Consultation for parents “Norms for the appearance of speech sounds in a child”

Why do sounds appear at different ages?

The development of a child’s speech requires the active inclusion of a huge number of different processes: the development of hearing and vision, memory, thinking, attention, training the muscles of the tongue and lips. Try pronouncing the sounds [a] and [r] and compare how much more control and skill the second sound requires, while the first is pronounced without complex movements of the tongue and lips. It is not surprising that the sound [r] can appear in a child several years after the appearance of speech, because it takes a lot of practice for the child to understand how to pronounce and use such a complex unit of speech.

Unfortunately, to produce complex sounds, some children may require the help of a specialist: anatomical features, unclear speech of the parents themselves, and other features of the child’s environment and development can lead to the fact that children need a special exercise program and supervision from a speech therapist and doctors.

The question arises, how to recognize whether a child needs a speech therapist to correct sound pronunciation or whether he just needs to read more and learn poetry? To do this, parents need to understand and analyze four things:

• General stages of development of sound pronunciation in children. For example, the sound [c] most likely will not appear before the sound [t], children under three years old can be forgiven for softening their consonants, and the sound [r] can only be formed by the age of five or six.
• Environment. When a child learns, he takes the speech of the people around him as a basis, so if dad “swallows” the endings of words, mom lisps, grandma burrs, and grandpa has a lisp, the child has every chance to collect a full bouquet of sound pronunciation disorders. It should also be remembered that babies born into bilingual families tend to mix the sounds of different languages.
• Health and anatomical features of the child. Birth injuries, hearing impairment, malocclusion, unusual structure of the palate, as well as general susceptibility to disease can become a serious obstacle to the development of speech and are often insurmountable without the support of specialists.
• Features of education. Children whose parents do not pay enough attention to their speech may get used to pronouncing sounds incorrectly, but those children who receive too many comments tend to simply skip complex sounds, trying not to run into criticism once again.

If a child has difficulties in one or more categories (for example, the baby is far behind age norms or is surrounded by adults with speech impediments), it is worth consulting with specialists and getting recommendations on the development of the baby’s speech and sound pronunciation.

Remember, any developmental disorders are corrected more easily and quickly if work begins immediately after their appearance, so you should not delay a visit to a children's speech therapist, psychologist or doctor if something worries you about the baby's development.

Speech development of children 4-5 years old

In five-year-old children, coherent speech becomes more varied and colorful.

At this age, children pronounce hissing sounds [w], [z] more purely and clearly; most children begin to correctly pronounce the sound [l] and more complex [r], [r']. Children of the fifth year of life are able to recognize the sound in a word, and can also select several words with a given sound. Able to distinguish words that differ in one phoneme: kidney-barrel.

Vocabulary increases to 3,000 words by the age of five. At this age, the child is able to coherently talk about any events and compose a story based on a series of plot pictures. Retell a short text that is familiar to him.

Calendar of sound pronunciation development from birth to school age

From birth to three years: the simplest sounds

Already in the first months of life, the baby begins to hum, that is, to pronounce individual sounds without a specific connection to objects and situations. So, the very first sounds become vowels , [u], [o], [i], which then begin to mix with the simplest consonants, and we get the well-known [agu], [agi], [aha], [uga] and the like they are the predecessors of words.

At about six months, the humming gives way to baby babble. Parents really look forward to the appearance of babbling, because it is an excellent indicator of the baby’s intellectual well-being and the absence of hearing problems. It is baby babble that refers to the pronunciation of chains of syllables: [mamamama], [papapapa], [babababa], [bububu]. This period lasts up to about a year, the first simple words and “substitutes” for complex words appear: baba, mom, am-am (eat), av-av (dog), etc.

Within a year (from one to two years), the baby can already express himself well in simple words and even makes small phrases, trying not only to name an object, but also to describe actions or states. This practice allows the baby to learn to clearly pronounce vowel sounds and the simplest consonants [k], [p], [b], [t], [d], [g], [m], [n].

From two to three years old, children already begin to express themselves using simple sentences and learn the simplest grammatical rules. Pure sounds [v], [f], [s], [e], [x], [s], [z], [l] appear in their speech.

