Our tongue lives in our mouth,
He got used to the words of his friends.
It’s easy to tell him: “water,
Duckling, sky, no and yes."
But let him say: “Turtle!”
Will he tremble with fear?

Often, when assessing a child’s speech development, adults pay attention only to how correctly the children pronounce sounds, and do not rush to see a speech therapist if, in their opinion, the situation is more or less successful.

This is not entirely true. A speech therapist corrects not only pronunciation defects, but also helps expand vocabulary, develops the ability to write a story and correctly formulate a statement from a grammatical point of view.

In addition, a speech therapist can prepare a child for mastering literacy if he has any problems with speech, and for further more successful learning at school.

Only a speech therapist can competently analyze the situation, indicate the need for special classes and give you detailed advice.

There are several reasons why it is important to know whether a child’s speech is developing correctly in preschool age.

1. Speech is one of the highest mental functions of a person. Speech deficiencies can be both a consequence of problems existing in the child’s development and the cause of their occurrence. This does not mean that your child is “abnormal” or “stupid.” This means that the child has problems that need to be overcome with the help of specialists as early as possible so that they do not become an obstacle to his full development and successful learning.
2. The sooner problems are identified, the sooner work can begin to overcome them, and the more successful this work is. After all, it’s always easier to learn something correctly right away than to relearn it later. There is no need to hope that all shortcomings will correct themselves. You are responsible for the fate of your child. Don’t be afraid to contact a specialist once again; help provided in a timely manner will save your nerves and may even make your child more successful and happy.
3. Even minor deficiencies in a child’s speech development can lead to difficulties in him mastering the processes of reading and writing. As a result, your smart, talented child receives a bad grade in Russian. This danger can be prevented!
4. Therefore, the child’s speech therapy problem, whatever it may be - incorrect pronunciation of sounds, poor vocabulary, lack of coherent speech, stuttering - should be taken very seriously.

Your child needs specialist help if:

• The child's speech is not intelligible. Only his parents and those who know him well can understand him. The child pronounces many sounds softly, as if he is still small, or hard sounds predominate, as if he has an accent. When pronouncing certain sounds in speech, a squelching sound appears, the air somehow flows to the side; pronounces the sounds “S”, “Z”, “C” like an Englishman between his teeth; When pronouncing the sounds “Sh”, “Zh” he puffs out his cheeks, and pronounces the sound “R” like a Frenchman. It has a beautiful grating sound.
• By the age of 3-4 years, he does not hear syllables in a word; distorts the word beyond recognition; pronounces only individual syllables, cannot pronounce the entire word; shortens the word, omitting some consonants and syllables, or does not say the word to the end; pronounces the word several times in different ways.
• By the age of 5, coherent speech has not been formed. The child finds it difficult to make a sentence based on the picture, cannot establish a sequence of actions, limiting himself to listing objects, or uses individual very short sentences.
• By the age of 5-6 years, the general structure of speech is disrupted: he does not construct sentences correctly, does not agree words in gender, number and case, and incorrectly uses prepositions and conjunctions.

If you encounter such problems, be prepared for the fact that it will take a lot of time to fix them. In addition to working with a speech therapist, it is very important to work with the child on your own. The first and most basic rule is to set a good example. Talk to your baby a lot - just comment on everything you do, describe your actions, feelings and emotions. Read books, learn poetry together - the result will not be long in coming.

When should you take your child to see a speech therapist? Many mothers, fathers (and children) have a prejudice that only retarded and disadvantaged people go to a speech therapist. This is wrong. Help and support and - in any case - a consultation with a speech therapist will not hurt anyone.

Children playing with blocks (photo by Burda Media)

Moreover, it is much more effective to prevent them than to waste time, effort and nerves on correcting them. Sometimes it seems like, well, it’s so complicated, but we’re talking - which means we can figure out what the child’s speech problems might be ourselves. However, you should not rely too much on yourself in a matter to which an entire science is devoted. In addition, speech difficulties are individual for each child, and what turned out to be useful for a neighboring child may not be useful for yours.

There is no need to be afraid of a speech therapist; it is a pleasure to communicate with a good specialist, especially for children. After all, instead of a scary medical gown, he has completely different attributes - books, toys, puzzles, interesting problems, and the activity itself is more of a game than a lesson. Don’t be afraid of a speech therapist or temporary difficulties - your child will no longer be afraid of them.

Does my child need a speech therapist?
How do you know when you should worry and run to doctors, and when your own efforts in working with your child are enough? Do I need to register my child?

• If your child attends kindergarten, from time to time he probably has meetings with a speech therapist. Ask him or the group teacher what they think about the child’s speech development (take into account the child’s character and the trusting relationship he has with the kindergarten staff - after all, in an unfamiliar group, sometimes even the most talkative talkers are silent).

• If there is no speech therapist in the kindergarten, try to visit a good speech therapist at 3-4 years of age. Where to look for it? In a children's clinic or on the recommendations of other parents.

Please note that such a meeting makes sense, even if the child speaks incessantly and the thought of possible speech problems does not even occur to you. Verbosity is an excellent indicator of development, but besides it, the correct pronunciation of sounds is also important. Often children need a little help - how and where to put the tongue or how to hold the lips in order to pronounce something. A meeting with a speech therapist significantly speeds up the solution of this problem.

Playing with a child (photo Legion-Media)

At an appointment with a speech therapist

During the appointment, the speech therapist conducts observations and draws conclusions on several parameters. Having suspected deviations in speech development, the specialist will recommend a visit to an ENT specialist, a neurologist or a psychologist in order to find out what the root and cause of the problem is, and whether it exists at all (it may well turn out that the child is fine and does not correspond to age indicators - variant of his individual norm). By solving or preventing the problem as early as possible, you will save a lot of your (and your children’s) energy and time later.

Which children require a visit to a speech therapist?

Children who have poor health and/or their medical records contain words such as mild mental retardation, hearing impairment, general developmental delay and immaturity of the nervous system, birth trauma, asphyxia, perinatal encephalopathy, etc. must have a mandatory meeting with a specialist. P.
In relation to children with poor health and “mother’s” children, it is important to take into account this nuance: if you protect the child too much from any worries and trials, pamper him and satisfy all his desires even without asking, you can discourage him from expressing himself verbally. Yes, yes, like in that joke in which the boy was silent until one day the porridge was over-salted.
It is also worth visiting a specialist for those children who, from an early age, are overloaded with developmental activities and sports. Information overload and basic physical fatigue can interfere with the development of a child’s speech and language skills.

Azova Olga Ivanovna
Photo: vesti.ru

Normal or not?

– Olga Ivanovna, tell us about speech norms. To what extent can you trust the tables: “A child should know this and that and say this and that per year”?

