Irina Minakova
Research activity “What is sound, tell me?”

Direction: research activities.

Subject:

"What that's the sound, Tell?»

1. Age group: preparatory age for school.

2. Participants: children, teachers, parents of students.

3. Duration research activities : one month.

4. Relevance:

IN Everyday life we are surrounded sounds and noises. They help us understand everything that happens around us. Sounds can publish any subject, natural object or person. If you put your hand on your throat and say something, you will feel the vocal cords vibrate.

An infinitely diverse world sounds arouses keen interest, curiosity and many questions in children. How do we perceive sounds? What is required for distribution sound? Where is he hiding? sound? These and other questions about sounds and served as a reason for a more complete study of this topic. Experimenting with sounds for children of the preparatory group.

Lots of experiments, research, which can easily be installed at home and in kindergarten, reveal the secrets of origin sounds.

5. Novelty:

Thanks to the experiments, children learned how we hear sounds. We got acquainted with the structure of the ear. The auricle guides sound waves in the ear. Sounds pass through a tube called the auditory canal to the eardrum.

Sounds causes the eardrum and hammer in the middle ear to vibrate. The malleus, incus and stapes enhance these vibrations and conduct sounds to the snail, Where nerve cells convert vibrations into messages that are sent to the brain. And the brain already recognizes what exactly we hear.

6. Description of practical importance:

Is our research helps us find out, What sound you can not only hear, but also see and feel. At the end of the project we asked the children question: “Will the secrets of origin be useful to them? sounds?» The children's answers were definitely: Yes. After all, it is very important to hear and distinguish between different sounds to hear the singing of birds, the rustling of leaves, the sound of water, and also to learn: read and write correctly. We also learned why men have a thick, rough voice, while women, on the contrary, have a thin, gentle voice.

So what that's the sound?

Majority sounds The sounds we hear are actually air movement. Every sound comes from the vibration of something. These vibrations cause the air to vibrate, and the vibration of the air carries sound.

7. Child's goal (or children): We want to know: where does it come from sound?

8. The purpose of educators: development of children’s cognitive activity in the process research activities of various sounds.

9. Tasks for the child:

Allow the child to model in his mind a picture of the world based on his own observations and experiences.

Arouse children's interest in the world around them, develop their thinking skills activity

Stimulate the child’s cognitive activity and curiosity, the ability to establish relationships between various phenomena.

10. Tasks for educators:

Strengthen children's understanding of the concept « sound» .

Form an idea of ​​the characteristics sound - volume, timbre, duration.

Develop the ability to compare different sounds, determine their sources, the dependence of sounding objects on their size.

Lead to an understanding of the causes sounds - propagation of sound waves.

Identify reasons for increased weakening sound

Develop auditory attention, phonemic hearing.

11. Problem: when they taught a poem about sound, children have developed questions: "What that's the sound? Where does it come from? sound?»

What that's the sound? Tell!

Knock and rustle

Shout and call

Sound, try, catch up!

Even if you come

Very careful,

You won't see, you won't find,

But you can hear it.

11. Implementation:

Is our study took place in three stages.

I. Determination of the level of formation of ideas children: O sound,

usage sounds, about hearing and ways to preserve it.

Carrying out basic experiments;

Trying to determine which item is producing sound and what it is made of;

Determination of origin sound and the difference between musical and noise

sounds;

Recognition sounds of the surrounding world.

II. Conducting experiments with musical instruments.

Getting to know the highs and the lows sounds;

Determining the dependence of sounding objects on their size;

Introduction to Characteristics sound - volume, timbre, duration.

III. Cause of occurrence sound - propagation of sound waves,

strengthening and weakening sound.

Over the course of a month, we carried out various experiments, experiments, research and made sure, What sound You can not only hear, but also see and feel. Parents took an active part in kindergarten and at home, brought various literature with experiments, adding new material to our research activities.

12. Hypothesis: sound cannot be seen or felt.

Everyone has heard the saying: "Better to see once than hear a hundred times". But what should children do who want to learn about something that cannot be seen or touched? To answer these questions, we conducted several interesting experiments and learned how they are formed and transmitted through the air. sounds.

Study #1

"See sound»

Of course it's impossible to see sound when it spreads through the air. But this experiment will make it possible to see the vibrations that are sound.

Material: work surface, ball, scissors, glass, tape, sugar or salt.

Carefully cut off and discard the neck of the ball.

Cover the top of the glass with the ball. Stretch it like tight skin on a drum.

