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home  /  Our children/ The role of speech breathing in the development of speech of a preschooler. Development of speech breathing in children of senior preschool age with speech disorders Peculiarities of breathing in children with speech disorders

The role of speech breathing in the development of speech of a preschool child. Development of speech breathing in children of senior preschool age with speech disorders Peculiarities of breathing in children with speech disorders

DEVELOPMENT OF PHYSIOLOGICAL AND SPEECH BREATHING

The development of breathing is one of the first and very important stages of corrective influence on children, regardless of the type of their speech defect.
Most children with speech disorders weak shallow breathing is observed. And to pronounce a number of sounds, such as whistling, hissing, and sonorous sounds, it is necessary to have a strong directed air stream, so the teacher is faced with the task of forming first physiological breathing in children, and then, based on it, speech breathing.

Speech breathing is significantly different from non-speech breathing. Unlike physiological breathing, which occurs automatically, speech breathing is voluntary. During physiological breathing, inhalation and exhalation are carried out through the nose, and the inhalation is equal in duration to the exhalation. During speech breathing, after a short deep breath there is a pause and only then a long exhalation, at the moment of which the speech act is carried out.
The development of breathing, work on the strength and duration of exhalation, the pace and rhythm of breathing, is carried out in classes during motor exercises, first without speech (physiological breathing is formed), and then with speech (speech breathing is developed).
This complex uses a combination of breathing and physical exercises, which increase:
- volume and depth of breathing,
- strength and endurance of the respiratory muscles,
- coordination and rhythm of general and respiratory movements.
At the beginning of training, the speech therapist is the leader when pronouncing the text; children pronounce only individual sounds and sound combinations. In the future, children can pronounce the text independently.
Breathing exercises are performed daily for 5-10 minutes in a well-ventilated area. They can be used as physical education exercises during a speech therapy session or as part of a speech therapy session aimed at developing speech breathing.
The proposed set of exercises uses:
- elements of paradoxical breathing exercises (A. N. Strelnikova),
- respiratory development systems (V.V. Vasilyeva, Yu.S. Vasilenko, V.P. Morozov);
- methods for the development of speech breathing in children with speech pathology (M. F. Fomicheva, E. S. Almazova, V. I. Rozhdestvenskaya, V. I. Seliverstov);
- poetic material for children’s speech development preschool age(N.V. Novotvortseva, N.A. Maranova).

A set of exercises to develop physiological breathing.
Start training with 30-45 seconds per session, gradually increasing the load over two weeks to 2 minutes. Exercises are performed 5-6 times.
In the future, the number of workouts can be increased to 3 times a day for 2 minutes per session.
If the exercise causes dizziness, then the duration is reduced to 15-20 seconds.
Formation of diaphragmatic breathing
1. Exercise "Tummy"
Lying on their backs, children place their hands on their stomachs, inhale deeply - the tummy inflates, then exhale - the tummy retracts. To make the exercise even more interesting, you can put a toy on your stomach. When the child inhales, the toy along with the stomach will rise up, and on the exhale, on the contrary, it will fall down - as if it were swinging on a swing.
2. Exercise “Soldier”
In a standing position, children take a deep breath, without raising their shoulders, and then exhale, controlling the movements of the abdomen with their hands.
The exercise is performed by counting: inhale – 1, 2, 3 and exhale – 1, 2, 3
From three to seven times in a row.
Possible options for depicted actions:
inflating and deflating balloons;
lighting and then fanning a fire;
collecting dandelions in a meadow and then blowing on them;
playing snowflakes, and then warming frozen hands (with the sound X)
deflating boats
windmills, pinwheels, butterflies.
3. Exercise. "Blow up the balloon"
Choose a comfortable position (sitting, standing), put one hand on your stomach, the other on the side of your lower chest.
Take a deep breath through the nose (at the same time, the stomach protrudes slightly forward and the lower part of the chest expands, which is controlled by one or the other hand).
After inhaling, immediately exhale freely and smoothly; the stomach and lower part of the chest return to their previous position.
Here we are inflating the balloon,
And we check it with our hands.
The balloon burst - we exhale,
We relax our muscles.
The poetic text is read by the speech therapist, and the children perform the necessary actions.
4. Exercise. "Watch"
Sit on a chair, feet shoulder-width apart, arms down.
Take your left hand to the side and place it on the back of your head: slowly leaning to the right, lightly pat your left side with your right hand - inhale.
Return to the starting position - exhale completely (pull in your stomach, relax). The same in the other direction.
Tick-tock, tick-tock
The clock goes like this:
Tilt left, tilt right,
Tilt left, tilt right.
5. Exercise “Pike”
Sit on a chair, feet shoulder-width apart, hands with palms on your ribs.
Inhale - lightly press your hands on the ribs, at the end of the inhalation - arms to the sides. Exhale - press your hands on the ribs.
The pike lived in the pool,
Chalk water with a brush.
She prepared cabbage soup for the guests,
Treat for bream.
6. Exercise “Bends”
Stand with your feet together and your arms down.
Raise your arms forward - up - take a deep breath (inflate your stomach).
Lower your arms down and, moving them back, bend forward - exhale completely (the stomach retracts).
The woodpecker has been hammering the oak for a long time. (Hands forward - up)
A woodpecker is chiseling an oak tree with its beak. (Hands down and back.)
Knock, knock, knock, knock, (Hands forward - up)
He will find spiders here. (Hands down - back,)

7. Exercise “Stepping legs”
While walking in place, raise your arms up - inhale,
we lower our hands - exhale.
On a smooth path,
On a flat path
Our feet are walking
Our feet are walking
Over stumps, over hummocks,
Pebble by pebble, pebble by pebble.
In the hole - bang! (Sit down)

Dynamic breathing exercises
1. Exercise “Divers”
Take a deep breath, hold your exhalation, “dive into the water” - sit down.
Stand up (“emerge”) - exhale.
2. Exercise “Pump”
pumping up the wheel (with the sound C);
3. Exercise “Electric train”
a train ride showing the opening and closing of automatic doors (with the sound Ш)
4. Exercise “Sawing wood”
children become pairs, hold hands and imitate the appropriate movements: hands towards themselves - inhale, hands away from themselves - exhale.
5. Exercise “Chopping wood”
children raise and clasp their hands above their heads - inhale, bend forward - exhale.