– A child should speak 1-10 words per year and know 30-60 words in the passive. This is information from the Children's Speech Data Fund of the Russian State Pedagogical University named after. A.I. Herzen, you can trust them. But I understand why this question arises. Once, while talking with a prominent scientist, neurologist, Doctor of Science, I heard: “We need to reconsider the norms of speech development.” And, although many years have passed, I never cease to be upset about this. How can they be revised? Apparently, to artificially shift the frames. But if black birches grow in Chernobyl after the disaster, this does not mean that this is the norm, everyone knows the white, silver birch. So it is with speech ontogenesis. It is easier to think not about the causes of speech delay, but about the falsification of normotypical development. After all, even if many children’s development is delayed, this does not mean that there is no norm.

St. Petersburg scientist V.A. Kovshikov, who dealt with speech disorders in children with alalia (lack of speech with intact hearing and intelligence), over the years conducted research on speech development in children of students of the Department of Speech Therapy of Leningrad State Pedagogical Institute named after. Herzen. In the 70s, all children met the speech norm; in the 80s and 90s, not all children did, and the percentage of normal speech development decreased every year.

– And if the child does not correspond to them, that’s cause for concern?

- Yes, this is a cause for concern. But I recommend paying attention not so much to the active vocabulary, but to whether the child understands the spoken speech and responds to simple speech instructions. For example, “bring a bottle” - goes to where the bottle usually stands, “let’s go wash our hands” - goes to the bathroom, imitates washing hands. At one year of age, a child should know his name and easily communicate and interact with parents and children on the playground.

– Does it happen that a child is silent until he is three years old, and then how does he start talking?

- Yes, it happens. These are hoarding children: they understand everything, communicate with gestures, but speak little. Still, I think they are not completely silent, they say a few words. There is such a hypothesis: modern children are “too smart” - they understand that they cannot do it the way adults do, and accumulate a passive vocabulary. But, in any case, this is a reason to contact a speech therapist. Although each history of speech development must be considered individually, each child has his own pace of development, but ontogenesis is the same for all.

Let's say that a child began to speak after three years, this does not mean that there will be no losses. In other words, if everything had been on time, the child’s level of development would have been higher. Such children usually have delays in speech and, possibly, psycho-speech development. And if speech begins to develop as if suddenly and intensely, then such rapidity is often accompanied by stuttering.

When to sound the alarm and should you take medications?

– What should really bother you? Can you tell us about the signs and reasons for concern in a year, one and a half, two, three, four - progressively with a table diagram? That is, what skills can a healthy child have?

– You can note the so-called “reference points”:

• 3-6 months – the child tries out the articulatory apparatus in action and makes many sounds.
• 1 year – the first words “mother”, “give”, with a good rate of development up to ten words.
• 2 years – constructing a simple phrase of 3-4 words.
• 3 years - a common phrase, the child speaks a lot and well, reads poetry by heart.
• 4 years – the phrase is constructed taking into account grammar, using all parts of speech.
• 4-5 years – speech takes the form of a short story. The beginning of the formation of phonemic hearing.
• 5 years – speech is formed, we can say that this is the speech of an adult. The child pronounces all sounds.
• 6 years – well-developed coherent speech.

By the beginning of school, a child’s speech is normally fully formed and developed so much that it moves to the level of formation of reading and writing, and from the end of the second grade - to the level of formation of written speech.

All specialists who deal with children's speech are well familiar with the scheme of the systemic development of normal children's speech by speech therapist N.S. Zhukova, compiled from a collection of scientific works by the famous Soviet linguist A.N. Gvozdev “Issues in the study of children’s speech” (1961), which describes the longitudinal course of his son’s children’s speech. This detailed and high-quality scheme for describing children's speech is still the most popular. But, since Gvozdev’s sphere of scientific interests were phonetics and morphology, the scientist did not record understanding speech by a child, and detailed systematic records of the vocabulary begin only from 1 year 8 months.

You can familiarize yourself with the table “Normal development of a child’s speech” from the Children’s Speech Data Fund of the Russian State Pedagogical University named after. A. I. Herzen, which reflects the main patterns of speech development from 0 to 7 years.

– Are there drugs with proven effectiveness for “starting” speech and correcting speech problems? At what age and with which specialists is it advisable to examine a child for dysgraphia?

– A question about evidence-based medicine is a question for a neurologist, not a speech therapist.

By “launching” the speech. Firstly, this is a rather conventional name, there is no launch, this is a set of corrective measures. That is, it is impossible to start speech with one click - neither with pills, nor with any one technique.

Regarding the advisability of examining a child for the presence of dysgraphia. Basic writing function is developed by the end of 2nd grade. Then you can determine whether the writing skill has been successfully developed or not. That is, it would be more correct to examine the child for dysgraphia at the end of the 2nd year of school. But, unfortunately, in many schools they “say goodbye to the primer” in the middle of the first grade, begin to study spelling rules, and finish the process of developing writing skills by the end of the first year of study. And the result is a violation of ontogenesis. A child, having not completed one stage of development - without developing the skill of writing, begins another - the development of written speech. This is not indifferent to the skill itself - peculiar dysgraphic timing (tempo) errors may appear.

There is only one specialist in identifying dysgraphia - a speech therapist who deals with reading, writing, and written speech disorders. If a child also has neurological problems in the structure of the disorder, then a neurologist also looks at it, but in general this is the work of a speech therapist.

– One very important point. I am often asked how a speech therapist differs from a defectologist; I actually encounter this every day. Today, one mother tells me: “They took my son to a regular school, but he just needs to work with a defectologist.” I clarify: “With an oligophrenopedagogist?” She: “No.” Me: “Then with whom? Not with the typhlopedagogist?”

– Graduates of defectology departments of universities have a main specialty (teacher of the deaf, typhlopedagogist, oligophrenopedagogist) and an additional specialty – speech therapist. This additional specialty gives the right, for example, to a teacher of the deaf (defectologist) to work as a speech therapist in a specialized institution. It sounds something like this: a teacher of the deaf and a speech therapist at a school for type II children. In addition, defectology departments of universities have a speech therapy department, where they receive the specialty of speech therapist.

As a rule, “speech pathologists-defectologists” are those specialists who either want to impress mothers or camouflage the cacophony of the word “oligophrenopedagogist”. Those who have graduated from the departments of deaf pedagogy and preschool defectology can also introduce themselves as “speech pathologists-defectologists.” Those who graduated from the speech therapy department are very sensitive to their specialty and will not come up with anything unnecessary.

In some diplomas of speech therapists, the entry “special psychologist” is found; this is a synonym for the word “defectologist.” This specialty gives the right to work in a preschool educational institution as a speech therapist or defectologist.

In healthcare, the algorithm is stricter. For example, restoring speech after a stroke, establishing or arousing a voice after operations on the larynx, working with children after operations on the jaw and lip (for rhinolalia), and correcting stuttering can only be done by a speech therapist who has studied at the department of speech therapy.

Speech therapist (defectologist) deals with any speech disorders that may occur both in the speech itself and in its design. As a rule, a speech therapist works with normotypical children. But even in case of severe speech disorders (alalia, dysarthria, stuttering), the child is also treated by a speech therapist.

