Target:

- To develop stable auditory attention, the ability to distinguish instruments by ear by their sound.

Develop the ability to switch auditory attention. Develop coordination of movements, the ability to correlate your actions with the sound of a tambourine

Equipment: Drum, tambourine, pipe, flags.

Progress of the game : The teacher one by one shows the child musical instruments, clarifies their names and introduces them to their sounds. When the teacher is convinced that the baby has learned the name and remembers the sound of the instruments, he puts the toys behind the screen. The teacher repeats playing different instruments there, and the child tries to guess “whose song is heard” by the sound.

The child has two flags in his hands. If the teacher rings the tambourine loudly, the baby raises the flags up and waves them, and if the tambourine sounds quietly, he lowers the flags down.

It is important to monitor children's correct posture and precise execution of movements. It is necessary to alternate the loud and quiet sounds of the tambourine no more than 4 times so that the child can easily perform the exercise.

Educator:

early age groups

Khoshenko O.V.

Download:

Preview:

Didactic game: “What does it sound like”

Target:

- To develop stable auditory attention, the ability to distinguish instruments by ear by their sound.

Develop the ability to switch auditory attention. Develop coordination of movements, the ability to correlate your actions with the sound of a tambourine

Equipment: Drum, tambourine, pipe, flags.

Progress of the game: The teacher one by one shows the child musical instruments, clarifies their names and introduces them to their sounds. When the teacher is convinced that the baby has learned the name and remembers the sound of the instruments, he puts the toys behind the screen. The teacher repeats playing different instruments there, and the child tries to guess “whose song is heard” by the sound.

The child has two flags in his hands. If the teacher rings the tambourine loudly, the baby raises the flags up and waves them, and if the tambourine sounds quietly, he lowers the flags down.

To play you will need a pipe and a bell. Invite your baby to listen to each of these children's musical toys. Then ask them to turn around and play one of the instruments.

The child, depending on his speech capabilities, must name the sounded toy with a word or onomatopoeia (dudochka - doo-doo, bell - Ding Ding). If the child does not speak yet, he can point to the appropriate toy.

Next time, invite your child to compare three musical toys. Gradually increase the number of children's musical instruments to five. It can be a rattle, a pipe, a bell, a drum and an accordion.

? The game develops auditory attention - the ability to distinguish musical sounds made by different children's musical instruments.

Sound tracks (from 2 years old)

Draw two straight paths (long and short) 2 cm wide on a sheet of paper. Take a pipe.

Blow into the pipe for 2 seconds, showing your baby how to move his index finger along a short path at this time.

Then show your child how to move his finger along a long path, and at the same time play a long sound (about 5 seconds).

After several repetitions, invite your child to first listen to the pipe, and then show the corresponding track. If the sound was long, then the long track should be indicated, and if a short sound was heard, then the short track should be indicated.

Playing the pipe can be replaced by a short and long pronunciation of one of the vowel sounds: A, U, O, I, E, Y.

? The game develops auditory attention - the ability to determine the duration of a sound.

Hares and bears (from 2 years old)

Take a drum, tambourine or rattle. Demonstrate to your child how to move to the beat of the drum at different tempos.

Under frequent blows, you need to jump like a bunny, and under rare blows, imitate the leisurely gait of a bear.

Invite your child to complete this game task independently. While playing the drum, in accordance with the tempo of the beats you make, the child will perform different types of movements - jumping like a bunny or waddling like a bear.

? The game develops auditory attention and a sense of musical tempo.

Legs and legs (from 2 years old)

While reading the poem, show your child how to move. First, you walk slowly, raising your knees high, and then move quickly, with small, stomping steps:

Top-top-top; top-top-top!

Top-top-top; top-top-top!

Then say only the words “Top-top-top!” at different paces. Have the child perform the appropriate movements.

? The game develops a sense of tempo, coordination of the tempo of foot movement with the tempo of speech.

Rain (from 2 years 6 months)

Draw rain on a metallophone or drum. To do this, hit the instrument with the chopsticks.

At first the tempo of the blows is slow, then gradually accelerates, and at the end it begins to slow down again.

Invite your child to use a musical instrument to show how rain of different strengths sounds, to depict how it begins, how quickly it knocks on the roof and how it gradually ends.

Next time, depict rain using onomatopoeia: “Drip-drip-drip...” and finger play. To do this, show your child how to tap on the table with relaxed hands.

In accordance with the tempo of hand movement, change the tempo of the pronounced onomatopoeia.

Then, without making any movements, just say: “Drip-drip-drip...” at different tempos. Let the baby pretend to be raining at the pace you set.

? The game develops the ability to coordinate hand movements in accordance with the tempo of onomatopoeia or sounds.

Guess where it sounds (from 2 years 6 months)

Ask your child to close his eyes (or tie a scarf over his eyes and pull a cap over his eyes).

Invite your baby to listen to where the rattle is ringing from and point in the appropriate direction with his hand.