Differentiation of oral and nasal exhalations
As a result of performing exercises to differentiate oral and nasal exhalations, the child should learn to feel the difference in the direction of the air stream.
To work on breathing at this stage, it is recommended to perform three sets of exercises.
The first complex is aimed at forming a fixed (smooth) exhalation through the nose or mouth, alternating oral and nasal exhalations. A fixed exhalation is necessary for pronouncing fricative (frictional) consonant sounds ([f], [v], [s], [z], [sh], [zh], [sch], th], x).

Complex 1. Formation of a fixed exhalation
1.Exercise “Inhale-exhale”
Open your mouth wide and breathe calmly through your nose.
Close one nostril with your middle finger - inhale. Exhale smoothly through the other nostril. Alternately close and open your nostrils.
Inhale through slightly closed lips, exhale smoothly through the nose with a voice (m).
Inhale with your mouth wide open, exhale smoothly through your nose (do not close your mouth).
Inhale through your nose, exhale smoothly through your mouth (mouth wide open), first without a voice, then with a voice (a_______).
Inhale through your nose, exhale smoothly through loosely closed lips (f__________).
Inhale through your nose, exhale smoothly through the corners of your mouth, first through the right, then through the left.
Inhale through the nose, exhale - stick out a wide tongue, lift it to the upper lip, blow on the nose (blow the cotton wool off the nose).
2. Exercise. "The wind blows"
I.p. - standing. Inhale calmly through your nose and also calmly exhale through your mouth.
I will blow high, (Raise your arms up, stand on your toes, blow,)
I will blow low, (Arms extended in front of you, lean forward and blow)
I will blow far away, (Arms extended in front of you, blow)
I'll blow close. (Bring your palms to your lips and blow on them)
Development of the force of diaphragmatic exhalation.
1. Exercise. "The tree is shaking"
Stand, bending your torso and making movements with your hands while reading the text.
The wind blows in our faces
(Exhale through the mouth, the air stream is strong, we wave our hands on the face).
The tree swayed. (Tilts the body to the right, left)
The wind is quieter, quieter, quieter, (Blow, wave your hands in your face, weak air stream)
The tree is getting higher and higher. (Stretch, arms up).
2. Exercise. "Snowflakes"
While standing, hold pieces of cotton wool on your palms.
Inhale and blow on the pieces of cotton wool. The stream is long and cold.
fall from the sky in winter
And they circle above the earth
Light fluffs,
White snowflakes.
3. Exercise. "Turns"
Standing, keep your hands on your belt.
Turn the body to the sides, turn to the left - inhale, to the right - exhale.
Side by side,
sideways - sideways
A jackdaw walks past the windows.
All tousled by the wind,
Covered with snow.
4. Exercise. "Rolls"
I.p. - standing, keep your hands on your belt.
Rise on your toes - inhale, lower on your heels - exhale (“roll”). Keep your body straight.
Pull up your socks
Put your socks down.
Chicky-chicky-chickalochka!
A goose rides on a stick
The duck is on the pipe,
The cockerel is on the booth,
Bunny - on a wheelbarrow,
The boy is on a dog.
5. Exercise. "Wash"
I.p. - standing, lower your arms along your body.
Raise your hands up - inhale.
Bend your torso forward, lower your arms, shake your hands - exhale.
I love my mom
I will always help her.
I wash, rinse,
I shake the water off my hands.
6. Exercise “Looking for strawberries”
I.p. - hands on the belt. Feet shoulder width apart.
Inhale.
Leaning over, touch the toes of your right foot with your left hand, your right hand remains on your belt - exhale.
Straighten up - inhale.
Leaning over, touch your left foot with your toes with your right hand, your left hand remains on your belt - exhale.
We walked, walked, walked,
We found strawberries.
One two three four five
We are looking for the berry again.
7. Exercise. "The bunny is jumping"
Standing, keep your hands on your belt.
Do jumping in place, rhythmic, light. Breathing is free, pace is average.
Jump-jump, jump-jump,
The bunnies are jumping, hopping, hopping,
On a green meadow.
Jump-jump, jump-jump,
Bunny jump under a bush.
8. Exercise. "Charger"
Performing appropriate movements while reading the text. Breathing is free.
Everyone goes out to exercise (Walking in place.)
They do exercises together.
Left-right! Left-right! (Tilts.)
It turns out great! (Sit down.)
Let's get up! Exhale! Breathe! (Shake your hands.)
Now you can rest. (Shake your feet.)
One - two! One - two! (Bends the body.)
Heels flashed, (Running in place.)
How wonderful it is to be barefoot (Running on your toes.)
Run while exercising! (Running on your heels.)
All the kids can do it
Stand on your heels from your toes. (Appropriate movements.)
Breathe and stretch
Sit down and straighten up.
Let's get up! Exhale! Breathe!
Now you can rest.

After the exercises of the first complex have been worked out, you need to sequentially move on to the next complex.
The second complex is designed to form a forced (push-like) exhalation through the nose or mouth, alternating oral and nasal exhalations. Forced exhalation is necessary to pronounce explosive (closed) consonant sounds ([p], [b], [t], [d], [k], [g]).

Complex 2. Formation of forced exhalation
1. Inhale through your nose, exhale through your nose in bursts.
2. Inhale through your nose, exhale through loosely closed lips jerkily, intermittently, taking short intervals (ph! ph! ph!).
3. Open your mouth wide, stick out your tongue, inhale and exhale through your mouth jerkily, intermittently (like a dog breathing).
4. Inhale with your mouth wide open, exhale forcefully through your nose (do not close your mouth).
5. Inhale through slightly closed lips, exhale forcefully through the nose, first without a voice, then with a voice (m! m! m!).
6. Inhale through your nose, exhale forcefully through the corners of your mouth, first through the right, then through the left.
7. Pull your lips forward like a tube. Inhale through your nose, exhale jerkily through the “tube” (ooh! ooh! ooh!).

The third complex is aimed at developing the ability to combine fixed and forced exhalations. This skill is necessary for pronouncing affricative sounds ([ts], [h]) and groups of consonant sounds different ways education ([ts], [pl], [vr], tr, etc.)