Remember that up to three years of age it becomes completely normal to:

• Softening of consonants (demik, not house),
• Omitting or replacing complex consonants (loska or loka instead of spoon).

Do not under any circumstances imitate such cute features of the speech of babies and never cooze with children. This will reinforce the incorrect pronunciation of sounds, which will subsequently be difficult to correct without the participation of a speech therapist.

From three to five: speech sounds more mature

After three years, the softening of sounds, which sounds like lisps, gradually goes away. The baby begins to distinguish between the use of hard and soft sounds: house, ice, cat, honey. Also, words starting with iotized vowels (yula, fir-tree, berry) no longer cause difficulties. Active development awaits the sounds [s], [z], [ts]: they are first lowered and replaced by simpler ones, but closer to four years, these sounds in soft and hard versions are pronounced by the child clearly and at the right moments.

Things are more complicated with the sounds [w], [zh], [sch], [h], [l], [r], [r']. Kids also find replacements for them or skip them altogether (horse, zouk, peck, kaowa, uitka). These are the sounds that are the last to be mastered.

From five to six: mastering all sounds

The first to be heard are hissing sounds: [w], [zh], [sch], [h]. Children gradually stop looking for replacements for them and begin to accurately identify these sounds and use them in their own speech. The sound [l] and its soft analogue are mastered next. The most difficult sound to master is the sound [p], which can appear only by the age of six, and before that it can be replaced or completely omitted even at the beginning of a word, creating the famous ybu, zebyu, zhilaf and other non-existent animals.

So, even before school, at the age of 6-6.5 years, children normally master all the sounds of the Russian language, distinguish them and use them correctly in their own speech.

Remember that, unlike substitutions and omissions, distorted analogues of sounds that do not exist in the Russian language (for example, the “French” grazing [r] or something similar to the English nasal [n]) require immediate correction. Such substitutions become incredibly firmly established in children’s speech and never go away without corrective exercises. In such cases, we strongly recommend that you contact pediatric speech therapists.

Article “Development of sound pronunciation in ontogenesis”

1. Formation of sound pronunciation in ontogenesis

Speech, including its sound side, is not an innate ability, but develops in the process of ontogenesis in parallel with the physical and mental development of the child and serves as an indicator of his overall development. The development and formation of pronunciation in all children occurs at different times. Some children at a certain period pronounce a greater number of sounds and more clearly, while others pronounce fewer and less clearly. The quality of pronunciation depends on the condition and mobility of the organs of the articulatory apparatus, which is just beginning to actively function. Knowledge of the patterns of development of the phonetic side of children’s speech is necessary in order to timely and correctly diagnose sound pronunciation disorders and build all correctional and educational work to overcome speech pathology.

Correct sound pronunciation -

This is not only the child’s pure pronunciation of each
speech sound ,
but also his mastery of the patterns of combining these
sounds in syllables and words .
M. F. Fomicheva emphasizes that the perception and reproduction of the sounds of the native language is the coordinated work of the speech-auditory and speech-motor analyzers, where a well-developed phonemic hearing makes it possible to develop clear diction - mobility and subtle differentiated work of the articulatory organs, ensuring the correct sound pronunciation of each sound.

Researchers identify a different number of stages in the development of children's speech, call them differently, and indicate their different age limits. In most works, three stages are distinguished:

1) pre-speech, divided into the period of humming and babbling (2-6 months and 5-11 months);

2) stage of primary language acquisition (0.11 - end of the 2nd year);

3) stage of mastering grammar.

As noted by E.F. Arkhipov, the pre-speech period is preparatory in relation to speech activity itself. The child practices the articulation of individual sounds, syllables and syllable combinations, coordination of auditory and speech motor images occurs, the intonation structures of the native language are practiced, and the prerequisites are formed for the development of phonemic hearing, without which it is impossible to pronounce the simplest word. The development of the phonetic side of speech is closely related to the development of the motor sphere, with the improvement of the functioning of the peripheral speech apparatus.

