The use of Russian folklore in speech therapy work.

I consider the use of Russian folklore in speech therapy work to be very interesting and rich in practical material.

Folklore, as a treasury of the Russian people, finds its application in various areas of work with children.

Folklore is the people's language, and the people are unsurpassed teachers of speech.

Introducing children to the literary heritage of small folklore forms includes all areas of correctional work to overcome general speech underdevelopment and sound pronunciation disorders.

The use of different genres of folklore: nursery rhymes, proverbs, sayings, ditties, fables, songs, fairy tales, folk outdoor games, finger games develops speech, forms moral habits, and enriches knowledge about nature.

With the help of small forms of folklore, it is possible to solve almost all problems of speech development, sound culture of speech, and along with the basic methods and techniques of speech development, this rich material of verbal creativity of the people can and should be used.

Types of small folklore forms

I will list and characterize the types of small folklore forms.

Proverbs, sayings, riddles, nursery rhymes, songs, tongue twisters, folk tales, folk songs, folklore games.

Proverbs and sayings- a special type of oral poetry, which has absorbed the labor experience of numerous generations for centuries. Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets), they convey the attitude of the people to a particular object or phenomenon.

Using proverbs and sayings, a speech therapist teaches children to clearly, concisely, expressively express their thoughts and feelings, coloring their speech intonationally, develops the ability to creatively use words, the ability to figuratively describe an object, and give it a vivid description.

For example: The frost is not great, but it does not require you to stand. April with water, May with grass.

Nursery rhymes, tongue twisters, sentences, chants are the richest material for the development of sound culture of speech and are indispensable for diction exercises. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech, and form the intonational expressiveness of his speech.

For example: Intonation coloring of speech in a sentence.

Girl-sister,
Go get some water
- I'm afraid of the wolf
I'm afraid of the bear.

Or patter: to the city the road is uphill, and from the city uphill. (Children pronounce the tongue twister at different tempos.)

It is important that when performing diction exercises, there is reality behind every spoken word. Only in this case will the child’s speech sound natural and expressive.

Song lyrics.

Folk lyrical song differs significantly from other genres and types of folklore. Folklore songs are a complex complex. These include songs by adults, composed especially for children (lullabies, nursery rhymes and nursery rhymes); and songs that gradually moved from the adult repertoire to the children's repertoire
(carols, spring songs, chants, game songs); and songs composed by the children themselves.

With the help of song lyrics, it is possible to develop phonemic awareness, since they use sound combinations that are repeated several times at different tempos, with different intonations, and are performed to the tune of folk melodies.

Folk songs allow a child to first feel and then realize the beauty of their native language, its brevity, and contribute to the formation of figurative speech and verbal creativity in children. For example, “Loaf” is a song with game elements.

Lullabies- childhood companion.

They, along with other genres, contain a powerful force that allows them to develop the speech of young children.

In infancy, mothers and grandmothers lull their children to sleep with affectionate lullabies, entertain them with nursery rhymes and nursery rhymes, playing with their fingers, arms, legs, tossing them on their knees or in their arms.

Well known: “The magpie-crow was cooking porridge...”; “Okay, okay! Where were you? – At Grandma’s..., “Potyagunyushki, porostunyushki”!

Lullabies enrich children's vocabulary due to the fact that they contain a wide range of information about the world around them, especially about those objects that are close to the experience of children.

The lullaby, as a form of folk poetry, also contains great opportunities in the formation of phonemic perception, which is facilitated by a special intonation organization (singing vowel sounds in the voice, slow tempo, the presence of repeating phonemes, sound combinations, onomatopoeia.

Lullabies allow you to memorize words and forms of words, phrases. Despite its small volume, a lullaby contains an inexhaustible source of educational and educational opportunities.

The grammatical variety of lullabies contributes to the development of the grammatical structure of speech. When teaching children to form words with the same root, you can use these songs, since they create images that are well known to children, for example, the image of a cat. What does it have to do with not just a cat, but “kitten”, cat”, “cat”, “cat”.

Kitten, cat,
Little gray kitty tail!
Come, cat, spend the night
Movo to rock Leshenka, make him laugh!

In addition, positive emotions associated with one thing or another in a familiar way from the cradle make this development more successful and lasting.

A fairy tale is like a folklore genre.

The word “fairy tale” first appears in the seventeenth century as a term denoting those types of oral prose that are primarily characterized by poetic fiction.

It is known that many fairy tales begin with the beginning:

“Once upon a time,” and ends with the sentence: “They began to live and live and make good things.” Telling fairy tales requires knowledge of special formulas, like this:

“The fairy tale will soon be told, but the deed will not be done soon.”

The idea in the fairy tale is very simple: if you want happiness, learn to be smart.

Fairy tales are a kind of moral code of the people; their heroics are, although imaginary, examples of true human behavior. Fairy tales teach children not to submit to evil treatment, not to give up when problems arise, but to bravely fight troubles and defeat them. In an effort to awaken the best feelings in children, to protect them from callousness, selfishness, and indifference, people colorfully depicted in fairy tales the struggle between the powerful forces of evil and the force of good, most often represented in the form of an ordinary person.

The fabulous fund is varied. Here there are fairy tales that are extremely simple in content and form (“The Ryaba Hen,” “Turnip”), and tales with a sharp, exciting plot (“The Cat, the Rooster and the Fox,” “Geese and Swans”).

It is important that the child not only listen to this or that fairy tale, but also understand its idea and think about the details of what is happening. Children subtly notice shades in plots, in the characters and behavior of characters. There is a re-evaluation of what was heard earlier. Thus, children three to three and a half years old call the bear from the fairy tale “Teremok” kind and good. Older children have a new appreciation for the friendly work of animals from the fairy tale “Winter Lodge of Animals”; The spoiledness and arrogance of Little One from the fairy tale “Morozko” more clearly highlight the kindness and responsiveness of Masha from the fairy tale “Geese and Swans”.

The completeness of perception of a fairy tale also largely depends on how it is read, how deep the narrator’s penetration into the text is, how expressively he conveys the images of the characters, conveys the moral orientation, the severity of situations, and his attitude to events.

Children react sensitively to intonation, facial expressions, and gestures.

The story must be told over and over again. On first listen, impressions are often inaccurate. By intensely following only the plot, children miss a lot. During repeated listening, the impressions deepen, the strength of emotional experiences increases, as the child delves more and more into the course of events, the images of fairy-tale characters, their relationships, and actions become clearer to him. The baby now listens more closely to the sound of speech itself and remembers individual expressions he likes.

Repetitions are especially necessary for children who are emotionally less developed. For such a child, repeating a fairy tale helps him go from vague, unclear guesses and impressions to a complete understanding of what is happening, and then the fairy tale will excite him, capture his imagination and feelings. When bringing children together for additional reading, it is necessary to take into account their development, peculiarities of perception, and emotionality. Understanding native speech begins with understanding fairy tales.

Mystery- one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely concise, figurative form.

