal. The teacher takes out the typewriter from behind a screen, table or door. Children look at the car, listen to the signal it makes. At the end games children roll a doll and a bear in the car and listen to the signal.

3. "Who came?"

Target: Distinguish non-speech sounds. Pay attention to the variety of sounds.

Equipment: doll, bell.

Progress of the game:

The children sit freely on the carpet... A bell rings. After the children pay attention to the sound, the teacher asks what is it? Children explain as best they can or say that it is a bell.

A doll appears from behind the screen with a bell in its hand. The doll offers to look at its bell, then ring it for everyone and listen to the sound.

Finger games for developing the syllable structure of words

at children 3-4 years old

All games with fingers develop the speech centers of the cerebral cortex. They help coordinate the work of the conceptual and motor centers of speech. The verses accompanying the exercises are the basis on which is being formed and the sense of rhythm is improved. They teach to hear rhyme, stress, division words into syllables.

"Guests"

The baby sits and holds his palms closed in front of his chest, pressing the fingers of his left hand tightly against the fingers of his right hand.

Ma-ma, ma-ma!

What, what, what?

The guests are coming! (tapping his little fingers together four times)

So what? (tapping his index fingers three times)

Hello, hello! (crosses the middle and ring fingers twice with the same fingers of the other hand, going around first to the right, then to the left)

Smack, smack, smack! (tapping his middle and ring fingers on the same

fingers of the other hand).

"Mother"

Ma-moch-ka ma-ma,

Mi-la-ya mo-ya,

Ma-moch-ka ma-ma,

I love you.

Place your palms in front of each other on each syllable First the little fingers close and open, then the ring fingers, middle fingers, and index fingers. To the last syllable Press the pads of your thumbs against each other and imitate a kiss with your lips.

"Cuckoo"

syllable the fingers of the right hand are connected to the thumb in the next ok

Fly quickly to the forest (flapping your arms like wings for each syllable)

Ku-ku, ku-ku ku-ku-shech-ka (for each syllable the fingers of the left hand are connected to the thumb in the next ok: index, middle, ring, little finger)

Give me your go-lo-juice (clap our hands for each syllable)

Movable games for developing the syllabic structure of words in children 3 – 4 years old

1. Game "Carousel"

Target: Develop attention, the ability to navigate in space, the ability to move rhythmically, coordinating words with movements.

Move games: The teacher and children, holding hands, walk in a circle, and They say:

Barely, barely, barely, barely, the carousel started spinning.

And then, and then, everyone run, run, run!

Hush, hush, don't run, stop the carousel!

One and two, one and two, the game is over!

(E Tikheyeva)

According to words songs, children run in a circle faster and faster, then slower and stop.

2. "Cat and Mice".

Target: Develop coordination and consistency of movements, sense of rhythm.

Material: cap "Kota", toy watch.

Move games: Child "cat" sits on a chair and "sleeping". Nearby there is a toy clock or a real alarm clock. Children "mice" are beyond the line in "house" on the other side of the room. Children, together with an adult, begin to go to the sleeping cat, saying text:

One day the mice came out

See what time it is.

One, two, three, four,

The mice pulled the weights!

Suddenly there was a terrible ringing sound -

The mice have run away! (S. Marshak.) An adult claps his hands, a child - "cat" wakes up, meows and chases mice.

3. "Shaggy Dog".

Target: Learn children move rhythmically around the site and recite the poetic text together.

Material: toy dog (or hat "Dogs").

Move games: The teacher puts the toy dog on the floor and explains children: “The dog is sleeping, let’s try to wake her up!” The children and the teacher go to the dog and They say:

Here lies a shaggy dog,

He buried his nose in his paws,

Quietly, quietly he lies,

He's either dozing or sleeping.

Let's go to him, wake him up,

And let's see what happens?

Children sneak up to the dog and quietly call her: “Dog, play with us!

"Dog" barks and runs after the children. The children run away.

