The sound is mechanically set from sound. Making the sound “C”: where to start, exercises

Individual sessions with a speech therapist are necessary to establish and automate correct sound pronunciation. This method of work is necessary for children with speech pathologies and physiological disorders of the articulatory apparatus.

Classes are devoted to the production and automation of groups of phonemes or individual sounds. The topic of today's lesson: “Sound [S]”. During the lesson we use sound production methods [С] and [Ш], developed for correctional work with preschoolers.

Goals

1. Staging and automation of sound [C].
2. Fixing sounds in isolated positions, in syllables, in words and sentences.
3. Production of whistling sounds, their differentiation.

Tasks

Educational:

• Setting and assigning the phoneme [C] in reflected repetition to the teacher, independently.
• Enrichment of the dictionary.

Corrective:

• Formation of syllabic analysis skills.
• Fixing the sound [S] in isolation, in syllables, words, sentences.
• Development of thinking, memory, attention.
• Development .
• Development of motor skills of articulation organs and fingers.

Educational:

• Maintaining interest in learning and working with a speech therapist.
• Cultivating hard work.
• Developing the skill of controlling sound pronunciation.
  Equipment

To conduct classes in a fun way game form You will need a toy (for example, a bear, an elephant), a mirror, a sound ruler, cards with letters and images of objects, and syllable diagrams.

Progress of the lesson

Organizing time

Good afternoon, Zakhar (child’s name). Today we will meet a guest. He came to us to see what you were doing in class, to help you do exercises and play.

Come on, let's meet him. The elephant's name is Semyon. How are you?

We got acquainted, now we’ll tell the elephant what we’ll do today.

Let's learn how to pronounce the sound [C] correctly and repeat exercises to warm up the face, fingers, and tongue. Let's look at interesting pictures from fairy tales and come up with our own story. And Semyon will help us and learn too. What sound does the elephant's name begin with? (the child answers), and your name is Well done.

Game “Hear and Clap”

Goal: to develop phonemic awareness.

• Let's play a game. I will name the words, and you will clap your hands if you hear the sound [C].

Sledge, broom, elephant, owl, cat, bag.

• Well done. The elephant praises you too. He is proud of you, wants to be just as smart and attentive.

Now let's get ready to warm up.

Articulation gymnastics

To produce the sound [C], articulatory gymnastics must be used. Completing tasks helps to relax the muscles, feel the position of the organs of the oral cavity, and set them up for work. Exclude this step from speech therapy session it is forbidden.

Massage:
Repeat the steps after me. Rub your palms and fingers. Stroke yourself on the cheeks, forehead (3-4 times). Move your hands to your ears, rub the earlobes (3-4 times). Rub over the lips, under the chin (3-4 times).

Articulation exercises:
Performed in front of a mirror or without it, the child repeats the movements after the teacher.

• Smile

We stretch the sponges as far as possible to the sides. We hold the smile for a few seconds, then relax the muscles. 2-3 repetitions.

• Spatula

We smile, open our mouth, and place our tongue on our lower teeth. We slap our tongue on our lips and say: “Bya, five, five, bya.”

• Jam

We lick our lips as if they were smeared with a sweet treat.

• Needle

Stick out your sharp tongue, pull it out as far as possible, and now hide it back. Repeat.

Well done. Our tongue and lips are ready for the lesson.

Breathing exercises

Helps the child relax, take a break from articulations, and get ready for further work. Do 2-3 breathing exercises with your preschooler.

• Puffing out our cheeks

Come on, let's make Semyon laugh. Let's show him how a fish breathes underwater. Take air into your mouth and puff out your cheeks. Try not to release it right away, hold it. Then puff up one cheek, then the other.

• Trumpeter

Pull the sponges into a tube. Take air into your lungs and blow it out through a thin slit in your mouth, as if you were blowing out a candle.

Finger gymnastics

Now let's stretch our fingers. Let's make a “Lock”, “Ring Fist”.

Sound production

The main part of the lesson. The sound [C] is produced using a mirror. The child must follow the movements of the articulatory apparatus. Fix the correct positions of the lips and tongue. These exercises and methods can be used as ways to create whistling sounds in future classes.

• First, let's tell the elephant how we pronounce the sound [C]. Show what the tongue, lips, teeth do, how the air passes. Let's remember together.
• Fold your lips into a smile, clench your teeth, relax your tongue and place it at the bottom of your mouth. Its tip should rest against the lower teeth. Exhale into your palm. Do you feel the cold air coming out in a thin stream? Well done. Let's do it again.
• Remember that the consonant C can be hard or soft, it is always unvoiced. Can you name a few words where C is soft. I call the word Sema. Try to come up with it.
• And now words where C is hard. I call the word, dream. It's your turn.
• Let's look at the pictures. They depict fruits. Name those that begin with S.
• The child is offered color images: plum, pineapple, currant, cucumber, tomato, peach, etc.
• Now let's talk for a long, long time. Ssssssss. Let's sing a song to Semyon, as if we were inflating the tires with a pump. S-S-S.

The production of the C sound in dysarthria is accompanied by vowel sounds. We pronounce the syllables su, sa, then the small words soup, dog. We sing not a separate phoneme, but syllables with vowels.

The production of the sound C is similar to the correction of the pronunciation of the phoneme Ш. The tongue takes the same position, the lips stretch to the sides.

Mechanical method

If a preschooler cannot cope with pronunciation on his own, use the production of the sound C with the help of a teacher and a spatula, toothpick, and fingers. The mechanical method of extracting a phoneme helps the child feel. Understand the correct positions of the cheeks and tongue, control the process of exhaling air during articulation.

Sound production:

1. Place the toothpick on the child's tongue. It is immersed in the oral cavity by 1.5 - 2 cm.
2. The child forms a groove on his elongated tongue and blows air along it. You can press on the toothpick, lowering your tongue to the lower palate. You will hear whistling sounds when you exhale.
3. Place your tongue and toothpick in different positions, look for the right position for the clearest phonation.

Sound Automation

Pay special attention to sound automation. This stage of work is important for consolidating the norms of sound pronunciation in free speech. We automate sound in syllables, words, sentences, stories.

To automate the sound [S], syllable patterns will be required. The sound [S] should be hard, soft, and in different positions. After pronunciation, be sure to analyze the pairs, compare them by sound and meaning.

• in syllables

Come on, let's read the cards with you. Repeat after me, look in the mirror at the movements of your lips and tongue. Tighten them up.

Sa-sa-sa - what a beauty.
Si-si-si, don't miss it.
Se-se-se, don’t go to your place.

The set of syllables may differ from the one given, use open, closed isolated syllables to set the sound s, use the same cards, phonemic sets for consolidation.

• in words

Now let's move on to the words. Pronounce it correctly, don't rush.

Automation of the sound [S] in words at the end, in the middle, at the beginning of a word.

Look at the cards. What is shown in the pictures?

• in sentences

You can use plot pictures from books and collections of fairy tales. The child is asked to repeat sentences and phrases after the teacher. Then compose own text based on the proposed vocabulary.