– A child at 2.6 speaks only a few words like “mom, dad, grandma.” They put me on an oral contraceptive and prescribed me to take pantocalcin. Do I need to go to a speech therapist? And what should you do to get your child to talk?

– 2.6 is the age when it is actually possible to diagnose a functional delay in speech development. At this age, typical children speak in long, common sentences.

I will not answer about pantocalcin, this is not my competence. My recommendation is that the child be shown to a good speech therapist as early as possible, because there is already a clear speech delay. I repeat once again: per year there should be about 5-10 words, at 2 years - a short phrase, at 3 years - a common phrase consisting of 4-5 words. In this case this is not the case.

How to help you speak?

– What should I do to get my child to talk? The simplest recommendations for mom?

– You can arrange games with your child, pronounce all the words in the game. If the child is very small, you need to sit so that your eyes are on one level with his eyes so that he can clearly see your articulation. Try to speak the same words and short phrases. Simplify your own speech to two-syllable words like “mom”, “dad”, that is, you can call shoes with the short word “bots”, a dog - “ava” and so on, try to come up with it yourself. The child’s name must be simplified: not Dementy, but Dema, not Arseny, but Senya.

Simplify words in terms of articulation, for example, use words with sounds that the child already knows how to speak, that is, with “p”, “m”, “b”, these are the sounds that first appear in the speech of children all over the world. Come up with some kind of joint album, paste in simple pictures or photographs of relatives and briefly call them by name and who is which family member. Build short, sketchy sentences.

If you have already typed a lot of animal names, say, “kisa”, “ava”, “Petya” - cockerel, “lo-lo” - penguin, “Misha” - bear cub, then you can add short action words to them: “go, Misha”, “go, Petya” and so on. And gradually the child will understand the algorithm of simple speech.

But it’s still better to turn to a speech therapist, because at 2.6 years you can practice not only speech, but also develop higher mental functions.

– What benefits do you recommend for joint activities between parents and children?

– Let me name a few very well-known and high-quality manuals. These are Elena Mikhailovna Kosinova’s manuals on the development of vocabulary and grammar. For younger children, this is the album of Olga Andreevna Novikovskaya, the album of Svetlana Vadimovna Batyaeva. There are a number of manuals for children, for preschool children by Tatyana Aleksandrovna Tkachenko, Olga Aleksandrovna Bezrukova, Olga Evgenievna Gromova. In general, try to choose books with bright, large pictures and clear instructions.

When to start worrying?

– When exactly do you need to notice that something is going wrong?On What pronunciation of sounds should you pay special attention to and try to correct them yourself? And tell us about speech therapy kindergartens: why are some people afraid of them like fire and how do they help a child?

– You definitely need to pay attention to the child’s behavioral characteristics and lack of speech, precisely when these two factors are combined. When a child does not look into the eyes, when a child does not respond to a name, when a child does not follow simple instructions, does not interact with parents, moves quite actively and somehow inappropriately, runs, “flapping his wings”, and at the same time there is no speech - this is a reason in order to go to the doctor.

I believe that you shouldn’t correct sounds yourself; after all, this should be done by professionals. In general, you should try to speak correctly and clearly with your child, so that the child can see articulation.

As for speech therapy kindergartens, this area has now undergone a serious reorganization, and what is happening there and how it is happening, there is no definite answer, because the requirements are changing all the time. But some time ago it was quite clear to me how speech therapy kindergartens exist, and I liked the organization in these kindergartens. The child studied with a speech therapist every day - these are frontal classes under the guidance of a speech therapist five times a week. Further: when the children went for a walk, the speech therapist took turns taking the children to individual lessons, that is, 2-3 times a week, where, for example, sounds were played. And in the afternoon, the teacher, who also had additional education, worked on the tasks given by the speech therapist.

So, look at the number of classes! Plus, the teacher in speech therapy kindergartens was obliged to include speech work at regular moments: ask specific questions, ask the child to repeat speech structures again and again. Such preparation qualitatively distinguished these children from other, ordinary children: children in speech therapy groups, especially with FFN, were perfectly prepared for school. And there was absolutely nothing to be afraid of, that is, not just not to be afraid, but one should definitely take the child there.

Today the situation has changed somewhat. Previously, there were three groups in speech therapy kindergartens: a group for children with general speech underdevelopment; group for children with speech impairments; group for children who stutter, but now the number of these groups is declining. For example, disorders of sound pronunciation are taken out of the scope of speech therapy kindergartens, but children with rather complex disorders remain: either they are non-speaking children, or they are children with some kind of combined disorders, with a complex structure of the defect. Therefore, I don’t know whether an ordinary child should go there, and, most likely, they won’t even take him there.

When is a speech therapist needed?

– How to choose a speech therapist? What should you pay attention to? Are there government centers where they work with children?

The question is how to choose a speech therapist, what are the professional requirements. The first is, of course, an education diploma. Every speech therapist must have a higher education diploma. A speech therapist must graduate from a pedagogical university, defectology faculty, or the department of speech therapy. Accordingly, the diploma must contain the entry “teacher-speech therapist” and “teacher (for example, if this is the department of speech therapy) of Russian language and literature for children of a special school of the 5th type,” that is, for children with severe speech impairments.

A speech therapist should come to a small child with a set of benefits. It is better if these are bright pictures. There should be a lot of pictures, and aids in general. Of course, a speech therapist must have beautiful, literate speech. The speech therapist must find an approach to the child, that is, begin to interact, and the examination must take place as playfully as possible.

Is there a government center where they work with children? Of course have. There are also kindergartens and clinics. But, as far as I know, it is very busy there.

- ABOUTIs it necessary to need a speech therapist if there are no special problems, except for the distorted pronunciation of “sh” and “zh”?

– You know, maybe you shouldn't do anything. I often say that in history there were many people who had problems with sound pronunciation, but, nevertheless, their contribution to history was quite high, that is, this did not hinder them in life. But if we are talking about a girl, and a girl often chooses a speech profession, or a profession directly related to speech, then incorrect sound pronunciation can hinder her in life.

I can tell you that it doesn't bother me if a person distorts sounds, I get used to it quite quickly. I hear, of course, but I try not to pay attention, you never know what kind of individual peculiarity a person has. But in our country, in our culture, in our society, it is not customary to pronounce sounds distorted; this is considered a violation of a certain standard.

If parents want to play sounds for their child, I, as a specialist, of course, support it, because I don’t see any problems in this. This is not a large number of lessons to put, in fact, one sound, this is one articulation for both [w] and [zh], when pronouncing the second sound, the voice is only added. I don’t see any particular difficulty; it’s easy to do in childhood.

Confusion with sounds

– According to the head teacher of the school, children who distort sounds will not be able to write correctly, because... information in the head is distorted. This is true?