To do this, shake the rattle over the baby's head.

The baby will raise his head and reach out with his hands to the toy. Place the toy in the child's hand.

Perform the same actions in different directions: behind (behind the child’s back), below (near the legs), left and right. Each time your baby finds a toy, name the direction where it is: up, down, front, back, left or right.

Diversify the game by offering your baby other toys next time to determine the direction of the sound, for example, a tambourine, a bell, or a squeaky toy.

? The game develops auditory attention - the ability to determine the source of sound, and forms spatial concepts.

Visual material: drum, hammer, bell, screen.

The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. "What does it sound like?" - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.

Wonderful pouch

Visual material: a bag, small toys depicting baby animals (duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc.).

All the toys listed above are placed in a bag. The teacher, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The teacher ensures that the children name the toy correctly and clearly. If anyone finds it difficult to answer, the teacher prompts him.

The following games and exercises help teach children the correct pronunciation of certain sounds in words, help them pronounce words with these sounds clearly and clearly.

The development of speech in children of primary preschool age occurs especially quickly: like at no other age, the vocabulary quickly expands, the sound design of words improves, and phrases become more developed. However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still speak insufficiently clearly and pronounce individual sounds incorrectly. The majority of children are like this. Their most typical mistakes are omission and replacement of sounds, rearrangement of not only sounds, but also syllables, violation of the syllabic structure (abbreviation of words: “apied” instead of “bicycle”), incorrect stress, etc.

At this age stage, it is necessary, first of all, to teach children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audible (especially if they are not sure of the correct pronunciation), others speak loudly. The teacher draws children's attention to the fact that words can be pronounced at different volumes (whisper, quietly, moderately, loudly), teaches children to distinguish by ear how loudly others and themselves speak.

The games proposed below can be used to develop children's auditory attention, correct speech perception, teach kids to correlate a sounding word with a picture or object, clearly pronounce one-, two-, and three- and four-syllable words, answer questions; play onomatopoeia loudly and quietly.

Guess what it sounds like

Visual material: drum, hammer, bell, screen.

An adult shows the children a toy drum, a bell, a hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. "What does it sound like?" - he asks the children. The children answer, and the adult again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.

Wonderful pouch

Visual material: a bag, small toys depicting baby animals (duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc.).

All the toys listed above are placed in a bag. The parent, holding the bag, approaches the child and, saying that there are many interesting toys in the bag, offers to take one out, show it and name it loudly. The parent ensures that the child names the toy correctly and clearly. If the child finds it difficult to answer, the adult prompts him.

The following games and exercises help teach children the correct pronunciation of certain sounds in words, help them pronounce words with these sounds clearly and clearly.

Shop

Visual material: toys whose names contain the sounds m - m, p - p, b - b (matryoshka dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.).

The parent places toys on the table and invites the child to play. “I will be a seller,” he says and asks again: “Who will I be?” The child answers. "And you will be the buyer. Who will you be?" “A buyer,” the child answers. "What does the seller do?" - “Sells” - “What does the buyer do?” - “Buying.” An adult shows toys that he is going to sell. The child calls them. Then the parent invites the child to the table and asks what toy he would like to buy. The child names, for example, bear. The parent agrees to sell, but suggests asking politely, emphasizing the word “please” in his voice. An adult gives a toy and at the same time can ask the child why he needs this toy. The child answers. And so on until all items are sold out.

The parent makes sure that the child correctly pronounces the sounds m - m, p - p, b - b in words, and clearly pronounces words with these sounds.

Can you ride or not?

Visual material: a box and pictures depicting vehicles, as well as other objects with the sound s (s) in the name: sled, airplane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc.

Children take turns taking pictures out of the box; everyone shows theirs to the group, names the object depicted on it and says whether they can ride or not. The adult makes sure that the children correctly pronounce the sounds with (s) in words and clearly pronounce words with this sound.

For a walk in the forest

Visual material: toys (dog, elephant, fox, hare, goat, goose, chicken, hen, basket, saucer, glass, bus, etc., the names of which contain the sounds s (сь), з (зь), ц).

An adult puts out toys and asks the children to name them. He then invites the children to go for a walk in the forest and take their toy animals with them. Kids choose the toys they need, name them, put them in the car and take them to a predetermined place. The adult makes sure that the children select the objects correctly, name them clearly and loudly, and correctly pronounce the sounds s (сь), з (зь), ц.

Tell me how I am

Goal: to teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish the degree of loudness of spoken words).

The adult invites the child to listen carefully to how he pronounces the words and pronounce (repeat) them the same way. Ensure that the child pronounces words clearly and at an appropriate level of volume.

