Game exercises for the development of speech breathing. Breathing exercises and games for the formation of physiological and speech respiration in preschool children. Methodical recommendations for the development of speech breathing in children with various speech disorders
One of the most important factors that have a direct impact on how quickly children develop coherent speech skills is speech breathing.
What is speech breathing
What is our speech? This is a stream of sounds generated in the human speech apparatus with the direct participation of breathing - an air stream that occurs in the lungs. Correct speech breathing contributes to correct sound production, maintaining a normal volume level, fluency and expressiveness of the vocabulary.
The development of coherent speech is inextricably linked with the formulation of correct speech breathing, which is why a speech therapist will first of all analyze how the child breathes during a conversation, how much he breathes in and out, how he coordinates the ratio of pauses in the speech flow.
Problems in the development of speech breathing
Irrational flow of exhaled air
Parents can often witness such a picture: a baby who has just begun to speak, trying to say something, takes a breath, begins to pronounce the necessary words, but cannot finish the sentence to the end, since he lacks the volume of air drawn into his lungs.
He stops to take a breath, there is a pause, during which the child can forget what he was talking about at the beginning of the conversation. He has to remember - and the length of the pause increases.
This picture indicates the irrational consumption of air. This may also be the reason that talking child pronounces the end of the phrase in low tones, sometimes practically in a whisper.
Poor development of the respiratory system
Another example of a violation in the development of speech breathing: the respiratory apparatus of a preschooler is poorly developed, he has a weak breath and the same exhalation. In this case, he speaks softly, indistinctly and rarely completes the phrase. Or, trying to have time to say the right words while inhaling, the baby speaks quickly, often, from which intonation suffers, the arrangement of logical pauses is not observed.
The poor development of the respiratory system in preschoolers is closely related to their physical condition, the presence chronic diseases respiratory tract (sinusitis, sinusitis) and a sedentary lifestyle.
How to develop speech breathing
The development of the expiratory phase is of decisive importance for the correct formulation of speech breathing. Therefore, the main task at which the exercises for the development of speech breathing are directed is the formation of a strong and smooth exhalation in the child through the mouth.
We form the correct exhalation
The main points of correct speech breathing:
- With a short, strong breath through the nose, the adult can visually assess the expansion of the child's diaphragm.
- The exhalation is carried out smoothly, it is advisable to avoid jolts. In this case, the lips must be folded with a tube. To make it clearer for the kid, you need to show him the letter "O" by singing.
- Exhalation is accompanied by the release of air through the mouth, and not through the nose, be sure to check this moment!
- The exhalation is carried out until the very end. After each exhalation, you must pause for 2-3 seconds.
The most effective measures for training correct exhalation in preschoolers are exercises and games, which include elements of breathing exercises, as well as articulatory gymnastics.
When starting classes, you need to understand that these classes can quickly tire the child and even make him dizzy, so it is advisable to adhere to a few simple rules:
- Exercise should be done within 3-6 minutes. The number of minutes depends on the age of the children. Babies two to three years old should do the exercises for 3 minutes, no more.
- Games and exercises should be carried out in a well-ventilated area with sufficient fresh air
- Respiratory gymnastics should be done before meals.
We develop the strength and duration of exhalation
The following exercises and games will help you cope with this task:
Colored rain
Fasten on a horizontally suspended thread several multi-colored scraps of fabric, or Christmas tree rain, or serpentine ribbons. Hang the thread in front of the child's face, at a distance of 10-15 cm.
Invite him to blow on the hanging colorful ribbons. Then complicate the task by suggesting, in the process of exhaling, to move the ribbon of a certain color further than the rest.
At the same time, it is important to ensure that the baby stands up straight and blew, using one long exhale, not adding air in portions.
Games like this exercise are easy to come up with: you can blow on boats launched in a container with water or a bath, you can blow pieces of cotton wool ("snowflakes") off the table, arranging a competition to see which snowflake will fly the given distance first.
Pencils athletes
Place two pencils on the table different color... Mark the start line, on which the pencils are located, and the finish line, where the pencils should "run" during the marathon. Blowing on the pencil in turn with another player, move them towards the finish line.
Of course, the expiratory force of adults is immeasurably greater than that of a small child, so in this competition it will be better if the adult “plays along” a little with the small player, exhaling with less force. The pencil that gets to the finish line faster wins.
We train breathing using speech material
After the child has learned how to make deep, smooth exhalations, it is necessary to move on to tasks that stimulate the effective development of the actual speech breathing.
Practicing the pronunciation of vowels and syllables
To do this, together with the child, repeat the pronunciation of vowels, syllables and sound combinations many times, using one exhale:
- The rain dripped outside the window - drip, drip, drip;
- Doll Masha asks to eat - A-aaa, u-uuu;
- Teddy bear stomps after the bump - Top, top, top;
Learn short poems
The poems-quatrains of A. Barto are ideal for practicing correct speech breathing. During their recitation and memorization, it is necessary to monitor the correct coordination of inhalations - exhalations carried out by the child during the time during which he pronounces each stanza.
Exercise games that combine a complex of breathing and vocal gymnastics
Pendulum
The child is standing straight, feet shoulder-width apart, arms raised up, taken into the lock. He inhales, then tilts the body to the side and exhales says, "Bummm."
Driver
The child stands erect, legs apart, arms extended forward, fists clenched. After inhaling, the baby begins to rotate his fists around each other, and as he exhales, speak to pronounce the sound "rrrrr", imitating the sound of a starting engine.
Clapperboard
Children are on their knees with their hands at their sides. Taking a breath, they spread their hands to the sides, and then, exhaling, bring their hands together and clap their hands, while saying loudly "Clap!"
These exercises must be done 4-8 times, it is better to include them in a complex of daily physical exercises.
The speaking person considers his ability to speak completely natural, without thinking that several important systems of the human body are involved in this process at once. The respiratory system provides the formation and development of speech sounds, which are subsequently converted into words spoken by a person.
That is why parents should pay great attention to the setting of correct speech breathing in children who are just starting to speak. This will help avoid many problems with speech impairments in the future.
Teacher, specialist of the children's development center
Druzhinina Elena
Exercises and games for the development of speech breathing:
Breathing exercises
Development of differentiated breathing
1. Exercise "Divers"
Purpose. Teach children to inhale with their mouths and exhale through their nose. Development of differentiated breathing.
Children, spreading their arms to the sides, inhale through their mouths. Putting your arms around yourself and squatting ("sinking under the water"), exhale through your nose.
Methodical instructions. Each child repeats the exercises no more than two or three times.
2. The game "Who will inflate the toy better?"
Purpose. Teach children to inhale with their nose and exhale with their mouth. Development of differentiated breathing.
A speech therapist shows children how to inflate a toy: he draws in air through the nose and slowly exhales it through the mouth into the opening of the toy. Anyone who completes the task correctly can play with an inflatable toy.
Methodical instructions. The game is best done with subgroups of five to six children.
Breathing exercises
Formation of a long and smooth speech exhalation
3. "Silent Movie".
The speech therapist shows the soundless articulation of the vowel sound (combinations of two or three vowel sounds). The child is invited to sound mute articulation, make a sound on a long exhalation.
4. "Ax".
Purpose. Formation of a long and smooth speech exhalation
The child is invited to put his feet shoulder-width apart, interlock the fingers with a “lock” and lower his hands down. Raise your arms quickly - inhale, lean forward, slowly lowering your arms, say "wow!" on a long exhale.
5. "Zoo".