– I think that the teacher did not mean distortion, but replacement of sounds. Let me briefly explain: sound distortion is how it is not customary to speak in a language system, in this case Russian. For example, it is not customary to say interdental, lateral sounds, or the guttural “r,” but in this case the child understands that there is a guttural sound, but there is no guttural letter in the letter, so such a mistake cannot happen.

But if a child, for example, says “s” instead of “sh”, “Sasha” sounds like “Sasa”, then such a mistake may later appear in writing, because the child incorrectly perceives the sound by ear, replaces it in articulation, and accordingly, then will replace the letter. In this case, we are talking about a violation of phonemic hearing, and only a speech therapist can tell about such a violation.

– N and during an interview at school, parents were told that children who speak poorly distort information and then write poorly. Your opinion?

- Previously, a speech therapist could say: “Please play sounds for the children before school, if you don’t do this, then there will be mistakes in the writing.” Nowadays, many parents are educated enough to easily accept this controversial statement on faith.

If a child replaces sounds, this is a violation of phonemic hearing, that is, he incorrectly perceives sounds by ear, accordingly, there may indeed be substitutions of letters in the letter. If a child speaks poorly, it means that he makes agrammatisms in oral speech, that is, he incorrectly uses endings in gender, number or case. For example, a child says: “Birds are sitting on trees,” the norm in the Russian language is “on trees,” respectively, in this case, as the child speaks, so can he write.

If this is not corrected in time, then it can turn into written speech. All agrammatic disorders manifest themselves in the 3rd-4th grade, when their own written speech appears.

– E If a child says either “v” or “l” in oral speech, will he confuse these letters in writing? And if a child rearranges syllables, does this then turn into a letter?

– If a child confuses “v” and “l”, then this is a distortion of sound; the child says “bilabial” [l], vaguely reminiscent of the sound [v]: “lamp”, “boat”. Such a violation should not affect writing, because it is a distortion or, in other words, a muscle disorder - a violation of the formation of the muscles of the articulatory apparatus, a violation of the anatomical structure. This can happen if the child has a severe phonemic hearing disorder. [В] and [л] are sounds from different phonetic groups; children usually distinguish them by ear.

If a child confuses or rearranges syllables, this is called a syllable structure disorder. This violation may well transfer to writing: to the violation of the syllabic structure is further added a violation of the formation of language analysis and synthesis, the child incorrectly identifies the first sound, the second sound, incorrectly selects a syllable from a word or rearranges syllables. As a result, dysgraphia is formed due to a violation of the formation of language analysis and synthesis.

Delayed speech development

– What is the procedure for ZRR? What examinations should I undergo? Do I need an EEG, ultrasound, MRI? A child at 3.7 barely speaks, what are the reasons? Which specialists should I take classes with? What can mom do on her own?

What is the diagnosis and treatment of alalia? Until what age can speech problems be corrected? What to do if the child does not want to study and repeat?

– It is not possible to schedule examinations in absentia. First, you should go to a neurologist. The neurologist necessarily examines the child, his reflexes, skin, talks to him, asks the mother in detail about the development of the child, the course of pregnancy and childbirth, and only after that an examination is prescribed. Yes, this could be an encephalogram (EEG) and Doppler ultrasound (USDG), but it is quite possible that some other examinations are needed.

MRI is a rather complex examination; it is usually prescribed strictly according to indications. That is, if, for example, a child has neoplasms, tumors, cysts or something similar, then yes. I repeat, all these appointments are made by a doctor (in this case a neurologist); no other specialist can prescribe such examinations.

Why doesn't the child at 3.7 say what the reasons are? There are a huge number of reasons. It is generally impossible to find out this in absentia, but even in a face-to-face conversation the reasons can only be approximately imagined. Yes, it could be an intrauterine problem, illness of the mother, illness of the child, environmental factors, toxicosis of the first and second half of pregnancy, swelling of the pregnant woman, some complications during childbirth, rapid birth, cesarean section. It’s probably worth even stopping, because all this can happen, and at the same time everything will be fine or it won’t turn into a problem.

Unfortunately, we will not find the root cause, but with some objective examinations, such as Doppler, it is quite possible to find out the characteristics of the blood flow, for example, whether there are problems with the inflow and venous outflow. But these will be indirect reasons that will help the neurologist understand the neurological symptoms.

Next, the mother asks if the child has alalia, what diagnostics and treatment are needed. This can be determined by a neurologist (the diagnosis is made by a psychiatrist), he will prescribe examinations and treatment, after which he consults a speech therapist and makes a speech therapy conclusion.

Until what age can speech problems be corrected? It depends on the problems. If there is no speech at the age of three, you need to actively, as quickly as possible, and preferably before the age of three, begin to engage in the formation and evocation of speech. If, for example, a five-year-old child, there is already the formation of lexical-grammatical, phonetic-grammatical categories, there is work with the quality of speech. But if a child does not speak at five, six, seven, and so on, you still need to work with this child. Yes, of course, the quality will be worse and the prognosis will be worse, but before, say, puberty, I would actively advise parents not to give up and take care of their child.

You see, if a child is not Mowgli and is in society, in society, then he understands that speech is needed, that we all speak, and he sees and realizes this. Then he has the opportunity to speak until puberty. Well, how to speak: learn to speak words and phrases, let’s put it this way. If the child does not live in society, then the latest period is six years. If a child has not been removed from the wild community, that is, from the environment of animals, before the age of six, then it is almost impossible to get such a child to talk.

What to do if the child does not want to study and repeat? Start, probably, not with speech classes, but with classes with a psychologist, because maybe the problem there is not speech. There are children who are absolutely immature, and you need to start playing, and in the game a desire to repeat and interact will appear. Nowadays there are a lot of play therapies (directive and non-directive, sand therapy, floortime, etc.).

Bilinguals

– I would like to know your opinion about a bilingual child. Please advise how best to teach a child other languages; should one parent speak two languages ​​with the child or follow the “one person, one language” rule?

– We must remember that speech is formed before the age of five, that is, at the age of five - this is the speech of an adult, therefore, if a child experiences some kind of speech delay, that is, before the age of three, speech is formed incorrectly in the structure of our language - few words, short sentences or there are none at all, then, of course, introducing a second language to such a child is fraught, because he does not even master the system of his native language. If a child copes well with his native language, that is, masters, for example, Russian well, then there is nothing wrong with being spoken to in a second language. Perhaps in this case there will be a slight delay in the formation of speech in both languages, and in total – still quite decent development, then the child will know two languages.

This practice existed in the Soviet Union; in many republics it was compulsory to study the native language and study Russian as a second language. And we know that almost all residents of the former republics of the Soviet Union, in addition to their own language, are fluent in a second language, Russian.

In what cases do I still not recommend speaking two languages ​​at once? When there is a severe speech delay or no speech at all, then it is better for the child to speak one language, no matter which one. It's clear that he's Russian – a very complex language, and it’s great when the first language is Russian, simply because it is very rich, beautiful, multifaceted, and anyone who knows Russian can easily master some other language.

