Rus Articles Journal

From experience with nonspeaking children of

Work with parents

Work with nonspeaking children begins

with their parents. And they differently treat such situation. One do not see a problem that the child in 2,5 years is silent … Really, many children begin to speak after 2,5 - 3. But the similar delay in itself already has to guard: means some, let minimum, but changes in development is.

Other parents, on the contrary, read

much, look for a way out, but, accurately following advice, cannot or do not want to recognize that all children have different starting opportunities, and are surprised: I do everything as it is recommended: I do not lisp, I speak full words, I read much, I put for listening of the audio cassette. And he is still silent. Such parents should explain that they award the child with excessive work. Yes, one kid will get up on legs and easily potopat itself, without assistance, and another will long go on a wall, and he should form, korrigirovat gait specially. Also and with the speech. If the parent sees that the child does not cope, he has to help him, facilitate a task. Some sincerely are surprised to council to use in communication with the child of an onomatopoeia, lepetny words ku - ku, bi - bi, Bai - Bai:“ That you, we did it when to it there was a year, now we speak only “the car, a towel“.

by

as a result of similar conversations made recommendations for parents whose children cannot long start talking.

Councils you tell

to parents
of

  1. with the child More, sounding all actions (feeding, clothing, bathing), commenting on surrounding, without being afraid of repetition of the same words, you say them accurately, patiently, kindly.
  2. Develop understanding of the speech, using simple instructions like “Dai the handle“, “Where a leg?“ Lean on the fact that to the child it is available. Repeatedly repeat already acquired.
  3. Use in the speech along with full words their simplified options: the car - bi - bi, a doll - la - la, fell - Bach.
  4. Sing
  5. to the child before going to bed. It is better not to change often repertoire.
  6. Cause desire to imitate the adult. It is possible when emotional interest and availability of words which the child pronounces during joint games (A hide-and-seek - ku - ku, the Engine are combined - that is that). It is possible to be surprised to what was seen together:“ Wow“! The first words pronounced on an emotional background can be interjections: oh, ouch, ooh. It is permissible to child to repeat only vowels: oh, and, at.
  7. tell
  8. More often, read the first children`s fairy tales, verses. Induce to doskazyvat words in process of a speech opportunity.
  9. do not overload the child television, video - and audioinformation. When reading reduce the text to clear phrases.
  10. you do not tell
  11. at the child about his lag.
  12. be not irritated with
  13. , do not hesitate of what your child does not tell. Do not show excessive alarm: at everyone the terms, the problems.
  14. without waiting for
  15. until the child starts talking. Begin to teach it to distinguish objects of the size (big - small); to correlate colors, a form (give same); quantity (one - is a lot of).
  16. you Carry out by
  17. massage of fingers of hands and palms, games like “Forty - a belobok“.

Work of the logopedist

Work with any child begins

with contact establishment. In a case with nonspeaking children it is important not to frighten off them persistent “tell“. At the beginning it is better not to demand from them speech activity. It is possible to advise to apply various games with the toy which interested the child. Like “Make games as I“ (shake a doll, take for a drive a ball, park the car in garage) cause it on bezrechevy, and subsequently - on speech imitation.

the Following stage - attraction to occupations. Work is conducted in several directions:

    of
  • development of understanding of the speech, the elementary instructions (give the handle, show a nose);
  • motivation to the speech through situations which emotionally interest the child. Here different types of a hide-and-seek (we look for a toy, part of a body, the child), examining of family photos are applied;
  • motivation to the speech through calling of an approximate reflex (What is it? That there?) . Books - folding beds, toys in the dry pool, in a box, in wrapped up paper are used. The main thing - to draw attention, to cause the emotional reaction expressed by interjections (oh, ouch, vv), to dispose to speech imitation, repetition along with lepetny usual words (la - la, an owl);
  • work on finger-type and articulation motility, breath, specification (but not statement) separate sounds of early ontogenesis, development of speech hearing and attention, formation of ability to transfer the elementary rhythms, specification and extension of the passive dictionary on the lexical subjects united by the general situation (We play; We eat; My room);
  • development of touch base (color, form, size, quantity);
  • stimulation of development of visual and acoustical attention, memory, any regulation of activity.

About an important role of the speech in any regulation of activity is told by E. M. Mastyukova in the book “Medical Pedagogics“: “At an underdevelopment of the regulating function of the speech of action of the child differ in impulsiveness, the instruction of the adult will organize his activity a little, the child is at a loss in consecutive performance of these or those intellectual operations, does not notice the mistakes, easily distracts. These features of activity connected with an underdevelopment of the regulating function of the speech considerably complicate training process“.

The the child is more senior than

, the it is more difficult to involve it in speech occupations. Even in a game situation the senior children are more sensitive to speech motives and at once turn away, avoid contact. For example, Artem N. (3 years) spoke shortly “Nea“ and utykatsya by the head in the hands put on a table. And as soon as felt that speech threat passed, again became bright and it was ready to play. In a case with Artem S. (4 years) it was necessary to show severity and persistence:“ All the same I will not release, you will not perform a task yet. Carry out, work“. And he at the slightest complexity began to cry at once.

When motivation level to speech communication becomes sufficient, work on development of the active dictionary, first of all nominative and verbal begins. At the level of lepetny and imitative words the phrase is under construction: Bibi Tpa (the car goes), lyalya an aaa (the doll sleeps). The phrase heard at Anton A. (3 years) “the uncle of an ita“ (the uncle will repair) repeated both in usual, and in children`s sounding, was transferred to other situation. The child rejoiced, learned the words, began to speak more safely.

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It is interesting that against the lepetny speech suddenly there is normally pronounced word: at Maxim L. (3 years 3 months) - the plane, at Ilya P. (3 years 3 months) - the car, at Artem S. (4 years 4 months) - hens, at Artem N. (3 years 4 months) - fell. The child goes several days and with pleasure repeats the turned-out word, itself listens attentively to new sounding, shows it to people around. Approximately in two months after that he begins to speak.

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to Acquisition of speech confidence, desire to speak is also helped by participation of the child in morning performances. Even the couple of words told on it helps the child to straighten shoulders, it has a motivation to speech occupations. Here quality of a sound pronunciation concedes to the purpose of development of courageous speech behavior, desire to act. And morning performance becomes functional training for beginners to speak.