Purpose. Formation of a long and smooth speech exhalation
Each child plays the role of an animal. The speech therapist makes a tour of the zoo, names the animal, and the child responds by making the appropriate onomatopoeia on a long exhalation. Exhalation is controlled by the palm.
6. "Crow".
Purpose. Formation of a long and smooth speech exhalation
The child is invited to quickly raise his hands through the sides up - take a breath, slowly lower his hands - a long exhalation with the pronunciation of onomatopoeia "kar"
Breathing exercises
Formation of a directed air jet.
7. “Fat Man "
(picture-image - a boy with puffy cheeks). Inflate your cheeks and hold in the air for 15 seconds.
8. "Skinny"
Purpose: Formation of a directed air jet.
(picture-image - a thin boy with sunken cheeks). Open your mouth, close your lips, pull your cheeks inward.
9. "Snowball"
Purpose: Formation of a directed air jet.
(picture-image - falling snowflakes). Bring the lips together and slightly push forward with a tube, blow out the air, trying to direct it onto the paper (cotton) snowflake so that it falls off the palm. Do not puff out your cheeks.
10. "Pipe"
Purpose: Formation of a directed air jet.
(picture-image is a pipe). Stick out your narrow tongue forward, lightly touching the tip of your tongue to the glass bubble. Blow air onto the tip of your tongue so that the bubble whistles like a pipe.
11. "Propeller"
(picture-image is an airplane with a propeller). Purpose: Formation of a directed air jet.
Stretch the lips slightly in a smile, the child's index finger moves from side to side in front of the lips. Blow out the air forcefully so that you can hear the “propeller sound” from the air being cut by your finger.
Breathing exercises
Exercises for the development of physiological respiration
12. "Flower shop»
(We are in a flower shop. The air is filled with different aromas. The smell of some flower prevails. Look for the smell, name this flower!) Slowly, calmly inhaled deeply. How silently the air flows in through the dilated nostrils! Chest - expanded (not raised!) Shoulders - "hanging". Breathe in. Delay (looking for, found a smell). Exhalation.
13. "Competition of skiers»
Goal: development of physiological respiration
Figurines of skiers (cut out of thin cardboard) stand on the edge of the table. Children are called in pairs. Each child sits in front of the skier. The teacher warns that it is possible to advance the skier only on one exhalation; you cannot blow several times in a row. At the signal "Let's go" children blow on the figures. The rest of the children are watching whose skier will go further (slide across the table)
14. "Whose steamer buzzes better?"
Goal: development of physiological respiration
Each child is given a clean bottle. The teacher says: “Children, look how my bubble hums if I blow (drink) into it. Buzzed like a steamer. And how will Misha's steamer buzz? " The teacher calls all the children in turn, and then invites everyone to hum. It should be remembered: for the bubble to hum, the lower lip should slightly touch the edge of its neck. The air jet must be strong. Each child can only blow for a few seconds to avoid dizziness.
15. "Who can blow on the leaves longer?"
Goal: development of physiological respiration
The teacher has leaves on strings different trees... “Look, children. These leaves flew to us along with the breeze. They are so beautiful, light. Let's blow on these leaves like a breeze, like this. (Show how to blow). I wonder whose leaf will be able to spin in the wind longer than others. The teacher makes sure that the children do not puff out their cheeks, do not strain, blew on the leaves easily and calmly.
Breathing exercises
Exercises for the development of speech breathing
16. "Lumberjack"
Goal: development of speech breathing
The children are standing. Legs shoulder-width apart, hands are lowered and fingers are interlocked with a "lock". Raise your arms quickly - inhale, bend forward, slowly lowering the "heavy ax", say - wow! - on a long exhalation.
17. "Blizzard"
Spring has come. But winter doesn't want to go away. She gets angry, sends blizzards and blizzards. The blizzard is howling: oo-oo ... The wind is whistling: s-s-s-s ... The wind bends the trees: w-w-w-w ... But then the blizzard began to subside. (Repeat too, only quieter). And it was quiet.
18. "On the seashore"
Goal: development of speech breathing
Imagine yourself on the seashore ... Close your eyes ... Hear the wave running around: s-s-s .. Sand is falling: s-s-s-s ... The wind sings a song: s-s-s-s. .. And scatters the sand: s-s-s-s ...
19. "Echo"
Goal: development of speech breathing
The teacher loudly pronounces a sound on exhalation: ah-ah-ah ... And the child quietly responds: ah-ah-ah ... You can play using vowel sounds, as well as combinations: ay, ya, io ... etc. and separate words: “Hey, Olya! Ay Petya! "
20. "Bubble"
Goal: development of speech breathing
Several children stand with their heads bent down, holding hands. Then, slowly raising their heads and hands, they say: "Blow up, bubble, blow up big, stay that way, but don't burst." At the signal of the teacher: "The bubble burst!" Children slowly lower their heads and hands, pronouncing sssh ... or shhhh ... for a long time, imitating the outgoing air. Make sure that children do not puff out their cheeks when pronouncing a sound (the bubble releases air, not puffs up.)
21. The Crow
Goal: development of speech breathing
The children are sitting. The arms are lowered along the body. Raise your arms quickly through the sides - inhale, slowly lower your arms - exhale. Say "ka-a-ar!"
22. "Nice smell"
The teacher has two or three living flowers that are most familiar to children, for example, lilies of the valley, violet, lilac. Flowers can be replaced with fruits with a specific smell (orange, lemon, apple) or leaves (currants, poplar, bird cherry). The child sniffs the flower and, as he exhales, pronounces the phrase "Smells good" or "Very pleasant smell", etc.
Breathing exercises
Exercises for the development of phonation exhalation
23. "Beetles"
Equipment: object picture "beetle".
(Carried out if the child pronounces the sound "g" correctly).
The child stands, hands on the belt, the body turns left and right, pronouncing the sound "f". An adult pronounces a rhyme:
We are beetles, we are beetles, we live by the river
We fly and buzz, we observe our regime.
24. "Lever"
Purpose: to develop phonation (sound) exhalation.
(Conducted if the child correctly pronounces the sound "p").
Children compete who growls longer on one exhale.
25. "Mosquito".
Purpose: to develop phonation (sound) exhalation.
Equipment: object picture "mosquito".
(Conducted if the child pronounces the sound "z" correctly). The child stands, hands to shoulders, easily sways in place, pronouncing the sound "z". An adult pronounces a rhyme: Z-z-z - the mosquito is flying, Z-z-z - the mosquito is ringing.
26. "Moo".
Purpose: to develop phonation (sound) exhalation.
Children compete, who will "flush" longer on one exhalation. Two calm breaths and two calm breaths are made, and after the third deep breath, slowly exhaling through the nose, pronounce the sound "M-M-M".
27. "Cook porridge".
Purpose: to develop phonation (sounded) exhalation, the ability to act in a team.
Equipment: children's chairs, set in a circle. In the words:
One two Three,
Pot, boil!
("Products" alternately enter the circle - "pot") Porridge is being cooked.
(Children, pushing out their stomach and drawing air into their chest, inhale, lowering their chest and drawing in their stomach - exhale and say: "Sh-Sh-Sh").
The fire is added.
(Children say: "Sh-Sh-Sh" at an accelerated pace).
One two Three,
Pot, don't cook!
28. "Forest alphabet".
Purpose: to develop phonation (sounded) exhalation, to activate the muscles of the lips.
The character Lesovik comes to visit the children and offers "lessons in the forest alphabet". Children repeat after Lesovik the sounds and actions, "master" the forest alphabet:
"U-U-U" - an unkind person is walking, he must be driven away (stamping his feet).