In my practice, there was a child with a similar situation, dad was Spanish, mom was Russian, they lived in Valencia, the child spoke two languages ​​at once, mom spoke Russian to him, dad spoke Spanish, even Catalan, but still more It was the Spanish language that was present. And the child found himself in a situation of this bilingualism with a slight delay, which he could have easily coped with, but then the mother also took a bonna who spoke English. And some confusion occurred: a child with three languages ​​at once, a very small child, he was just over two years old.

I immediately asked my mother a question: how did the child react to the appearance of the bun? “Negative,” the mother said, but this is understandable, the child was already quite big, and suddenly, out of the blue, he finds himself in a situation of speechlessness. When I looked at the child, I advised the parents to remove all languages ​​except Spanish for a short period of time, because the child goes to kindergarten, where the children speak Spanish, “and in any case, your child will know Russian, because you are a native speaker , you come to Russia quite often.”

Mom took my advice, and for six months they spoke with their son only in Spanish. Six months later, I looked at this child, he spoke excellent Spanish, and when I asked him something simple in Russian, he understood. From that moment it was clear that the child was completely in the Spanish language system and was about to start speaking Russian too.

Reader Questions

– Girl in 2.5 years old speaks a lot, but sometimes stutters a lot at the beginning of a sentence. This is fine?

– It is very difficult to say in absentia whether it is a stutter or a poltertern (stammer). Yes, it could just be a stumble and it will pass. Maybe it’s a stutter, that is, it’s no longer just a stutter, then yes, you need to contact a specialist, and more than one: a neurologist and a speech therapist. You need to work on your breathing, on your fluency of speech.

Sometimes this happens at this age because the child begins to talk loudly and a lot, so the articulatory muscular system cannot cope, and the child begins to stutter. This may go away on its own, but it is better to have a specialist look at it.

– Girl in 1.8 chatters in his gibberish, only “mother” can be distinguished, everything else is incomprehensible. Should anything be done?

– 1.8 is the age when a short phrase appears, and children usually have quite a lot of words. The child has a speech delay: the child does not speak in words or short phrases.

Should anything be done? I have already answered a similar question, look above.

– The child will go to kindergarten in September and will be the youngest in the group. There will be children who are almost a year older and who speak very well and fluently. Will such a difference harm the child? Or, on the contrary, will it help you speak?

- No, it won't hurt. On the contrary, good, clear and fairly correct speech of older children is a good model for the child. I don’t know whether this will help you talk or not, there may be different situations, but it may well be that it will help.

– The child is three years old, developed normally until two years old, there were many individual words and simple phrases. At two, epilepsy manifested itself, and speech gradually disappeared. Are there any methods for practicing at home? Epileptologists say that until the seizures stop, speech progress cannot be expected.

– I have already named these methods; in principle, there are no other methods for children with epilepsy or some other disorder. Yes, I agree, until the attacks are stopped, there is a high probability that speech will not actively develop, because each attack sets back the child’s development, nerve cells die, which may later be restored. But the most important task is to stop the child’s seizures.

- Mindalchika at 2.10 a small vocabulary, simple sentences of two words. Should I contact a specialist?

– Yes, the child has a delay in speech development. I repeat once again that by the age of three there should already be detailed phrases. Yes, the first doctor is a neurologist, and then you must visit a speech therapist.

“At almost three years old, the boy speaks almost all the words, but in general his speech is very poor. Even parents have difficulty understanding half of the words; they construct sentences strangely (for example, “I, Nikita, will not go” instead of “I will go”), there are no sounds “r”, “sh”. How can parents fix this? Can a speech therapist help?

– Regarding sounds, you can wait, because at this age children may not yet pronounce complex sounds. Can a speech therapist help with speech development? Yes, it can help. If a child distorts the structure of a sentence - “I, Nikita, will go,” instead of “I will go,” then the speech therapist begins work on grammar. Without fanaticism, but we need to start.

– The 2.5-year-old girl speaks vaguely, her sentences are short and crooked. The neurologist prescribed Pantogam and Magne B6. There are plans to go to a speech therapy garden, first to the GKP. What else would you recommend in this case?

– I repeat that it is not my competence to refute or prescribe medications, but I can say that very often children with such complaints are indeed prescribed vitamins and some kind of nootropic drug; this is a fairly common practice. The child is still small and it is impossible to say why she speaks blurredly and does not pronounce a large number of sounds.

The fact that you are going to a kindergarten or to a group of public education groups is completely justified, this is the right move. Accordingly, there the child will first begin to study with a psychologist, and then, possibly, with a speech therapist, and classes on stabilizing speech and producing sounds will be gradually introduced.

– Is it possible to begin correction of logoneurosis at three years of age? And does it need to be treated with drugs?

– Treatment with drugs is managed by a neurologist. Yes, they give mild sedatives for stuttering. But we need to understand the nature of stuttering and why this particular drug was prescribed to the child. From the age of three, a child is at risk for stuttering, because the child’s active speech development and desire to speak often outstrip the capabilities of the articulatory apparatus, and stuttering may occur. It is quite possible that it will pass very soon, and then the drugs will not be needed. But if this is not false, but true stuttering, then a neurologist should sort it out.

Is it necessary to study with a three-year-old child? I have the following wish: firstly, since the child reacts so actively and violently to speech, then in all other areas there should be complete calm. Maybe it makes sense to limit the child’s vibrant speech development, let him talk a lot in the family, but, say, limit communication with other children. It would be nice to go on vacation to the sea, to the mountains, to choose different wonderful places to relax, so that the child’s nervous system is calm, that is, spend this period in a somewhat relaxed state. This time.

Second: this child may be short of breath. Then it is quite possible to work with breathing. Of course, at three years old the level of voluntariness is still low, but light breathing exercises in a playful way can be done.

– A 3.5-year-old child changes the letters “g” and “d”, “k” and “t” in words. What to do?

– It's simple: contact a speech therapist. This is a very mild defect, a few sessions - and the speech therapist will introduce these sounds to the child, and you will only automate them, introduce them into speech.

– How to properly develop speech in a child 1.6 years old who speaks few words? What basic approaches to use?

– At 1.6, you need to actively live in the game with your child. Devote a lot of time to your child. Yes, he should have personal time and you should have it too, but most importantly, if you play with your child, then play with him well. What are the first toys? These are animals, cars, dolls - call them in simple words. I already said earlier: Lala, Kisa, Ava, Petya and so on. And build some kind of plot, some kind of game, then the child will be interested in you, and simply because you speak to him in an accessible language. And in general, children at this age really love to interact with adults, just live with your child and enjoy this communication, and everything will be fine.

– When does a child begin to clearly pronounce sounds, in particular “r”? And if dad grasses, this doesn’t mean that the child will, copying him, also gracs?