• in the texts

Look at the picture. What do you see?

This is Boris and Slava. The boys gathered in the forest. I will tell you them too, and you will repeat them.

Slava and Boris gathered in the forest. They want to see the pine trees and listen to the nightingale sing. They took their dog Strelka with them.

The child repeats the story. Correcting irregularities in sound pronunciation. Focus on the problematic sound.

Now come up with an idea short story about our guest, Semyon the elephant. I will offer you a few words to use in the text: elephant, scooter and pump.

The preschooler is given a few minutes to think about it at will. The text is being compiled. The teacher monitors phonetics, grammar, and syntax.

Do you like to solve crosswords? I have prepared a crossword puzzle for you with words with the sound [S]. Try to guess it.

Lesson summary

Today you and I learned a lot of new things, we learned to pronounce the sound [S] better. Say it again. Well done!

At home, repeat the tongue twisters: “Robin Bobbin eats all day, and he is not too lazy to chew. He ate a whole apricot, he began to peel the coconut,” “Took Sanya with him to the sleigh hill,” “Mow, scythe, while the dew is on.”

Let's say goodbye to Semyon and invite him to the next lesson.

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Preview:

MKDOU Mitrofanovsky kindergarten

Performance at the regional

Method of association of speech therapists teachers

Methods and techniques for producing whistling sounds

Various etiologies.

Prepared by a speech therapist teacher

Shaforostova Elena Ivanovna.

2018

Incorrect pronunciation brings a lot of grief to both preschoolers and children school age. Adults, and especially peers, do not understand what the child is saying, and communication difficulties arise. Moreover, the disadvantages oral speech also have a negative impact on writing, since clear pronunciation of sounds is the basis for learning to write at the initial stage.

Main types of speech disorders

1.No sound.

2.Replacement of sound.

3.Sound distortion.

The main reasons that cause problems with sound pronunciation and prevent children from independently mastering the pronunciation of sounds native language(in the presence of normal physical hearing and intelligence, poor discrimination of sounds by ear, i.e. the child has not developed phonemic (speech) hearing;

Insufficient development of the muscles of the lips and tongue, necessary for the correct pronunciation of complex sounds;

Defects in the structure of the speech organs (bad bite, high (“Gothic”) palate, shortened frenulum of the tongue, etc.);

Lack of the right role model (incorrect speech of others, baby talk, etc.).

Preparatory stage.

Develop auditory perception of sound

Form a VISUAL image of sound

a) practical demonstration

b) diagram

c) articulatory profile

Create a KINESTHETIC image of sound

Using BIOENERGOPLASTICS techniques

Preparing the speech apparatus for mastering sound pronunciation skills (C)

Articulation exercises for whistling sounds

“Fence”, “Shovel”, “Groove”, “Focus”

There are basic or basic ways of producing sounds that are used in the formation of all or almost all sounds of the language. In relation to the production of specific sounds, these methods are modified and adapted in different ways, and are also combined with each other. When producing sounds, it is also advisable to use some additional techniques that increase the efficiency of working on sounds.

Producing a sound by imitation when it is absent in the child’s speech.

Staging sound using reference sound

Staging sound by showing articulation.

Sound production with mechanical assistance.

Setting the sound [S] by imitation

Staging the sound [C] from articulation exercises

The child is given instructions:

“Put your wide tongue on your lower lip, place the tip of your tongue behind your lower teeth, bring your teeth together, smile and exhale.”

Setting the sound [C] while exhaling

With your mouth slightly open, place your flat, wide tongue at the bottom of your mouth so that it is in contact with your lower teeth along the entire perimeter.

Close, but do not squeeze, your teeth in the form of a correct bite and stretch your lips into a smile.

“Suck” very little air into yourself (slightly cool the tip of your tongue). You will hear something like a quiet sound [C].

“Blow away the chill” through your teeth from the tip of your tongue outwards, “strain” it through your teeth. The lips should remain in a wide smile.

As you inhale and exhale, push a small portion of the cold back and forth from the tip of your tongue.

Then you need to whistle only as you exhale - intermittently, with pauses

Reference sounds

For the sound [S], the reference sounds are [I] and [F]

The sounds [S], [I] are identical in place of formation (forelingual)

The sounds [S], [F] are identical in the method of formation (frictional)

Setting the sound [S] from the sound [F]

Against the background of the sound [F], the lower lip is pulled down.

The tip of the tongue reflexively moves behind the lower teeth.

Setting the sound [S] from the sound combination [IE](slide 12)
(English “yes”) The child consistently pronounces the sounds [IE],

leaves the tongue in this position, brings the teeth together and adds exhalation.

Setting the sound [S] from the sound [Ts]

Ask the child to pronounce the sound [C] in a drawn-out manner. Draw his attention to the sound [S], which is heard after [T]. Tell him that the sound is like a mosquito whistling.

Let the child pronounce the sound combination [TSS] in this way: [TSS – S – S – S], interrupting the sound of the sound C with short pauses. In the future, pauses should be lengthened. Then invite the child to pronounce the isolated sound [C] - immediately “whistle” like a mosquito.

After this, proceed to pronouncing the syllables

Setting the sound [С] from the sound [С’]

The child makes the upper lingual sound [S’]. The lips should be elongated into a smile.

During prolonged pronunciation of [S’], the child should gradually round his lips and, in the end, extend them into a tube, as when pronouncing the vowel U, only leaving a wider hole.

You silently show your child how to change the shape of his lips.

The sound [С’] will sound more solid, the cool air stream will become warmer

Staging sound [C] mechanically

Staging sound [C] with mechanical assistance

The child should smile and place a wide, spread tongue between the teeth so that only its spread tip rests on the lower teeth.

Invite your child to blow on the very tip of his tongue and place a toothpick along the midline of the tongue, gently pressing it onto the tongue. The toothpick should go about 2 cm into your mouth.

Move the toothpick, look for the position in which the sound [C] will sound most correctly.

Disadvantages in the pronunciation of whistling (and hissing) sounds are called sigmatism. The following types of sigmatism are distinguished.

Interdental sigmatism.

Preparatory stage.

To develop differentiated movements of the tip of the tongue, massage and light biting are suggested.

To strengthen the muscles of the lower jaw - imitate chewing, open the mouth with resistance, placing the back of the hand under the chin, moving the lower jaw forward.

To strengthen the orbicularis oris muscle - myogymnastics

Sound setting (C)

Have your child stick his very wide tongue out between his teeth. The tip of the tongue should be located at the level of the incisors or protrude slightly forward. The lips should be strongly stretched into a smile. It is advisable (if possible) for the child to lightly bite the tongue on both sides with his molars.

In this position, let the child blow into the middle of his palm onto the cotton wool, “making” the stream of air as cold as possible. When trying to blow off the cotton wool, the child will create a “groove” along the midline of the tongue.

Explain to the child that air flows through this “groove”, draw his attention to the fact that a whistle is heard.

Nasal sigmatism.

Pronunciation correction.