Riddles enrich children's vocabulary due to the polysemy of words, help them see the secondary meanings of words, and form ideas about the figurative meaning of a word. They help to master the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it.

Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, inferences, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and succinctly convey images of objects, and develops in children a “poetic view of reality.”

The use of riddles in working with children contributes to their development of speech-evidence and speech-description skills. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one’s thought, putting it in precise verbal form.

In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, teach them to notice the originality of an artistic image, understand what speech means it is created by, and develop an understanding of figurative words. For these purposes, the language of the riddle is analyzed and attention is paid to its construction.

It is recommended to have several riddles about one object or phenomenon in stock in order to show children that the images and expressions they found are not isolated, that there are many opportunities to say differently and very succinctly and colorfully about the same thing.

So, through riddles, children develop sensitivity to language, they learn to use various means, select the right words in the flow of speech, gradually mastering the figurative system of language.

Folklore games- school for a child. The development of activity, dexterity, intelligence, and initiative is fully developed in games. Some games develop dexterity, speed, strength, accuracy, while others teach intelligence and attention. Communication with the team, submission to guidelines and orders - in pedagogy this function of the game is called “socialization”, teaching him to comply with ethical standards and community rules. Counting rhymes are especially interesting in folklore games. With their help, the rules of the game are established. A short poetic report with a clear chanting of syllables names the one on whom the count ended. Counting books teach you to speak clearly, correctly and quickly, while remaining just a game.

This review presents to your attention speech therapy pure tongue twisters (tongue twisters) and exercises for automating sounds in words and sentences.

One of the speech therapist’s tips is to practice poetic tongue twisters (tongue twisters) for the pronunciation of problematic sounds.

I would like to note that you can move on to these exercises only when the child can freely pronounce the correct pronunciation of the individual sound presented in the exercise.

In addition to using this material, you can also improvise.

For example, say

How the bee buzzes (w-w-w-w-w),

How the train whistles (oo-oo-oo-oo-oo),

How a mother lulls her child to sleep (a-a-a-a-a-a),

How a mosquito squeaks (z-z-z-z-z-z), etc.

You can also diversify the exercises by changing the volume or timbre of your voice, that is, speaking the same lines in different ways: loudly, quietly, quickly or slowly.

To lesson with a child on sound automation was more effective, we offer this​​ its sequence:

1. Gymnastics for fingers

2. Breathing exercises and articulation gymnastics (lips, tongue)

4. Exercises with language material

But keep in mind: the child should be interested, then he will be more attentive and not get tired so quickly, praise the child more often and he will be more diligent. We wish you success.

Speech therapy pure tongues

Differentiation of sounds r-l

La-la-la: Alla the girl is small.

Li-li-li: We came to visit her.

Lo-lo-lo: Alla’s dough came out right.

La-la-la: She baked pies.

Le-le-le: Here are the lemons on the table.

Lu-lu-lu: I don’t like very sour things.

Lo-lo-lo: The ground was covered with snow.

La-la-la: The earth has become white.

Li-li-li: Here are the snowdrifts.

Ra-ra-ra: The kids are very happy.

Ar-ar-ar: We'll go to the zoo.

Ro-ro-ro: We'll get there by metro.

Ru-ru-ru: There are kangaroos at the zoo.

Ru-ru-ru: The mole digs a hole for itself.

Ru-ru-ru: The hare peeled off the bark.

Ra-ra-ra: Our game is over.

The gnome walked in the grove for an hour,

I collected a basket of mushrooms.

Anya went to the grocery store,

A dwarf walked towards her.

He was carrying a basket of mushrooms

I gave Annushka half.

Ripe bunch of grapes

Anna brought it from the garden.

How much do the pies weigh?

I'll put them on the scales.

It's better to treat guests.

Caterpillar in the forest

Warmed my back on a mushroom,

It's very hot in the sun,

She got a headache.

I'm on my way home,

Everything here is familiar from childhood:

There is an oak tree near the house,

Gray smoke flies into the sky,

In the swamp, a crane was chewing cranberries,

And in the forest the hedgehog - delicious blackberries.

Cheerful giraffes

They took a magazine from the closet.

He was chewed and crushed

Still haven't read it.

A snake lived in a puddle,

I wasn’t friends with the fat toad,

The frog insulted him:

“You don’t even have a sting!”

The beetle and the butterfly became friends,

With her he circled over the flowers.

Buzzing at Zhenya's

Beetle in hand.

“Zhu-zhu-zhu, zhu-zhu-zhu!

I’m not friends with you!”

Zina saw a star fall

She immediately made a wish:

“In winter, let snow fall on the ground,

Zina, be more persistent than everyone else.

Zoya is going to the zoo,

Here's her stop.

Zoya got out of the taxi,

She laughed loudly.

“Zebra, hare, bison, snake -

I’ll see them all here!”

Under a birch tree in a thunderstorm

Zakhar hid the goat.

We have potatoes in the garden,

Pumpkins and zucchini.

There is viburnum, there is cabbage,

There are red beets.

A goose was swimming in a puddle,

She feels so hot in her feathers in the summer!

Fly agaric and white mouse

Little Misha drew.

A million germs on your hands

Under a microscope - just wow!

I'll take the soap, open the tap,

I'll wash my hands quickly!

Carrots, peppers and pumpkin

The old grandfather planted it.

I loosened them and watered them -

Reaped a good harvest.

I'm the only one with the letter "R" now

I will list all the animals:

Fish, tiger, camel, badger,

Cancer with claws instead of hands,

Lynx, hare and kangaroo,

The mole crawled into his hole,

The seal and the giraffe are good,

Zebra, walrus, cow, chamois,

Another turtle, rhinoceros,

I couldn't remember more!

Roma and Rita sing together in the choir,

In the evening they walk together in the yard,

They go home together when it's time.

Roma and Rita are brother and sister!

Boris the cook cooks borscht:

Carrots, beets, tomatoes.

“Our borscht will turn out delicious,

I’ll treat you, friends!”

My grandfather lives in the village, he has a gray mustache.

I will learn how to chop wood with an ax from my grandfather.

I will learn how to cut grass and carry it to the barn.

Grandfather doesn't have enough hands - his grandson will help him.

The mother asks Sasha: “Son!

You go to the store!

Buy cheese, juice, cheese,

And one tray of eggs,

Meat, crackers, radishes,

Blue plums and iris,

More seeds, salt, cheese,

And currants, son,

Some meat and sausage!”

“Mom, I won’t tell you!”

Pheasant footballer loves football very much

Like a forward pheasant scores his goal.

In the cook's ear

A fly whispered in the kitchen:

“Although I’m not friends with you,

I’ll help you bake the bread.”

The cook will pour kvass into the mug,

Let the good boy drink.

The guinea fowl took the bucket from the store,

The guinea fowl laid eggs in a bucket.

There lived a king in a palace,

Loved to sit on the porch

One day the king did not sleep all night -

The grasshopper was bothering him.

Well, in the morning through the window

The sun was already peeking.

We quickly walked to school

A rosehip bush was found.

By car to the garage

Our dad is coming.