"A-U-U" - the traveler got lost, he needs to be shown the way (clap his hands on his hips, as if the branches are cracking).
"Y-Y-Y" - it's time for everyone to gather in the clearing (clap their hands).
29. "Snowfall".
Equipment: "snowballs" from cotton wool.
Make small balls of cotton wool - "snowflakes", put the child on the palm and offer to "make a snowfall" - blow snowflakes from the palm.
30. "Ship".
Purpose: to develop a deeper inhalation and a longer exhalation.
Equipment: paper boat, basin with water.
Put a light paper boat into a basin of water, blow slowly and for a long time so that the boat floats. An adult pronounces a Russian folk saying:
Breeze, breeze, pull the sail!
Drive the boat to the Volga River.
1. E. Krause "Speech therapy massage and articulatory gymnastics. A practical guide"
2. Anischenkova E. S. "Articulation gymnastics for the development of speech in preschoolers"
3. "Tra-la-la for the uvula. Articulation gymnastics. For children 2-4 years old", 2003
4. Kostygina V. "Boo-Boo-Boo. Articulation gymnastics (2-4 years)" 2007
5. Pozhilenko E. A. "Articulation gymnastics: guidelines for the development of motor skills, respiration and voice in children ..." 2006
6. Almazova E. S. Speech therapy work to restore the voice in children. - M, 2005.
7. Miklyaeva NV, Polozova OA, Rodinova Yu.N. Phonetic and speech therapy rhythm at preschool educational institution. - M., 2006.
8. Non-traditional exercises for improving articulatory motor skills are published in the books "Clap-top" and "Clap-top-2". Konovalenko S. V. and Konovalenko V. V. "
We develop speech breathing in children
/ for educators and speech therapists /
Compiled by:
Malysheva Varvara Kimovna
Educator, d / s "Tuyaara"
Tattinsky district, with. Chychymakh
Republic of Sakha (Yakutia)
2013
Explanatory note …… .. ………………………………………… page 3
Games and exercises for the development of speech breathing in children 3-4 years old ... p. 5
Games and exercises for the development of speech breathing in children 4-5 years old ... p. 11
Games and exercises for the development of speech breathing in children 5-6 years old ... p. 15
Used literature …………………………………………… ... p. 17
Explanatory note
Correct speech breathing ensures sound and voice formation, good sounding of the voice.
The task of the educator, speech therapist is to help children overcome age-related deficiencies in their speech breathing, to teach correct diaphragmatic breathing.
The manual systematizes games, exercises for the development of speech breathing in children up to school age taking into account age characteristics.
These games and exercises can be used in conducting both individual and preparatory and frontal work with children.
For games and exercises for the development of speech breathing, we recommend the following:
- supervision of children in everyday life in order to study the level of development of speech breathing in children;
- correctly define tasks depending on age and speech breathing disorders;
- select games and exercises taking into account age and disabilities;
- conduct classes:
With small groups (no more than 10 children);
With subgroups (no more than 4-6 children);
Individually.
- conduct classes 2-3 times a week, in the morning (before breakfast), or in the evening after a nap;
- carry out individual work if necessary (children with whom they individual sessionsare not exempt from participation in general group work);
- there must be a clear explanation and showing by the educator;
- the duration of breathing games and exercises is limited to 1-2 minutes to avoid dizziness;
- breathing exercises are repeated 2-3 times;
- the duration of the exhalation should correspond to the age of the child (younger ones - up to 3 words per 1 exhalation, older ones - 5-6 words);
- the posture of children should be correct so that tension and fatigue do not occur;
- it is necessary to monitor the gradual complication of games and exercises;
- in order to obtain the best results, joint activities with parents are needed;
- monitor the sanitary condition of the premises where classes are held;
- to identify the development of speech breathing, you can carry out diagnostics by the method of A.I. Maksakova.
The purpose of this work is to help educators and speech therapists in their work on the formation of correct speech breathing in children. preschool age, to acquaint them with the forms of organization of this work, its methods, to give practical material.
breathing in children 3-4 years old
Game "Whose Dandelion Fly Away First?" *
Purpose. Achieve a prolonged mouth exhalation from children.
The game is played in the country, outdoors. When the children are walking in the meadow, the teacher invites them to pick a faded dandelion and blow on the flower in turn.
Game "Butterfly, fly!"
Purpose. Achieve long, continuous mouth exhalation.
Children sit on chairs. The teacher says: “Children, look at how beautiful butterflies are: blue, yellow, green! There are so many of them! They are like living! Let's see if they can fly. (Blowing on them.) Look, let's fly. Try and you blow. Who will fly next. Try and you blow. Who will fly next? " The teacher invites the children to stand one by one near each butterfly. Children blow on butterflies.
Purpose. To achieve from each child the ability to make a long, continuous, directed exhalation.
Paper birds are placed on two tables (at the very edge of the table) at a distance of at least 30 cm from each other. Four children are called, each sits down opposite the bird. At the signal “birds flew” they blow on the figures, the rest follow whose bird will fly away further.
The game "Launching boats"
Purpose. To achieve from each child the ability to pronounce the sound "f" for a long time on one exhalation or to pronounce the sound "p" ("p - p - p") many times on one exhalation.
Children sit in a large semicircle. In the center, on a small table, is a basin of water. Called children, sit on chairs, blow on boats, uttering the sound f or p.
The teacher invites the children to take a boat ride from one city to another, marking the cities with icons on the edges of the basin. For the boat to move, you need to blow on it slowly, lips folded, as for pronouncing the sound f. You can blow just by pulling your lips with a tube, but without puffing out your cheeks. At the same time, the ship moves smoothly. But then a gusty wind swoops in. "P-p-p ..." - the child blows. (When repeating the game, you need to drive the boat to a certain place.)
Game "Poultry farm" *
Purpose. Learn to pronounce 2-3 syllables on one exhalation.
The teacher shows the toys to the children and reproduces their sounds 3-4 times in a row. The toys are removed. The teacher says: “Let's go to the poultry farm. Let's go, and to meet us ... (shows the chicken) chicken. How will she say hello to us? " Children: "ko-ko-ko".
Whose Steamer Buzzes Better?
Purpose. Achieve the ability to control the air stream in the middle of the tongue.
Each child is given a clean bottle. The teacher says: “Children, listen to how my bubble hums if I blow into it. (Buzzing.) Buzzed like a steamer. And how will Misha's steamer buzz? " The teacher turns to the children in turn, and then offers to hum all together.
Game "Train"
Purpose. Achieve prolonged pronunciation of the sound "y".
First option. Children stand one after another, forming a train. The teacher places toy animals in different places near the road along which the train will go in advance. Before the train sets off, the teacher reminds that the train must give a signal, hum if there are animals on the road. Having passed them, the train stops humming.
Second option. Children sit on chairs in two rows one after the other, representing two trains. As soon as the traffic light turns green, the children give the horn, like a train before departure. If the red light is on, the children are silent.
Match by color game
purpose ... Teach children to pronounce a phrase of two or three words together.
Children are given pictures of objects of different colors. Showing the cube, the teacher says: "Whoever has pictures the same color as the cube, come here." Children go out, show their pictures, name them ("Red car", "Red ball", etc.) and add this cube. The game continues until all the children put their pictures into cubes.
Game "When does this happen?" *
Purpose. Achieve the ability to fuse, in one exhalation, pronounce a phrase of four words.
The teacher hangs pictures of the four seasons on the board. A paper pocket is attached to the bottom of each picture, in which you can put small pictures reflecting various objects of a particular season ("Children sculpt a snow woman", "Boys hang birdhouses", "Girls are collecting a bunch of flowers", etc.).