Articulation exercises:activating the soft palate,

strengthening the muscles of the posterior pharyngeal wall,

promoting the growth of the Passavant roller

The most effective exercises are dry swallowing, yawning, coughing, singing melodies in“A-a-a...”

Rinsing with a “heavy” liquid (jelly, juice with pulp) is used to massage the soft palate.

Probe massage and probe massage for lateral sigmatism.

THREE-STAGE method of sound production

Achieve the formation of a groove along the midline of the tongue. To do this, pronounce the sound [T] with aspiration (aspiration), the presence of which is controlled by tactile sensations; a fused combination of a stop and a fricative sound is obtained, where after the explosion a sound reminiscent of English is heard

2. Do the same, lowering your tongue behind the lower incisors and clenching your teeth; the result will be a sound close to the phoneme [Ts], which contains the sounds [T] and [S], but this should not be pointed out to the child.

3.Gradually lengthen the sound [S] and separate it from the sound [T].

Labiodental sigmatism and subdental sigmatism

Preparatory stage

DIFFERENTIATE the sounds [S] - [F] by ear using pictograms.

2. FORM SKILLS:

maintain the position of the lips in a smile with the incisors exposed

movement of the lower lip up and down;

hold the wide tip of the tongue against the lower incisors, touching them;

PRACTICE the reference sound.

Use VISUAL CONTROL when positioning your lips in a smile, pronounce the sound C for a long time, and then syllables with the sound C, while holding the child’s lower lip with his finger placed on the dimple under the lower lip.

Pronunciation correction.

Pronounce [IE] with tension - this helps slow down the upward movement of the lower lip, prepares the desired shape of the tongue and directed concentrated air stream

Pronounce the sound [F], pushing your tongue forward and resting its tip on your lower teeth. The noise characteristic of the sound [F] should be accompanied by a whistling noise.

Setting the sound [S] from the sound [T]

Let the child exhale the air and after you pronounce the sound [T] for a long time. The exhalation should be felt in the palm of your hand.

Ask your child to smile a lot (pull his lips out like a string). Draw the child’s attention to the fact that after [T] a whistle is heard

To clarify the sound, you can slightly increase the gap between the teeth and, “whistle”, move your tongue a little near the teeth.

Hissing sigmatism.

Preparatory stage.

Differentiate by ear the sounds [С] – [Ш]

Form articulation skills:

a) keep your lips in a smile with the upper and lower incisors exposed;

b) hold the wide tip of the tongue at the lower incisors, touching them;

c) alternate movements of the wide tongue up and down, touching the bases of the upper and lower incisors;

d) alternate movements of the wide tongue from the lower incisors to the hyoid frenulum (movements along the floor of the mouth forward and backward);

e) form a strong directed air stream.

Practice reference sounds (I), [F]

Setting up the upper lingual pronunciation

sound [S] from sound [Ш]

The child should draw out the sound [Ш] and slowly move the tongue forward, from the alveoli to the upper incisors. The tongue should not leave the palate.

With this pronunciation, you will first hear a somewhat softened sound [Ш], then an unclear whistling sound and, finally, the correct sound [С]. This will happen if the teeth are closed (the upper incisors are directly above the lower ones).

Warn your child that the sound will change as the tongue moves, and offer to listen together to what will happen in the end.

Parasigmatisms.

Violation of sound pronunciation (3)

Method number 1. Setting the sound [З] by imitation of “Ring”

Method No. 2. Setting the sound [z] from the reference sound [S]

using tactile-vibration control (child's palm

on the throat). Invite your child to “buzz”

Method No. 3 Setting the sound [Z] (speak quietly and then loudly)

Method number 4

Setting the sound [З] by analogy with intact

consonants [T - D], [P - B] ... ... [S - Z]

Method number 5

Setting the sound [Z] from the sounds [M] or [B] Pull the sound [M], inserting [S] without pauses in a continuous stream. It will turn out [mzmzmz...].

Or abruptly pronounce the sound [B], inserting [C]. It will turn out [bz bz bz bz...].

Do not allow interspersed vowels, such as [mes] or [bes]

Violations of sound pronunciation (TS)

Parasigmatisms

Pronunciation correction

BY IMITATION: “Shh!” - You can’t make noise.

FROM REFERENCE SOUNDS: From the sounds [T] and [S]

The child repeats the sound combination TS after the speech therapist.

From the sound [T] The child pronounces the sound [T]. and blows strongly on the tongue, pushing it back slightly.

Setting the sound

BUNNY BITES HIMSELF

CHEWS BY HIMSELF

WAVES HIMSELF

CIRCLES BY HIMSELF

MAKES HIMSELF FUN

PLEASES YOURSELF

TEACHES HIMSELF

LOOKS BY HIMSELF

Problems with the sound “R” are perhaps the most common reason for visiting a speech therapist. First of all, it should be noted that the age standards for the sound “R” are 5-6 years (according to different sources). Those. It is believed that until this age the child “has the right” not to pronounce “R”. This is a theory. But in practice, if there is no “R” sound in speech, I advise you to start practicing it at the age of 5-5.5 years.

However, a very important point! It happens that a child has the sound “R”, but it is non-standard, i.e. wrong. Various options are possible here: “throat” R, “coachman” R, i.e. with vibration of lips and cheeks, etc.). In this case, you may need to contact a speech therapist earlier. Those. if an incorrect sound appeared at 4 years old, you should not wait 5.5 years, since such incorrect pronunciation will become even more entrenched in speech and correcting it will only become more difficult over time. Please note that in this case we are not talking about replacing the sound “R” with other sounds (“L”, “V”, etc.), but rather about incorrect pronunciation.

The sound “R” is considered one of the most difficult sounds and, frankly, I advocate that a specialist pronounce it, and even more so correct its incorrect pronunciation. Why? There are many nuances here. It is necessary to take into account the mobility of the tongue, its tone, the formation and strength of the air stream, articulatory readiness and other points. Otherwise, we risk causing and fixing the wrong sound in speech. And fixing it is much more difficult than installing it. By the way, as a rule, speech therapists put the sound “R” last, i.e. after all other sounds have already appeared in the child’s speech.

However, below I propose to consider some staging options available to mothers at home. But first, I recommend preparing the child’s articulatory apparatus by performing special exercises for the tongue.

• "Horse"— we click our tongue slowly and strongly, imitating the clicking of a horse’s hooves. Important: the lower jaw remains motionless.
• "Swing"- open your mouth, stretch your tongue alternately to your nose, then to your chin.
• "Football"- mouth closed, lips closed. We press the tip of the tongue forcefully into one or the other cheek.
• "Turkey" or in other words – “chatter” – with the wide tip of the tongue we run it along the upper lip back and forth, without lifting the tongue. At the same time we pronounce BL-BL-BL.

We perform each exercise 10-15 times.