Tape the ball to the glass so that its edges do not move.

Place the glass on the table and sprinkle a few grains of salt (Sahara) on the ball.

Lean towards the glass so that it is 10 cm from your face, and loudly say: “Mmmmmmm!”. Try saying it in a low voice and in a high voice.

Conclusion: Sound consists of sound waves - vibrations that travel through the air. Vibrations spread from the air source in all directions. When the vibrations in the air encounter some obstacle, they cause it to vibrate too. When sound waves from our mouth reach the tense ball, they make it vibrate. This can be seen by the way grains of sugar or salt bounce.

Study #2

"Music Box".

Guitar and violin are string instruments. With this experiment we can understand how strings produce sounds.

Material: work surface, shoe box with lid, scissors, large rubber bands, thick pen, 2 pencils of the same thickness.

Cut a 15cm diameter round hole towards one end of the box lid. Cover the box with a lid.

Pull several rubber bands along the entire length of the box, so that they pass through the center of the hole in the lid.

Place pencils under rubber bands on each side of the box. The pencils should lift the rubber bands just above the hole in the lid.

Pull the elastic strings to achieve sound. Handle them with force to the sound got louder, and a little more gently so that the sound was quieter.

Conclusion: Rubber bands act like strings on a guitar. When you touch them, they begin to vibrate. This causes the air around the strings to vibrate, and we perceive these vibrations as sounds. The more we pluck the strings, the stronger the vibrations. Stronger vibrations produce stronger sound waves, which sound louder. The box helps to do the sound is louder, because sound, entering the box, is reflected from its walls and comes out reinforced.

Study #3

"Feel sound» .

Clarinet, trumpet, flute are wind instruments that you need to blow into to get sound. With this experiment we can feel the sound.

Material: paper.

Roll a sheet of paper into a tube.

Say it loud sound: "Ah-ah-ah", then pronounce the sound more quietly.

Conclusion: the stronger the air movement in the tube and the louder sound, the more we feel the vibration of the paper in our hands. Sound waves, spread from the air source in all directions and, encountering an obstacle, cause the walls of the tube to tremble.

Study #4

"A Little More Music"

This experiment will help you understand how wind instruments work. And what sounds there are high and low.

Material: work surface, piece of cardboard 10*10 cm, double-sided tape, 20 cocktail straws, scissors.

Glue two strips of double-sided tape across a piece of cardboard on opposite sides.

Press the straws next to each other to the tape. The ends of the straws should be aligned with the edges of the cardboard.

Cut the bases of the straws diagonally. Cut them so that the first straw is 10 cm, and the last remains intact.

Bring the resulting instrument to your lips. Blow into straws to produce sound.

Conclusion: short straws give higher ones sounds than long ones. Straws work like pipes. When you blow through the tops, the moving air creates vibrations that travel up and down through the straw. Short straws produce higher notes because the speed of vibration depends on the length of the pipe - the shorter the pipe, the faster the vibration.

13. Result: we made sure that sound You can not only hear, but also see and feel. Defined characteristics sound: volume, timbre, duration; causes sounds and their sources.

Literary sources:

1. The world. Your baby’s first textbook / G. P. Shalaeva. - M.: Philological Society WORD: Eksmo Publishing House, 2003.-174 pp., illus.

2. Scientific experiments for children / Transl. from English A. O. Kovaleva. -M.: Eksmo, 2015.-96 p.

Target: Give children an idea of ​​sound as a physical phenomenon; identify features of sound transmission over a distance, the reasons for the origin of high and low sounds, different perceptions of sounds by humans and animals.

Materials: 4 plastic tennis balls, rope, string, plastic combs with different frequencies and tooth sizes, a bowl of water, pebbles, very thin paper and very thick paper.

Progress of the lesson:

Guys! Do you like listening to music? You probably have your favorite songs and melodies! And maybe you played some musical instruments? How amazing they sound! Have you ever wondered how people can hear sounds? What is sound? How do instruments make sounds, how can they sound so loud and so beautiful? Let's figure out what's what.

You know that we are surrounded by air. The same one we breathe. And the air itself consists of many small particles called “molecules.” Any movement of air is the movement of millions of molecules. The air is transparent, so we don’t see its movement, but we can hear it, because the collision of millions of molecules produces sound!

Let's conduct an experiment with you.