Working on the syllable structure of a word

If there are rearrangements, omissions, or build-ups of sounds and syllables in a preschooler’s speech, then the structure of words is reproduced incorrectly. Until the age of three, this is physiologically determined and normal. We often hear from children who have just begun to speak something like the following words: “matsicycle” (motorcycle), “mitsanel” (policeman), “kasanavt” (astronaut), and we justifiably do not worry about the state of their speech. However, if a preschooler at the age of 4-5 pronounces: “kasavok” (frying pan), “pisis” (vacuum cleaner), “anga” (leg), “lipeka” (tablet), etc., then this indicates a persistent violation of syllabic word structures. In this case, the child needs the help of a specialist - a speech therapist.
In a language system with three main components - phonetics, vocabulary and grammar - the syllabic structure, in our opinion, occupies a special place. On the one hand, this is undoubtedly part of the pronunciation side of speech - phonetics (T.G. Egorov, N.H. Shvachkin and others). But on the other hand, there is a connection between structural distortions of words and their semantic deficiency in preschoolers (R.E. Levin, A.K. Markova and others). Therefore, lexical units, namely words with unfamiliar meanings, are more often subject to changes at the syllable level.
According to some researchers, there is an influence of the formation of the syllable structure on the grammatical structure of speech.
R.E. Levina notes that the occurrence of sentences in a child’s speech is closely related to syllable formation. According to D.B. Elkonin, mastery of grammatical structure directly depends on the child’s orientation in the sound system of his native language. By improving the latter (and, in particular, the reproduction of the syllabic structure of words), we create the basis for children to master various grammatical structures and grammar in general.
It is also known that individual words are linked into sentences thanks to grammatical means - endings, as well as various prepositions and conjunctions. They, in turn, often form in the speech stream weak, unstressed syllables, sound combinations containing confluences of consonant sounds (under the table, in a glass, from a bench, from under a cabinet).
So, with normal speech development and in conditions of its pathology, the formation and functioning of all components of the language system - phonetics, vocabulary and grammar - is organically connected with such a concept as the syllabic structure of a word.

When preparing a child for school, you need to work on the syllable structure of the word, i.e. determining the number of syllables in a word, the place of a syllable in a word, highlighting vowel sounds in a word. Relying on vowel sounds during syllabic division allows you to eliminate omissions of vowel sounds in writing.

You can suggest tasks:

1. 
   Determine the number of syllables in a word;
2. 
   Arrange the pictures in 2 rows depending on the number of syllables;
3. 
   Identify the missing syllable in a word using a picture (..buz, ut.., lod..).
4. 
   After the child learns to clap his hands 1, 2, 3 times according to the instructions, teach him to combine the number of claps with the number of syllables in the words: ma-ma, cha-sy, ma-shi-na, li-mo-ny, etc. P.
5. 
   Teach your child to select words with a given number of syllables. It is easiest to pronounce words consisting of syllables of the “consonant-vowel” type (ma-ma, mu-ka, etc.), then select words where one syllable ends in a consonant (ka-tok, mask-ka, ban- ka, past-ta, etc.), then - words in which both syllables end with a consonant (las-tik, ban-tik, etc.).
6. 
   Practice distributing consonants between two adjacent syllables. The greatest difficulties arise when pronouncing a combination of consonants: sta-kan, Mosk-va, grad-dus-nik, cast-ryu-la, pros-ty-nya.
7. 
   Write down in the Dictionary the words in which the child skips or rearranges syllables. Teach him to count the number of syllables in a word, starting with the simpler ones - two-syllables.

1. 
   Write the word (preferably on sticky notes), cut it into syllables, mix them up. Invite your child to collect (glue together) the syllables to form a word again. First, the task can be performed based on a sample, and then from memory.
2. 
   Select the first syllable from the name of the pictures, write it down, read what happened ([ma]treshka, [raspberry], [soap], [lastochka, [ra]ma, [mu]kha - Mom washed the frame.) ;
3. 
   This kind of task not only contributes to the correct reproduction of the syllabic structure of words, but also develops the control and planning skills necessary in any activity, especially educational activities.

Olga
Didactic game “Guess what it sounds like?”

MKDOU "kindergarten" "Fairy tale" Pristensky district of Kursk region

Summary of the event

didactic game:

« Guess, What sounds?»

In early development group 2

"Lukamorye".

Educator: Chavykina O. V.

Target:Learn to distinguish instruments by ear by their sound, develop stable auditory attention, memory, cultivate desire to play together.

Didactic tasks: Exercise the auditory analyzer, cultivate attention, memory, desire to play together.

Equipment: bell, tambourine, wooden spoons.

Preliminary work: Telling children about musical instruments, types, showing what and how sounds, playing them.

Game rules: Match sound with performing certain actions.

Game action: guessing what it sounds like.

Progress of the game: Show the children the instruments one by one, clarifying their names and introducing them to sound.

Making sure that the kids learned the names and remembered sound of instruments, the toys are put away behind the screen. Repeats behind the screen a game on different instruments, and the children try by sound guess, "whose song is heard".

To secure a game is complicated by the implementation of appropriate actions sound one of tools: When sounds bell children hide behind the curtain when sounds tambourine walk on the carpet when wooden spoons sound, go into hoops lying on the floor.

Praise the children

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