Setting from the sound “D”

We ask the child to pronounce the sound “D” loudly. In this case, the tip of the tongue should be strong and strongly rest against the sky in the place where the alveoli (tubercles) are located. We seem to draw out the sound D and repeat without stopping: “Ddddd.” When pronouncing the sound “D”, the tongue should not leave the alveoli. You need to press the tongue with such force that at some point it vibrates and you hear “DDD-RRR”. This will be the beginning of pronouncing the sound “R”. Next, we begin to pronounce the syllables: DRA, DRO, DRU, DRE, DRY, i.e. those where the “R” sounds hard. Pay attention to this and do not use syllables with a soft “R” (dre, dri, etc.). This is already the stage of automation, i.e. introducing and consolidating the sound “R” in speech. Over time, we switch to words starting with “DR”: fight, friend, dragon, etc.

Then we practice R in words starting with “TR”: grass, coward, etc. When the child succeeds well in these exercises, we begin to “turn off” the sound “D” that we don’t need, and break away from it. To do this, we select pairs of words, like these: thunder-city, bromine-beard, etc.

ATTENTION! If the method described above did not work, try the following. At the stage when the child says “Dddd”, lightly push his tongue deep into the mouth. The movement should be very easy! You can use a popsicle stick for this. You can also try to slightly vibrate (approximately in the middle of the tongue) with this stick. If it works, you will hear the sound “DDrr”, and we begin to work with it according to the scheme already outlined.

Setting from the sound “Zh”

This method is only suitable if the child has a good and clear “Zh” sound. We ask the child to pronounce the sound “Zh” for a long time with effort and move the tongue a little deeper into the mouth. You should hear a short (one-beat) “R” sound. If it works, we continue to repeat this exercise, fix the sound, and then move on to automating it by analogy with what was described above. First, syllables with “ZHR”, “DR”, “TR”, etc.

Setting from the sound “C”

An important condition is that the child has the correct “C” sound. This method is unusual in that we create sound while inhaling, while we usually do it while exhaling. And in general, all our speech is on the exhale. We ask the child to pronounce the sound “Ssss” for a long time, and then inhale a little through the mouth and press the tongue to the alveoli. If all these actions were carried out correctly, then we should hear a short “P” with which we begin to work according to the scheme outlined above.

If your child has the sound “R” in isolated sound, i.e. he can say “R” separately, but does not pronounce the sound in words; you can easily automate the sound yourself, i.e. introduce it into speech. BUT it is important that it is the right sound. The automation algorithm is similar to what I described above: first we pronounce it in syllables, then in words, where first the sound is at the beginning, then in the middle, then at the end. And aerobatics - we consolidate pronunciation in phrases, phrases, tongue twisters and rhymes.

And most importantly, we remember that we conduct all sound-calling exercises in the form of a game! It is important. After all, you can imagine that we do not blow on our tongue, but “inflate the sail” under which we will sail to the sea, that we do not inhale the tongue, but want to put “the snail back into its shell,” etc. Create play situations and use your imagination to involve your child as much as possible. We should not provoke negative reactions in the baby. We don’t practice, we play, and then, believe me, the result will appear many times faster.

I also want to recommend a book “Self-instruction manual on speech therapy”, author M.A. Polyakova. This is an excellent practical guide to sound production, with an explanation of the subtleties, nuances, with many options and methods.

Ekaterina Petunina, mother of twins and practicing speech therapist. Author blog about child development and speech development of children.

Methods and effective techniques production of different sounds

When starting work on correcting sounds, you first need to determine the reason for their incorrect pronunciation. As a rule, disorders can occur with dyslalia, dysarthria, and rhinolalia. Each diagnosis has its own characteristics. However, no matter what type of disorder is diagnosed, it is important to know how sounds are characterized, what articulation should be, and what exercises are best to use for certain sounds.

Features of sound production

Work on correcting sound pronunciation begins with the sounds that are most accessible to the baby. All analyzers are used: vibration, auditory, visual and tactile. In the first lessons, you should not create completely new models of articulatory movements and phonemes in order to evoke the desired sound. Initially, the work is based on the maximum use of models available to the child.

Children diagnosed with reduced kinesthesia or phonemic hearing disorders are recommended to acquire intermediate articulations. The articulation itself can be improved by performing exercises to lengthen the exhalation and the required air flow pressure. Therefore, production of sounds usually begins in a lying position, developing lower-diaphragmatic breathing. This is how the child learns to smoothly inhale air through his nose and exhale it steadily through his mouth.

When working on the formation of articulatory praxis (the ability to pronounce a series of sounds of native speech), you need to take into account how strong the relationship between the muscles of the articulation organs is. It is useful to use the following techniques, which should be based on visual control (the child should control the exercise in the mirror):

• to move the tongue a little deeper in the mouth, push the corners of the mouth forward mechanically (for example, with your fingers);
• to move the tongue forward, the corners of the mouth are moved to the sides.

When correcting the pronunciation of sounds that the child distorts, you should not name them - this will cause their incorrect pronunciation.

Sounds are produced using the following methods:

1. By imitation: for example, invite your child to roar like a tiger (rrr) or make the sound of a drill (drrr).
2. By reference sounds: for example, we study sounds in this order - V-Z-Zh, M-B, N-D, S-SH-Z-ZH, F-V, F-S-SH.
3. From language gymnastics based on sound, but use the correct diction - T, D, N. If the child pronounces sounds interdentally, then they should be taught to pronounce them correctly, and then put in defective sounds.
4. Mechanical method (using a spatula, fingers, nipples, probes).

If you are working on correcting sound pronunciation, you should not forget about the following features:

1. Parallel work on correct breathing and articulation is mandatory.
2. The child must consciously control his own pronunciation by ear.
3. The sounds being studied must be designated with special symbols.
4. For older preschoolers they introduce letter designation sounds, which contributes to further literacy learning.
5. Automation of sounds and their use in different conditions - in syllables, words and phrases, sentences.
6. Prevention of dysgraphia.

Now that we've sorted out the theory a little, let's get down to practice.

We put the sounds [L], [L’]

To set the sounds [L], [L’], use the exercises “Needle”, “Painter”, “Turkey Poults”, “Steps”, “Ladle”, “Hunter”.

If the sound [L] is absent in the child’s speech, it is placed in 2 stages:

1. Interdental production of sound, when the child is asked to say the combination of sounds “ya”. When pronouncing the sound “y”, you need to pronounce it briefly, straining the articulatory apparatus. Next, pronunciation is carried out by squeezing the tongue between clenched teeth. Repeat the exercise until the clarity of the sound is established - you need to establish the position of the jaw in which it was possible to reproduce the sound.
2. Dental production of sound - the tongue is moved to a position behind the teeth, it is pressed firmly to the alveoli, and they pronounce “ly-ly-ly.”

It is important to develop the correct direction of the air stream. If a child has several sounds in interdental pronunciation, it is worth developing motor skills of the tip of the tongue. You can help with this in any convenient mechanical way.

If a child replaces the sound [L] with the sound [Y], he is asked to place a round tube on the middle part of the side of the tongue, with his mouth open, and the tip of the tongue should be tucked behind the upper incisors. The main difficulty is that the child continues to hear the sound that he played earlier. Therefore, it is important to connect the baby’s auditory attention to the sound that he pronounces during its production.