Complex 3. Formation of the ability to combine fixed and forced exhalation
1. Inhale through your nose, exhale jerkily, at the end turning into a smooth exhalation (f! f! f).
2. Pull your lips forward like a tube. Inhale through your nose, exhale elongatedly through the “tube” with intensification at the end (U________y! y!).
3. Pull your lips forward like a tube. Inhale through your nose, exhale jerkily, at the end turning into a smooth exhalation (ooh! ooh! o____).
4. Inhale through slightly closed lips, exhale elongatedly through the nose with intensification at the end with a voice (m m! m!).
5. Inhale through slightly closed lips, exhale jerkily, at the end turning into a smooth exhalation (m! m! m).
6. Lips in a smile. Inhale through your nose, exhale elongatedly through your mouth with intensification at the end (with _______s! s!).
7. Lips in a smile. Inhale through your nose, exhale jerkily, at the end turning into a smooth exhalation (s! s! s).
8. Inhale through your nose. Pronounce the sound [sh] for a long time with intensification at the end (sh_______sh! sh!).
9. Inhale through your nose. Pronounce the sound [sh] briefly, lengthen the exhalation at the end of the pronunciation (sh! sh! sh).
The main feature of working on breathing during this period is the combination of breathing exercises with the work of the articulatory and vocal apparatus, which contributes to the development of coordination between breathing, voice and articulation.

SPEECH BREATHING.
Correct speech breathing is the basis of sounding speech. It ensures normal voice and sound formation, maintains smoothness and musicality of speech. Features of speech breathing are associated with the fact that breathing at the moment of speech depends on the speech unit, which can be long or short, loud or quiet, calm or emotionally charged. Very often, children have difficulties with speech breathing. This is due to a number of reasons:
Shallow and rapid breathing of the child (chest);
Weak inhalation and exhalation;
Incorrect jerky inhalation;
Uneven distribution of air per phrase, extra air in the middle of a word;
Hastily pronouncing phrases while inhaling with choking.
Breathing exercises in combination with speech contribute to the development of speech breathing. Speech breathing, in contrast to physiological breathing, is characterized by a short, deep inhalation and a long exhalation, during which a speech act occurs.
Voice exercises are included in the work. After inhaling through the nose, slowly exhale while pronouncing consonants, vowels, and syllables. As speech material In classes, individual vowels and consonants are first used, then syllables, words, and phrases. As you complete exercises to develop speech breathing, the duration of speech exhalation will increase.

A set of exercises to develop speech breathing.
1. Sound thread (track)
Goal: education of correct speech breathing, automation of isolated sound.
Description of the exercise
Children connect their fingers, gathered in a pinch, in front of their chest (as if holding a short string by the ends), and then begin to spread their arms to the sides, while simultaneously singing something
Vowel sound (pulling a long thread). Inhale before starting to move your arms.
To arouse greater interest in the exercise, you can invite children to first pull out a short string (sing a short song “A” for 1 second), only slightly spreading their arms to the sides, and then pull out a long string of sounds (sing the sound “A” for 3-6 seconds ).
Next time, invite the children to sing the vowel sounds U, O, I, E.
In the process of automating sounds, you can invite the child to draw out some consonant sounds, for example, S, Z, Sh, Zh, Shch, L, R.

2.Twist a ball
Purpose: formation of a long speech exhalation, automation of isolated sound.
Description of the exercise
Children rotate their hands one around the other in front of the chest and at this time pronounce a vowel sound for a long time - as if they are winding a long string of sounds around a ball. You can compete to see whose thread is longer.
In the process of automating sounds, you can invite the child, winding a “thread around a ball,” to pull some consonant sounds, for example: S, Z, Sh, Zh, Shch, L, R.

3. We raise our hands and sing sounds
Goal: education of correct speech breathing, the ability to pronounce two vowel sounds on one exhalation, automation
isolated sounds.
Description of the exercise
After a short deep breath, children raise their hands up, while pronouncing the sound “A”, and then lower their hands down, pronouncing the sound “U”.
In the process of automating sounds, you can invite the child to make movements with his hands and at the same time pronounce for a long time some consonant sounds, for example, pairs: S-Z; Sh-Zh; L-R.

4.. Sound charging
Goal: to develop correct speech breathing, the ability to pronounce three or more vowel sounds in one exhalation.
Description of the exercise
OPTION 1. (for children from 3 years old)
Children raise their arms up and then lower them down through their sides, simultaneously pronouncing a chain of their three vowel sounds in one breath. When moving the hands from the lower position to the “forward” position, the sound “A” is sung, when moving from the “forward” position to the “up” position, the sound “U” is pronounced, and when lowering the hands down through the sides, the sound “I” is pronounced. .
OPTION 2. (for children from 4 years old)
Children raise their arms up from their sides and lower them in the same way, simultaneously pronouncing a chain of four vowel sounds. When moving the arms from the lower position to the “sideways” position, “A” is sung, when moving from the “sideways” to the “up” position, the sound “O” is pronounced, then when moving the arms from the “up” position to the “up” position, the sound “O” is pronounced. “to the sides” the sound “U” is pronounced, and from the position “to the sides” to the lower position the sound “I” is pronounced.
COMMENT: for preschoolers, the duration of singing on one exhalation in seconds corresponds to the number full years. So, a two-year-old child can sing a sound for two seconds, or sing two vowel sounds in a row, a three-year-old - three seconds or three sounds, etc. For comparison: an adult can sing one sound for an average of 12-16 seconds, but an opera singer – 32 seconds.

5. Syllable exercise
Goal: development of speech breathing, the ability to pronounce several syllables on one exhalation; automation of sounds in syllables.
Description of the exercise
OPTION 1 (for children from 3 years old)
Children raise their arms up and then lower them down through their sides, while simultaneously pronouncing a chain of three syllables in one breath. When moving the arms from the lower position to the “forward” position, the syllable TA is pronounced, when moving from the “forward” to the “up” position, the syllable TO is pronounced, and when lowering the arms through the sides, TU is pronounced.
OPTION 2 (for children from 4 years old)
Children raise their arms up from their sides and lower them in the same way, simultaneously pronouncing a chain of four syllables.
While moving the arms from the lower position to the “sideways” position, the syllable GA is pronounced.
When moving from the “sideways” position to the “up” position - GO.
When moving the hands from the “up” position to the “sideways” position, the syllable GU is pronounced,
From the sideways position to the downward position, the syllable GY is pronounced.
During the period of work on automation of whistling sounds in syllables, it is recommended to do syllabic exercises with the following syllabic material:
SA-SO-SU-SY;
ZO-ZO-ZU-ZY;
TSA-TSO-TSU-TZU
When practicing pronouncing hissing sounds with children, you can suggest the following syllables for pronunciation:
SHA-SHO-SHU-SHI
ZHA-ZH-ZH-ZHY
SHCHU-SHCHU-SHCHU
CHA-CHO-CHU-CHI
The sounds “L” and “R” are fixed in syllables in the same way.
With children whose syllabic structure of words is disturbed (they skip or rearrange sounds and syllables in words), it is useful to pronounce syllables with a combination of consonants, such as
I-I-I-I-I-I
PTA-PTO-PTU-PTY
STA-STO-STU-STY

