1. Hide and seek.
Goal: to clarify and expand children’s passive subject vocabulary on the topic “Toys.” Materials: toys - a bear, a bunny, a car, a ball, a doll, a bucket, etc. Progress of the game: Before starting the game, place the toys in different places in the room - on a chair, under a table, on a shelf, on the floor and in other places. Toys must be clearly visible. Offer the children a game. The doll Masha came to us. She's crying. Do you know why the Masha doll cries? Because all the toys were hidden from her! Let's help Masha find toys. Vanya, find the bear. Well done, Vanechka, you found the bear! Look how happy Masha is. And you, Olya, please find the ball. Can't find it? Look down on the floor. Etc. In this game you can use not only various toys, but also pictures depicting toys. Gradually increase the number of toys and pictures. You can give one child the task of finding and bringing two toys (pictures). In the future, you can use a variety of objects familiar to children.
2.Who has the picture?
Goal: clarification and expansion of children’s passive subject vocabulary on various topics. Materials: subject pictures on different topics according to the number of children. How to play: Before starting the game, choose a topic, then distribute one subject picture to the children. Look how beautiful your pictures are. They are all different. Let's play an interesting game. I will say the word, and you listen carefully. Whoever has such a picture, let him raise his hand. Flower. Masha raised her hand. That's right, Masha, you have a flower in the picture. Show everyone your flower. The next word is bird. Who has the bird? Nobody raises their hand... Where is the bird? Who will find the bird? Here's a bird from Dima! Dima, raise your hand. Etc. In this game you can change the themes by using different words and pictures according to the dictionary above. Pictures should be specific, easily recognizable, and depict objects familiar to the child. Over time, you can increase the number of pictures used in the game (for example, distribute two pictures).
3.Show the picture!
Goal: clarification and expansion of children’s passive subject vocabulary on various topics. Materials: subject pictures on different topics according to the number of children. How to play: The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. Take turns asking the children to find and show the correct picture. Look how many beautiful pictures we have. All pictures are different. Vanya, show me the cube. Right. Lena, find and show the pyramid. Well done! Sasha, show me the plane. Etc. In this game you can select pictures by theme, or you can mix pictures from different themes. Over time, you can increase the number of pictures used in the game.
Working with parents.
The main task of working with parents is to explain how to behave towards the child, how to create a rich speech environment for him in the case of a speech disorder. The speech therapist must explain to the parents or other loved ones of the child that the development of the child’s speech requires more careful attention and special work at home; one should not rely only on classes with a speech therapist. Parents must realize that if there is a delay in speech development, a new approach to raising the child at home should be adopted.
1. Creation of a speech environment. This means the following: you need to constantly talk to the child, repeatedly talking through all routine moments (dressing and undressing, washing, bathing, eating, walking, getting ready for bed), and various everyday situations (putting toys in their places, preparing food, clearing the table , washing dishes, sweeping the floor, etc.). The same work should be done while playing with toys and pictures, and while reading books.
At the same time, the adult speaks in simple short sentences of 2-4 words, uses the same phrases several times, pauses, uses different intonations, and different voice strengths. Words are pronounced clearly, with emphasis on the stressed syllable, for which the stressed syllable is slightly stretched.
An adult often turns to the child and asks questions. But you should not demand an immediate answer from the baby. Thus, the adult asks a question, pauses, then answers the question himself. After the child has heard the name of an object many times, taken it, felt and examined it, acted with it, you can ask the child to bring (show, find, give) a familiar object, or perform some action with it. Here are examples of how adults talk through various situations.
Washing. Let's go wash up. Let's open the tap. No, not in that direction, in the other direction. Like this. Where's the soap? Here's the soap. Take soap and wash your hands. Put the soap in the soap dish. Let me help you. Three pens are good. Now let's wash off the soap. Place your hands under the water - like this. Now let's wash our face - like this. Take water into your palms and rub your face. Close the tap. Now let's shake the water off the handles - like this. Where's the towel? Take a towel and dry your face and hands. Well done! Look how clean it has become.
Packing for a walk. (All the necessary things are laid out on the chair) Now you and I will go for a walk. Find where our pants are. Here they are. Let's put on our pants - like this. First on one leg, then on the other leg. Now let's fasten the button. Show me where the button is. Bring a blouse. Oh, what a beautiful, warm blouse. What's this on the blouse? Pocket. Find where the bear is hidden on the blouse. That's right, here it is. Where's the flower? Here. Let's put on a blouse. Etc.
On a walk. Look what the weather is like today. Yes, it's raining. Put on your hood. And I will open my umbrella. Like this. Now you can walk. What's that on the path? This is a puddle. There is water in the puddle. The rain dripped and dripped - and it turned out to be a puddle. Let's go further. Here's a tree. Look what it is under the tree? These are the leaves that have fallen. Here is a yellow leaf. What color is this leaf? Red leaf. Lots of leaves. Show me how many leaves there are. Etc.
Cooking lunch. (When preparing food together, be careful and insure the child) I am preparing soup. Will you help me? Here's a saucepan. Pour some water into the pan and put it on the stove. Let's cook soup. Here are the potatoes. And this is a knife. It's sharp, you can't touch it. I cut the potatoes, look, they turned out to be pieces. And you throw the potato pieces into the saucepan. Be careful, the stove is hot! And what's that? Carrots and onions. Throw it into the pan. Now let's stir things up. How will you stir the soup? (Offer your child a choice of fork, spoon, spatula, ladle, or chopstick.) Now salt the soup. Like this. Etc.