According to O.N. Usanova, at this time the child pronounces certain sounds with some signs of standards, but they are in no way a means of communication. Firstly, these sounds are devoid of any correlation (in R. Jacobson’s terms); they are not in a relationship of contrast or opposition with each other. Secondly, they do not have precise localization and are characterized by uncertainty in articulation; thirdly, they do not correspond to the sound composition of any particular language.

The most important leap in development occurs between 4 and 5 months. At this time, the sounds appear to have a sign of localization, the structuring of the syllable begins, and the flow of speech breaks up into syllabic quanta. This means that the child develops a physiological mechanism of syllable formation, autonomous in relation to other speech mechanisms.

About 0.6 the child’s speech manifestations, according to research by A.A. Leontiev, include two new qualities:

1. A word equivalent appears, acquiring some articulatory stability.

2. An objective, objective attribution of the child’s speech manifestations appears.

A.N. Gvozdyov, who studied the development of articulations in a child’s speech, notes that at this time their circle does not expand. In the studies of N.X. Shvachkin points out that the child’s vocabulary at this time is characterized by so-called “polysemantism,” when the child names several objects (or actions, qualities) with the same word.

During this period, semantic load is received by intonation, rhythm, and then the general sound pattern of the word. They directly express the child's feelings. Semantic diffuseness during this period corresponds to phonetic diffuseness. A sound combination pronounced by a child evokes the same undifferentiated, diffuse complex of sound associations. This is the period of phonemic speech, when sound is not yet used by the child as a meaning distinguisher.

From 0.11 the stage of primary language acquisition begins, lasting until the end of the 2nd year. It is marked by a sharp increase in the number of words in the active dictionary. The child moves to a verbal-semantic structure.

The role of sound in speech during this period is interpreted differently. Thus, some authors (N.Kh. Shvachkin, R. Yakobson) support the idea of ​​​​the “phonemic significance” of sounds during this period. (N.Kh. Shvachkin even calls this period the period of phonemic speech). Other authors, describing this period, express a different opinion. So, A.A. Leontiev speaks of the lack of functional significance of sound as such in the child’s speech during this period. In particular, he writes that “the period from 0.11 to 1.3 and partly further can be characterized as a period of syntagmatic phonetics, against the background of which the rapid growth of the active vocabulary occurs.”

This period A.A. Leontyev characterizes it with the following features:

1) the significance of the acceptance model when learning new words;

2) the desire to reproduce the general sound appearance of a word, often to the detriment of the role of individual sounds in it;

3) a tendency towards unification of the sound appearance of a word, which is most noticeably manifested in the similarity of all consonants according to the place of formation;

4) the articulatory composition of a word is determined mainly by genetic or synchronous-physiological factors, but never by functional ones;

5) the arbitrariness of the phonetic side of speech, extending only to the sound appearance of the word as a whole (I.A. Sikorsky divided the development of speech into 2 stages: 1st - imitative and 2nd - intentional speech);

6) the sounds pronounced by the child acquire relevance, i.e. the composition of articulations is more or less close to the composition of articulations of the corresponding language, minus some “difficult” sound types.

Research by A.A. Leontyev found that by 1.3 there is a slowdown in vocabulary growth. Between 1.3 and 1.6 its growth is extremely insignificant, but a rapid process occurs in the phonetic area. This period A.A. Leontyev characterizes it as “the transition from syntagmatic to paradigmatic phonetics.” The main features of this period, according to the concept of A.A. Leontyev, the following:

1) pseudophonology (i.e. a number of words may differ only in one phoneme, which leads to the need for complete similarity of sounds at the place of their formation);

2) the assimilation of new words occurs by assimilating them to a ready-made phonetic model.

Analyzing the process of development of children's speech, A.A. Leontyev comes to the conclusion that almost until the end of the 2nd year of a child’s life, sound as such in his speech has no functional significance (does not act as a structural unit). This phenomenon is not accidental, and, as a number of physiological and psychological data show (research by L.A. Chistovich and others), this situation reflects the internal structure of the speech process.