6.Finger charging
Goal: development of speech breathing, the ability to pronounce several syllables on one exhalation.
Automation of sounds in syllables. Development fine motor skills fingers
Description of the exercise
OPTION 1
Children pronounce a chain of four syllables, for example,
LA-LO-LU-LY, while simultaneously making the following movements with the fingers of your right hand:
LA - the tips of the thumb and index fingers are connected, LO - the thumb and middle, LU - big and nameless, LY- thumb and little finger.
Next time, the exercise is carried out in the same way, but the movements are made by the fingers of the left hand. In conclusion, you should repeat the finger exercises, pronouncing the syllables and working with both hands at the same time. Gradually, the skills of continuous pronunciation of syllables are transferred to words, phrases and sentences, during the pronunciation of which the rhythm and tempo of speech may change.
OPTION 2
You can return to the “Finger exercise” exercise at the stage of practicing pronouncing an entire phrase on one exhalation. In this case, the child, simultaneously with the pronunciation of each word, makes movements with his fingers according to the pattern described in option 1.
For example, reading Agnia Barto’s poem “Elephant” with synchronized movements of the fingers will look like this: (1-thumb; 2-index finger; 3-middle finger; 4-ring finger; 5-little finger).
Time to sleep! The bull fell asleep
1+2 1+3 1+4 1+5
Lay down in the box on its side.
1+2 1+3 1+4 1+5
The sleepy bear lay down in bed,
1+2 1+3 1+4 1+5
Only the elephant doesn't want to sleep.
1+2 1+3 1+4 1+5
The elephant nods its head and howl,
1+2 1+3 1+4 1+5
He bows to the elephant.
1+2 1+3 1+4 1+5
Using this technique, you can read other poems that are well known to children, for example, the poems by A. Barto “Boat”, “Truck”, “Drum”.

7.Name them in order
Goal: development of speech breathing, the ability to pronounce several words on one exhalation.
Consolidating in children's memory the names of numbers, seasons, days, weeks, months.
Description of the exercise
Children of younger and middle age are asked to count their fingers, toys or objects in the picture - “one, two, three, four, five...” (the number of numbers named in one breath should not exceed the number of years of the child). Preschoolers of middle and older age, in addition, are given the task of listing the seasons, days of the week, and months in order.

8.Exhibition
Goal: development of speech breathing, the ability to pronounce a two-word phrase on one exhale.
Formation of unity of pronunciation, expansion of the dictionary.
Equipment: toys or object pictures on various lexical topics.
Description of the exercise
An adult shows the child a toy or picture and asks: “What is this?” The child answers, for example: “This is a car” or “This is a dog.” It is advisable to conduct the game on the lexical topics being practiced.

Pronunciation largely depends on proper breathing. Every person from birth breathes using the diaphragm. This is the muscular partition between the chest and abdominal cavities. As a person grows up, the type of breathing changes and muscle tension appears. For healthy lungs, as well as beautiful diction, you should get rid of clamps.

When you breathe, air enters your lungs. This causes a decrease in pressure, due to which the lungs do not receive a large dose of oxygen. The features of diaphragm breathing allow you to breathe much deeper. Therefore, speech breathing has many advantages:

  • Diaphragmatic breathing enriches the blood with oxygen. Due to this, the functioning of the circulatory and vascular systems improves.
  • The lungs are cleansed, which is useful for smokers; they are less susceptible to bronchopulmonary diseases.
  • If you constantly breathe through your diaphragm, you will be much less likely to experience shortness of breath.
  • Features of speech breathing affect not only the lungs and blood flow. Diaphragmatic breathing improves the functioning of the gastrointestinal tract, pancreas and kidneys. It is even possible to lose excess weight from proper breathing.
  • And most importantly, proper breathing affects our speech. Therefore, it is so important to learn how to breathe correctly from childhood.

Development of speech breathing for adults

You can start exercises for proper breathing at any age. Let's look at the most common of them:

  • Reading poetry is an effective training to develop proper breathing. Try doing homework or wipe off the dust while reading poetry. Your main task is to maintain even breathing. Try reciting poetry while doing physical exercise. For example, jumping rope. For each syllable of the word - one jump. Or pump up your abs. The task is difficult, start at a low pace. But by gradually increasing the load, you will ensure that your breathing does not become interrupted.
  • Modify the first exercise. Try reading poetry, taking small breaths after each line. Exhale deeply - only at the end of the quatrain.
  • Come up with a long phrase of at least five lines and try reading it out loud in one breath. If you completed the task easily, increase the number of lines.
  • Good workout for oral speech- This is the pronunciation of tongue twisters. Pronounce them clearly and with one inhalation and exhalation. Tongue twisters are necessary not only for speech breathing, but also for the formation of diction.
  • Speech breathing occurs during a long exhalation. Try to draw out the sounds as you exhale for as long as possible. Say it in a whisper, gradually adding your voice. You can use hard to pronounce words. Say a difficult word clearly, but in a whisper. To find out if you succeeded, ask someone to listen to you. If, while standing in the room, he heard a whisper and understood it correctly, you have completed the exercise. If not, determine what sounds are being swallowed and try again.

Diaphragm breathing technique

Conduct training to form correct speech breathing in the morning and evening hours. The technique involves classes from fifteen minutes to half an hour every day. You may immediately feel discomfort. For example, slight dizziness. It appears due to the fact that the lungs begin to be completely saturated with oxygen. Changes in breathing in better side you will notice within a week.