For a car it's like a home

It's warm and cozy.

I'll pour it into a cup for a kitten (1)
Milk, milk.
He will start lapping aside (2)
Milk with tongue.
Serves as a spoon for a kitten (1)
Tongue, tongue.
And the thin tail trembles,
And the barrel sighs.
And when dinner is finished
Our mustachioed eccentric,
Knowing that you need to be clean,
Wash like this:
He will lick his lips, (3)
And then - again,
Wash your fur coat clean (4)
Tongue, and sometimes
He washes his face with his paw -
Like scrubbing with a washcloth.
"Purr!" - he will tell me with love:
"That's it, thank you: I'm full!"

(1) - "Cup": the mouth is wide open, the anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
(2) - “Kitten”: we imitate the movements of a kitten’s tongue - “we grab the milk with the tongue and send it into the mouth.”
(3): lick your lips in a circle.
(4): imitate the kitten licking its fur.

Katya cooked some porridge:
Substitute, dolls, cups!
Cup - Sasha, cup - Masha, (1)
This cup is for Natasha
And half a cup - Valenka,
The smallest doll.
This one is for a bunny, this one is for a bear,
Pinocchio the naughty one.
Pinocchio, sit down like an adult! (2)
Eat with a spoon, not your nose!
Who can eat everything quickly,
That pie will get with pear.
Come on, quickly grab the spoons! (3)
We quickly ate every last crumb!

(1) - "Cup".
(2) - “Spoon”: the tongue becomes narrower and longer.
(3): open and close your mouth wide).

Barely a small fungus
I was able to break through the moss.
He grew up all day long,
By evening it became huge.
He was surprised when he saw us,
And, after thinking, he bowed:
He took off his hat and arched the back:
- Won't you take it to the basket?!

Exercise "Mushroom": the tongue rests on the upper palate, while the lower jaw lowers and the frenulum of the tongue stretches.

And now - look, look -
You and I are heroes:
An old, old house collapsed -
We'll raise the roof on it.

Exercise "Mushroom".

The wind turned into a tube
A leaf blown into a pipe:
Song - breath of the wind -
It rang... somewhere, somewhere,
There, beyond the blue forests
Turned into sails.
Sea wind - big brother -
I'm so happy about this song! -
Puffs out his cheeks
The sail fills:
Ship clouds -
White cranes -
They're sailing beyond the forests again -
They bring rain from the sea.

Exercise: roll the tongue into a tube and blow through it.

Hey little bunny, gray bunny,
Play the balalaika for me!
Play along and I'll sing
My best song!

The gray bunny played out,
The bunny tried very hard,
The balalaika rang,
The red squirrel sang.

Are you tired? Well, take a rest
And start playing again.
Well done, bunny!
That's the balalaika!

Exercise "Balalaika": irritate the tense upper lip with the tongue.

Who is knocking and knocking in the forest?
- A woodpecker is hammering a tree:
- D-d-d-d-d-d-dy,
My work is not easy:
I'm not just knocking -
I am treating this tree:
Under the bark there are bug holes,
D-d-d-d-d-d-d.

Exercise “Woodpecker”: “knock out” the sound “D” with the tip of the tongue on the upper alveoli.

The goose argued with the turkey:
"Poultry house, whose house is this?"
The goose hisses: “You’re a baby!
I'll protect it! My home! Shhh!"
And the turkey: “Blah-blah-blah-blah!
You don't have a cola!
Everyone understands: the poultry house is mine!
I'm going home!"
Sparrows fly from the rooftops
Frightened: “Shhh!”
And they run to the edge of the village
Ducks from "Blah-blah-blah!"...
You know how to scare, friend,
Both like a goose and like a turkey?
Make us laugh a little:
Show us two badasses!

Exercise "Goose": we hiss - we blow on the tongue, raising it to the sky.
Exercise “Turkey”: stick out your wide tongue behind your upper lip, saying: “Bl-bl-bl.”

The lion cub learns to roar
He really wants to “Rrrrr!” say.
I lifted my muzzle,
He wants - “Rrrrr!”, comes out: “Meow!”

How can he become a formidable lion?
You and I will help him!
Tractor - blue hero -
How does the engine start? - Trrr!

Lightning flashes! Thunder!
We won't let him into the house -
The roof is solid! No holes!
Let him grumble: - Grrr! Grrrrr!

River bank. The surface of the water.
You can hear the boat: “Dy-dy-dy.”
Here comes a passenger -
The boat will roar: "Drrrr! Drrrr!"

The little lion cub tried
The lion cub practiced for a long time.
He's like a dad to the whole world
He will say loudly, loudly: “Rrrrr!”

Learning to “growl”: we are training to pronounce “R”.

Once upon a time I decided to make my own house
Tidy up the gnome:
I found some paint and a brush -
The ceiling was whitewashed.
Brush: back - forward, - (1)
The gnome also takes paint,
Paints again: forward - backward.
How beautiful! The gnome is happy.

He is now dried mud (2) (on the upper teeth)
Sweeps away cobwebs
Both in the corner and on the chest of drawers:
- Let the spiders go into the garden!
Above - everything. I'm going downstairs.
Well, you dirtbag, watch out!

Dwarf, kneeling, (2) (on the lower teeth)
- Left and right! - washes the wall:
- Right left! - again and again.
The house shines like new!

Put down a rug (3)
Our old man on the fence:
- I’ll shake the dust off it five times -
I'll put the bed on the floor again.

The floor has been washed. It's nice to be at home.
And the tired gnome decided:
- I deserve a treat -
Raspberry tea. With jam!

(1): with a wide tongue we draw from the upper incisors to the soft palate.
(2): with the tongue we brush the teeth from the inside to the left and to the right.
(3): spread a wide tongue on the lower lip; After a while, we alternate the actions: stick the sharp tongue forward - spread the wide one on the lip again (“shake off the dust”).

There is a swing in the yard.
Did you swing? Indeed?
Come on, little bunny, sit down:
Up and down, up and down!

Here's a fox:
- Stop! Give!
Rock me too!
Well, let's fulfill your whim:
Up and down, up and down!

Oh, swing clubfoot
Stops with his paw:
- I'm rocking! Beware!
Up and down, up and down!

Exercise "Swing": the tongue moves up and down.

Egorka goes to grandma: (1)
Climbs a hill, (2)
After the hill there is a lowland again. (3)
River... Bridge arched his back. (2)
Then there is a flat path. (3)
The rain splashed - a little, a little.
A rainbow woke up in the sky,
It curved over the path. (2)

(1): smile, open your mouth slightly, press the tip of your tongue to your lower teeth.
(2): arch the back of the tongue.
(3): lower the tongue.

Gray wolf under an old tree
I clicked my teeth for two hours.
He opened his mouth wide,
But I didn’t catch the bunny.

Exercise "Crocodile": open and close your mouth wide.