– If the child began to speak correctly, most likely he no longer began to imitate his dad. This means that the articulatory apparatus is preserved, quite correct – long, wide, not narrow hyoid ligament, the so-called frenulum, and good vibration of the tip of the tongue. And the child has already mastered the correct pronunciation of this sound. That is, he heard that in the language system they pronounce it like this, and he began to pronounce it in the same way, without copying dad.

Can I try like dad? Maybe, but you can already tell him that it’s so wrong in our language, we need to do it differently.

I can give you this example: when my son was little, I started teaching sounds to children, and the children came to my house. My son was just over two years old, and he stood next to me and watched as I played sounds to other children. He spoke quite clearly, pronounced all the sounds, and suddenly began to imitate some children. I tried it and didn’t, because, in principle, if a child understands that this is not accepted, he will not say it.

[P] is a sonorant sound; it appears quite late in speech; according to the norm of speech development, it is acceptable to be closer to five. If everything goes according to plan, then there is no need to worry.

– At what age should measures be taken for normal pronunciation of “l”, “r”? The boy is 1 year 10 months old.

– At 1 year and 10 months - not necessary. If he has already begun to speak so well, most likely he is generally linguistically gifted; such a child will be quite capable of pronouncing sounds. But even if something is wrong with the muscles, it’s not a big problem, I think that a speech therapist can help.

– A 4-year-old girl says “r”; her parents forbid her to say “r” since it doesn’t work. Should I be concerned about grazing at this age?

– When a child begins to distort a sound, turning not the tip of the lingual muscle, but the root, then, most likely, he really has problems pronouncing this sound. That is, the child realized that something needed to be started, but if it started, the sound most likely will not appear on its own. But, I repeat, all recommendations should be given to the child in person; you still need to look to see if the frenulum is short, or if the tip of the tongue is weak; this is the functionality of a speech therapist.

Should it be prohibited to make a sound? Maybe it is necessary. There is something in this, the wrong acoustic pattern is not fixed. Although the absence of sound is also wrong. Four years is an age that is quite suitable for making sounds. It seems to me that you just need to see a specialist, and he will answer this question for you.

– HHave you read Valery Votrin’s novel “Speech Therapist”? How do you rate this work?

– No, I haven’t read this novel, but I know that the story is told from the point of view of a speech therapist, the main characters are a speech therapist and a journalist, just like we have now. And that it is they who want to preserve the country’s language. Good message. Yes, thanks, I'll read it.

Of course, I am for the purity of the language, for the preservation of the Russian language, for people to speak beautifully and competently (pronounce sounds, among other things), I have examples of the standards of speech therapists in the arts. One of the most important films for me – This is "The King's Speech." First of all, the film itself is wonderful. Secondly, the actor plays the main role of a speech therapist absolutely professionally, I can say that the techniques shown there are very effective. I think this is a good example of popularizing our profession.

And the second – the famous film “For Family Reasons”, where the speech therapist is played by Rolan Bykov. This is a joke, a parody of the speech therapist, but it was a success, she firmly stuck to the speech therapist for many years. And I always and everywhere say: God forbid that this should happen in life, because, unfortunately, there is no professional selection of applicants, that is, many applying for a place as a student at the speech therapy department simply do not know how to pronounce sounds. Therefore, in a sense, this is a prophetic film. Of course, it’s a shame for the profession. During the times of the Soviet Union it was a joke, but now, unfortunately, it is not really a joke, there is some truth in it.

– For what reason do many absolutely healthy and developed children, with a rich passive vocabulary, start talking late? Is this a trend?

– No, this particular fact is not tendentious. There are several ways to try to explain this phenomenon, but this is only hypothetical, I emphasize this word:

1. There are so-called “hoarder children”; they are very critical of their speech. They don’t like the result, so they remain silent or speak somewhat autonomously (“in their own” language).

2. There are “children who are products of the extroverted world,” that is, they copy the world. Let me give you an example. Many parents only see their children sleeping; nannies or grandmothers tell their children that mom and dad work a lot. This plot was embodied in the production of dolls with closed eyes, and, imagine, children like to play with such dolls because it is a projection of their own world. Likewise, a child who understands everything well and is silent establishes a one-way connection similar to working with a computer, but it is impossible to talk to him.

Still, this is complacency, it shouldn’t be this way, and the rich history of human development can help us. Children should begin to try their articulatory apparatus from the age of one year. Speech delay may vary. Let's say the child spoke, the parents thought that was enough. But when such a child goes to a speech therapist during medical examination, it turns out that there is a delay, a lower level compared to his potential level of speech development.

If a child begins to speak on time, then his own imperfect product of production does not bother him, he does not care how to speak, the main thing is that there is pronunciation itself, pleasure from the very process of speaking and the joy of having brought something pleasant to adults (relatives are usually very emotional respond to the child's first words). Fortunately, such children still exist.

– The child began to speak at the age of 4. At five or six there were not many sounds. At 8 years old – problems with writing, missing letters in words. The child is inattentive and creative, and can be distracted. Is it possible to do something on your own this summer?

– It is possible and necessary. I recommend taking an extended, high-quality consultation with a speech therapist who deals specifically with writing and written speech disorders. Perhaps this is not an hour, but a two-hour consultation, where the speech therapist will explain in detail how to work with the child and offer benefits that can be used to study. Personally, I really love counseling such parents, because if the parent is motivated and asks such a question, then most likely he will follow my recommendations. Therefore, please contact us, we will be happy to help you.

– The boy is almost 5 years old, he speaks poorly, cannot form sentences, cannot pronounce “r” and “l”, and speaks in monosyllabic sentences. What are his chances?

– Five years is still a very good age to stabilize all functions, including speech. You have two active years ahead of you before school, I highly recommend organizing quality classes not only with a speech therapist, but also with a psychologist, including classes with a neuropsychologist, starting with sensorimotor correction, then including cognitive correction. I would like a psychologist to work with the child on the development of higher mental functions. As for the speech therapist, it is necessary to develop both the lexico-grammatical and phonetic-phonemic aspects; these are fundamentally different activities.

If a child has problems with breathing, with prosody, then it is necessary to connect some kind of hardware correction, for example, biofeedback, so that diaphragmatic breathing is formed and there is a long exhalation. Perhaps, if the child has problems with auditory perception, connect Tomatis. That is, include a comprehensive correction, then there will be success. An integrated approach helps any child.

Good luck to you!

Prepared by Tamara Amelina

A PUBLIC DISCUSSION OF THE DRAFT PROGRAM IS BEING HELD IN THE CITY OF ORENBURG

“FORMATION OF A COMFORTABLE URBAN ENVIRONMENT” IN PART OF IMPROVEMENT OF YARDS AND PUBLIC TERRITORIES, ORGANIZATION OF PEDESTRIAN FLOW IN TERRITORIES, INCLUDING ADJACENT TO EDUCATIONAL ORGANIZATIONS.

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Does a 5 year old child need a speech therapist?

TEST - Does your child need a speech therapist?

It is believed that before a child turns 5 years old, there is no need to contact a speech therapist.