Let's build a house. (Uses a set of wooden or plastic cubes) Look at the cubes we have. Show me where the red cube is. That's right, here it is. Where's the yellow one? Where's the blue cube? Right here. Let's build a house out of cubes. What kind of house will it be - big or small? Show me. Big? Fine. Here I have placed the cubes. Now you bet. Put it here. Etc.
2. Keeping a diary. In addition to creating a speech environment for the child, parents are recommended to keep a diary in which a record of the child’s active vocabulary is kept - all the words that the child uses (in the form in which he pronounces them, as well as a “decoding” of the meaning), and a passive vocabulary - those words whose meaning the child understands. Dates should be written next to the words. If parents are attentive enough, then when keeping a diary it becomes possible to clearly see the dynamics of the development of the child’s speech. It is also useful to describe in the diary the activities and games that are already being carried out with the child, and which are planned to be carried out. This is convenient when different family members are involved with the child.
3. Carrying out tasks of a speech therapist. In addition to the above, the child’s relatives must complete the tasks of the speech therapist. This includes the purchase of necessary educational toys, manuals, books; preparing photographs from the life of the child and family that will be used in classes; consolidation of material covered in class, etc.
Working with a child.
The work of a speech therapist with a child includes a system of special classes. If parents develop an understanding of the baby’s speech during routine moments and everyday situations, then the speech therapist expands the child’s passive vocabulary during special games, using various materials and toys, as well as special techniques. Here are descriptions of some games.
5. Fun riddles!
Goal: clarification and expansion of children’s passive subject vocabulary on various topics; teach children to recognize toys and objects by description. Materials: various toys and objects. How to play: The game is played on the carpet. Place the children in a circle on the floor. Place several different toys or objects in front of them. You can give general instructions for everyone, or you can give instructions individually for each child. And I know other interesting riddles. I will talk about some toy (object), and you guess what I’m talking about and show it. Let's see which of you is the most attentive. It is round, blue, and rolls (the ball). He is white, fluffy, with long ears and a small tail (bunny). It is long, wooden, and used for drawing (pencil). Etc.
6. Follow commands!
Goal: clarification and expansion of the passive verbal dictionary of children. How to play: The game is played on the carpet. Place children at a sufficient distance so that they do not interfere with each other's movements. Stand in front of the children. Let's play this game: I will give commands, and you carry them out. Listen carefully and make no mistakes! Let's start! Go. Stop. Raise your hands up. Put your hands down. Sit down. Stand up. Jump. Run. Clap. Stomp. Place your hands on your belt. Etc. In this game, you can use simple movements familiar to children, which were practiced in an imitative game, when the teacher named and performed the movement, and the children repeated after him. The teacher monitors the children’s movements and corrects mistakes.
7.What is the little man doing?
Goal: clarification and expansion of the passive verbal dictionary of children. Materials: a set of pictures depicting various actions according to the number of children. How to play: Before starting the game, give the children one picture each. Look, in your pictures there are boys and girls doing something. Let's play an interesting game. I will make plans for actions, and you listen carefully. Let the one who has a suitable picture raise his hand. Who's sitting? Who's standing? Who's lying? Who's riding? Who's eating? Who drinks? Who is jumping? Etc. If kids find it difficult to answer, you can give a hint by expanding the instructions. To do this, add a description of the items that are in the picture. Who eats the apple? Who swings on the swing? Who is sitting on the chair? And so on.
8.Who does what? (use of photographs)
Goal: clarification and expansion of the passive verbal dictionary of children. Materials: To play this game, you need to ask parents to take photographs in which the child performs various actions (see dictionary). How to play: Children love to look at photographs of themselves. It is useful to use this in speech therapy classes. This game is initially played individually, using photographs of the child. At first, you can use only part of the photos. Gradually, as you master the material, add the rest. Place the photos in front of your child. Look, these are your photos. Here is Vanechka. And here is Vanechka. In every photo you do something interesting. Show me where you are sitting. Where do you eat? Where do you swim? Etc. In the future, you can play this game in a group. To do this, you should use photographs of different children selectively so that one action is not repeated twice in the photographs. Look, these are your photos. What are you doing? Find and show who is sleeping. That's right, Tanya. Who combs his hair? Sasha. Who's running? Olya is running. Etc. In the same way, you can conduct classes using photographs of the child’s loved ones performing various actions (see dictionary). This work is carried out individually. Show me where mom washes the dishes. Show me a photo of dad hammering a nail. Show me where my brother draws. Etc.
4.Guess the riddle - show me the answer!
Goal: clarification and expansion of children’s passive subject vocabulary on various topics; teach children to recognize objects by their purpose; development of children's thinking. Materials: subject pictures on various topics. How to play: The game is played on the carpet. Place the children in a circle on the floor. Place object pictures face up in front of them. You can give general instructions for everyone, or you can give instructions individually for each child. And now we will solve riddles. Let's see which of you is the most attentive. Show what people eat the soup with (the picture is a “spoon”). Show what is rolling (the picture is “ball”). Show what you can use to draw with (the picture is a “pencil”). Show what they put on your head (picture “hat”) Find and show what you can eat (pictures “apple”, “candy”, “cheese”) Etc. If children find it difficult to find the right picture, you can give a more detailed description of the desired item. If the children could not find the right picture, you should show them a real object, describe its properties, and play with it.