All researchers of children's speech, studying the role of sound at the stage of primary language acquisition, constantly pay attention to changes in the volume of vocabulary in children's speech. They note that the phonetic structure of speech and vocabulary in the process of general speech development in children are acquired not in parallel, but in successive leaps. Each leap is characterized by the acquisition of some new quality in development. The “jumpiness” in the development of vocabulary and its sound design in children’s speech is noted by such researchers as L.S. Vygotsky, N.X. Shvachkin, N.I. Krasnogorsky, A.A. Leontiev et al. Based on observations, researchers conclude that the mastery and development of the phonetic system of a language follows the development of the word as a semantic unit.

Further study of the child’s speech at the stage of mastering grammar confirms and supplements this conclusion with new facts. So, R.E. Levina suggests that the work done by the child in connection with the beginnings of distinguishing grammatical meanings contributes in this period to a more dismembered perception of the sound composition of the word. In the structure of the former undifferentiated “contours,” the use of clear phonemes appears. That is, it is during this period that children’s speech sounds begin to acquire functional significance, and the stimulus for this is the further development of vocabulary and grammatical relations.

Numerous literary data make it possible to trace the formation of the pronunciation of speech sounds in the process of speech development.

Thus, in the studies of A.N. Gvozdev provides the following information on this issue.

The assimilation of most sounds indicates that new articulation does not appear immediately in a fully developed form; At first, one can note a kind of search, its development: a number of sound options appear, only approaching it and occupying an intermediate (often) position in comparison with substitution. Such fluctuations in the pronunciation of a newly appeared sound do not last long, but the moment of development of articulation of the sound does not coincide with its assimilation: the period of sound assimilation ends much later.

Describing the periods of sound acquisition, some authors (A.N. Gvozdev, I.A. Menchinskaya) draw attention to some features of this process. In particular, it is noted that during the entire period of sound assimilation, along with the new sound appearing correctly in some words, in others its previous substitution remains in its place. The appearance of one or the other of these sounds in the same word, even pronounced several times in a row, is often noted. Consequently, the researchers conclude, the period of assimilation can be characterized as a time of mixing of certain sounds that can appear under the same phonetic conditions. At the same time, the correct use of sound gradually and consistently increases from the beginning to the end of the period until it completely displaces substitutions. This ends the period of sound assimilation.

The duration of assimilation is certain, although there are fluctuations in some sounds.

Specific data on the duration of assimilation of individual sounds are given in the research of A.N. Gvozdeva:

T - 20 days. Sh - 1 month. 19 days F - 2 months. 7 days

D - 1 month. 1 day C - 1 month. 22 days W — 15 days.

N - 1 month. 8 days 3-1 month 24 days F, F' - 19 days.

B - 2 months. 24 days R - 1 month. 14 days H — 2 months. 4 days

L -2 months. 17 days P' - 2 months. 11 days

Studying the issue of a child’s assimilation of new sounds, researchers note that this assimilation occurs partly separately, partly in groups. Moreover, during the assimilation of a group, both the time of the initial appearance of sounds and the time of their assimilation approximately coincide. According to A.N. Gvozdev, this feature, consistently noted throughout the assimilation of all sounds, indicates that of the complex set of psychophysiological conditions necessary for the appearance of a sound in a child’s speech, the last is the assimilation of articulatory works, since only in this case is such a grouping in the appearance of sounds possible . And in some cases, what is learned is not the sound itself as a complex whole of several articulatory works, but a separate work that is the missing component for a number of sounds.

N.I. Zhinkin in his work “Mechanisms of Speech” writes that, although there are 30 consonant sounds in our speech, for correct sound pronunciation it is necessary to master five methods of articulation:

Method 1: bow.

"Rough" method; the organs of articulation close; this method originated from the act of sucking and was automated on it; thanks to this type of articulation work, stop sounds appear in the child’s speech; P – B” itself

» → “
T – D
” → “
K – G
”. The child masters this articulation first of all. By 1 year and 2 months, the child is already able to articulate them, and the first words are built on these sounds.

Method 2: gap.

A more subtle type of articulation work. The organs of articulation tend to close, but the cerebral cortex (frontal region) does not allow this (innervation). By the age of 2, the frontal part of the cortex takes over the dominant function in the child, therefore, it becomes possible to control the involuntary pronunciation of sounds. Thanks to mastering this type of articulation, the child begins to pronounce fricative sounds in the following sequence: “ V – F

» → “
N – W
” → “
W – F
”.
These sounds can already be played. In contrast to “ V – F
”, “
S – Z
” and “
Sh – Zh
” are fricative sounds, as well as
X
, J.