By the age of 5, a child’s speech is largely formed. The most favorable period for speech development is the age of 2-3 years. This is when parents need to ask themselves: “Is everything okay with the child’s speech?”

This question is especially relevant if the mother had problems during pregnancy or childbirth. If the child was observed by a neurologist, then it is necessary to especially carefully monitor the development of speech.

Then the speech therapist will not turn to parents with the question: “Where were you before?”

The sooner a speech therapist detects speech disorders (if any), the easier it will be to correct everything.

Does your child need a speech therapist?

By passing the following test, you will find out whether your baby’s speech is developing normally, and is it time to go to a speech therapist?

8. In the speech of a four-year-old child, there are already compound and complex sentences, prepositions are used (by, before, instead of, after, because of, from under), conjunctions (what, where, how much). By this time, whistling sounds (S, Z, Ts) are mastered, and somewhat later hissing sounds (Ш, Ж, Ш, Шch).

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Child Development Center, Children's Club Academics - Does my child need a speech therapist?

Does my child need a speech therapist?

What does a speech therapist do?

Contrary to popular belief, a speech therapist does not only “produce” sounds. The work of a speech therapist begins with the development in children of attention, visual and auditory perception (recognition and discrimination), memory and thinking. Without this, it is impossible to establish a full-fledged educational process. The tasks of a speech therapist include expanding and enriching children’s vocabulary, developing coherent speech and teaching literacy, and correcting grammatical errors. In addition to mastering methods for correcting oral and written speech, a speech therapist is familiar with the basics of neuropathology, psychopathology, and pathology of the hearing and speech organs. Only a speech therapist can competently analyze the situation, indicate the need for special classes and give you detailed advice.

At what age is it time to show a child to a speech therapist?

The idea that a child should be brought to see a speech therapist at age five is outdated. By this age, the child’s speech has already been largely formed, since the favorable period for speech development is the age of 2–3 years. It is then that you need to ask whether everything is fine with the child’s speech. And even if the speech therapist at the clinic says that the child’s development is appropriate for his age, it is necessary to visit the speech therapy office annually to monitor the dynamics of speech formation. After all, what was the norm at three years old becomes a lag for four years. If the mother had problems during pregnancy or childbirth, and the child was seen by a neurologist, then it is necessary to especially carefully monitor the development of speech.

Methods for early (up to a year) diagnosis of severe speech disorders are now being actively developed; the system of helping children of such an early age is not yet sufficiently developed. And yet, the earlier a violation is detected, the more effective its correction will be.

The child should be taken to a speech therapist in the following cases:

if at 3-3.5 years

the child pronounces only individual words and does not construct phrases or sentences at all;

his speech completely lacks conjunctions and pronouns;

he doesn’t repeat your words,

or you do not understand his speech at all (in this case, distorted pronunciation of hissing and voiced consonants (r, l) sounds is the norm);

if at 4 years old

the child has a very poor vocabulary (normally about 2000 words),

cannot remember quatrains, does not tell his own stories at all (at the same time, the lack of coherent speech, errors in sentences, and still problems with “complex” sounds are the norm);

if at 5-6 years old

There are still problems with sound pronunciation, incl. with sonorant consonants (sounds “r” and “l”);

the child is not able to describe in his own words the plot in the picture,

makes gross mistakes when constructing sentences (in this case, mistakes are made in complex sentences, slight inconsistency in the narration).

A children's speech therapist will help:

correct pronunciation. In particular, a pediatric speech therapist will correct problems with the so-called “vibrants” - hard and soft “r” - one of the most common speech disorders that persists into adulthood. In addition, the speech therapist will see and prevent other disorders, for example, battarism (unclear pronunciation, “swallowing” of words), stuttering and others;

prepare the child for school, in particular, to master literacy and reading. The speech therapist must not only monitor the child’s general speech preparation, but also prevent, if necessary, disorders such as dyslexia (inability to read) or dysgraphia (inability to write);

Conduct classes aimed at general speech development.

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👌 Speech therapist for a 3-year-old child: is he needed?, preschoolers

I asked myself this question recently, when suddenly the realization came to me that my child was almost four years old, and he still could not pronounce all the letters. Okay, the “r” sound. He still doesn’t speak clearly, but he’s trying his best, “growling.” But “zh” and “sh” stubbornly sound like “z” and “s”. I don’t remember exactly now, but, in my opinion, the eldest daughter at that age already spoke clearly. Both my husband and I have no problems in this regard in our family; all our relatives say it correctly.

Don't worry until you're five years old?

I started thinking after a conversation with a colleague who told me that she was taking her daughter to classes with a speech therapist. She told me that in our city it is not easy to get through to this specialist - you need to register with one from the beginning of the school year, the other also has all his classes scheduled, and in the clinic they pay attention only to those who are doing very poorly. All this is no earlier than five years and an appointment with a specialist a year in advance. A colleague reassured me that supposedly I don’t have to worry until I’m five years old. But, as the doctor told her, you can go to the appointment at any age. After scouring the Internet, I found out that it is not only possible, but also necessary, that there are classes for very young children. Another thing is that working with such children requires special training for doctors. And I was so far from speech therapy problems that I didn’t even worry, confident that everything had its time.

Home activities

After the holidays, I’ll immediately run to make an appointment with a speech therapist, but for now, without delay, we started studying at home. My child began to speak on time, now he quickly memorizes poems, reasons, retells what he read, chats incessantly and expresses his thoughts well - this is fertile ground for classes. I found several exercises on the internet.

Naughty "sh"

To begin with, I read to my son the story of my beloved Dragunsky as a child, “The Enchanted Letter.” After we finished reading the story about three variants of the sound of the word “cones,” I asked my son: “But in fact, what was on the tree?” He said: “Bows and balloons!”

Tongue exercises

I chose a few that I more or less understood myself. 1. Make a cup from the tongue. 2. Blow the cotton wool off your nose, directing the air along your protruding tongue. 3. Draw a horse (“clop”).

Starting from other sounds

1. We pronounce the sound tssss for a long time, drawn out. If you hide your tongue further behind your teeth, you will get a sound similar to “sh”. So far we still have the same “s”... 2. Since my son already pronounces the letter “r” at the very least, I ask him to say it in a whisper. In this case, the letter “w” should be obtained. Must. But it doesn’t work...

No baby talk! I’m not inclined to lisp with children, but sometimes my son’s conversation is so touching that I jokingly answer him in tone. I won't do it again. Modeling, drawing, and anything that develops fine motor skills is good for us. We'll do it this weekend.

Girls, did your children have problems pronouncing sounds? Share your experience and dispel my doubts - at three years old, “zukI” and “detective” - is this an age thing or is it necessary to see a speech therapist?

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Some people mistakenly believe that consultation with a speech therapist is useless until the child is 5 years old. In fact, you can and should contact a speech therapist earlier. The child may develop an automatism of incorrect pronunciation, and then he will have to be retrained rather than taught, and this is much more difficult and will take more time.