The teacher calls the children in turn, gives them one picture at a time. The child comes to the table, shows everyone his picture and answers the question posed by the teacher, for example: "When do children bathe in the river?" (Children swim in the river in summer.) After giving a complete answer, he puts the picture in the pocket of a large painting depicting the corresponding season.
Game "Locate the toy"
Purpose. Achieve the ability to fuse, on one exhalation, pronounce a phrase of five to six words.
The teacher lays out various children's toys (car, pyramid, ball, doll, etc.) on the table in one row. Calling the child, he asks: "Between what toys is the pyramid?" The child must give a complete answer: "The pyramid stands between the car and the doll." After two or three answers, the teacher swaps the toys in places. Gradually, as the game repeats, you can replace the toys with others one by one.
Game "Roll the ball to the goal" *
Purpose. Achieve the ability to direct the air stream to the target.
Children sit on chairs opposite each other. On the table is a "soccer field" with a goal and a foam ball. First, they decide who will start the game first and start playing. The player must blow on the ball in order to enter the goal. A point is awarded for each hit. The duration of the game is 1-2 minutes.
Game "Catch a dragonfly"
Purpose. Teach children to take a long, directed exhalation.
Play one at a time. Sitting on a chair, the child blows on the frog and directs it towards the dragonfly. The game is repeated 2 times.
Exercises
Blow on the toy. Blow on the floating toy, exhaling through the mouth, so that the toy moves forward. It's good if this toy is a boat.
"Look what's inside." *The child is given a tube, inside which is a small toy attached with a string. The child holds it with his hands and blows on him, then a toy rolls out of the tube. *
Inflate the toy. * The child is given a small rubber toy and is asked to inflate. You can also compete in this game.
Blowing up cotton balls. Children are sitting at the table. Each has a cotton ball. The teacher shows how to blow the ball. Then the children all blow in turn. You can also compete - who will blow next.
Blowing up paper sultans. * Children simultaneously and one by one blow on their sultan, which they hold in their hand. You need to blow as hard as possible.
Blowing up paper figures. Each child in turn blows his own figurine. It is necessary to inflate smoothly so that the figure glides and does not fall.
Blowing celluloid toy (ducks, boats and so on). Two children come up to the pelvis and stand opposite each other. First one blows, then another. The rest of the children observe and determine who blows the toy in how. It is necessary to inflate so that the toy floats as quickly as possible.
Blowing up colored spools, round pencils and othersitems, * which can roll on the plane of the table.
"The tire was punctured." * Take a light breath (feel with the palm of your hand how the tire was inflated with air) and, exhaling, show how slowly air comes out through the puncture in the tire (with the soundw ").
"Calling animals." * The teacher distributes the roles of various animals and birds between the children. Children should, having heard the name of their animal from the host, pronounce the appropriate onomatopoeia on a slow exhalation. The game is animated if the presenter tries to confuse the players: he names the animal, but looks at the child playing a completely different role.
"Trumpeter".* Children bring clenched fists to their faces, placing them in front of each other. As you exhale, slowly blow into the "pipe": "pF " ... The teacher praises those who managed to blow into the "pipe" longer.
"Leaf". * Take a small piece of paper (paper can be used) in your palm. Raise your palm to the level of your chin, let the leaflet be about 15 cm from your mouth. Blow it out with a quick, energetic exhalation through your mouth. Happened? The palm can be taken away. Do the same. You can compete.
* marked with games and exercises that are offered in the middle group.
Games and exercises for the development of speech
breathing in children 4-5 years old
Bubble game
Purpose. Achieve a clear long-term pronunciation of the isolated sound f.
Children stand in a tight circle with their heads tilted downward, imitating an inflated bubble. Then, slowly raising their heads and stepping back, they stretch the circle, saying: "Blow up, bubble, blow up big, stay like this, but don't burst." A large circle is formed. At the signal of the educator, “the air is out” or “the bubble has burst,” the children go to the center of the circle, pronouncing the sound “f” and imitating the outgoing air.
Game "Fighters" *
Purpose. To achieve from each child the ability to make a long, directed exhalation.
Two are playing. They sit opposite each other and, on command, start simultaneously blowing on the fighters.
Game "Kolobok" *
Purpose. To achieve from children the ability to make a long, purposeful exhalation.
Four are playing. On the table is a foam rubber "bun". Children should roll the bun to each other.
Exercises
Blow out the stubborn candle. * The children are holding colored candle-shaped strips of paper in their right hand. The left palm rests on the stomach to control correct speech breathing. Calmly, quietly inhale through your mouth. Feel how your stomach puffed up at the same time. Then immediately start slowly, gradually exhale - "extinguish the candle", saying "f ".
"The game is a mystery." The teacher silently articulates one or two vowel sounds, children must vocalize them. The teacher approves of those who guessed correctly, uttered a sound on a long exhalation. The guys themselves offer similar riddles in turn.
"Roll a pencil." * The teacher invites the children to squat down near the table (mouth at table level), put a round pencil in front of them and blow on it so that it rolls: "Fu-oo-oo." Repeat the exercise 3-4 times. Complicating the task is that a faceted pencil is used instead of a round pencil.
"Kick the ball into the goal." * On each table - the edge opposite from the children - two cubes (gates) are placed at a distance of 10 cm from each other.
Children blow on cotton balls - balls so as to get into the goal.
"Bug".* The children are sitting. The arms are lowered along the body. The speech therapist invites them to raise their arms to the sides and take them back a little, take a breath. Exhaling, show how long the big beetle buzzes - "g " while lowering your hands down.
"Komarik". * Children sit with their legs clasping the legs of the chair. Hands on the belt. You need to inhale, slowly turn the body to the side; on the exhale, show how the elusive mosquito rings - “h " ; quickly return to the starting position; a new breath - and a turn in the other direction.
"Ax". The children are standing. Legs shoulder-width apart, hands are lowered and fingers are interlocked with a "lock". Raise your arms quickly - inhale, bend forward, slowly lowering the "heavy ax", say - "uh ! " - on a long exhalation.
"Crow". The children are sitting. The arms are lowered along the body. Raise your arms quickly through the sides - inhale, slowly lower your arms - exhale. Say: "car "!
"Geese". The children are sitting. The bent arms are pressed to the shoulders. Take a quick breath, then slowly tilt your torso down, take your elbows back, while exhaling for a long time, say: “ha " ... Keep your head straight. Return to starting position - inhale. As you exhale, pronouncego "," gee ".
"Make a hole." * They collect water in the palms, blow like hot tea, so that a hole is formed.
"Hole".* Sitting in the bath, exhale sharply and quickly at the very surface of the water so that a "hole" (large, deep hole) forms on the surface.
Holding your breath. * Try to hold your breath after the usual inhalation for the count of "one, two, three". Ask mom, dad let them count out loud.
Crumbs on the table. * See: crumbs on the table. Blow them off!
Swing. * The child blows on the paper swing and the swing begins to swing.
Butterflies flew. * The child is given a small panel from the lid of the "doshirak". A twig is glued to the left edge of the panel, and butterflies tied to a thread hang in the middle. When the child blows on the butterflies, the butterflies "sit" on the twig. The exercise is repeated 2-3 times.
Leaves are falling. * Children are also given a small panel from the lid of the "doshirak". A twig is glued to the panel, and leaves are attached to the twig on threads. When the children blow on the twig, the leaves should fall. The exercise is repeated 2-3 times.