Method 3: combination of 2 types of articulation.

The occlusion + the subsequent passage of air = occlusion-passage (M – N of early ontogenesis);

Affricates are fused sounds, one of them consists of a stop and a gap, and the other of a gap:

C = T + C

Ch = T' + Shch

Шь = Ш' (long, double soft sound)

A child masters affricates by the age of 3.

Method 4: palatalization. (from Italian “palazzo” - palace, Russian equivalent - chamber)

This type of articulation work consists in the ability to raise the middle part of the tongue to the palate, and therefore the child begins to differentiate soft and hard sounds. This type of differentiation is formed by the age of 3.

Method 5: vibration.

This method appears last in the child’s speech. Formation of vibration of the tip of the tongue and the appearance of the sound P

. By the age of 4, the child should have developed all types of these works (only if the child is physiologically healthy).

A.N. Gvozdev notes that the individual works from which sound is physiologically composed are not in a very close association that cannot be disintegrated, but, on the contrary, represent connections that are easily amenable to change. In this complex of works involved in the pronunciation of sound, apparently, not all elements are simultaneous in origin.

Along with such independence of individual articulatory works that make up sound, and the comparative ease of combining them into new complexes, it should still be noted that there is some data showing that sound represents some kind of unity. It is the presence of the works necessary for this sound that exist in other combinations (in other sounds) that does not yet determine its obligatory appearance, although most often this is the case.

In the process of speech development, sounds appear in a certain sequence, which can be traced in Table 1.

Table 1. Sequence of appearance of sounds of the Russian language

According to research by A.N. Rybnikova, A.A. Alexandrova, N.S. Derzhavina, V.I. Beltyukova et al., after the stage of babbling and mastering vowel sounds, first of all in children's words, the distinction between sonorant (nasal) and noisy consonants occurs (mom-dad, woman; nanny-aunt, uncle).

Consequently, first of all, in children's speech, sounds are distinguished, which are based on the opposition of extension pipes (nasal - oral sounds). The same fact is pointed out by R. Jacobson and M. Halle.

Next, a distinction is made between voiced and voiceless consonants (dad-baba; aunt-uncle).

The next stage is the distinction in the pronunciation of plosive and fricative consonants.

In the initial period of development in the child’s speech, there is an abundance of stops and a poverty of fricatives, which present more difficulties for assimilation compared to plosives; plosive ones require simple rough pressing of the organ, while for blown ones the pronunciation organ must be kept close or partly touching, but not pressed.

During the further development of children's speech, the distinction between hard and soft consonants occurs. The softness of pronunciation in children is usually pronounced. I.A. writes about this. Sikorsky, V.A. Bogoroditsky, A.N. Gvozdev et al. The earlier appearance of soft consonants is explained by the proximity of their motor reactions to unconditionally reflex reactions associated with the acts of sucking, chewing, and swallowing.

At the very last stage of speech development, the child begins to distinguish between hissing and whistling consonant sounds in pronunciation.

The above diagram of the formation of sounds in children's speech reflects the gradual transition from coarse differentiations to more subtle differentiations. Clarification of the nature of these differentiations is associated with determining the role of analyzers (auditory and speech motor) in the assimilation of speech sounds. Moreover, there were contradictions between researchers on this issue. This contradictory views on the role of analyzers in the development of children's speech, according to V.I. Beltyukova is explained by the fact that researchers made certain conclusions on this issue based on an analysis of the process of speech development itself. With such an analysis, it seemed difficult to find out what caused this or that differentiation: due to the activity of the auditory or speech motor analyzer. A study comparing the distinction of sounds by ear and their gradual formation in children's speech, conducted by V.I. Beltyukov, showed that the sequence of formation of sounds in children's speech is far from being in accordance with the acoustic properties of these sounds. The degree of acoustic differences between sounds does not have a decisive influence on the very course of speech development.