Baby elephant and zebra

It's hot and hot at the zoo.
I feel sorry for the baby zebra! -
The sun is hot all day long,
Even a shadow is useless.
The poor zebra is feeling very bad!
Only the elephant will not groan:
He lowers his trunk into the pond - (1)
It takes a long time to collect water.
The trunk is up: now you need to blow. (2)
- Rain! - oh, how happy the zebra is!

(1): Simulate the suction of water through a thin tube.
(2): stretch your lips forward with a tube and blow.

The bear doesn't have a basket - (1)
Picks raspberries in his mouth. (2)

(1): mouth wide open and closed.
(2): Purse your lips tightly.

Not bait - no hook
The fish was given a worm.
The fish rejoices: “Oh-oh-oh!
I think I'll eat it!"

Exercise "Fish": round the lips, make an exciting movement with the lips.

Baby elephant

Look at the baby elephant:
The child has a long trunk!
- And I can do that too! -
Seryozha says to mom.
Rolled up his lips
And how he pulled forward!
- Look how good it is! -
I look like an elephant!

Exercise “Proboscis”: pull your closed lips forward like a tube. Hold in this position for a count of 3 to 5.

Chipmunk

Chipmunk, having met us, is in a hurry
Hides nuts behind his cheek -
The cheek became like a ball!
- Show what’s there, don’t hide!
The chipmunk gets angry in response:
- There’s nothing behind the cheek -
See how thin it is.
- We see - the other one is round.
Don't keep it a secret -
What's behind the cheek? Show me!
- And behind this one it’s empty too! -
Chipmunk is seriously alarmed
He nuts back and forth
Rolls over: - Here!
They are not here, and they are not here!
We got our lunch:
- Don't worry and don't get angry!
For carrots - help yourself!
Let's go - a bear is waiting for us...
- Hey guys! There are nuts.

Exercise “Rolling nuts”: with the tongue from the inside we rest alternately on one cheek, then on the other. Perform the exercise slowly and clearly.

There is a path on the side, and a meadow in the center.
Little pony, my good friend,
Again and again he takes the guys for rides:
Do you hear the hooves clattering and clattering?

Since he can't play with me,
It’s as if I’ll become a horse too:
The tongue sounds like hooves:
- Clack-clack-clack-clack! Clack-clack-clack-clack!

Exercise “Horse”: smile, show your teeth, open your mouth slightly and, sucking your tongue to the roof of your mouth, click the tip of your tongue. Open your mouth wide.

Lollipop from cheek to cheek
My daughter rolls over.
Doesn't rush, doesn't chew:
Let it not melt longer!

Exercise "Rolling nuts."

When you and I wake up,
Let's smile at the sun!

Exercise “Smile”: keep your lips in a smile, your teeth are not visible.

We will plant onions and turnips
And we will put up a strong fence. (1)
It is necessary to make a gate in it - (2)
We welcome good guests!

(1) - “Fence”: the lips are stretched in a smile so that 2 rows of teeth are visible, we place teeth on teeth in a natural bite; 2) “collar”: the same, but open your teeth, keeping your lips in a good smile)

I get a round bagel
I always have tea for breakfast.

Exercise “Donut”: teeth are closed, lips are rounded and slightly extended forward, the upper and lower incisors are visible. Hold in this position for a count of 3 to 5.

Here is a fence, and there is a hole in it,
I watched her yesterday:
Children are taken to kindergarten -
Everyone goes through the hole:
They're climbing over the fence
Aunt Sveta and Egor,
Uncle Fedya and the twins,
Here is Boris and his sister Natasha,
Baba Galya is dragging Dimka,
The cook, Aunt Valya, puffs.
It’s not easy for Aunt Valya:
There is milk on the cart.
They crawl through: “Oh!” yes "Ah!"...
And the gate is two steps away!

Alternating exercises “Donut” and “Fence”.

Rabbit - white fluff,
Play with me, buddy!

Exercise "Rabbit": teeth are closed, the upper lip is raised and exposes the upper incisors.

And now for two minutes
You and I will become like ducks:
Pull your lips forward -
The mouth will become a flat beak.

(Exercise “Duck”: stretch out your lips, squeeze them so that your thumbs are under the lower lip and the rest are on the upper lip, and pull your lips forward as much as possible, massaging them and trying to imitate the beak of a duck.

I'll give the horse some potatoes:
- Here, enjoy yourself a little!
- Frr! - the horse is unhappy.
- Better give me black bread with salt!

Exercise “Dissatisfied Horse”: the flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. You should get a sound similar to a horse snorting.

Balloon bright red
It lies on the table in vain.
I'll fool him better:
He will become big and flying!

Exercise “Balloon”: alternately inflate one cheek, the other, and both cheeks.

To make your teeth cleaner,
I clean them with a brush every day.

Exercise “Brushing your teeth”: close your mouth; move your tongue in a circular motion between your lips and teeth.

Children treat the pig
Pig's nose chooses:
Holds high Andryusha
Sweet big pear.
On the right is red-haired Antoshka
Offers her potatoes.
Maybe Katyushka is nimble -
Down there - pick up the cabbage?
On the left - with Lada apples.
Piggy needs to do something:
Looking for Piglet again:
"Pick this? Take this?"

Exercise “Piglet”: move your lips extended like a tube left and right, rotate them in a circle.

Something will scare the fish -
The fish puffs out its cheeks: (1)
Like, better not touch me! -
I am big! And in thorns!
How the danger passed, (2)
The fish became skinny again.

(1): puff out your cheeks.
(2): pull in the cheeks.

The mouse will look out of the hole -
Really wants the cheese rind! -
Here he hides again:
There's a cat nearby - it's scary to pick it up!

Exercise "Hide and Seek": quickly stick your tongue straight out and immediately put it back in your mouth.

I'm in a wonderful mood today:
Grandma made delicious jam. (1)
I'll probably lick my lips a hundred times, (2)
And then I’ll say “thank you” to my grandmother.

(1) - “Delicious jam”: lick your upper lip from right to left, then from left to right.
(2): lick your lips in a circle.

Smile quickly, my friend!
And now, child,
Show me your proboscis
It's like you're a baby elephant!

Dusty and large carpet
They put it on the fence
We knock out: “Ta-ta-ta!”
The house will be clean!

Exercise: smiling widely, bite your wide tongue, repeating: “Ta-ta-ta.”

Like a clock, let's set it to the beat:
- Tick-tock! Tick ​​tock!
We talk like this:
- Tick-tock! Tick ​​tock!
We're not just chatting
And we count the seconds
There is no way to fall behind:
- Tick-tock! Tick ​​tock!

Exercise “Clock”: open your mouth slightly, smile a little; the tongue, like a pendulum, moves straight from one corner of the lips to the other, does NOT slide along the lower lip.

If I bite my lips,
So I'm worried.
If I itch my lips,
So, I'm asking for something sweet.

Exercise: bite and scratch first the upper lip, then the lower lip.

Opening the purse -
We see a tube in the bag.

We alternate the “Smile” and “Proboscis” exercises.

The fish said to the fish:
- I cooked borscht today
From shells and mud,
It was very, very tasty!