  • Lie on your back. Relax. Place your right hand on your stomach, your left hand on your chest. Then breathe so that your left hand does not move. The basis of the exercise is to try to strongly inflate your stomach as you inhale, so that you get a full inhalation and a full exhalation.
  • Rest after the first exercise. Then place a book on your stomach. Its weight should be felt well. And start breathing. Try to keep the book rising and falling evenly.
  • From a sitting position, breathe through your diaphragm. Hands should be placed in the same way as in the first position. Try to feel as much as possible how you breathe. Relax completely and take your mind off the objects and sounds around you.
  • Get on all fours. Relax and begin to breathe frequently through your mouth. Feel where the diaphragm is. From this position it is easiest to feel it. You don’t need to do this exercise for a long time, a couple of minutes is enough. Monitor your condition carefully. Rapid breathing may cause dizziness.

DIY games for children

It is advisable to master techniques for developing proper breathing in childhood, when the child is just starting to talk. This will allow you to develop speech skills much faster and avoid sessions with a speech therapist in the future. The development of speech breathing in young children takes place in the form of play. Many manuals suggest making games yourself.

It is important to follow the recommendations if you are going to work with your child on the development of oral speech. Ventilate the room where the game will take place. After eating, at least two hours should pass. The basis of training is a moderate duration of the lesson. There is no need to offer your child different games at once. Stop at one or two. If your child suddenly feels unwell, stop the activity immediately.

Games with straws

You will need:

  • two tubes;
  • cotton ball or pea;
  • sheet of cardboard;
  • markers;
  • two matchboxes.

Preparing for the exercise requires a little work. Draw a football field on a piece of paper for the future game. Matchboxes are gates. Children need to “score the ball” into the opponent’s goal by actively exhaling into the tubes.

You can play alone. Then only one gate is needed. To make it more interesting for your child, count every goal scored. Set goals. For example, hitting a box with a ball five times in a row.

Ball games

To play you will need a light ball. A tennis or ping pong ball is suitable.

  • Draw a target on a piece of paper. Ask your child to blow on the ball so hard that it rolls to the center of the target.
  • Put up a small gate. This could be an upside down mug or a small box. Ask your child to score a goal for you by blowing on the ball as hard as he can. Make the game more exciting by placing a goalkeeper on the makeshift goal. Don't let them hit the goal by protecting it with your fingers. Or move a small toy.
  • Play the game "Who is stronger." At the same time, blow on the ball and see who it will roll towards. Whoever the ball rolled to faster lost.

Games with pencils

Some DIY games require no extra work at all. For example, make a fun game using a simple pencil. Roll it from yourself to the child and back using air.

Methods of teaching breathing control

It is important for a child to learn not only to take deep breaths and exhales in order to saturate the lungs well with oxygen, but also to control the breathing process. The manuals offer various exercises:

  • Teach your child to breathe quickly and shallowly through their mouth, as if they are having a bad dream. Make a short story out of this exercise. For example, “The piglets are sleeping quietly. Take a deep breath and exhale smoothly. But then they dreamed of a wolf! How did the piglets breathe?”
  • Do physical exercises with your child. Let him remember how quickly he breathes. And then ask your baby to repeat this breathing when he is not tired. Just watch your child so that he doesn’t get dizzy from the increased supply of oxygen to the lungs.
  • Connect movement and breathing. Invite your child to imagine that he is a bird. And as you inhale, the wings rise, and as you exhale, they fall. Let the baby “fly” slowly.
  • In a conversation, a person adheres to a certain pace and rhythm of speech. Do activities with your child that will help him talk at the same pace. Tap rhythmically on the table and let the child breathe in the rhythm you set.
  • It can be helpful to teach children to hold their breath. Place different toys in the basin and invite the child to find one of them, while holding his breath.
  • Cleaning up toys can also be a healthy exercise. Invite your child to take a noisy breath in through his nose when he bends down to pick up the toy, and as he exhales, put it in the box.

You can teach your child proper breathing without resorting to various games. Encourage your baby to drink all drinks through a straw. Do not forbid creating a “storm in a glass” by blowing bubbles from the drink. This exercises the child's lungs.

Proper speech breathing will not only allow you and your children to speak clearly and beautifully, but will also make you healthier, since a person’s well-being depends on oxygen saturation of the body. By doing just fifteen minutes a day, you will notice results within a few weeks.

Development of speech breathing in children with speech disorders.

Speech (or phonation) breathing is the basis of sounding speech, the source of the formation of sounds and voices. Well-executed speech breathing ensures clear diction and clear pronunciation of sounds.

Preschoolers with speech disorders have small lung volumes, weak respiratory muscles, weak inhalation and exhalation, which leads to quiet, barely audible speech. The child often exhales the entire supply of air on the first syllable, then finishes the phrase or word in a whisper, often not finishing it at all, which indicates an uneconomical and uneven distribution of exhaled air. Does not distribute breathing correctly over words, makes “pauses” in the middle of words. Hastily pronouncing phrases without a break and while inhaling leads to a weak exhalation or an incorrectly directed exhaled air stream, which, in turn, leads to distortion of sounds.

Speech breathing training will help prevent and correct these problems. This could be one or two exercises per speech therapy session, as well as entire complexes of breathing exercises.The exercises are aimed mainly at developing a directed air stream, necessary for pronouncing most sounds.

To increase interest and greater efficiency, I perform breathing exercises in game form. I involve plots, stories, toys in gymnastics - so that the child is actively interested in what is happening.These can be all kinds of pinwheels, paper crafts, lightweight balls made of foam, plastic, wood, and metal, etc.

I perform gymnastics in a well-ventilated room, wearing loose clothing that does not restrict movement. During the process of speech breathing, I make sure that the child does not strain the muscles in the neck, arms, chest, and abdomen. And also to prevent my cheeks from puffing out (at the initial stage I sometimes press them with my palms). The child takes in air through the nose, and his exhalation is long and smooth. After exhaling, before inhaling again, stop for 2-3 seconds. Exercises are repeated 3-5 times.

I carry out breathing exercises both in an individual speech therapy session, in front of a mirror, and in a frontal session. AlwaysI start with general breathing exercises. The goal is to increase breathing volume and normalize its rhythm. The child learns to breathe with his mouth closed. Nasal exhalation is trained: the child inhales deeply and exhales for a long time through the nose. Then they practice mouth exhalation, closing the child’s nostrils if necessary. I also use exercises with resistance (I put my hands on the child’s chest, as if preventing him from inhaling for 1-2 seconds). The child learns to hold his breath, achieving a quick and deep breath and a slow, long exhalation.