Talking games

"The Bird Sings"

Equipment: pictures of a big, small bird.

Description games:

Option 1. The teacher shows a big picture birds: "She sings loud: PEEP-PEEP". The child repeats. The teacher shows a small picture birds: No. She sings quiet: pee-pee-pee.” The child repeats. Teacher pronounces: "PEEP-PEEP", sometimes loud, sometimes quiet. The child guesses.

Option 2. You can use pictures of a big pipe - it plays a loud DU-DO-DU, a small pipe - it plays a quiet doo-doo-doo.

"Teremok"

Target: Development of auditory attention, rhythmic expressiveness, voice strength, speech breathing.

Equipment: pictures of a teremok, a mouse, a wolf hedgehog.

Description games: Teacher speaks: “To get into the tower, you have to knock on it. The mouse should knock here So: "KNOCK KNOCK". The hedgehog is here So: "knock-knock-knock". The wolf is here So: "KNOCK-KNOCK-KNOCK".

Guess who's knocking! The teacher alternately depicts and pronounces how the animals knocked.

“The animals have forgotten how to knock to get into the little house. Help them! Tell and show how to knock on a mouse, a hedgehog, or a wolf.”

"Tell me a word»

Target: Development of phonemic hearing, consolidation of sound pronunciation in speech, development of auditory attention.

Equipment: pictures – rooster, peas, milk, juice, house, puppy.

Description games:

Teacher: “Tell me word, whichever suits you, then say it all yourself.”

Pictures on the table: rooster, peas, milk, juice, house, puppy.

HA-HA-HA - we caught... a rooster

OH-OH-OH – we sowed... peas

KO-KO-KO - the cat loves... milk

OK-OK-OK – Sanya drank delicious... juice

OM-OM-OM - we will build a big... house

OK-OK-OK – the little... puppy was running

Desktop - printed games

Game “Who is walking in the clearing?”

Equipment: Subject picture with the image of the sun, clouds, flowers, chicken, beetle.

Move: Look at the picture. Who walks in the green grass? Listen attentively: tsy-ple-nok...bug... Words sound different: there are short ones and there are long ones. Chicken – long word, and the beetle is short. Name other long ones words(cloud, flower, sun).

Game "Help the girls"

Equipment: The plot picture shows a tree and two girls.

Move: In this picture the girls are looking words: girl with short hair looking for short words, and the girl with long hair looking for long ones words. Let's help them. Name the pictures you see on the tree (ball, ice cream, honey, pencil, apples, cheese, tree).

Formation in children of grammatically correct, lexically rich and phonetically clear speech, which makes it possible verbal communication and preparing for schooling is one of the important tasks in common system work on teaching a child his native language in kindergarten and in the family.

To raise a full-fledged personality, you need to eliminate everything that interferes with the child’s free communication with the team. It is important that children master their native speech as early as possible and speak correctly, clearly, and expressively. The correct pronunciation of sounds and words becomes especially necessary for a child when he begins to master literacy. The practice of speech therapy work shows that it is often to the fore in preschool age correction of sound pronunciation is put forward and the importance of the formation of the syllabic structure of words is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.

Among the various speech disorders in preschool children, one of the most difficult to correct is such a special manifestation of speech pathology as a violation of the syllabic structure of words. This defect in speech development is characterized by difficulties in pronouncing words of complex syllabic composition (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Violation of the syllabic structure of a word is usually detected during a speech therapy examination of children with general speech underdevelopment. As a rule, the range of these violations varies: from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to severe violations when a child repeats two- and three-syllable words without a combination of consonants, even with the aid of clarity. Deviations in the reproduction of the syllabic composition of a word can manifest themselves as follows:

1. Violation of the number of syllables:
– syllable reduction;
– omission of the syllabic vowel;
– increasing the number of syllables due to the insertion of vowels.
2. Violation of the sequence of syllables in a word:
– rearrangement of syllables;
- rearrangement of sounds of adjacent syllables.
3. Distortion of the structure of an individual syllable:
– reduction of consonant clusters;
- insertion of consonants into a syllable.
4. Similarization of syllables.
5. Perseverations (cyclic repetition).
6. Anticipations (replacing previous sounds with subsequent ones).
7. Contamination (mixing elements of a word).