The fish answered the fish:
- You, godfather, said the wrong thing:
It was not borscht, but cabbage soup -
For borscht, look for grass!

Exercise “Fishes are talking”: we clap our lips together.

Poems for speech development

Kar-kra-kra! All deep into the yard!
The fight started in the morning!
Two badass roosters
Feathers tear and wrinkle the sides:
- And I am the best decorated!
- I'm colored like a rainbow!
Fight over beauty...
Wings and tails to shreds!...
And they remained in the tails - kra! -
Just fluff and two feathers!

Pink sad puppy:
"I could run fast,
Drive away cats, growl...
How can I become real?"

Immediately forty seven forty
Arrived for class:
They chattered and made noise...
What did they manage to understand?

Do you hear the stream babbling?
He's in a hurry, he's in a hurry
To the fast, talkative river,
Where do crustaceans and fish live?

Rain: “Tram-tram,” pounded on the roofs.
Yegor heard the sound of rain -
I took out the old drum,
He also started drumming.

Tell me, sister Marinka,
What's chirping along the path?
Who starts the conversation?
Maybe the motor crackled?
Maybe the insects have a tractor -
Are they plowing the grass field?
Maybe the guard is at the find -
Is a scary bug making a noise like a rattle?
Maybe...
- Dear little man,
This is how a grasshopper creaks its wing...

Look, look:
Brighter than the morning dawn
Brighter than the clear sun
Red breasts of birds!

The guests sat down on the rowan tree -
Like bunches of bright berries
They caught fire here and there...
- What's your name, handsome guys?

We are Santa Claus's favorites,
Snow is a joy to us, not a threat.
Cold, give me cheerfulness! -
Bullfinches love winter.

The axes clattered:
- We are sharp and we are fast:
Next to this little house
Tomorrow the mansions will grow.

The old forest argued with the field:
“Is pride breadth, spaciousness?
A sea of ​​mushrooms, a handful of berries -
Hurry up, people, to visit!"
The field muttered bitterly:
“The chatter of the herbs will subside soon.
Snow will litter the open spaces -
Winter has its own patterns.
Here the choir of streams will wake up -
We will continue the debate in the spring."

"R/L"

In January the fox tarred his skis,
I sewed a jacket, a red beret,
And in the morning - like an arrow up the hill,
Where does bitter aspen grow...
The partridges are flying up!
The tail flashes among the trunks!
- Guard! Trouble! Nightmare!
It's hot in the grove! Bonfire! Fire!
-You, magpie, balabolka!

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Sound Sh
Speech therapy poem No. 1

To Cheburashka in a cup

The bug flopped

Good Cheburashka

I pulled out a bug

Put the bug down

Dry on paper.

The bug has dried up

Got up from the piece of paper

And I screwed up again

In a cup for Cheburashka.

Sound L
Speech therapy poem No. 2

Moonlight blue

Didn't let the donkey sleep

The donkey sat on a boulder

And he yawned and yawned...

And by chance the donkey suddenly swallowed the moon,

Smiled, sighed -

And he fell asleep peacefully.

Sound R
Speech therapy poem No. 3

Angry rats

They chewed the roof

But a red kitten came, the rats ran into the holes

And they were trembling with fear.

Khryusha - piglet

Grunts sleepily:

Oink and grunt! Oink and grunt!

- give me the apricots!

Piggy Pig,

Before you eat,

Take some soap

Wash your face!

Sounds S T
Speech therapy poem No. 4

Wandered into our kindergarten

Ten little chickens.

I got them from the street

Speckled chicken.

Sweet little hen, you're on the wrong street,

This is a kindergarten.

SY - PS SY - PS IT BECAME BORED WITHOUT A GOAT
SE - ZE SE - ZE I PICKED GRASS FOR THE GOAT, etc.
RI - LI RI - LI THE CRANES ARRIVED, etc.
SHA - ZHA SHA - ZHA WE FOUND A HEDGEHOG IN THE GRASS, etc.

WHAT IS THE DIRT ON THE BEAR’S SHOULDER, etc.
ZHI - SHI ZHI - SHI AS GOOD CANDIES, etc.
ZU - SU ZU - SU THE FOX IS NOT ALLOWED IN THE HOUSE, etc.
LA - RA LA - RA THERE IS A MOUNTAIN ON A MOUNTAIN, etc.

Alternation of consonants P - B:

PU - BU - PU - BU AN OWL IS SITTING ON AN OAK TREE,
PA - BA PA - BA AND UNDER THE OAK THERE IS A HUT.
PY - PY - PY - CHICKEN'S LEGS AT THE HUT,
PE - BE PE - BE THAT HUT IS COMING TO YOU.

Alternation of consonants T - D:
YOU - YES YOU - YES I FOUND YOUR TRACES.
TE - DE TE - DE ONLY YOU ARE NOT ANYWHERE.
TU - DU TU - DU AND I'M GOING WITH THE PIPE.
TI - DI TI - DI COME HURRY.

Speech therapy poem No. 6

We can’t understand Dasha,

After all, Dasha has porridge in her mouth.

But not buckwheat and not pilaf -

This is a mess of words!

Speech therapy poem No. 7

The letter “R” loves the tiger cub -

He has been growling at her since childhood.

The letter “R” loves fish -

Best of all... is silent.

Speech therapy poem No. 8

The letter "R" is our piglet

Grunts loudly from the cradle.

I will be close friends with him -

"R" will help me teach.

Speech therapy poem No. 9

For lessons with a speech therapist

I'm already skipping and running:

After all, the teacher is strict

I can show my tongue!

Speech therapy poem No. 10

Every officer must

Saying “R” is great!

Otherwise he's a soldier

It won't line up in an even row.

(Commands: “Attention!”, “Equal!”, “Line up!”, Pay off in order!”)

Speech therapy poem No. 11

Deputy or singer

Being burry is unbecoming.

Don't give bread to parodists,

Learn to speak clearly.

Speech therapy poem No. 12

We sat down in order

We do exercises together,

Not with your feet, not with your hands,

And with their... tongues.

Speech therapy poem No. 13

Yesterday's hail

The grapes were damaged.

Speech therapy poem No. 14

Radish in okroshka

Seryozhka cuts.

Speech therapy poem No. 15

And as a gift from Marina

Three huge tangerines.

Speech therapy poem No. 16

The tiger and the lynx are relatives for the pussy,

Turnips, radishes - for radishes.

Speech therapy poem No. 17

Arthur in the portrait

In a burgundy beret.

Speech therapy poem No. 18

In a rat's hole

Cheese rinds.

Speech therapy poem No. 19

Thirty-three huge crayfish,

Everyone is in smart red tailcoats.

Speech therapy poem No. 20

Spring rye -

Grain culture.

Speech therapy poem No. 21

At the princess's at Arina's

There are three feather beds on the bed.

Speech therapy poem No. 22

We congratulated Ira

On the radio.

Speech therapy poem No. 23

Cigarettes, cigarettes

For the guys, everyone is banned.

Speech therapy poem No. 24

Ice hole in the pond -

I'll come fishing.