We put the sounds [Р], [Р’]

The most common question encountered in practice is: “Why doesn’t he (she) say the sound “r”, are we worried?” And even though the baby is only 2 years old, parents begin to worry, having not understood the peculiarities of the formation of a range of sounds in children.

Getting the "R" sound right is a labor-intensive process. As practice shows, it is almost impossible to evoke it through imitation. Usually, its appearance in speech is preceded by a long preparation of the articulatory organs, the development of the necessary movements of the tongue, and learning to distinguish between correct and incorrect sounds.

The most suitable set of exercises is “Fast Snake”, “Woodpecker”, “Balalaika”, “Turkey Poult”, “Drummer”, “Ladle”, “Needle”. There are other equally effective exercises:

"Paint brush"

"Harmonic"

You need to smile and open your mouth, press your tongue to the roof of your mouth, as if you are preparing to utter a drawn-out “n” sound. Holding your tongue in this position, open your mouth as wide as possible, then close it. Repeat the exercise 15-20 times.

"Komarik"

Open your mouth, move the tip of your tongue behind your front teeth and try to pronounce the sound “z”. Then remove the tongue back, resting it on the upper palate at the line of growth of the front teeth. Say the sound “z” again.

Such exercises perfectly develop articulation, stretch the frenulum, and strengthen the facial muscles. But to make the sound [P], they also use special exercises:

1. The child should open his mouth, press the tip of his tongue to the base of the front teeth near the roof of the mouth, while asking him to quickly pronounce the sound “d-d-d.” After a few seconds, ask your baby to blow strongly on the tip of his tongue, without stopping to pronounce the sound “d”. This exercise will help the child feel the desired vibration and remember it.
2. The child opens his mouth wide and pronounces the sound “zh-zh-zh”, moving the tongue closer to the growth line of the upper teeth. After a couple of seconds, insert a special spatula under the child’s tongue and move it rhythmically to the sides, creating vibration. In this case, the child must blow forcefully on the pronounced sound, feeling the vibration and vibrations that result.
3. Ask your child to make the sound "z-z-za" while pushing the tongue back as far as possible. Similar to the second exercise, insert the spatula under your tongue and move it left and right. If you do the training correctly, you will eventually hear a clear “R” sound.
4. Similar to exercise No. 3, ask your baby to pronounce the sounds “z-zi” without closing his mouth. Make similar movements with a spatula. This exercise will allow you to make the sound “r”, but softer.

If the baby cannot keep his tongue up, and the sound itself turns out to be dull, ask him to lengthen the sound - drn-drn (for example, start the car).

We put the sounds [Ш], [Х], [Ч]

Setting the sound "SH"

To put the child’s articulatory organs in the correct position in which he can pronounce the sound “Sh”, you can use a mechanical technique. To do this, we ask the child to pronounce the long sound “C” or the syllable “SA”. At this time, you need to carefully lift the tip of the tongue by the upper row of teeth onto the alveoli using a spatula or spoon. Thanks to such manipulations, the child will be able to pronounce the sound “SH”. But it’s too early to end this exercise: it is important to draw the child’s attention to his pronunciation of this sound. The adult’s task is to help the baby understand and remember this position of the articulatory organs.

When the child manages to pronounce the sound “Ш”, its automation begins. To do this, they practice the sound, combining it with vowels: SHA-SHU-SHI-SHE-ASHA-ISHI-USHU-OSHO, etc. Then they practice the sound in words, first of all using those where the sound “SH” is at the beginning, and only then those in which he occupies a place in the middle or end.

Next, the sound is practiced in sentences. To do this, tongue twisters or quatrains can be used, most words of which contain the sound “Ш”. At the last stage of sound production, you can invite the child to independently compose a story using reference words.

To form the sound “Ш” the following techniques are used:

1. Imitation performance. Ask your child to lift his tongue towards his upper lip, forcefully but evenly, and let him exhale, controlling the flow of air with the back of his hand. As soon as warm air is felt, offer to move the tongue behind the upper teeth, touching the palate. The mouth should be slightly open, the lips should be slightly extended, the teeth should be a couple of millimeters apart. Invite your baby to exhale a stream of air - you will get the sound “SH”.
2. Setting the sound “T” to the base. Ask your baby to pronounce the sound “T” every 2 seconds. Then ask him to make his tongue hit the alveoli rather than the teeth. Gradually, the sonorous “T” will turn into a more hissing sound. Next, ask the child to round his lips and pull them forward, and lift his tongue up towards the palate (towards the front). The sides of the tongue should be pressed against the molars. Now, pronouncing the sound “T”, the child will be able to smoothly move on to pronouncing the sound “SH”.
3. Based on the sound "S". Offer to move the tongue behind the lower teeth and pronounce the sound “C”. At the same time, use a spatula to lift the tongue up, let the child continue to pronounce the sound “C”. Using your fingers, lightly press on the cheeks so that the lips move forward. You should hear a hissing sound. To consolidate the result, ask your child to pronounce the syllables “SA”, “SI”, “SO”, “SY”, “SU”, “AS”, etc.

During classes, do not forget to use exercises that contribute to the general strengthening and development of the articulatory apparatus.

Making the sound “Zh”

The sound “Zh” is placed by analogy with the sound “Sh”. The only difference is that in this case we add voice sound. Articulation during production should be as follows:

• the lips are rounded and slightly moved forward;
• the teeth are close together, but not closed;
• the wide tip of the tongue is brought closer to the upper palate or alveoli, forming a gap between them; lower the middle of the tongue, pressing its edges to the side teeth; lift the back of the tongue and pull it back;
• a warm stream of air should pass through the middle of the tongue, which can be felt with the palm of your hand;
• the soft palate is lifted, pressing it to the pharynx, to its back wall, closing the passage into the nasopharynx, a stream of air exits through the mouth;
• The vocal folds need to be tensed and a voice must be produced.

As exercises, you can use imitation games (“Say what a bee says,” “...how a plane flies,” “...how a beetle buzzes,” etc.), tongue twisters, identifying sounds in words, and others.

Setting the sound "Ch"

When pronouncing the sound “Ch,” the child is asked to slightly round his lips, making a tube, and move them a little forward. There is no need to close your teeth, but they should be close to each other. The back and tip of the tongue should connect to the alveoli or upper teeth, forming a gap. When trying to pronounce the sound “Ch”, the child should feel a short stream of air passing through the middle of the tongue. The soft palate remains raised and pressed to the back of the pharynx. The vocal cords should not strain.

The sound “Ch” is made on the basis of “Ть” and “Ш”. Therefore, speech therapists use 2 methods of setting “H”:

1. Ask your baby to pronounce the sound “TH” often and quickly (the tip of the tongue should touch the base of the upper teeth). Then the baby should gradually move his tongue back, touching the upper alveoli with it. In the process, the lips should stretch into a smile.
2. Ask the child to first slowly and then quickly pronounce the sounds “TH” and “SH”, so that in the end it comes out TSH. Make sure that the child has a wide smile during the pronunciation process.

Automation of sound is performed in a playful way that is interesting for the child. Be sure to take into account the age of the baby when choosing activities and exercises. Don't neglect bright visual material.