When doing breathing exercises with children, I use the following game techniques:

  1. "Ships" We offer the child a wide container of water, and in it there are paper “boats”, which can simply be pieces of paper. The child, slowly inhaling, directs air stream to the “ship”, driving it to the other “shore”.
  2. "Snow and Wind" Roll small pieces of cotton wool into small “snow” balls and place them on the table or in the palm of your hand. We invite the child to blow on the “snow” like a cold winter wind. In this case, the “clumps of snow” should move slowly.
  3. "Put the ball into the goal"(production of a long-lasting, directed air stream).
    Pull your lips forward with a tube and blow on the cotton ball for a long time, trying to make it fly between two cubes.
  4. “Who will kick the ball further?”(production of a smooth, continuous stream running in the middle of the tongue).
    We ask the child to smile and place the wide front edge of the tongue on the lower lip. Blow for a long time so that the air stream goes in the middle of the tongue, and blow the cotton wool onto the opposite edge of the table.
  5. "Warming our hands" - we ask you to inhale through your nose and blow on your cold hands, exhaling smoothly through your mouth, as if warming your hands.
  6. "Trumpeter" - The child brings an imaginary pipe to his lips. Imitates the movements of a trumpeter, pressing imaginary keys with his fingers, and pronounces “tu-tu-tu” as he exhales.
  7. "The tire was punctured"- The child takes a light breath, exhaling, shows how the air slowly comes out through the puncture in the tire - “sh-sh-sh.”
  8. "Blow on the candle".
    The child holds an imaginary candle in his hand. On the count of “one, two,” he takes a deep breath through his nose and mouth; “three, four” - a long and slow exhalation, simulating blowing out a candle.
  9. "Inflate the balloon."
    The child stands up, legs apart, holding an imaginary ball in his hands. On the count of “one, two,” take a deep breath through your mouth. On the count of “three, four,” exhale forcefully through the mouth, simulating an expanding ball with hand movements.
  10. "Bubbles" For this exercise you need a straw and a glass of water. Please note

The authors of correctional techniques assign a significant role to the development of physiological and speech breathing, which is impaired in children with speech pathologies (L.S. Volkova, A.G. Ippolitova, Z.A. Repina, V.I. Seliverstov, M.E. Khvattsev and etc.).

Breathing is one of the life support functions of a person. The process of physiological breathing is normally carried out rhythmically, the depth of breathing corresponds to the body's needs for oxygen. Inhalation is a more active phase of breathing than exhalation. When you inhale, the muscles of the diaphragm contract, pushing the abdominal organs into the stomach, thereby increasing the volume of the chest, which helps fill the lungs with air. When you exhale, the diaphragm muscle relaxes. Together with the intercostal muscles, which raise and lower the chest, the diaphragm rises upward and compresses the lungs. The diaphragm is involved in breathing, being the main driving force in ensuring it.

There are three types of breathing: upper costal, thoracic, and thoraco-abdominal (also known as diaphragmatic-costal). With any type of breathing, the diaphragm is necessarily involved, however, the proportion of its participation is different. Clavicular breathing is the least physiologically optimal, since the lower lobes of the lungs are not fully involved.

In children according to physical development The most optimal type of breathing is gradually formed - thoraco-abdominal.

It is known that, along with the main biological function gas exchange, the respiratory organs also perform a voice-forming function.

Breathing during speech, or so-called speech breathing, compared with physiological breathing in a calm state, has significant differences due to the special requirements for the respiratory act during speech.

The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Speech breathing is voluntary, in contrast to non-speech breathing, which is carried out automatically. With non-speech breathing, inhalation and exhalation are made through the nose, the inhalation is almost equal in duration to the exhalation.

Speech breathing is carried out through the mouth, inhalation is done quickly, exhalation is slow. With non-speech breathing, inhalation is immediately followed by exhalation, then a pause. During speech breathing, the inhalation is followed by a pause, and then a smooth exhalation.

Normally, before speaking, a quick and deeper breath is taken than at rest. A normal “speech inhalation” is characterized by the presence of a certain amount of air that can ensure the maintenance of subglottic pressure and correct voice production. Great importance for voicing a coherent statement, it has a rational way of using the air stream. The exhalation time is extended as much as the sound of the voice is necessary during the continuous utterance of an intonationally and logically completed segment of the utterance (the so-called speech exhalation).

During speech development a specific “speech” breathing mechanism is developed, therefore, specific “speech” movements of the diaphragm are also developed. During oral speech, the diaphragm repeatedly produces finely differentiated oscillatory movements that ensure speech breathing and sound pronunciation.

Speech breathing is subject to the varied flow of speech, alternation speech units(groups of words from pause to pause), which, depending on the content, can be long and short, slow and fast, intense and epically calm, therefore, at the moments of inhalation, the amount of air taken in, the intensity of its expenditure does not follow each other in a monotonous rhythmic sequence . Breathing in speech has a conditionally reflex character.

The moments of speech inhalation and exhalation are consistent with the linguistic construction of the text and cope with linguistic (syntagmatic) pauses. These pauses are a universal means of dividing speech into intonational semantic units. They arise both during a spontaneous utterance and during the process of reading a text.

Speech breathing follows the pace of thinking in the process of oral speech, that is, it is closely related to internal speech planning, being physiological basis implementation of oral speech, and, consequently, an external manifestation of internal speech planning.

Thus, speech breathing is a system of voluntary psychomotor reactions closely related to the production of oral speech. The nature of speech breathing is subject to internal speech programming, and therefore to the semantic, lexico-grammatical and intonation content of the utterance.

The development of speech breathing in a child begins parallel to the development of speech. Already at the age of 3-6 months, preparation begins respiratory system to the implementation of vocal reactions, i.e. at the early stage of speech ontogenesis, there is a diffuse development of coordination of the phonatory-respiratory mechanisms that underlie oral speech (L.S. Volkova, M.E. Khvattsev). That is, already at an early stage of speech ontogenesis, there is a diffuse development of the coordination of phonatory-respiratory mechanisms that underlie the expressive speech function.