Let's take 3 plastic tennis balls and line them up on the table in one straight line. Take the 4th ball and push it so that it hits the last ball in the row. What happened? The ball we threw collided with the outermost ball and stopped. But the ball, standing at the other end of the row, rolled away. Air molecules hit each other like balls in an experiment. Energy is transferred along the chain from one molecule to another. This is how a sound wave appears.

Why do we hear sound? Let's see how the stretched string trembles. It vibrates in the air, which means it pushes its molecules in different directions. Each molecule, in turn, pushes its “neighbors,” who push their neighbors, and so on. Pushing each other, the molecules will “reach” your ears and begin to knock on them. Deep in the human ear is the eardrum, a thin membrane so sensitive that it can feel tiny molecules hitting it. When air molecules hit the eardrum, we hear sound!

How does sound travel? Let's throw a pebble into the water. What do we see? Waves ran in all directions. When a string on a guitar vibrates, the sound spreads out from it exactly like waves spreading out from a stone falling into water. Therefore, when talking about the propagation of sound, the term “sound wave” is used. Sounds are loud and quiet, high and low. It depends on the size of the sound wave.

Have you guys ever thought about why a mosquito squeaks and a bumblebee buzzes? Let's do another experiment - let's run a plastic plate over the teeth of different combs. Do we hear the same sound? What does the frequency of sound depend on?

(Children pay attention to the frequency of the teeth and the size of the combs. Combs with large and sparse teeth have a low, rough, loud sound; combs with frequent sparse teeth have a thin, high sound)

Look at the illustrations of a mosquito and a bumblebee and determine their size. Show how a mosquito squeaks: a mosquito has a thin, high-pitched sound, it sounds like “z-z-z.” And the bumblebee has a low, rough sound - “zh-zh-zh”, why do you think we hear such different sounds? The mosquito flaps its small wings very quickly and often, so the sound is high-pitched. The bumblebee flaps its wings slowly and flies heavily, so the sound is low.

Let's remember “The Tale of the Stupid Mouse,” one of its passages: “The pike began to sing to the mouse, but he did not hear a sound. The pike opens its mouth, but you can’t hear what it’s singing.” Why didn't the mouse hear the pike? Which part of the ear helps you hear sound? The eardrum, which is located inside the ear. In different living organisms, the eardrum is structured differently. It can vary in thickness, like paper.

(Children, using special actions, find out which thickness of the membrane is easier to make vibrate: by bringing pieces of paper of different thicknesses to their mouths, they “buzz”, determining that thin paper trembles more strongly. This means that a thin membrane picks up sound vibrations faster)

Sounds can be very high and very low, which the human ear cannot hear, but different types animals hear them. For example, a cat hears a mouse and recognizes its owner’s steps; Before an earthquake, animals feel the vibrations of the earth before humans.

That's how much interesting we learned today about sound. If you have any questions, we can also conduct experiments and read popular science literature.

Memo for parents

« How to teach a child to hear sounds

and determine the place of sound in a word"

The ability to focus on sound is a very important human characteristic. Without it, you cannot learn to listen and understand speech. It is also important to distinguish, analyze and differentiate by ear phonemes (the sounds that make up our speech). This skill is called phonemic awareness.

Small child does not know how to control his hearing, cannot compare sounds, but he can be taught this. It is especially necessary to develop phonemic hearing for children with speech problems. Sometimes a child simply does not notice that he is pronouncing sounds incorrectly.

Parents can help their child take the first steps in understanding the sound structure of words.

When starting games on the formation of sound analysis, you need to clearly understand the sequence of work and not skip over the stages.

General rules work on developing sound analysis skills:

- follow a strict sequence in presenting sound analysis forms:

isolating a sound from a word, i.e. determining the presence of a given sound in a word (whether there is such a sound or not);

definition of first sound, last sound,

establishing the location of the sound (beginning, middle, end of the word),

full sound analysis;

- follow the order of formation of mental actions: based on material means, in speech, by presentation;
- follow the sequence of presentation of words intended for analysis.

It is necessary to adhere to a certain sequence of formation of mental actions when teaching sound analysis:

1. We pronounce the word, highlighting the desired sound with our voice. For example, we use our voice to highlight the sound m in the word MAK - MMMMMak. The child raises the symbol or claps his hands when he hears a word with this sound.

2. The child identifies an exaggeratedly pronounced sound and names it in isolation, outside the word.

3. Then the mental action moves into the speech plane - the child himself pronounces the word and extracts the given sound from it; determining the place of a sound in a word, where it is located (at the beginning, middle, end).
4. An action takes place according to the idea, in the mental plane, when the word is not pronounced, and the child puts aside pictures with a given sound or comes up with words.