So, the help of a speech therapist is necessary if the child:

• - 7-8 months, but he still does not respond to speech addressed to him, and also does not turn his head when you call his name.
• - 12 months, but the baby does not use 8 to 10 short words in his speech, such as “mom,” “dad,” “baba,” “yum,” “av-av.”
• - 2 years old, but he doesn’t speak at all, communicates with gestures.
• - 2.5 years, but the child does not know how to combine words into small phrases, such as “let me drink.”
• - 3 years old, but he does not accurately reproduce elementary rhythms, cannot perform normal articulatory movements (stick out his tongue when asked, for example), and has not learned to swallow saliva.
• - 3-4 years, but the baby shortens long words, distorting them beyond recognition; rearranges syllables in a word; pronounces not words, but only individual syllables; does not pronounce words completely, to the end; pronounces sounds incorrectly, confuses them; does not pause between words and phrases.
• - 5 years old, but the preschooler cannot make a simple sentence describing a picture; he is unable to establish the sequence of actions during the story (he simply lists objects); does not try to compose grammatically correct sentences in which words must be consistent (gender, number, case); does not use conjunctions or prepositions in speech.

Don't be afraid to ask for help, even if your child is under 2 years old. Early consultation with a speech therapist is an invaluable benefit for parents. The specialist will analyze the situation and identify the problem, teach mom or dad speech compensation techniques, and develop a special set of exercises.

How to organize speech therapy classes at home?

So, you have decided to start teaching your child on your own before you have the opportunity to get qualified help. Before you begin, prepare everything you might need. A large tabletop mirror so that the child can monitor the correctness of his performance of articulation gymnastics exercises. “Lotto” of various topics (zoological, biological, “Cookware”, “Furniture”, etc.). It is also good to purchase dummies of fruits, vegetables, sets of small plastic toy animals, insects, vehicles, doll dishes, etc. (or at least pictures) cut pictures from two or more parts. Until the child’s speech underdevelopment is completely compensated, your hobby should be collecting various pictures that can be useful in preparing for classes (colorful food packaging, magazines, posters, catalogs, etc.). Have a large box at home where you will put your “collection”. To develop fine motor skills, purchase or make games yourself: plasticine and other materials for modeling, construction sets, lacing, counting sticks, etc. A notebook or album for sticking pictures and planning lessons. The main difficulty for parents is the child’s reluctance to study. To overcome this, you need to interest the baby. It is important to remember that the main activity of children is play.

All classes must follow the rules of the game!

You can “go on a trip” to the Fairytale Kingdom or visit Dunno. A teddy bear or doll can also “talk” to the baby. Rarely will a child sit still and absorb knowledge.

Do not worry! Your efforts will not be in vain, and the results of your studies will definitely appear.

To achieve results you need to practice every day. The following are held daily:

• games to develop fine motor skills,
• articulation gymnastics (preferably 2 times a day),
• games to develop auditory attention or phonemic awareness,
• games for the formation of lexical and grammatical categories.

The number of games is 2-3 per day, in addition to games for the development of fine motor skills and articulatory gymnastics. Don't overtire your baby!

Don't overload with information! This may cause stuttering. Start practicing with 3-5 minutes a day, gradually increasing the time. Some classes (for example, on the formation of lexical and grammatical categories) can be carried out on the way home.

The duration of a lesson without a break should not exceed 15–20 minutes.

Later, the child’s attention will dissipate, and he will not be able to perceive any information. Some children cannot concentrate even during this time, because each child is individual. If you see that your child’s gaze is wandering, that he no longer reacts at all to your speech, no matter how hard you try and attract all the play moments familiar to you, then the lesson must be stopped or interrupted for a while.

Introduce your child to children's literature! Try to read at least a few pages to your child, look at the pictures of the text you read, describe them, ask your child questions about the text.

Use visual materials! It is difficult for children to perceive words separated from an image. For example, if you decide to learn the names of fruits with your child, show them in their natural form or use dummies and pictures.

Speak clearly while facing your child. Let him see the movements of your lips and remember them.

Don't use the word "wrong"! Support all your child’s endeavors, praise even minor successes. Don't ask him to pronounce the word correctly right away. It’s better to just repeat the sample pronunciation of this word yourself.

Don't be afraid to experiment! You can invent games yourself. It all depends on your imagination. You can adapt (simplify) complex games if the child does not perceive them in the form in which they will be offered to you.

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Our tongue lives in our mouth,
He got used to the words of his friends.
It's easy to tell him:

“water, duckling, sky, no and yes.”
But let him say: “Turtle!”
Will he tremble with fear?

Often, when assessing a child’s speech development, adults pay attention only to how correctly the children pronounce sounds, and do not rush to see a speech therapist if, in their opinion, the situation is more or less successful.

This is not entirely true. A speech therapist corrects not only pronunciation defects, but also helps expand vocabulary, develops the ability to write a story and correctly formulate a statement from a grammatical point of view.

In addition, a speech therapist can prepare a child for mastering literacy if he has any problems with speech, and for further more successful learning at school.

Only a speech therapist can competently analyze the situation, indicate the need for special classes and give you detailed advice.

There are several reasons why it is important to know whether a child’s speech is developing correctly in preschool age.

1. Speech is one of the highest mental functions of a person. Speech deficiencies can be both a consequence of problems existing in the child’s development and the cause of their occurrence. This does not mean that your child is “abnormal” or “stupid.” This means that the child has problems that need to be overcome with the help of specialists as early as possible so that they do not become an obstacle to his full development and successful learning.
2. The sooner problems are identified, the sooner work can begin to overcome them, and the more successful this work is. After all, it’s always easier to learn something correctly right away than to relearn it later. There is no need to hope that all shortcomings will correct themselves. You are responsible for the fate of your child. Don’t be afraid to contact a specialist once again - help provided in a timely manner will save your nerves and may even make your child more successful and happy.
3. Even minor deficiencies in a child’s speech development can lead to difficulties in him mastering the processes of reading and writing. As a result, your smart, talented child receives a bad grade in Russian. This danger can be prevented!
4. Therefore, a child’s speech therapy problem, whatever it may be - incorrect pronunciation of sounds, poor vocabulary, lack of coherent speech, stuttering - should be taken seriously.

to your child

You need specialist help if:

• By the age of 3-4 years, he does not hear syllables in a word; distorts the word beyond recognition; pronounces only individual syllables, cannot pronounce the entire word; shortens the word, omitting some consonants and syllables, or does not say the word to the end; pronounces the word several times in different ways.
• By the age of 5, coherent speech has not been formed. The child finds it difficult to make a sentence based on the picture, cannot establish a sequence of actions, limiting himself to listing objects, or uses individual very short sentences.
• By the age of 5-6 years, the general structure of speech is disrupted: he does not construct sentences correctly, does not agree words in gender, number and case, and incorrectly uses prepositions and conjunctions.