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We develop the speech of children of one year of

As a rule, in one and a half years many children begin to talk actively. Their speech consists either of separate words or of absolutely simple sentences consisting of two - three words. Most often, these words are still incorrectly agreed among themselves. The kid pronounces not all sounds and words correctly. Task of parents: to expand dictionary reserved the kid, to teach him correctly to utter words, it is correct to build phrases.

What for this purpose can be made?

one interesting and simple game Is. You speak to the kid “tell “mother“ (he, for certain, can pronounce this word) and you wait until he tells. If he did not understand what he has to make, you turn to the father or to the grandmother and say the same phrase. The father, naturally, does that you asked him, that is, tells the word “mother“. Then you address to the child with the same request again. He, most likely, will tell, what you ask. Then you once again ask it to tell the same word or any other of its active dictionary. If he nevertheless did not understand, begin all over again after a while or the next day. As a result the kid will understand that you want from him, and will begin to repeat the floor which you ask.

At first you ask it to pronounce only those words which he can freely tell. Let will get used to this game and easily blurts out a proper word. After that begin to enter by one new word (for one game or several times same). At first several familiar words, only then new. And the word it is necessary to pick up it what to the kid will be simple to be said, similar to those which he knows or consisting of the same sounds, which within its powers. So you will be able gradually to expand the active dictionary of the kid.

When the kid pronounces words, watch that it did not confuse an order of syllables in the word, pronounced the “present“ words, but not facilitated or changed options. It very lovely sounds, but the kid can slow down for a long time in development of the speech if you do not correct it or will be touched to the wrong words. Each incorrectly pronounced word needs to be corrected: just say it correctly and ask to repeat.

simultaneous development of oral and written language, that is simultaneous training in speaking and reading Very well affects development of the speech. When the child sees the word, he sees of what warehouses it consists, it is easier for it to understand the mistake. He will begin to read words on warehouses even those words which he did not say earlier (especially if it is familiar warehouses which he saw in words familiar to it).

When the kid will begin to tell

offers, surely correct it if he not correctly says the terminations of words or incorrectly has words in the offer. Only it is not necessary to say that it does something incorrectly. Just say the same phrase correctly and ask it to repeat.

besides, you teach the kid to understand your speech, that is expand his passive dictionary. You teach it to understand your instructions, requests, questions. If the kid does not understand something, then explain to him signs, show that you want from it to achieve or ask the senior child or other family member to satisfy your request in the presence of the kid. The child can already understand and satisfy your such requests as “give“, “bring“, “carry“, “put“, “show“, “go“, “depart“, “approach“, “find“, “sit down“, “lay down“, you “eat“, “drink“, “close“, “open“ also many others.

to the Kid it is possible for

and it is necessary to ask different questions in spite of the fact that not from them he can answer everything (words or display). All the same, it stirs up its cogitative activity. It can be such questions: “Where?“ (this or that subject or the person where the kid was where he took etc.), “Where?“ (where to put where we will go etc.), “What Is It?“, “Who is it?“ and other questions. It is very useful for development of the speech of kids - phone conversations when it is impossible just to show signs (though children try to do it at a phone conversation). It is necessary to warn the grandmother or still someone from relatives that they will be “called“ by the kid. Let they will ask it who it calls that it does as he feels and so on. Simple questions which the kid will be able to answer with those simple words which he owns. The more often the child will speak by phone, the better.

Expand with

the number of names and concepts which are known by the kid. Show and call to it all objects in the house, you watch books with pictures and albums (about it is more detailed in lectures on reading and about encyclopedic knowledge). Give the generalized names of objects - furniture, ware, clothes, figures and other. And concrete names of each subject. Together with it display cards with the image of different objects of groups. Do it, leading themselves and answering them, display cards. After a while the kid will want to join your game. And it is not important that it will begin to display correctly cards not at once, encourage any its activity.

Acquaint the child with concepts:“ such“, “same“, “not such“, “identical“, “different“. You teach it to be guided in space, show and tell what is “top“, “bottom“, “right“, “left“, “middle“, “inside“, “outside“, near“, „ far “ it is close“, “highly“, “low“, “closer“, “further“ and so on. Of course, the kid will understand all this not at once. But it is not important. Do not check it, just more and more all this show time and call by the own words. Sooner or later he will begin to understand it.

Read to the kid as much as possible books with children`s verses, poteshka, short fairy tales. If the kid cannot listen up to the end to everything that is written on the page, and hurries you to turn it, do not fight against it, pictures are still more interesting to it. In this case, read only one - two lines on each page and at once overturn it to keep interest of the kid in communication with the book. Or just show and call one - two pictures on the page. You can combine all three ways of reading at different times: all text, part of the text, only pictures. You can sometimes ask the kid most to show you pictures familiar to it or if it can, try to call that there is drawn. But if the kid is silent, do not insist, call the picture.

When the kid began to learn pictures in books, begin to tell about what is done by this or that character in more detail: “the hare runs“, “the boy eats“ and so on. Pay attention not only to actions, but also to emotions which are experienced by the character:“ smiles“, “cries“, “is surprised“ and so on. Tell the kid about what surrounds this or that character that for objects at it in hands or near it. In a word, from simple naming of the character you pass to more detailed discussion of pictures each time. Encourage the kid to repetition of the words pronounced by you, to display of pictures at your request.

Gradually, from simple examining of books it is necessary to pass to the real reading. Kids most of all like to listen to verses. They quickly remember short verses. It is not necessary to ask the child to tell you them by request only at all. It, as a rule, beats off any hunting. The kid himself will “help“ you when you reads to him, pronouncing the last word in a line (for this purpose, before the last word make a small pause). After a while he will be able to say a half of a line or all next line.

Sing

to the kid of a song. As a rule, small children like to listen to them and soon begin to sing along (at first only motive, then and words).