Find out what's behind the curtain. * A child, sitting on a chair, blows on the curtain, the curtain opens and you can see what was behind the curtain.
* marked with games and exercises that are offered in the older group.
Games and exercises for the development of speech
breathing in children 5-6 years old
Game "Steamer"
Purpose. Ensure that each child has a sustained pronunciation of the isolated sound s.
The teacher shows a picture that depicts a steamer sailing on the river; says: “Summer has come and the children went for a boat ride. Before sailing, the steamer gives the signal "yyy ...") We sailed along the river, and a boat was sailing to meet us. To avoid colliding with her, the steamer gives a signal: "yyy ..." How does the steamer give a signal? (Children say: "yyy ...") The steamer moored to the shore, and the children went for a walk into the forest.
"Let's play now." Children are divided into subgroups. Each depicts steamers. When they meet, they honk: "yyy ..."
Game "Divers"
Purpose. Develop differentiated breathing.
Children, spreading their arms to the sides, inhale through their mouths. Putting your arms around yourself and squatting ("sinking under the water"), exhale through your nose. Repeat no more than two or three times.
Game "Who will inflate the toy better?"
Purpose. Develop purposeful long breathing.
The teacher shows the children how to inflate the toy: he draws in air through the nose and slowly exhales it through the mouth into the opening of the toy. Anyone who completes the task correctly can play with an inflatable toy.
Game "Competition of frogs"
Purpose. To achieve from the child the ability to make a short, directed exhalation.
Two are playing. For example, one child has a green frog, another has a yellow one. A yellow frog jumps over green flowers, and a green one, on the contrary, over yellow flowers. The frogs should "jump" from flower to flower. You can play with points. If the frog managed to visit all the flowers - 4 points, and if only one - 1 point.
The game "Blow the balls"
Purpose. Teach children to control and regulate their exhalation, to make a short directed exhalation.
We offer children to direct their exhalation to the foam rubber balls, which we put over the dimples. If you properly regulate the exhalation, the balls roll into dimples.
The number of balls rolled into the dimples can be counted as points.
The game continues 2-3 times.
Exercises
Candles. Children are encouraged to blow on the candles so that the candles do not go out. (To avoid danger, the exercise is performed only individually).
References:
- Durova N.V. Phonematics. M., Mosaic - Synthesis, 2002
- Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the delay speech development in preschoolers. M., "Education", 1973
- Magazine " Preschool education"1978 # 7
- The journal "Preschool education" 1982 No. 10
- The magazine "Hoop" 2000 No. 5
- Family and School Magazine 1989 No. 1
- Zyazun I.A.Foundations teaching excellence... M., "Education", 1989
- Kabanov A.N., Chabovskaya A.P. Anatomy and physiology of preschool children. M., "Education", 1975
- Kartushina M. Yu. Logorhythmics for kids. M., Creative Center, 2004
- Fomicheva M.F. Raising the correct pronunciation in children. M., Voronezh, "Institute of Practical Psychology", 1997-320 p.
GUIDELINES
ON THE DEVELOPMENT OF SPEECH BREATHING IN CHILDREN
WITH VARIOUS SPEECH DISORDERS
The development of breathing is one of the first and very important stages of corrective action on children - speech pathologists, regardless of the type of their speech defect.
What is the difference between speech breathing and normal breathing? Breathing in life is involuntary. It performs the function of gas exchange in the human body. Inhalation and exhalation are made through the nose, they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause.
For speech, especially monologue, physiological breathing is usually not enough. Speaking and reading aloud require a large amount of air, a constant respiratory reserve, its economical consumption and timely renewal, regulated by the respiratory center of the brain. In the initial stage of mastering speech breathing, will and consciousness are involved, aimed at performing the necessary breathing task. Such voluntary speech breathing, achieved only through training, gradually becomes involuntary and organized.
It is imperative to breathe through the nose, the habit of breathing through the mouth has a very harmful effect on the human body, leading to diseases of the thyroid gland, tonsils, and the entire respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs well, the cavity of the middle ear, which has communication with the nasopharynx, has a beneficial effect on the blood vessels of the brain. It is imperative to breathe through the nose in everyday life and when doing breathing exercises. The role of correct nasal breathing and breathing exercises in a person's life is enormous. Respiratory gymnastics is successfully used as a valid way to treat diseases of the upper respiratory tract (runny nose, laryngitis, pharyngitis, bronchitis), bronchial asthma, neuroses. Healthy people can use breathing exercises to prevent many diseases.
In speech breathing, inhalation and exhalation are not equal, the latter is much longer than inhalation. The breathing sequence is different. After a short breath, there is a pause to strengthen the abdominal press, and then a long sound exhalation.
Since the sounds of speech are formed during exhalation, its organization is of paramount importance for the formulation of speech breathing and voice, for their development and improvement. Therefore, the ultimate goal of speech diaphragmatic-costal breathing training is to train a long expiration, to train the ability to rationally spend the air supply during speech.
To do this, it is necessary to train the muscles involved in the respiratory process and holding the chest in an expanded state, not to relax passively immediately after exhalation. Relaxation should occur gradually as needed, obeying our will. To develop this type of breathing, below will be given training exercises for the development and strengthening of the diaphragm, abdominal and intercostal muscles.
THE MAIN PURPOSE OF THE LESSONS is the formation of correct speech breathing.
It is recommended to work on breathing in three stages:
I. Setting the diaphragmatic - costal type of breathing and the formation of prolonged oral exhalation.
II. Differentiation of oral and nasal exhalation.
III. Formation of speech breathing.
RULES FOR CARRYING OUT WORK ON THE FORMATION OF SPEECH BREATHING.
1. The formation of speech breathing is carried out throughout the entire work with the child.
2. Exercise only in a ventilated area, before meals, 3 times a day for 5 - 8 minutes.
3. At the beginning of the training, one exercise is mastered, on each next day one more is added.
4. Do not overwork the child, that is, strictly dose the amount and pace of exercises. If you feel unwell, it is better to postpone the session.
5. Don't inhale too much.
6. 6. Make sure that the child does not strain his shoulders and neck.
7. The child should feel the movements of the diaphragm, intercostal muscles, muscles of the lower abdomen.
8. Movements must be done smoothly, under the count, slowly.
9. The transition from this stage of work to another is carried out if the child correctly, accurately performs all the exercises of this stage.
10. Each oral exhalation is controlled by the movement of cotton wool, placed on the palm, or a sheet of paper brought to the child's mouth so that the exhaled air stream does not dissipate, but strictly falls on him, or the mirror fogs up at the moment of exhalation. In order to increase the emotional background of the lesson, the cotton wool is painted in a bright color.
I. Setting the diaphragmatic - costal type of breathing and the formation of prolonged oral expiration.
At the beginning of training, it is necessary to determine the type of physiological breathing of the child by placing your palm on the side surface above his waist. If the child has upper-clavicular or thoracic breathing, an attempt should be made to induce lower-rib (diaphragmatic - rib) breathing in imitation.
Exercises:
- Place the baby's hand on your side and check his breathing with your palm. The child, sensing the movement of the ribs of an adult when inhaling and imitating him, switches to lower rib breathing.
- The child is taught to inhale a "full belly" of air, and then slowly and slowly exhale (3 - 15 times in a row 3 times a day)
Then there is breathing exercisesdeveloped by A.N. Strelnikova.
The purpose of these exercises is to increase the volume of inspiration and diaphragmatic expiration.