Violation of the syllabic structure of words can persist in children with pathology of speech development for quite a long time, revealing itself whenever the child encounters a new sound-syllable and morphological structure of a word.

The choice of methods and techniques of correctional work to eliminate this disorder is always preceded by an examination of the child, during which the degree and level of violation of the syllabic structure of words is revealed. This will allow you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.

This type of work is based on the principle of a systematic approach to the correction of speech disorders and the classification by A.K. Markova, which identifies 14 types of syllable structure of a word in increasing degrees of complexity:

1. Two-syllable words made from open syllables (willow, children).
2. Three-syllable words made from open syllables (hunting, raspberry).
3. Monosyllabic words (house, juice).
4. Two-syllable words with a closed syllable (sofa, furniture).
5. Two-syllable words with a cluster of consonants in the middle of the word (jar, branch).
6. Two-syllable words made from closed syllables (tulip, compote).
7. Three-syllable words with a closed syllable (hippopotamus, telephone).
8. Three-syllable words with consonant clusters (room, shoes).
9. Three-syllable words with a consonant cluster and a closed syllable (lamb, ladle).
10. Three-syllable words with two consonant clusters (tablet, matryoshka).
11. Monosyllabic words with a cluster of consonants at the beginning of the word (table, closet).
12. Monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).
13. Two-syllable words with two consonant clusters (whip, button).
14. Four-syllable words made from open syllables (turtle, piano).

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. I built my work in two stages:

– preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
– correctional; The goal of this stage is the direct correction of defects in the syllabic structure of words in a particular child.

At the preparatory stage I conducted the exercises first on a non-verbal level, and then on a verbal one.

Exercise “Repeat the same”

Goal: learn to reproduce a given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Progress of the exercise: The speech therapist sets a rhythm with one of the objects, the child must repeat the same.

Exercise “Count correctly”

Goal: learn to count sounds.
Materials: children's musical and noise instruments, cards with numbers, cube with dots.
Progress of the exercise:
Option 1. The child claps his hands (knocks on a tambourine, etc.) as many times as the dots appear on the cube.
Option 2. The speech therapist plays sounds, the child counts them and picks up a card with the corresponding number.

Exercise “Choose a scheme”

Goal: learn to correlate the rhythmic pattern with its diagram on the card.
Material: cards with patterns of rhythmic patterns.
Progress of the exercise:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card.
Option 2. The child reproduces a rhythmic pattern according to a given pattern.

Exercise “Long - short”

Goal: to learn to distinguish between long and short sounding words.
Material: chips, long and short strips of paper, pictures.
Progress of the exercise:
Option 1. The speech therapist pronounces the words, the child places a chip on a long or short strip.
Option 2. The child names the words in the pictures and puts them into two groups: the long strip and the short one.

At the correction stage the work was carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers.

Exercises at the sound level:

“Say the sound A as many times as there are dots on the die. Make the sound O as many times as I clap my hands.”
“Find out what sound (series of sounds) I made.” Recognition by silent articulation, pronunciation with voice.
Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:

– Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads).
– “Fingers say hello” - pronouncing a chain of syllables by touching each syllable with the fingers of the hand with the thumb.
– Count the number of syllables pronounced by the speech therapist.
– Name the stressed syllable in the chain of heard syllables.
– Memorizing and repeating chains of different types of syllables.

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.

Game "Telegraph"

Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.

Game "Count, don't make a mistake"

Material: pyramid, cubes, pebbles.
Progress of the game: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.

Goal: to learn to divide words into syllables while simultaneously performing a mechanical action.
Material: ball.
Progress of the game: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Say the correct word"

Goal: to learn to distinguish correctly sounding words.
Material: pictures.
Progress of the game: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).