Speech therapy poem No. 25

Our Borka dived like a beaver,

But Romka used an axe.

Speech therapy poem No. 26

Driver early in the morning

He turns the steering wheel.

Speech therapy poem No. 27

Curly redhead Yura

Proud of his hair.

Speech therapy poem No. 28

Radio constructor

I came up with a loudspeaker.

Speech therapy poem No. 29

Warm appeal to the people:

Take care of your native nature!

Speech therapy poem No. 30

Let's come dressed up for the holiday,

Neat and tidy.

Speech therapy poem No. 31

Crosswords and charades

We are happy to solve it.

Speech therapy poem No. 32

I'm happy to correct

Your own speech apparatus.

Speech therapy poem No. 33

Purchased by Arthur

Tour to Europe.

Speech therapy poem No. 34

Prokhor and Varvara -

Beautiful couple.

Speech therapy poem No. 35

Guaranteed cook in the tavern

Pasta for Ira's side dish.

Speech therapy poem No. 36

And in the hands of children

Multi-colored balls.

Speech therapy poem No. 37

Star Raven repertoire:

In the morning, in the evening - everything is CARRR!

Speech therapy poem No. 38

In our lake Andrey

Thirty caught eels.

Fry, smoke them and cook -

Very tasty eels.

Speech therapy poem No. 39

To get the kernel from a nut, (P, C)

You need to crack through its shell.

Speech therapy poem No. 40

The beaver gnaws birch trees with his teeth, (R, Z)

As if with sharp incisors.

Speech therapy poem No. 41

Pineapples on a pine tree

I saw Sveta in a dream.

Speech therapy poem No. 42

Speech therapy poem No. 43

The goose took a bath

But he remained dry.

Speech therapy poem No. 44

In the garden among the branches

The nightingale whistles.

Speech therapy poem No. 45

I tried, I tried -

I signed for the parcel.

Speech therapy poem No. 46

From autumn aspen (N, L)

The last leaf fell off.

Speech therapy poem No. 47

Observed by the owl

Hourly schedule,

Everything is on schedule,**

By agreement. (According to A. Usachev)

Speech therapy poem No. 48

Kolka's sick knee

Lenka treats with a green prick.

Speech therapy poem No. 49

Poodle Malvina

I made it out of clay.

Speech therapy poem No. 50

I cut the orange into slices

For Alina and for Kolka.

Speech therapy poem No. 51

Sticky honey from the sticky linden tree

The bee gives to delicacies.

Speech therapy poem No. 52

Ships land on Earth

On the Moon, the Lunokhod lands on the Moon.

Speech therapy poem No. 53

Ate Philemon

Lemon with a smile.

Speech therapy poem No. 54

Kolya and two Olyas

They were harvesting onions in the field.

Speech therapy poem No. 55

In Lily's front garden

They watered the lilies with a watering can.

Speech therapy poem No. 56

Camel thorns -

Favorite dish.

Speech therapy poem No. 57

The snail opened the gate. (L, R)

The open spaces beckon to the snail.

Speech therapy poem No. 58

Snail - pyramid (L, R)

It doesn't crawl quickly.

Speech therapy poem No. 59

The baby crocodile's parents are (L, R)

Crocodiles.

Speech therapy poem No. 60

We sculpt, paint, cut out, (L, R)

Together we decorate the Christmas tree.

Speech therapy poem No. 61

Wings turn silver in the sky (L, R)

Squadron aircraft.

Speech therapy poem No. 62

The storm has gone beyond the horizon -

Zoya immediately closed her umbrella.

Speech therapy poem No. 63

The goat punished the goat

For the sake of good, and not for evil. (according to V. Bakhrevsky)

Speech therapy poem No. 64

Zhenya loves Zhanna,

Zhenya imitates Zhanna.

Speech therapy poem No. 65

How, Zhenya, does a hedgehog look like a snake?

And already there is a hedgehog with the letter “F”!

Speech therapy poem No. 66

Zhenya helped Zhanna:

I borrowed gum three times.

Speech therapy poem No. 67

Husband's wife

Must adore.

Speech therapy poem No. 68

At Dasha's cat

There are fleas in the fur.

Speech therapy poem No. 69

Masha - baby,

Masha has a pacifier.

Speech therapy poem No. 70

Sewed panties

To a teddy bear.

There are pockets on the pants,

There are buckles on the pockets.

Speech therapy poem No. 71

Six little mice are walking to school

Playful and cheerful.

There are six mice in class

They rustle, make noise, rustle.

Hush, the cat is in a hurry!

Sniff - and there’s not a soul in school. (T. Kryukova)

Speech therapy poem No. 72

Wool in curls (W, R)

At... a lamb.

Speech therapy poem No. 73

The number six calls to school, (W, F)

The school is waiting for six-year-olds.

Speech therapy poem No. 74

Lyosha’s toys are good: (W, R, L)

Cheburashka, bear, horse.

Speech therapy poem No. 75

The mouse rustles in the underground, (W, F)

The cat is guarding the mouse.

Speech therapy poem No. 76

I am wood chips and wood

I'll throw it in the stove.

Speech therapy poem No. 77

Here's a fisherman on the hook

There is an excellent worm.

Speech therapy poem No. 78

We were "upset"

Chili peppers.

Speech therapy poem No. 79

Dina is crying, Dina is crying.

What is the reason? What is the reason?

Mommy's daughter

Pinched on the cheek.

Speech therapy poem No. 80

Gave me some water for tea

A babbling brook for us.

Speech therapy poem No. 81

Rolls from the oven

Very, very hot.

Speech therapy poem No. 82

Unusual, unusual:

My grandson received an “excellent” rating!

Speech therapy poem No. 83

Four Anyutochka

They screamed for 24 hours.

They shouted for 24 hours,

Not the least bit tired.

Speech therapy poem No. 84

The student grumbles silently -

Oh, the teacher is so bored.

Speech therapy poem No. 85

Enlarged pupils

Very new glasses.

Speech therapy poem No. 86

Bee on a flower

Flower in a pot.

The flowers are fragrant,

The bee is biting.

Speech therapy poem No. 87

Pancake on a plate

For Lyubochka girls.

Speech therapy poem No. 88

Badge on the jacket

There is a bug on the icon.

Speech therapy poem No. 89

Cricket in the night

Crickles by the stove.

Speech therapy poem No. 90

Mushrooms on a stump,

Cucumbers in a barrel.

Speech therapy poem No. 91

Birds on a branch,

There are foxes in the forest.

Speech therapy poem No. 92

There is water in a glass,

There is a match in the box.

Speech therapy poem No. 93

There are needles on the Christmas tree,

There is crust on the bun.

Speech therapy poem No. 94

Keys in the lock

There are laces in the shoe.

Speech therapy poem No. 95
Coals in the stove,

And the sand in the river.

Speech therapy poem No. 96

The watch is accurate,

The apples are juicy.

Speech therapy poem No. 97

Bouncing ball

The flower is fragrant.

Speech therapy poem No. 98

Dark cloud

Country porch.