Each movement corresponds to a specific phase of breathing. So, breaths are taken with movements that compress the chest. The inhalation should be as active as possible, the exhalation should be passive. The child takes a noisy short breath with his nose with slightly closed lips. Exhale freely through the mouth.
All exercises are rhythmic. Each of them is performed 8 times, after
A 3 - 5 second break is recommended to move on to the next one. The total duration of the gymnastics is 5 - 6 minutes. At the beginning of training, one exercise is mastered. On each subsequent day, one more is added.
The whole complex consists of 11 exercises.
1. "Palms"
I.p .: suck straight, raise your palms to face level, lower your elbows. Take a short, noisy, active breath with your nose and clench your fists at the same time. Exhale smoothly, freely, through the nose or mouth, unclench your fingers, relax your hands.
2. "Belt"
I.p .: stand up straight, clench your fists, press them to your belt. At the moment of a short noisy breath with your nose, push your fists to the floor with force, as if throwing something off your hands. During the push, unclench your fists, spread your fingers. On exhalation, return to the starting position.
3. "Bow"
I.p .: stand up straight, hands down. Lean forward slightly, round your back, lower your head and arms. Take a short noisy breath at the end of the bow. Then smoothly, freely exhaling through the nose or mouth, return to the starting position.
4. "Cat"
I.p .: stand up straight, hands at waist level, elbows slightly bent. Do light, springy squats, turning your torso to the right and then to the left. When turning with a simultaneous short noisy breath, make a dumping movement to the side with your hands. On exhalation, return to the starting position.
5. "Hug your shoulders"
I.p .: stand up straight, bend your arms at the elbows at shoulder level, with your hands towards each other. At the moment of a short noisy breath with your nose, hug yourself by the shoulders
(hands should move in parallel). On exhalation, return to the starting position.
6. "Big pendulum"
I.p .: stand up straight, hands down. Lean forward slightly, lower your hands to your knees - a noisy breath. Immediately lean back a little, slightly bending in the lower back, hugging yourself by the shoulders - another breath. Exhalation passive between two breaths - movements. Return to starting position.
7. "Turns of the head"
I.p .: stand up straight, hands down. Turn your head to the right, take a short noisy breath. Without stopping, turn your head to the left, take a short breath again. The breath is passive between two breaths.
8. "Ears"
I.p .: stand up straight, look in front of you. Tilt your head slightly to the right shoulder - a short noisy breath through your nose. Then tilt your head to the left - also inhale. Exhale passively between two breaths, do inclinations without interruption.
9. "Small pendulum"
I.p .: stand up straight, hands down. Lower your head down, look at the floor - inhale. Tilt your head up, look at the ceiling - also inhale. Exhalation passive between breaths, movements are done without stopping. Do not strain your neck.
10. "Rolls"
I.p .: right leg in front, left - one step behind. Body weight - on both legs. Transfer the weight of the body to the front right leg. Sit slightly on it - inhale. Straighten up, transfer the weight of the body to the left leg behind. Slightly sit on it - inhale. Passive exhalation between breaths. The exercise is performed 8 times without stopping. Change legs.
11. "Dance steps"
I.p .: stand up straight, hands are lowered along the body. Raise the right leg bent at the knees to the level of the abdomen, squatting slightly on the left leg - inhale. Return to starting position - passive free exhalation. Then sit down on your right leg, raising your left leg - inhale. Exhale freely after each inhalation.
Next, they begin to form a prolonged oral expiration.
The following exercises are performed:
1. Teaching directional mouth blowing: the child is asked to hold his nose, puff out his cheeks and slap them. You can bring a cotton swab or mirror to your mouth for visual control.
2. Teaching oral exhalation using the “spitting” technique: the child is asked to silently “spit out” the tip of the tongue sandwiched between the teeth (the tongue should be pushed forward, a crumb crumb can be put on the tip of the tongue.0) Tactile control is carried out with the back of the hand, brought to the mouth. With a gradual slowing down of spitting, a slight blow is obtained, which is then fixed.
3. When learning the types of inhalation and exhalation, the child's attention is drawn to the position of the organs of articulation: during oral exhalation, the tip of the tongue should be held against the lower incisors, the mouth should be opened as during yawning. In this case, the root of the tongue must be omitted. If moving the tip of the tongue to the lower incisors does not sufficiently lower the root of the tongue, you can temporarily protrude the tongue between the teeth.
II. Differentiation of oral and nasal exhalation.
With the appearance of correct, calm breathing with a closed mouth, it is possible to proceed to the differentiation of oral and nasal breathing.
Purpose of these exercises: The child should learn to feel the difference in the direction of the air stream.
To work on breathing at this stage, three sets of exercises have been created:
1. Formation of smooth exhalation through the nose or mouth and their alternations.
- open your mouth wide and breathe calmly through your nose.
- close one nostril with the middle finger - inhale. Exhale smoothly through the nostril. Alternately close the left and right nostril.
- inhale through slightly closed lips, exhale smoothly through the nose.
- inhale with a wide open mouth, exhale smoothly through the nose (do not close your mouth)
- inhale through the nose, exhale smoothly through the mouth (mouth wide open, tongue on the lower teeth - how hands warm)
- inhale through the nose, exhale smoothly through loosely closed lips
- inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.
2. Formation of jerky exhalations through the nose or mouth and their alternations.
- inhale through the nose, exhale through the nose in jerks
- inhale through the nose, exhale through loosely closed lips in a jerky, intermittent manner, making short intervals
- mouth wide open, stick out your tongue, inhale and exhale with your mouth jerky, intermittently (like a dog breathes)
- inhalation with a wide open mouth, jerky exhalation through the nose (do not close the mouth)
- inhalation through the nose, jerky exhalation through the corners of the mouth, first through the right, then through the left.
3. Formation of the ability to combine smooth and jerky exhalation.
- inhalation through the nose, extended exhalation with reinforcement at the end
- inhalation through the nose, jerky exhalation, at the end turning into a smooth exhalation
- lips are extended forward with a tube. Inhale through the nose, jerky exhalation through the mouth, at the end turning into a smooth exhalation
- inhalation through slightly closed lips, extended exhalation through the nose with intensification at the end
- inhalation through slightly closed lips, jerky exhalation also through the mouth, at the end turning into a smooth exhalation
- lips in a smile. Inhale through the nose, extended exhalation through the mouth
- lips in a smile. Inhale through the nose, jerky exhalation through the mouth, at the end turning into a smooth exhalation.
Each exercise is performed 8 times, after a 3-5 second break it is recommended to move on to the next one. The total duration of gymnastics is 5 - 6 minutes.
III. Formation of speech breathing.
Work at this stage is carried out sequentially. First, the exhalation is distributed during speech, and then the air is drawn in.
The distribution of exhalation consists in mastering the ability to consciously divide the volume of exhaled air into uniform segments. Special exercises are performed using syllables. For this, the method of building them is used. They must be composed with one of the consonants, first with the same, and then with different vowels. Syllables are pronounced loudly, abruptly, evenly, in one breath. Their number is gradually increasing. Then the skills of pronouncing syllables on one exhalation are transferred to words, phrases and sentences. The lengthening of the chain by one syllable or word depends on the severity of the child's speech defect. All exercises must be performed 3 times a day for 5 to 8 minutes.
Exercise types:
- having taken a full breath, while exhaling, pronounce the phrases:
Pa, dad, dad, dad.
Ma, mom, mom, mom, mom.
Va, vava, vavava, vavavava.
Syllables should first be pronounced equally, rhythmically, abruptly. Then emphasize the first syllable, sequentially moving it to the second, third.