In preschool age, children simultaneously develop coherent speech and speech breathing during the process of speech development. In healthy children 4-6 years of age who do not have speech pathology, thoraco-abdominal and speech breathing are in the stage of intensive formation. During the process of exhalation, only individual one- or two-syllable words are pronounced. The phrasal speech of children of this age is characterized by sluggishness, breath holding, both in the inhalation and exhalation phases, and additional breaths during the pronunciation process. This indicates the immaturity of the coordination relationship between articulation and breathing in the process of oral speech, the absence of developed speech breathing.

In children without speech pathology, by the age of five, a mainly abdominal type of breathing is observed, although often (after running, during excitement, in a conversation with an adult, etc.) they can breathe with their entire chest, even raising their shoulders.

Complicating the speech task for children aged 5-6 years in the form of four, five and six-word phrases with new vocabulary leads to impaired speech breathing. Complicating the content of an utterance, both semantically and lexico-grammatically, destroys speech exhalation: additional breaths appear, breath holds, i.e. the utterance is interrupted and, accordingly, does not have intonation completeness.

The utterance of a phrase by children 10 years old, as well as by adults, in a calm emotional state always occurs within one speech exhalation, i.e. speech exhalation is extended in time according to the length of the utterance. Thus, by the age of 10, the formation of speech breathing occurs, which begins to correspond to the syntagmatic division of texts, i.e. the formation of speech breathing is completed.

A large number of researchers point to the immaturity and disturbance of speech breathing in children with speech pathology. As noted by L.I. Belyakov, physiological breathing of children with speech disorders has its own characteristics. It is, as a rule, superficial, of the upper costal type, its rhythm is not stable enough, and is easily disrupted by physical and emotional stress. The lung volume in such children is significantly lower than the age norm.

If speech breathing in ontogenesis is formed spontaneously in children without developmental disorders as their speech function develops, then in children with speech disorders it develops pathologically.

In progress speech utterance they experience breath holding, convulsive contractions of the muscles of the diaphragm and chest, and additional breaths.

In addition to the possibility of convulsive activity in the muscles of the respiratory apparatus and impaired speech exhalation, such children have an insufficient volume of inhaled air before the start of speech, as well as a shortened and irrationally used speech exhalation. The pronunciation of individual words occurs in different phases of breathing - both on inhalation and on exhalation (A.G. Ippolitova, A.I. Maksakova, M.E. Khvattsev, V.I. Filimonova).

As noted by A.G. Ippolitov, respiratory failure almost always occurs in children with dysarthria. She associates this with delayed maturation of the respiratory functional system. Children with dysarthria are characterized by a high breathing rate, insufficient breathing depth, shortened speech exhalation, and there is a lack of coordination between breathing, phonation and articulation.

In children with rhinolalia, phonation breathing is deeply affected due to anatomical defects in the structure of the hard palate, which manifests itself in the lack of differentiation of nasal and oral breathing. In such children, breathing is rapid, shallow, and the time of phonation exhalation is sharply shortened.

As a number of authors point out, phonation breathing is also disrupted in voice pathology, and regardless of the nature of the defect, speech exhalation is short-lived, and the synchronicity of the functioning of the entire system - breathing, voice, articulation - is disrupted.

When observing the spontaneous speech of preschool children with general underdevelopment speech, she noted that these children are able to pronounce only one - two-syllable words in the exhalation phase. The utterance of the phrase, as a rule, was interrupted by frequent additional breaths. These data indicated that speech breathing in children with general speech underdevelopment was at a low stage of development.

Speech breathing in children with phonetic-phonemic speech underdevelopment was characterized by more high level development, in comparison with the general underdevelopment of speech, but, nevertheless, it lagged behind the norm in terms of its development.

When observing the speech of children with stuttering, while communicating with peers and adults, V.T. Filimonova noted frequent additional breaths that interrupted speech. All this indicates a violation of the regulatory mechanisms of coordination of speech breathing and voice formation.

Thus, with speech pathology in children, along with a violation of the acquisition of verbal units, their grammatical structuring, intonation design, speech breathing develops pathologically. Therefore, preschool children with speech pathology first of all need to develop lung capacity, and in middle and older preschool age to form a thoraco-abdominal type of breathing. Approximation of these indicators to the norm will allow us to move on to the development of speech breathing in the future, since the thoraco-abdominal type of breathing is the basis for the formation of such a complex psychophysiological function as speech breathing.

Conclusions on chapter 1

Analysis of psychological and pedagogical literature allowed us to draw the following conclusions on the problem under consideration.

1. The development of children's speech is a complex and diverse process. Children do not immediately master the lexico-grammatical structure, inflections, word formation, sound pronunciation and syllable structure. Alone language groups are absorbed earlier, others much later. Therefore, at various stages of development of children's speech, some elements of the language are already acquired, while others are only partially acquired. The assimilation of phonetics is closely related to the general progressive progress of the formation of the lexical and grammatical structure of the Russian language.

2. The classifications of speech development disorders given in the literature (psychological-pedagogical and pedagogical) reflect current state theories of speech therapy. There are no contradictions between them - they complement each other and are developed primarily in relation to primary speech underdevelopment in children, i.e., to those cases when disturbances are observed with intact hearing and intelligence. However, this category of children is not homogeneous in its composition, since it also includes children with delayed mental development, with visual and musculoskeletal impairments.

The most acceptable is the clinical and pedagogical classification, since it is based on signs that maximally differentiate the types of speech disorders, allowing the speech therapist to qualify a speech defect in different forms abnormal development and implement speech therapy based on the principle of an individual approach.

3. During speech development, a specific “speech” breathing mechanism is developed, which is a system of voluntary psychomotor reactions closely related to the production of oral speech. The nature of speech breathing is subject to internal speech programming, and therefore to the semantic, lexico-grammatical and intonation content of the utterance.

If speech breathing in ontogenesis is formed spontaneously in children without developmental disorders as their speech function develops, then in children with speech disorders it develops pathologically. During the speech utterance, they experience breath holding, convulsive contractions of the muscles of the diaphragm and chest, additional breaths, an insufficient volume of inhaled air before the start of the speech utterance, as well as a shortened and irrationally used speech exhalation. The pronunciation of individual words occurs in different phases of breathing - both during inhalation and exhalation.

Features of the development of speech breathing

in preschool children

The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Correct speech breathing ensures normal sound production, creates conditions for maintaining normal speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness.