Speech therapy poem No. 99

Bosom buddy.

Speech therapy poem No. 100

There is a lid on the teapot, (H, W)

There is a lump on the lid.

Hand for the bump

We lift the lid.

The use of small folklore genres in speech therapy work as a method of correcting speech disorders

Nikitina E.A., teacher-speech therapist,
municipal budgetary preschool educational institution
compensatory kindergarten No. 12
Belgorod, Russia
Link: download
Certificate: not issued

Oral folk art is the history of the people, its spiritual wealth. Lullabies, nursery rhymes, nursery rhymes, jokes, shifters, tongue twisters, proverbs, sayings, intricate riddles, counting rhymes were composed by the great and immortal poet - the Russian people.

The people carefully accompanied with poetic words every stage of the child’s life, all aspects of his development. This is a whole system of traditional rules, principles with the help of which a child is raised in a family. The core of this system was and remains the oral folk word, passed on from century to century, from family to family.

Oral folk art, in particular its small genres, have long been used by teachers as an educational and educational tool for preschool children.

Verbal Russian folk art contains poetic values. Its influence on the development of speech in children with general speech underdevelopment is undeniable. With the help of small forms of folklore, almost all problems of correcting speech disorders can be solved. The language created by the people is replete with figurative colloquial forms and expressive vocabulary. This richness of the native language can be conveyed to children.

Folklore provides excellent examples of speech, imitation of which allows a child to successfully master his native language.

Children must not only learn their native language, but also master speech perfectly: have sufficient breathing, a practiced rhythm, a characteristic timbre, and vary intonation.

Small forms of folklore can be used to develop the flexibility and mobility of the child’s speech apparatus, to form the correct pronunciation of speech sounds, to automate sounds, to master the pronunciation of difficultly combined sounds and words, to help the child master intonation riches and different tempos of speech. It is also an indispensable assistant in the process of developing coherent speech.

An urgent task for the speech development of preschoolers with SEN is the development of diction. It is known that in children the organs of the speech-motor apparatus do not yet work sufficiently coordinated and clearly. Some children are characterized by excessive haste, unclear pronunciation of words, and “swallowing” of endings. Another extreme is also observed: an excessively slow, drawn-out manner of pronunciation of words. Indispensable material for diction exercises are proverbs, sayings, songs, riddles, tongue twisters. Small forms of folklore are laconic and clear in form, deep and rhythmic. With their help, children learn clear and sonorous pronunciation and undergo artistic phonetics school.

LULLABIES

Lullabies are part of maternal folklore, which express tenderness and love for the child. They had a very specific goal of putting him to sleep. This was facilitated by a calm, measured rhythm and monotonous chanting. The roots of lullabies go back to ancient times. The Old Russian words “bayat”, “lull” mean to speak, persuade, charm. Lullabies are spells, amulets, based on the magical power of words and music, on their ability to calm, protect, protect. Lullabies, according to people, are a childhood companion. They, along with other genres, contain a powerful force that allows preschool children to develop their speech. Lullabies enrich children's vocabulary due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to children's experience and attract with their appearance.

The grammatical variety of lullabies contributes to the development of the grammatical structure of speech. When teaching children to form words with the same root, you can use these songs, since they create images that are well known to children, for example, the image of a cat. And this is not just a cat, but “kitten”, “cat”, “cat”, “cat”. In addition, positive emotions associated with one thing or another in a familiar way from the cradle make this development more successful and lasting.

Kitty, kitten, cat,
Kitty - gray tail,
Come, kitty, spend the night,
Come and pump Vasenka.
How am I for you, cat?
I'll pay for the work -
I'll give you a piece of the pie
And a jug of milk.
Eat, kitty, don’t crumble it,
Kitty, don't ask anymore.

The lullaby, as a form of folk poetry, contains great opportunities in the formation of phonemic perception, which is facilitated by a special intonation organization (singing of vowel sounds in the voice, slow tempo, etc.), the presence of repeating phonemes, sound combinations, onomatopoeia. Lullabies allow you to memorize words and forms of words, phrases, and master the lexical side of speech. Despite its small volume, a lullaby contains an inexhaustible source of educational and educational opportunities.

Bye-bye, across the river
The sun has gone to rest.
At Alyosha Gate
The bunnies dance in a circle.
Bunnies, bunnies,
Isn't it time for a treat?
Under your aspen,
Alyosha - on a feather bed.
Bye-bye, Leshenka,
Go to sleep quickly!

Nursery rhymes

Nursery rhymes are also excellent speech material that can be used in correctional and developmental work with preschoolers with special needs development disorders. The word “amuse” means to amuse, entertain, make people laugh. So, when forming the grammatical structure of speech, teaching children the formation of cognate words, it is possible to use, for example, a nursery rhyme about “bunny”, where the cognate words will be: bunny - bunny, gray - gray.

Bunny, dance,
Gray, dance.
Bunny, bunny, dance,
Gray, gray, dance.

With the help of nursery rhymes, you can develop phonemic awareness, since they use sound combinations - tunes that are repeated several times at different tempos, with different intonations, and are performed to the tune of folk melodies. All this allows the child to first feel and then realize the beauty of his native language, its brevity, introduces him to this form of expressing his own thoughts, contributes to the formation of preschoolers’ figurative speech, and children’s verbal creativity.

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PESTELS

Pestushki are short poetic sentences that accompany a child’s movements in the first months of life. They got their name from the word “to nurture” - to nurse, groom, follow someone. Pestushka plays with the rhythm, changing it.

Big feet walked along the road:
top-top-top, top-top-top.

Little feet ran along the path:
stomp, stomp, stomp, stomp, stomp, stomp, stomp, stomp.

JOKES

Jokes are short poems, usually cheerful and funny in content. They resemble fairy tales in verse. They often use various folklore characters. The content of the jokes is bright and dynamic.

Cockerel, cockerel, golden comb,
Oil head, silk beard,
Why do you get up early, sing loudly,
Don't you let the kids sleep?

However, the main role of jokes is educational. The child learns about people, animals, phenomena, objects, and their typical properties.

In addition to the fact that jokes help a child learn about the world around him in a fun way, they develop a positive perception in him. Jokes for children use words that carry a strong emotional connotation, setting the child up for future health, happiness and joy.

Jokes always have a plot. The picture described is very bright and depicts fast action. Thanks to this, the joke is quickly remembered and develops a sense of rhythm in the child. This is the best way to develop both movement coordination and general and fine motor skills. The child learns to coordinate his movements with the rhythm of the joke.

Shifters

Changelings - their intention is to create comic situations by deliberately mixing real objects and properties; their content is deliberate nonsense, absurdity, nonsense. If this makes a child laugh, it means that he correctly understands the relationship between things and phenomena. The characters in fables behave inconsistently with reality, which can be directly indicated.