IN AND. Beltyukov analyzes the development of sound pronunciation in normally developing children, in particular the change of substitutions, and comes to the conclusion that the development of speech sounds is determined by the development of the speech motor analyzer function. A significant role is played by the relative degree of difficulty of pronunciation and the proximity of articulation to certain unconditional reflex reactions. Considering further the process of development of phonemic hearing, V.I. Beltyukov notes that its formation largely depends on the development of the speech motor analyzer.

Already at the beginning of speech development, the child’s auditory analyzer is ready to differentiate all or almost all speech sounds. But the capabilities of the speech motor analyzer lag significantly behind the capabilities of the auditory analyzer. In this regard, concludes V.I. Beltyukov, the very process of assimilation of speech sounds is subject to the possibilities of developing the functions of the speech motor analyzer. Initially, sounds appear that are relatively roughly articulatoryly opposed, although acoustically they can be contrasted more subtly. The assimilation of a particular sound occurs through a gradual transition from an easier articulatory structure to a more difficult one. In this case, the main role is played by auditory control, which helps bring the articulatory structure closer to the one that corresponds to the sound perceived in the speech of others.

The development of the speech motor analyzer function is reflected in the development of phonemic hearing. Depending on the appearance of certain sound differentiations in the pronunciation, a child can distinguish acoustically close phonemes earlier than relatively more distant ones.

Thus, the development of sound pronunciation in ontogenesis follows a certain natural path.

1. The basis for the emergence and development of speech is the reciprocity of articulation and hearing. But the development of children's speech sounds is not determined only by these moments. The main and leading reason that determines both the phonemic development of speech and the underlying development of articulation and hearing is the semantics of speech.

2. The acquisition of speech sounds occurs through the word, which is the unit of communication.

3. The relationship between the acquisition of sounds of the native language and the development of vocabulary is built according to the type of uneven successive leaps, each of which is characterized by the acquisition of a new quality in development. The assimilation and development of the phonetic system of speech follows the development of the word as a semantic unit.

4. The assimilation of each sound occurs gradually from involuntary sound (in the pre-phonemic period) through the search for articulations and words to arbitrary sound (in the phonemic period). First of all, the localization of sounds is established.

5. Having appeared in the child’s speech for a certain time, the sound goes through a stage of formation - the period of sound assimilation. The periods of assimilation vary for different sounds and depend on the strength of old and new “ideas” about the sound, as well as on the complexity of articulation of the sound.

6. The assimilation of new sounds occurs partly separately, partly in groups, when the sounds are united by the presence of one common work of the speech organs.

7. The sequence of assimilation of sounds depends on their mutual articulatory proximity and the complexity of pronunciation. The process of mastering speech sounds is subject to the development capabilities of the speech motor analyzer function. In this case, auditory control plays an important role.

8. The final formation of speech sounds in normally developing children ends by the age of 5-6 years.

Recommendations for developing a child’s correct speech

We have already mentioned that the development of a child’s pronunciation and his speech in general depends on his physical condition and the environment in which he develops, so your actions towards the baby directly affect the development of his speech. What points should be taken into account?

Be attentive to your child's health

Take care of your baby’s health, monitor his physical activity, keep a diary of observations of your child and make all changes in it: he began to cry more often, ate less, slept longer than usual, began to smile at his parents, etc. Regularly share your observations with your pediatrician and try to follow his recommendations. Remember that frequent illnesses and neurological disorders can affect the baby’s speech development.

Monitor your baby's surroundings

Don’t let your family distort your speech when communicating with your child, the phrase “Who’s so screwed up here and is looking at the folnyfko?” will not benefit the child’s emotional or speech development. Also, carefully monitor the speech of the specialists who work with the baby: do not doubt that in just a month the baby will perfectly master all the features of his nanny’s speech. If your loved ones have problems with sound pronunciation, then you should contact a speech therapist and get recommendations on how to prevent your child from acquiring similar problems.