We put the sounds [K], [G], [X]

The sound “K” is made mechanically using a spatula. The articulation looks like this:

• the lips should take the position of the next vowel sound;
• You can’t keep your teeth closed;
• the tip of the tongue needs to be lowered and touched with it to the incisors of the lower dentition;
• the lateral parts of the tongue are adjacent to the upper lateral teeth;
• the back of the tongue should form a bow with the palate;
• the soft palate rises at this time, blocking the passage to the nasopharynx;
• vocal cords there is no need to strain, they are open;
• During exhalation, the resulting stream of air should explode the bow, causing a characteristic sound.

The first version of the production is from the sound “T”. It is used if the child pronounces the sound “T” clearly, cleanly, without unnecessary overtones.

Invite your baby to play the sound “TA”. At the same time, press the spatula on the front part of the back of the tongue, as a result of which the sound “TY” will be heard. Next, you need to move the spatula a little further into the depth, which will provoke the pronunciation of the sound “KY”. Even deeper pressure on the tongue gives a clear pronunciation of the sound “KA”. The use of the mechanical method is stopped when the child remembers the location of the articulatory organs for pronunciation of the sound being studied.

The sound “K” can be made while inhaling. This exercise is reminiscent of imitation snoring - silent or whispering. Encourage your child to snore for fun. After the exercise, you can hear a sound reminiscent of “K”. Invite your child to say “KA” while inhaling and exhaling. After this, automate the sound traditionally: “KA-KO-KU-KI-KE-KYO.”

The articulation of the sound “G” is similar to the articulation of the sound “K”. However, the voice is involved in this process - the vocal cords must close and vibrate during exercise.

The sound "G" can be placed from "Y". To do this, invite the child to throw his head back and, while exhaling strongly, say “YYYYY”, simultaneously pushing his lower jaw forward, raising it and lowering it. By analogy with the production of the sound “K” from “TA”, you can place the sound “G” from “DA”.

The articulation of the sound “X” differs from “K” in that the back of the back of the tongue should form not a bow with the palate, but a gap along the midline. The sound “X” can be made like this: invite the child to open his mouth the width of two fingers and blow warm air on his palms. If the sound does not work, you can try throwing your head up in the process. The sound “X” can be placed from “S” and “Sh”. They use a mechanical method: when the child pronounces these sounds, you need to use a spatula to move the tongue deeper into the mouth.

Set the sound [Y]

Most often, the sound “Y” can be produced by imitation, supplementing the exercises with showing correct articulation and the tactile sensation of the expiratory stream when pronouncing “YYYY” in a drawn-out manner.

They make a sound from pronouncing the sounds “AIA” or “IA”. The exhalation must be intensified when the sound “I” is pronounced, and the short “A” must be pronounced without interruption. Sometimes placing the “Y” sound in words where it comes first is effective.

From the syllable “ЗЯ” the sound is made mechanically: the child pronounces the syllable, and the adult, using a spatula, presses on the front part of the back of the tongue, gradually moving it back until the desired sound is obtained.

Set the sound [C]

The articulation is as follows:

• lips are in a neutral position;
• teeth are brought closer by 1-2 mm;
• the tip of the tongue is lowered, touching the lower incisors; Initially, the back of the tongue is strongly curved, forming a bow with the incisors, then its front part quickly moves to the position of the “C” sound, forming a groove in the middle;
• the air stream should be strong and uneven.

The sound “C” is produced if the child clearly pronounces the sounds “S” and “T”. The baby is asked to quickly pronounce “TS”, as a result of which the desired sound appears.

There are 3 ways to make the sound “C”:

1. Method of imitation using play techniques (“The locomotive, stopping, says - tss-ts-ts”, “The mouse is sleeping, don’t make noise - tss-ts-ts!”).
2. Reception of reference sounds (in this case these are “T” and “S”).
3. Acceptance of the features of articulatory structure. Invite the child to open his mouth, rest the tip of his tongue against the incisors of the lower row of teeth, lift the tongue and stretch it so that the front part is pressed against the palate. In this position, the back of the tongue should touch the upper incisors. Without turning on your voice, invite your baby to pronounce the sound “T”, lifting the tip of the tongue with the pressure of a stream of air from the front teeth of the lower row. The lips should be tense and in a smiling position. This exercise helps to remember the position of the organs of articulation when the sound “C” is pronounced.

Sound setting [C]

The articulation of “C” is as follows:

• lips need to be stretched into a weak smile;
• bring your teeth closer, but do not close them;
• lean the tip of the tongue against the front teeth of the lower row, arch the tongue, resting its sides on the molars;
• create a strong and narrow air stream.

Before starting sound production, you should make sure that the child’s articulatory apparatus is ready to pronounce whistling sounds. For preparation, a complex of special speech therapy exercises to improve the articulatory apparatus.

The sound “C” is placed in several ways:

1. By imitation. Sitting with your child in front of the mirror, show how to pronounce the sound “C”.
2. By imitation with game moments. For this method, visual aids and bright objects are used, with which you can imitate the sound “C”. For example, the balloon deflates - “SSSS”.
3. Based on reference sounds. To learn to pronounce the sound “S”, a child must be able to pronounce the sounds “I” and “F”, which are the reference sounds for him.
4. Mechanical setting. Using a spatula, the speech therapist sets the child’s tongue in the desired position and asks to gently but forcefully blow out the air.

The main thing is to give the child the opportunity to remember the position of the articulatory organs when playing the sound “C”, only then can it be automated in syllables, words and sentences.

Set the sound to [Z]

The articulation when producing the sound “Z” is similar to “S”, only the sound “Z” is more sonorous, so you need to use your voice when pronouncing it. The sound “Z” is placed after successful automation of “S”.

Setting “Z” is similar to working with the sound “S”, only you need to make sure that the child connects his voice and feels the vibration of the ligaments. It is very important to be able to convey to the child that these sounds differ in their sound. To do this, invite your baby to put his hand on his throat and pronounce both sounds alternately. The child will understand this difference by vibration. When the sound “Z” is heard clearly, invite the child to pronounce it louder and clearer. After this, automate the sound through exercises on pronouncing syllables, words, and sentences.

How to correctly produce sounds in a child: general recommendations

The child’s efforts should be natural - this is very important in producing sounds. The sequence of production is determined by the physiological course of formation of the pronunciation of sounds. Changes and adjustments can be made to this sequence if the individual characteristics of the child are taken into account and there is confidence in their effectiveness.

The standard sequence of working on sounds looks like this:

1. First they put the whistling “S” and “Сь”, “Ц”, “З” and “Зь”.
2. They put “SH” - a hissing sound.
3. Sonor "L".
4. They sort out “F” - hissing.
5. Sonoras "P" and "Pb".
6. They end with the production of hissing “Ch” and “Shch”.

The optimal age for correcting sound pronunciation is considered to be 4-5 years, for the sound “P” - 6 years of age. Work usually begins on hissing sounds, since they do not require clear focusing of the air stream.