Absurdities, nonsense, incredible things are an excellent means for educating and developing a sense of humor, healthy food for a child’s soul, satisfying the child’s need for laughter, fun, and joy. It gives a child pleasure to realize that he is not a fool: he knows how everything really happens, and will never allow himself to be fooled and deceived by nonsense. Self-affirmation is necessary for a child in his daily difficult work of understanding the world. The natural occurrence of this feeling in the game-changer is one of the valuable pedagogical advantages of this genre of oral folk art. Changelings provide the child with the opportunity, through playing with words, sounds, and sound combinations, to grasp the specifics of the sound of speech and its characteristic expressiveness, imagery, and humor.

Like a rooster bakes pies in the oven,
The cat is sewing a shirt at the window,
A piglet is pounding peas in a mortar,
The horse at the porch kicks with three hooves,
A duck in boots sweeps the hut.

A village was driving past a man,
Suddenly the gate barks from under the dog.
A stick jumped out with a woman in her hand
And let's bludgeon the horse on the guy.
The horse ate lard, and the man ate oats,
The horse got into the sleigh, and the man drove.

TONGUE TWISTERS

Tongue twisters (pure twisters) are short rhymes that quietly teach children correct and frequent speech. Not every one of us manages to repeat a tongue twister the first time without making a mistake, but a fun word game is captivating. Tongue twisters help to correctly and clearly pronounce difficult-to-pronounce poems and phrases, introduce you to the richness of the Russian language, and new poetic phrases.

Each tongue twister has its own play of sounds and words. They do not repeat themselves, this is their secret and charm. These are useful grammar exercises that train the child in the correct, meaningful use of parts of speech and parts of words, and at the same time a favorite game of word creation.

The peculiarity of the tongue twister is that there is no “nonsense” or absurd phrases in it. A tongue twister presents a picture of the familiar realities of everyday life. Another feature of the tongue twister is its complex rhythm.

The use of tongue twisters helps to consolidate clear diction and use various pitches, strengths and timbres. A tongue twister requires precise organization of vocal flow, logical and spelling stress. Poetic rhythm organizes the clarity of speech and does not allow skipping or changing sounds. It also serves as an organizational moment for breathing: it makes it possible to consciously distribute it without interrupting the flow of speech within the line with additions, and replenish it only at the end after the line. Tongue twisters are needed for the development of phonemic hearing, the formation of a child’s ability to grasp subtle sound differences, and contribute to the automation of speech sounds.

There is grass in the yard,
There is firewood on the grass,
Don't chop wood
On the grass of the yard.

Bagel, bagel, loaf and loaf
The baker baked the dough early in the morning.

PROVERBS AND SAYINGS

Proverbs and sayings are a special type of oral poetry. Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets), they convey the attitude of the people to a particular object or phenomenon. Proverbs and sayings, like another genre of oral folk art, in artistic images recorded the experience of life lived in all its diversity and inconsistency. Using proverbs and sayings in their speech, children learn to clearly, concisely, expressively express their thoughts and feelings, coloring their speech intonationally, developing the ability to creatively use words, the ability to figuratively describe an object, and give it a vivid description.

The meaning of allegorical, apt and figurative instructive proverbs and sayings is revealed to children gradually, and the depth of their understanding largely depends on the ability of adults to use proverbs as often as possible, in all appropriate cases.

A short saying spoken by the way is remembered by children and affects them much more powerfully than any moralizing or persuasion. Proverbs introduce a child to the brevity, accuracy, and precision of his native language.

In speech therapy work, it is better to use a proverb when developing coherent speech in children. It will be appropriate after working with a story or fairy tale. And Vaska listens and eats.

If you don’t have a friend, so look for him, but if you find him, take care of him.

The master's work is afraid.

PUZZLES

Guessing and inventing riddles also has an impact on the diversified development of children's speech. The use of various means of expressiveness to create a metaphorical image in a riddle (the device of personification, the use of polysemy of words, definitions, epithets, comparisons, special rhythmic organization) contributes to the formation of figurative speech of preschoolers with OHP.

Riddles enrich children's vocabulary due to the polysemy of words, help them see the secondary meanings of words, and form ideas about the figurative meaning of a word. They help to master the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it.

The use of riddles in working with children contributes to the development of their skills in speech-evidence and speech-description. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one’s thought, putting it in precise verbal form. Speech-evidence requires special speech patterns, grammatical structures, and special composition that are different from description and narration. Typically, preschoolers with ODD do not use this in their speech, but it is necessary to create conditions for their understanding and development.

Systematic work on developing children's speech-evidence skills when explaining riddles develops the ability to operate with varied and interesting arguments to better substantiate the answer.

In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, teach them to notice the beauty and originality of an artistic image, understand what speech means it is created by, and develop a taste for precise and figurative words. Taking into account the material of the riddle, it is necessary to teach children to see the compositional features of the riddle, to feel the originality of its rhythms and syntactic structures.

For these purposes, the language of the riddle is analyzed and attention is paid to its construction. It is recommended to have several riddles about one object or phenomenon in stock in order to show children that the images and expressions they found are not isolated, that there are many opportunities to say differently and very succinctly and colorfully about the same thing. Mastering the skills of descriptive speech is more successful if, along with riddles, literary works, illustrations, and paintings are taken as examples.

Through riddles, children develop sensitivity to language, they learn to use various means, select the right words, gradually mastering the figurative system of language.

There are five types of riddles based on the type of structural logic problem.

1. Riddles with precisely named features.

Flying all night
Gets mice
And it will become light,
He will go to sleep in the hollow.
(Owl)

2. Riddles with signs encrypted using allegories. Such riddles are more difficult to guess.

There are houses in the golden plate, but there are no streets.
(Sunflower)

3. Riddles with negative comparisons. The child must be able to identify a group of signs present in the hidden object or phenomenon.

Liquid, not water, white, not snow.
(Milk) (That is, liquid and white, but not water or snow.)

4. Riddles with negative comparisons and encrypted signs, i.e. containing both negation and allegories.

Not jewelry, but silver, not a shepherd, but a flock of sheep.
(Month and stars)

5. Combined riddles with precisely named and encrypted features.

In the middle of the field lies a mirror: blue glass, green frame.
(Lake)

There are several types of children's activities in games with riddles.

1. Asking riddles.
2. Guessing riddles.
3. Proof of the correctness of the guesses.
4. Comparison of riddles about the same thing.
5. Comparison of riddles about different things.

COUNTERS

Counting rhymes are short rhymes that serve to equitably distribute roles in the game, with rhythm being crucial. The presenter recites the counting rhyme rhythmically, monotonously, sequentially touching each participant in the game with his hand. The counting books have a short verse (from 1 to 4 syllables).

Counting books are stories invented for children, a way of implementing objective justice - as if fate itself controls the distribution of roles.

The main feature of the counting rhyme is a clear rhythm, the ability to shout all the words separately.

Aty-baty - the soldiers were walking,
Aty-bati - to the market,
Aty-baty - what did you buy?
Aty-bati - samovar,
Aty-baty - how much does it cost?
Aty-baty - three rubles,
Aty-baty - who's coming out?
Aty-baty - it's me!

Thus, the use of small forms of folklore in the speech development of children is fully justified.

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