Exercise “What has changed?”

Goal: to learn to distinguish between different syllable structures of words.
Material: pictures.
Progress of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”

Goal: to strengthen children’s ability to divide words into syllables.
Material: pictures, cards with numbers.
Progress of the exercise: The speech therapist shows pictures, the children show a number corresponding to the number of syllables in a word (a complication option is the number of a stressed syllable).

Exercise “Which word is different”

Goal: learn to distinguish words with different rhythmic structures.
Material: pictures.
Progress of the exercise: the speech therapist names a series of words, the children determine extra word(use pictures if children find it difficult).
Words: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.

Exercise “Name the same syllable”

Goal: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
Progress of the exercise: the child must find the same syllable in the proposed words (airplane, milk, straight, ice cream).

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
Material: ball.
Progress of the game: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game “What word did you get?”

Goal: to practice simple syllabic analysis.
Material: ball.
Progress of the game: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
ben tambourine

Exercise “Call me kindly”

Goal: to learn to clearly pronounce words of type 6 syllabic structure when forming nouns.
Material: ball.
Progress of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it “affectionately.”
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise “Say the word correctly”

Goal: to learn to clearly pronounce words of type 7 syllable structure, to develop auditory attention and memory.
Material: subject pictures.
Progress of the exercise: the speech therapist shows a picture and pronounces a sound combination. The child raises his hand when he hears the correct name of the object and names it.

Speech therapist: Child:
Mosalet
The plane is breaking
Airplane

Game "Syllable cubes"

Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.

Game "Chain of words"

Goal: to consolidate the ability to analyze and synthesize two- and three-syllable words.
Material: cards with pictures and words divided into parts.
Progress of the game: children lay out a chain of words (pictures) like dominoes.

Game "Logocube"

Goal: to practice syllabic analysis of one-, two- and three-syllable words.
Material: cube, set of subject pictures, cards with numbers.
Progress of the game: children select from a general set of pictures those that correspond to a given number of syllables and fix them on a certain side of the cube.

Train game

Goal: learn to select words with a given syllable pattern.
Material: train with carriages, a set of subject pictures, diagrams of the syllabic structure of words.
Progress of the game: children are invited to help “seat passengers” in the carriages in accordance with the number of syllables.

Game "Pyramid"

Goal: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Progress of the game: the child must arrange the pictures in a given sequence: one at the top - with a one-syllable word, two in the middle - with two-syllable words, three at the bottom - with three-syllable words.

Exercise “Collect a word”

Goal: learn to synthesize two- and three-syllable words.
Material: cards with syllables on tinted paper.
Progress of the exercise: each child lays out one word. Then a set of cards is exchanged and the game continues.

Exercise “Choose a word”

Goal: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with diagrams of syllable structure. Cards with words (for reading children).
Progress of the exercise:
Option 1. The child matches the diagrams to the pictures.
Option 2. The child matches the pictures to the diagrams.

Game "Let's put things in order"

Goal: improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Progress of the game: children select syllables from the total number and arrange them in the right order.

Game "Who is more"

Goal: improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Progress of the game: from the total number of syllables, children lay out as many variants of words as possible.

Literature:

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg: Detstvo-Press, 2000.
Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. Moscow: Sfera, 2007.
Volina V.V. We learn by playing. Ekaterinburg: Argo, 1996.
Kozyreva L.M. We read syllable by syllable. A set of games and exercises for children 5 – 7 years old. Moscow: Gnom i D, 2006.
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. Moscow: Sfera, 2007.
Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children. St. Petersburg: Soyuz, 1999.
Lopukhina I.S. Speech therapy. Moscow: Aquarium, 1996.
Tkachenko T.A. Correction of violations of the syllabic structure of words. Moscow: Gnom i D, 2001.
Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in special conditions kindergarten. Moscow: 1991.
Chetverushkina N.S. The syllabic structure of the word. Moscow: Gnom i D, 2001.