To put hard sounds, for a syllable the vowel “A” is used (for “L” - “Y”), for soft ones - “I”. Automation of the sound that has been corrected begins with the pronunciation of forward and backward syllables, only then with a combination of consonants.

In general, work on sound production should be carried out by a speech therapist. He will determine whether the child has deviations in sound pronunciation, what methods to use to produce sounds, how often to practice, he will draw up a lesson plan that will include various, most effective in this case, techniques. Remember that amateur efforts to correct problems with sound pronunciation in children can be harmful. Only a speech therapist knows how to organize work correctly and effectively.

How to teach a child to correctly pronounce the sound s and other whistling sounds: articulation gymnastics, setting the sound s, video - demonstration of simple and accessible ways to produce the sound s, songs with the sound s.

Many children mistakenly pronounce the sound S, which is difficult for them, and other whistling sounds (s. z, z, z). They may skip this sound or replace it with other sounds.
Fine speech development By the age of five, children correctly pronounce all the sounds of their native language a (with the possible exception of the sound p, which may appear a little later - at 5.5 years). But now rarely do any children reach this norm. What is the reason?
1. Previously, in every kindergarten from the age of three until graduation from kindergarten, articulation gymnastics was regularly carried out with all children before breakfast, and in the evening - individual exercises with children who have difficulty pronouncing sounds. And this was not done by a speech therapist, but by an ordinary trained teacher! And these were not isolated complexes, exercises and games, but a strictly substantiated system for teaching speech and pronunciation of sounds. Because without a system, problems cannot be solved. Now this is history, and rarely can you find such a clearly and consistently built system of work for a teacher in sound pronunciation with children. This is probably why modern children have more problems with speech.
2. Nowadays, parents pay much less attention to their children’s speech. Often the child is only required to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?”, and not the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “Who cares what he says. The main thing is that you can understand it, that’s all!” But speech is a means of self-expression, communication, and knowledge. And the success of all types of human activity depends on its development.

The child pronounces the sound s and other whistling sounds incorrectly. What to do?

How to help a child if he pronounces the sound s and other whistling sounds incorrectly? Can parents help their baby?
As is correct, parents wait until the age of 5 and then take the child to a speech therapist. Although sometimes one push is enough to evoke the correct sound in the child and help consolidate it in speech without waiting until the age of five. And this “push” should be done not at 5-6 years old, when they are already late, but much earlier - at 4 years of age. And the most important thing is that to give such an impetus you don’t need to be an expert specialist at all! You just need to know the exact technology teaching kids sound pronunciation and its nuances.
To develop in children the correct pronunciation of all the sounds of their native language, kindergartens conduct special sound pronunciation classes for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be regularly held). If for some reason there are no such activities, then you can help your child at home.
I know many mothers and grandmothers who, living far from a speech therapist, themselves coped with the problem of difficult sounds and helped their babies. And I know many educators who know how to prevent speech disorders and help a child speak correctly and learn to pronounce all the sounds of his native speech. We can all help the baby and show him the right path!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be sufficient. And he will delight both you and himself with the correct sound s or z suddenly appearing in his speech. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i.e. automate the correct pronunciation of a given sound.
But if a child’s sounds are impaired, he makes many grammatical mistakes, his speech is slurred, and he speaks with difficulty, then you cannot do without a speech therapist. And the sooner you contact a specialist, the better the results will be.
All articulation exercises useful not only for children whose sound pronunciation is impaired, but for all preschoolers, because they develop the articulatory apparatus, make it more mobile, flexible, and learn to control it consciously.

Stages of working on sound.

Working on a new sound that a child pronounces incorrectly includes a number of stages:
1. Clarification of the movements of the organs of the articulatory apparatus necessary to pronounce a given sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. Appearance of sound- sound production,
3. Sound acquisition- consolidating the correct pronunciation of sounds in the child’s speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will tell you about all these stages in more detail.

First stage. Articulatory gymnastics for whistling sounds (s, s, z, z, z)

As a rule, in a child who does not speak the sound s or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistle sounds include the sounds s, з, ц and the soft version of the sounds - сь, зь). One of the reasons for incorrect pronunciation of sounds is insufficient mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, you need special “regular training exercises” - articulatory gymnastics.
IN articulation gymnastics complex exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue and lips necessary for a given group of sounds, and produce the correct air stream. Therefore, I really do not recommend that mothers, fathers, grandmothers, and grandfathers come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all articulation gymnastics complexes are by no means composed randomly! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulatory gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulation gymnastics should be performed daily without breaks. The most convenient time is before breakfast in the morning. Carrying out such gymnastics requires only 3-5 minutes of your time.
Each time articulation gymnastics is carried out in a playful way– in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!

Tips for performing articulatory gymnastics - it is important to know and perform:

Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then there is only one, and all other exercises should be already familiar to the child by this time.
If a child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are consolidated. But consolidation occurs in a new form for the child - in a new plot, with new characters.
Articulation gymnastics should be done while sitting in front of a mirror.– You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
It is imperative to monitor facial symmetry when performing gymnastics movements.(the child’s movements should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
During articulatory gymnastics, it is necessary to monitor the accuracy and smoothness of movements, give the child clear criteria for the correctness and incorrectness of performing the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you simply carry out the exercises formally, then their implementation is useless or of little use! After all, articulation gymnastics is not called that for nothing. This is truly “gymnastics”, in which correct movements are important, and not just playing with the tongue! By analogy: if you just lazily twirl your arms, it will not be physical education or fitness and will not have a good result for your health! It’s the same in articulation gymnastics. What is important for the result is the quality of the movements, and not any movement in itself.
Articulation gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, do not scold your child under any circumstances, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one law of life - everything that is developed develops! Therefore, everything is still ahead of you! Praise your baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.

Preparatory complex of articulation gymnastics includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home:
Smile and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ring. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue lift for the upper teeth.
Alternating movements tongue up and down.
Alternating movements tongue with the tip of the tongue down: move the tongue deeper into the mouth - bring it closer to the teeth.

If these movements are easy for the child, then you can immediately move on to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If a child cannot do the exercise with alternating “smile - ring - tube”, then I highly recommend consulting with a speech therapist.

A set of articulation exercises for whistling sounds p. z, c (Developed by Fomicheva M.V.).

Helpful Tips:

• In every exercise I give description of movements and typical mistakes(See “What to pay attention to”). After the description you will find video all exercises.
• First, do all these exercises yourself in front of the mirror, Paying attention to all the nuances, master them, and then teach them to your children.
• Never scold a child for a mistake, just show them again the correct version of the exercise, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to watch for. Children are completely calm about the “funny tongue’s mistakes” and are happy to “teach” him to do the movements correctly.

Exercise 1. Put the ball into the goal.

Our task: In this exercise, the child will learn to direct a long, directed stream of air.
Performing the exercise:
Place two cubes on the table - these are gates. And next to the gate on the table in front of the child, place a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate made of cubes.

Don't puff out your cheeks! The baby can hold them with his hands to control himself.
The stream of air should be long and without interruptions - one long exhalation.

Exercise 2. Punish the naughty tongue.