- after taking a full breath, count as you exhale. Counting can be direct (one, two, three, four), reverse (five, four, three, two, one).
- by analogy with exercise 2, list the days of the week, names of months, seasons.
Air intake is necessary so that the child quickly, energetically, and most importantly, imperceptibly for the listeners, replenishes the air supply in each convenient pause. The exercises are first recommended to be carried out using children's counters. Then the selection is fixed on the material of the poems. When practicing speech breathing on the material of tongue twisters and poetic texts, you first need to memorize them, only then you can proceed to training. It is necessary to inhale a new portion of air after each line, while maintaining the coherence of the text. For self-control, the child's palm should lie on the chest, feeling its rise when inhaling.
Pronounce the counting line at a moderate pace, evenly distributing the exhalation into portions of three words.
Like on a hill, on a hill (inhale)
There are thirty-three Yegorkas (inhalation)
One Yegorka, two Yegorka (inhale)
Three Egorka, four Egorka (inhale)
- Reading poems.
Among the white doves (inhale)
A sparrow flies (inhale)
Respond, don't be shy (inhale)
Fly out, sparrow!
Building up words in a sentence.
Snow falls.
Snow is falling quietly.
White snow falls quietly.
Rational use of oral exhalation contributes to the brightness, clarity and intelligibility of speech, the development of melodic and sonorous voice.
Junior group.
Exercise number 1. "Calling animals".
The speech therapist distributes the roles of various animals and birds between children. Children should, having heard the name of their animal from the leader, pronounce the appropriate onomatopoeia on a slow exhalation. The game is animated if the presenter tries to confuse the players: he names the animal, but looks at the child playing a completely different role. Attention is directed to the duration and clarity of consonant and vowel sounds.
Exercise number 2. "Trumpeter".
Children bring clenched fists to their faces, placing them in front of each other. As you exhale, slowly blow into the “pipe”. The speech therapist praises those who managed to blow into the “pipe” the longest.
Exercise number 3. "Ax".
The children are standing. Feet shoulder-width apart, arms lowered, and fingers are interlocked with a "lock". Raise your arms quickly - inhale, lean forward, slowly lowering the “heavy ax”, say - wow! - on a long exhalation.
Exercise number 4. "Crow".
The children are sitting. The arms are lowered along the body. Raise your arms quickly through the sides - inhale, slowly lower your arms - exhale. Say: Kar!
Exercise number 5. "Geese".
The children are sitting. The bent arms are pressed to the shoulders. Take a quick breath, then slowly tilt your torso down, take your elbows back, on a long exhale pronounce: ha. Keep your head straight. Return to starting position - inhale. As you exhale, pronounce go, gee.
A complex of breathing exercises.
Middle group.
Exercise number 1. "Play tummy."
Purpose: the formation of diaphragmatic breathing.
In the supine position, children put their hands on their stomach, inhale deeply - while the tummy is inflated, then exhale - the tummy is pulled in. To make the exercise even more interesting, you can put a small toy on your stomach. When the child dies, the toy will rise up with the belly, and on exhalation, on the contrary, will go down - as if it is swinging on a swing. Second option. In a standing position, children take a deep breath without raising their shoulders, and then exhale, controlling the movements of the abdomen with their hands.
Exercise number 2. “Recognize by smell”.
Purpose: developing a deep, long breath, developing the sense of smell.
Children take turns sniffing, for example, flowers, trying to remember their smell. An adult asks the child to close his eyes and brings him one of the flowers, offering to determine by the smell which flower is in front of him. The child should take a deep, long inhalation through his nose, without raising his shoulders, and then exhale and name the guessed flower. In order for the child to take a deep diaphragmatic breath, the adult himself first shows how to smell the flower. And then, holding the flower in front of the baby's face, the teacher asks the child to put both hands on his stomach and thus control his breathing.
Exercise number 3. "We will teach the nose and mouth to breathe."
Purpose: differentiation of inhalation and exhalation through the nose and mouth, development of attention.
The child learns to control his inhalation and exhalation, exercising them in different ways. First, the child inhales through the nose and exhales through the nose (2-4 times), pointing with the index finger to the nose; and, inhaling through the mouth, brings the palm to the mouth, but does not touch, but only tactilely controls the air stream coming out of the mouth. Second option. Exercises are carried out in a similar way: inhalation through the mouth - exhale through the mouth (the palm is brought to the mouth) and inhalation through the mouth - exhale through the nose (when inhaling, the child opens his mouth, and when exhaling, closes and points at the nose with his index finger).
Exercise number 4. "Drive the ball into the goal."
Purpose: the development of a long, strong, purposeful exhalation, the development of the eye. An adult shows the children how to blow on the “ball” in order to drive it into the toy gate. Children take turns doing a play exercise. The winner is the one who managed to send the “ball” into the goal with one exhalation.
Exercise number 5. "Let's go."
Purpose: the development of a long, smooth oral exhalation.
An adult demonstrates to children how to blow a bubble to make it hum. To do this, the lower lip should slightly touch the edge of the neck, and the blown out air jet - "breeze" should be strong enough. Then, in turn, the children themselves blow into their bubbles, achieving a buzzing sound. At the end of the exercise, all children blow at the same time. When playing around the exercise, you can offer the kids several options, when the buzz can mean the signal of a steamer, steam locomotive or howling the wind. You can use the bubble as a musical instrument, making it hum at the teacher's signal while performing specially selected music.
A complex of breathing exercises.
Senior group.
Exercise number 1. “We breathe in different ways”.
Starting position - sitting on a chair straight or standing:
1. Inhale and exhale through the nose (inhale fast, not very deep, exhale for a long time).
2. Inhale through the nose, exhale through the mouth.
3. Inhale through the mouth, exhale through the nose.
4. Inhale and exhale through one half of the nose, exhale through the other (alternately).
5. Inhale through one half of the nose, exhale through the other (alternately).
6. Inhale through the nose, delayed exhalation through the nose with intensification at the end.
7. Inhale through the nose, exhale through loose lips.
8. Inhale through the nose, exhale through the nose in jerks.
Exercise number 2. "Candle".
Exhale slowly while blowing on an imaginary or real candle flame. Focus on the stomach. Blow slowly on the “flame”. It deflects, try to keep the flame in a deflected position during exhalation.
Instead of a candle, you can take a strip of paper 2-3 cm wide and 10 cm long.Place your left palm between your chest and stomach, take a strip of paper in your right, using it as a candle, and blow on it calmly, slowly and evenly. The paper will deflect, if the exhalation is even, then it will be in a deflected position until the end of the exhalation. Pay attention to the movement of the diaphragm - the left palm "slowly sinks" during exhalation. Repeat 2-3 times.
Exercise number 3. "Stubborn candle".
Intensive strong exhalation training. Imagine a candle of a large size, you understand that it will be difficult for you to extinguish it, but it must be done. Inhale, hold your breath for a second and blow on the candle, the flame deflected, but did not go out. Blow even harder, harder. Still!
Do you feel the movement of the diaphragm with the palm of your hand? Do you feel how your lower abdomen tightened? This exercise makes it possible to feel the active movements of the diaphragm and abdominal muscles. Repeat 2-3 times.
Exercise No. 4. "Will extinguish 3,4,5,6, ... 10 candles."
On one exhalation, “extinguish” 3 candles, dividing your exhalation into three portions. Now imagine you have 5 candles. Don't try to breathe in as much air as possible. Let the volume remain the same, just each portion of the exhaled air will become smaller. Static and dynamic breathing exercises train the abdominal and diaphragm muscles. These exercises can be used in combination with morning exercises.