Talk to your child

You need to talk to your child, pronouncing words clearly and without distorting them, from birth. Train yourself to say as much as possible what is happening around you while you are with your baby: “A car is driving past. The car is big red, but there is a small yellow one standing there. We go to the stop and take the bus. Vanya likes to ride the bus? When your baby asks for something, be sure to talk to him about what kind of item he wanted: “Do you want an apple? Look what an apple. Tasty apple. Now mom will cut Vanya an apple.” When you name objects and use verbs and adjectives in your speech, the child’s speech (as well as memory, attention and thinking) is enriched.

Visit interesting places

Interesting events stimulate the child to talk. The baby will be happy to talk if he is interested. Go to museums, parks, zoos and botanical gardens together; even watching a train on a railway bridge can become a whole event in a child’s life. A change of environment incredibly develops a child’s vocabulary, because where, if not in a zoo, will a child understand what a crocodile is and what a stork really looks like.

Spend time developing fine motor skills

The human brain is designed in such a way that speech does not develop without the development of fine hand movements: modeling, drawing, appliqué, sorting out cereals and packing small objects are just a small part of the activities in which fine motor skills are involved. Try to regularly include such activities in your baby's daily routine.

Use special games to develop speech

Pure twisters (repeated syllables that rhyme with a subsequent sentence, for example, “Mar-mar-mar, there’s a mosquito on your nose!”), tongue twisters and games for the development of phonemic awareness can be used at home and on a walk, in line to the pediatrician and on the train to the country. Repeat syllables with different intonations and voices of different characters, ask the child to do something (clap, stomp, sneeze) when he hears a certain sound in the words you pronounce, ask him to find an object around that is denoted by a word with the desired sound or syllable.

The development of correct sound pronunciation does not require special and long-term activities: it is enough to communicate regularly with the baby, be attentive to his health and fill his life with interesting events. In any daily routine, you can also find 5-10 minutes for games to develop speech and phonemic awareness.

Speech development of children 3-4 years old

Children of this age constantly ask adults questions that should not be ignored. We must patiently and easily answer all the “why?”, “why?” And How?". Children of the fourth year of life correctly pronounce whistling sounds. At this age, they cannot always pronounce hissing sounds correctly; they often replace them with whistling sounds: “kasa” (porridge). Children can replace sonorous sounds with a soft sound [l'] or [th]: “leka” (river), “yobot” (robot). This age is characterized by omissions or rearrangements of sounds in speech, as well as syllables, for example, the fairy-tale hero kolobok can sound like “kobolok” in children’s speech, a dog can sound like “kabaka”. By the age of four, vocabulary doubles. Children are allowed to incorrectly use prefixes, endings, suffixes, and word agreements in a sentence (for example, “I’m putting on my belt”).

conclusions

Children master the sounds of their native language throughout preschool age. Together with the first words, the simplest sounds are pronounced, and over time, when the articulatory apparatus is already sufficiently developed, the child begins to pronounce complex consonants, for example, [p] or [z]. The entire process of mastering sounds, from infant humming to fully developed pronunciation, can take 5-6.5 years. An organized environment and parental attention contribute to the development of correct speech in the child, and regular consultations with a speech therapist and pediatrician will help prevent speech disorders in the baby.

Speech development of children 5-6 years old

This age is an important point in preparing children for school. The child must be able to express his thoughts coherently and in the correct sequence. After five years, vocabulary grows rapidly. It is no longer possible to count the number of words used. Sound analysis skills have been developed. When preparing for school, children should be able to correctly determine the position of a sound in a word: the beginning, middle, end of a word, the exact place of a sound in a word, and also name all the sounds in order in a word. Children may experience errors in the use of plural forms of nouns, in the nominative and genitive cases: ball - no balls, one ear - many ears.

Normally, children of this age should clearly pronounce all sounds at the level of words and sentences. Unfortunately, this does not always happen. Most children have deficiencies in sound pronunciation associated with disturbances in the structure and mobility of the articulatory apparatus or with underdevelopment of phonemic hearing.

In these cases, parents should urgently contact a speech therapist so that the specialist can determine the cause of the incorrect sound pronunciation and carry out corrective work. The later parents seek help, the longer they will wait for results. The older the child gets, the more strongly the incorrect sound pronunciation is consolidated in his speech, the longer the period of automation of the delivered sound in speech will take.