Speech breathing is the basis of sounding speech, the source of the formation of sounds and voices. It differs from non-speech (physiological breathing) in that during the speech process, after inhalation, which is carried out simultaneously through the nose and mouth, there is a pause. Speech breathing is carried out voluntarily, non-speech breathing is automatic. During the process, speech exhalation occurs mainly through the mouth, it is somewhat slower. During physiological breathing, inhalation and exhalation occur only through the nose. They are approximately the same in duration.

Correct speech breathing ensures:

  • normal functioning of the vocal apparatus
  • protects the vocal apparatus from overwork
  • helps maintain fluency of speech
  • promotes the correct use of intonation means of expression
  • promotes correct pauses.

Speech breathing can be difficult due to chronic runny nose, adenoid growths, general weakness of the body, and some cardiovascular diseases.

Improper speech breathing is often:

  • cause of impaired speech fluency (speech while inhaling)
  • late or incorrect assimilation of certain sounds (for example, for the correct pronunciation of the sound [p], a strong air stream is needed, which would be capable of causing the tip of the tongue to vibrate)
  • weakening the volume of the voice, especially at the end of pronunciation of long phrases
  • in some cases, speeding up the rate of speech
  • incorrect use of intonation means of expression
  • unclear pronunciation of words (swallowing of endings).

For full speech breathing, flexibility, elasticity, and a large volume of the respiratory apparatus are required, which is achieved by training the speech and vocal apparatus (pronouncing individual sounds, syllables, words and phrases), combined with appropriate movements.

Requirements for performing speech exercises:

  • Before starting the exercises, it is necessary to ventilate the room: the air in the room should be of medium humidity
  • clothes should not restrict movement
  • It is not recommended to perform speech exercises after eating
  • exercises are performed sitting, standing or lying down
  • it is necessary to control the teacher over the correct execution of the exercises (make sure that the children do not raise their shoulders, but also that they do not “over-breath.” “Over-breathing” entails a sharp exhalation - the voice sounds intermittent, forced. Therefore, the amount of exhaled air should not be too large. You also need to avoid long breath-holds. At the same time, children must be explained why they need to learn to breathe harmoniously - with full breath, speak only while exhaling, do not draw in air while pronouncing a word, and make meaningful pauses when pronouncing phrases)
  • speech exercises must be limited in time: from 30 seconds to 1.5 minutes (an hourglass can be used), because they quickly tire the child and can even cause dizziness
  • be sure to alternate speech exercises with other exercises
  • It is better to practice when the child’s emotional state is balanced and the child is not tired.

Each exercise is practiced as many times as necessary for all children in the group to perform it accurately.

Speech exercises should be carried out:

  • during physical education and recreational gymnastics
  • during classes, including them at an organizing moment or during physical exercises
  • after a nap
  • in the free activities of children.

The teacher's task is to teach children how to use speech breathing correctly. To do this, it is necessary already at the early stages of speech development (in junior groups kindergarten) conduct preparatory work, the essence of which is to teach children to take a short breath, without straining the muscles of the face and neck, and exhale smoothly and silently through the mouth, producing sufficient air force.

When starting to develop speech breathing in a child, it is necessary, first of all, to form a strong, smooth oral exhalation. At the same time, it is necessary to teach the child to control the exhalation time and use air sparingly. Additionally, the child develops the ability to direct the air stream in the desired direction.

The parameters of correct oral exhalation are:

  • exhalation is preceded by a strong inhalation through the nose - “we take a full chest of air”;
  • exhalation occurs smoothly, and not in jerks;
  • during exhalation, the lips form a tube; you should not purse your lips or puff out your cheeks;
  • during exhalation, the air comes out through the mouth, you should not allow the air to exit through the nose; if the child exhales through the nose, you can pinch his nostrils so that he feels how the air should come out);
  • you should exhale until the air runs out;
  • While singing or talking, you should not take in air with frequent short breaths.

Work on the development of speech breathing is carried out in stages:

  1. Exercises to develop physiological breathing
  2. Breathing exercises without speech
  3. Breathing and vocal exercises based on vowel sounds
  4. Breathing and vocal exercises based on consonant sounds
  5. Breathing and vocal exercises based on syllables
  6. Breathing and voice exercises based on words
  7. Breathing and voice exercises based on sentences and phrases

You can use various objects to perform speech exercises.

The purpose of the proposed exercises: development of strong smooth oral exhalation; activation of labial muscles

Exercise No. 1. Song of the wind

Equipment: Chinese wind song bell.

How to play: Hang the bell at a distance convenient for the child (at the level of the face of a standing child) and offer to blow on it. Draw your child's attention to how melodic the sound is. Then suggest blowing harder - the sound has become louder.

The exercise can be carried out either individually or in a group of children. A gradual development is expected, a movement from simple to complex. This exercise will teach the child to smoothly pronounce sounds and syllables while exhaling, which is initial stage development of speech breathing.

Exercise No. 2. Cheerful snowstorm

Equipment: 0.5 liter plastic bottles with a hole for a cocktail straw, filled with pieces of Christmas tree tinsel and polystyrene foam.

Progress of the game: The child performs the exercise while standing or sitting. First, the adult shows how to blow forcefully into the tube so that the snowflakes begin to move inside the bottle. Then he invites the child to blow on his own, but not at full power. Pay attention to how the snowflakes move. Then suggest blowing harder - the snowflakes began to move faster: the blizzard broke out.

This exercise can be done with several children at the same time using individual straws.

You can start training speech breathing itself only after the child has formed a strong, smooth exhalation. Speech breathing training is learning to smoothly pronounce sounds, syllables, words and phrases while exhaling.

In games for the development of speech imitation, practicing correct speech breathing is one of the goals of the games.

It is advisable to play the game “Sounds Around Us” with children of primary and secondary preschool age.

Goal: development of correct speech breathing - singing the vowel sounds A, O, U, Y in one exhalation.

Progress of the game: the teacher invites the children to play the following game:
- In the world around us we hear a variety of sounds. How does a baby cry? "A-A-A!" How does a little bear sigh when his tooth hurts? "OOO!" The plane in the sky hums: "U-U-U!" And the steamboat on the river is buzzing: “Y-Y-Y”! Repeat after me.

At the same time, children are drawn to the fact that each sound should be pronounced for a long time, on one exhalation.