Exercise number 5. "Belly dance".
Tilt your upper body forward at a 45-degree angle, and place your hands on your lower back with your thumbs forward. Look in front of you, back straight, shoulders out. Execution - simultaneously with exhalation, the stomach is pulled in to p-fff, then an inhalation occurs reflexively, the stomach moves forward. Repeat 3-5 times.
Training exercises for the development of the intercostal respiratory muscles. Recall that the filling of the middle part of the lungs with air depends on how the intercostal respiratory muscles are developed.
A complex of breathing exercises.
Preparatory group.
Exercise number 1. "Fragrant rose".
Starting position - standing, focus on the ribs. Place your palms on the ribs on either side chest... Execution - Imagine that you are smelling a scented rose. Inhale slowly through the nose - notice how the ribs of the ribcage have moved apart. You felt it with your palms, and now exhale the ribs dropped and the palms too. At the same time, the abdomen and shoulders remain motionless. Remember that all attention is only on the ribs, as you want to train the intercostal muscles. Inhales should be shallow but full. Repeat 3-4 times.
Exercise number 2. "Exhale - inhale."
Starting position - standing or sitting on a chair. Execution - after an energetic exhalation on p-fff ... raise your hands, bring them behind your head and lean back, inhaling, then, leaning forward, reach the floor and mentally count to 15 - this is inhalation.
Exercise number 3. “Singing sounds”.
Table. And, uh, uh, oh, u, s, e, me, e, u. Recite this table several times, each time on one exhalation, first in front of a mirror and silently, then in a whisper, then aloud without a mirror, but do not press the strength of your voice.
Exercise number 4. "Bird".
The starting position is standing, feet together, arms along the body. At the expense of once raising your arms through the sides up - inhale, hold your breath for one count, then slowly lower your hands through the sides - exhale in a drawn-out p-f-f-f, - ssss. Repetition 2 times.
Exercise number 5. "Cheerful steps".
Walking around the room or on fresh air... We inhale one step, hold one count, exhale 4 steps. Every 2-3 days, increase the duration of the exhalation by 1 count. To learn how to exhale in 10-15 steps in 1 month.
The article presents exercises for speech breathing, diction exercises, exercises for voice development. This didactic material will help to form correct speech breathing and excellent diction in children of primary school age, school age, adolescents and adults.
Dictation exercises
1. Speak the following sound combinations:
tadita - taditya
tadito - tadicho
taditu - tadityu
taditi - taditi
tadite - tadite datida - datida
datido - datido
datidu - datidu
datida - datidi
datide - datide
Rla - Rlya - Rlyo - Rlo - Rlu - Rlu - Rle - Rle - Rly - Rli
Mfa - mfy - mfo - mfi - mfu - mfu - mfe - mfu - mfi - mfi
Drda - drdya, drdo - drdyo, drdu - drdyu, drde - drde, drdy - drdy
Vzva - vzra - fstra - vstka - fksta
2. Say tongue twisters:
Arboretum rhododendrons.
In our courtyard - a courtyard, the weather is sluggish.
Thirty-three ships maneuvered - maneuvered, but not fishing.
Queen Clara punished Karl severely for stealing the coral.
I reported, but I didn’t report it, I did it, but I did it.
Osip is hoarse, Arkhip Osip.
The heron was withering, the heron was drying up, the heron was dead.
The Intendant incident.
Precedent with a challenger.
Konstantin stated.
Two rivers: Vazuza with Gzhatya, Vazuza with Gzhatya.
Mom Romashe gave her yogurt serum.
Thaler plate is worth it.
I praise the halva.
The king is an eagle.
Libretto "rigoletto".
The weaver weaves fabrics on Tanya's shawls.
And I have no time for sickness.
The water carrier was carrying water from the water supply.
The bull is stupid, the bull is stupid, the bull's white lip was stupid.
Deftly maneuvering in laryngology, the laryngologist healer easily cured laryngitis.
Bombardier bombarded Brandenburg.
Jasper in suede is suede.
Near the stake of the bell, near the gate of the bell.
All tongue twisters cannot be overturned, not overspoken.
3. Say the words below in a whisper, but clearly and clearly, so that they can be heard by a person sitting not far from you in the same room:
corrupt practices,
rampage
conditioned,
transported,
perched,
reign
needy
catastrophic,
Helsingfors,
artillery.
Say the same words a little louder, but so clearly and clearly that the person sitting in the other room can hear them.
Breathing exercises
I want to inform you about the most amazing, most amazing, most wonderful, most wonderful, most beautiful, most amazing, rarest, most unusual, most incredible, most unexpected, greatest, most insignificant, most ordinary, most brilliant, most magnificent and the most enviable thing ...
2. Try to read a tongue twister for one exhalation:
Like on a hill on a hillock, twenty-two Yegorkas lived, one Yegorka, two Yegorkas, three Yegorkas, four Yegorkas ... and so on until 22 Yegoroks.
How many "Egoroks" fit for one exhalation?
3. "Flower shop".
The starting position is standing. For control, place your left hand on your stomach, and your right hand on your ribs. Exhale (p-ff). In this case, the stomach will be drawn in. Execution: while inhaling, imagine that you are smelling a flower. At the same time, the abdomen moves forward, the ribs expand, secure the inhalation with a push of the abdomen, tighten the lower abdomen (cough or urge to cough). After that, start exhaling slowly and smoothly on p-fff, while the stomach is gradually drawn in, the ribs go down, inhale is short, exhale is long. Repeat the exercises two to three times.
4. "Candle" (even intense exhalation).
Take a narrow strip of paper (2-3 cm wide, 7-10 cm long) and, pretending that it is a candle, blow on it. It deviates from you - it is the "flame" that has deviated. Such a candle allows you to visually monitor the evenness of the exhaled air stream; exhale evenly - the piece of paper is in one position - deviating (put the "flame" of the candle and hold it in this position). Pay attention to slight tension in the diaphragm and intercostal muscles. A strong "breathing belt" keeps the exhaled air stream even.
5. Read the text, adding breath only at the end of each poetic line:
In the infinity of striving, the infinity of achievement / inhalation - addition /,
Anyone who loves the morning of May should always wait for Spring / breath - good /.
In every fleeting moment, luminosity is suggestion / inhalation - additional /,
From grains of sand, golden dreams are created / exhale on pause /.
Instantly in the sky star-shaped snowflakes twist / inhale - add /,
They fall to the Earth with the wind, and lie like a white layer / inhale - add /,
But snowflakes cherish a dream, then - flower fluffs / breath - add /,
Delicate, fresh dandelion with moist Spring / pause / exhale.
K. Balmont
Voice training exercises
1. "Painter".
Imagine painting a window frame, accompanying the movement of your hand (vertical movement) with the words "up and down and up and down and up and down ..."
The hand should be free, movements are light, soft. At first, small strokes only with a hand. She is followed by words - just as short.
The movements become more confident, wider (from the elbow) and the words become larger, and the voice rises higher and higher, along with the movement of the hand. The next wave - from the shoulder, the voice rises even higher and falls even lower.
Imagine walking up the stairs. Count floors by raising your voice (from 1 to 10):
and the third floor, etc.
and second floor
and first floor
Imagine that there are lessons. You are standing in the corridor and, not wanting to disturb the teachers, you must call the student standing by the window at the other end of the room. Let's say his name is Seryozha. And now the break has begun, you are not afraid of interfering, and you call louder.
Golovina Anastasia Ivanovna,
teacher speech therapist,
MBOU Tesinskaya secondary school number 10