Our task: teach your child to keep his tongue wide and relaxed. And continue to produce a directed air stream.
Performing the exercise:
The child, opening his mouth slightly, puts his tongue on his lower lip and, smacking his lips, says five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with children, which is already trying its best to practice, so I do this exercise with the kids in a different plot - the tongue rests and sings the song five-five-five. Or I suggest the child massage his tongue: five-five-five. You can come up with your own plot.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times during one exhalation, while the stream of air flows smoothly, without interruption, without holding our breath.
A child can check whether the exercise is being performed correctly this way: bring a piece of cotton wool to his mouth, and it will deflect. Children always really like this kind of self-test.

Exercise 3. Wide tongue - pancake.

Our task: we will teach the child to hold his tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, place the wide front edge of your tongue on your lower lip and hold it in this state while counting from one to five to ten. Try it yourself first!
What you need to pay attention to when watching the exercise in the mirror:
The lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not curl up.
The tongue should not “run away” far - it simply covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work, then you need to continue doing the previous one - “punish the tongue.” And return to this exercise later.

Exercise 5. Who will kick the ball further?

Our task- we will practice the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need cotton wool, which we will try to drive away. Fleece is our “ball”. You need to smile and place the wide front edge of your tongue on your lower lip. Next, pronounce the f sound for a long time. And blow the cotton wool onto the opposite edge of the table.
What you need to pay attention to:
The lower lip should not be pulled over the lower teeth.
Don't puff out your cheeks!
You need to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.

Exercise 6. Let's brush our teeth.

Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required to pronounce whistling sounds.
Performing the exercise:
Smile, open your mouth slightly. Use the tip of your tongue to brush your lower teeth. First move your tongue from side to side, and then from bottom to top.
What you need to pay attention to:
The lips are smiling and motionless throughout the entire exercise.
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move upward from the root of the teeth.

Sometimes adults find articulation gymnastics boring and uninteresting. But not for children! I know from own experience that children really like to look at themselves in the mirror, “learn their naughty tongue” and improve the technique of performing the exercise. And to all children! And if the plot of the exercises is changed, then the interest in them always remains very high, and there is a kind of intrigue - what will be new this time? After all, the baby himself clearly sees his results, sees that every time he makes the movement better and better, more and more accurate. And in this way the baby explores himself, the structure of his body, which is also very exciting for preschoolers.

How long will it take to preparatory work, It is simply impossible to say in absentia. For one child three times is enough, for another - a week, for a third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, there is no need to waste time on this and rush!

You can see the exercises of a complex of articulatory gymnastics for whistling sounds in the video below.

Video. Articulatory gymnastics for whistling sounds (s, z, z)

Second phase. Sound production.

At the second stage, those children who correctly pronounce the sound s clarify its articulation and pronunciation, and consolidate their skills. The same children who did not know how to pronounce it learn to pronounce this sound - “whistle”.
It is very important that the child is aware of the correct articulation of sound and can check himself. This is possible from the age of 4. And in classes on speech development, all children are taught this (at least, they should be taught even in the most ordinary kindergarten).
Why do children with good sound pronunciation need this knowledge and skills? To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate correct pronunciation, for clearer and faster work of the articulatory organs, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training.

At 4 years old The child will learn how teeth, lips, and tongue work when pronouncing sounds in the form of a fairy tale - the game “Fairy Tongue Tales”.

From 5 years You can explain to children the correct articulation of sound in the form we are familiar with (without a fairy tale) and ask the child questions: “How does the mouth work? What does the tongue do”, etc. In older preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of the movements, the quick switching to a new movement, and the ease of movements.

Articulatory gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with a given sound, which you will find below.

When producing a sound, the baby also learns the correct articulation of the sound.

Correct articulation of sound p.

When pronouncing the sound correctly with:
The mouth smiles (the corners of the mouth are slightly pulled back),
Teeth closed
The tip of the tongue rests on the lower incisors (i.e. it is at the bottom, not at the top),
The front part of the back of the tongue is close to the alveoli and forms a gap with them (children know the alveoli as “tubercles” on the palate, at the top of the mouth),
When pronouncing a sound, a groove is formed in the middle of the tongue through which air flows.
Unlike hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air is coming from the mouth, you need to bring your hand to your mouth, palm down. Pronounce the sound Ш yourself in this position, and then the sound S, and you will see the difference. You can show your baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will be happy to experiment to see how it works out for him - a cold stream of air or not.

For four-year-old children, you can practice the sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires that are slightly deflated with air. We will work with the pump and inflate the tires with air: sssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask your child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Below, hidden behind his lower teeth). What kind of air is coming in - cool or hot? (Cool) – bring the back of your hand to your mouth. Compare with the sound X - is the air warmer with the sound X or the sound of the pump C?
Invite your child to “take the pump” (pantomime - an imaginary action) and “pump up the tires” - whistle ssss.
Very often, even such clarification of the correct sound pronunciation of the sound C in the game “Pump” is enough for a four-year-old child to begin to pronounce the sound correctly!

It happens that “playing the pump” is not enough and you need to clarify the articulation of sound individually, in front of a mirror. When producing sound by imitation You can invite the baby to blow on his slightly protruding wide tongue, imitating you. After this, you need to move your tongue behind your lower teeth. “Look where my tongue is. Do you see the teeth? Do the same. Smile so your teeth are visible. Press your wide tongue against your front teeth at the top. Well done! Now cover your mouth and let's blow. Raise your hand to your chin – can you feel the air flowing?” Place the cotton wool on the child's chin so that a stream of air hits it. If the child blows weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.

You should not expect that the sound C, which appears through imitation, will immediately appear in the child’s speech. For a child, this is just the sound of a pump in a game! Even the next day, the baby may already forget everything, and you will have to demonstrate the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound c to enter the child’s speech, games and game exercises for its automation, which I will talk about in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And you also need teach your child to distinguish between close and similar friend on each other sounds so as not to confuse them in speech. We will also talk about this in the continuation of this article.

And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and accessible techniques.

How to teach a 3-4 year old child to pronounce the whistling sounds S and Z correctly? Video

If a child is good at articulatory gymnastics movements, then, as a rule, a few simple techniques will allow him to almost immediately learn how to correctly pronounce the whistling sounds s and z. You will learn how you can teach your child at home to correctly pronounce the sound s and correct its pronunciation from Irina Denisova’s video. She shares some professional speech therapy secrets with her parents.

If you managed to successfully evoke a sound, then all that remains is to automate its correct pronunciation in syllables, words and phrases. You can learn about games and exercises for automating the sounds C and Сь in a child’s speech in the article

If the child’s pronunciation of many sounds is impaired, articulation exercises are very difficult for him, and he cannot produce the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or speech therapy kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge from your district or city education department.

And at the end of the article there are several songs for speech lessons with children based on the sound s.

Songs with sound S. Video for speech classes with children.

Song about sand- a song for pronouncing the isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases.

A song about the letter S. Words with the sound S. How to make the letter S from the letter O?

See you again!

More about the formation of correct sound pronunciation in children preschool age You can read:

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