This order of mental actions is used at the stages of formation of elementary forms of sound analysis.

When a child masters the sequential analysis of a word, he will first have to rely on additional auxiliary means: the sound pattern of the word and chips.

We present to your attentiongames , which will contribute to the development of phonemic perception and the skill of sound-syllable analysis.

"Highlight the word"

Invite your child to clap his hands (stomp his feet, hit his knees, raise his hand up...) when he hears words with a given sound.

“What sound is there in all the words?”

An adult pronounces three to four words, each of which has the same sound (for example: floor, fluff, tomato), and asks the child what sound is in all these words, or what sound do all these words begin with?

"Sound Songs"

An adult invites the child to compose sound songs like: AU - children scream in the forest, IA - this is how a donkey screams, UA - this is how a child cries. How surprised are we? OOO! (Etc.) First, the child determines the first sound in the song, singing it drawn out, then the second.

"Name the extra word"

Of the four words clearly pronounced by an adult, the child needs to name the one that differs from the rest.

“What sound begins the word?”

You throw the ball to the baby and say a word that begins with any vowel sound. For example: stork, wasps, duck, echo, frost, better - with emphasis on the first vowel, then it will be easier for the child to identify it. Having heard the word and caught the ball, the baby will think for some time, what sound is the first? Let him repeat the word several times and, imitating you, highlight the initial vowel. Then he will pronounce it clearly and return the ball to you.

“What sound is hidden in the middle of the word?”

The game is similar to the previous one, but the vowel is already in the middle of the word: hall, beetle, house, sir, cheese, world, etc. Attention! Take words with only one syllable. Do not include words such as forest, ice, hatch in the game. They contain one vowel sound, but the letter is written completely differently. The difference between the concepts of “sound” and “letter” is still unknown to the baby.

“What is that sound at the end of a word?”

The rules are the same, only the vowel sound must be looked for at the end of words: bucket, leg, tables, beri, karate, etc. The emphasis again falls on the desired sound.

Consonant sounds can be distinguished in the same way. The conditions for selecting words are the same: the sound should sound clear, not deafen or disappear when pronounced. Words can be: poppy, chair, baby, mole, tank, wolf, house, goal, etc.

"Agree on a word"

An adult asks a child to choose a word that rhymes:

I dropped the briefcase from my hands - it was so big on the branch... (beetle).

A nimble bear was walking through the forest, and... (a bump) fell on him.

One evening two mice stole Petya's... (books).

Vlad won’t climb the spruce tree: in his hands... (briefcase).

It can sail back and forth... (the steamer).

"Chain"

From this word, form a chain of words in such a way that each subsequent word begins with the last sound of the previous one: house - poppy - cat - ax - hand.

Games for the development of phonemic hearing are recommended for children over three years of age. Good phonemic hearing is necessary for a child to master the sound system of the language, for competent oral and writing. Start with simple ones, gradually moving to more complex ones. Do not overload your child and complete the game on time. And then, in addition to the development of phonemic hearing, you will help the baby develop attention, memory, imagination, initiative and diligence.

In order to develop phonemic awareness in a child, you will have to work hard. The sooner you start studying, the greater the chance that your child will not have problems at school.

Teacher – speech therapist: Tsivileva O.Yu.

Full sensory development occurs when children purposefully form standard ideas about color, shape, size, the characteristics and properties of various objects and materials, their position in space, etc. One of the significant properties of objects in the surrounding world is color. Read on to learn what is important for parents to know about the process of teaching their child colors...

What are sounds? - There's a snowstorm outside the window,

What are sounds? - There are drops outside the window.

These are the strings of rain, this is the first thunder.

Sounds, sounds, sounds - yes, they are all around!

The infinitely diverse world of sounds arouses keen interest and many questions in the baby. How do we perceive sounds? What is required for sound propagation? Where is the sound hidden?

The baby will learn all this if you start experimenting with him.

How is sound created?

To begin with, tell your baby how sound is created during vibration.

You will need: a plastic, wooden or metal ruler, a table.

Ask your child to press the tip of the ruler to the edge of the table with one hand, pull it down with the other hand and release the free end. The ruler begins to rattle. Try making the free end of the ruler longer and then shorten it. Pull the free end with different strengths and listen to how the sound changes!

This is the most important thing a baby needs to know when learning sound. Sound is a vibrational movement.

"Sound Ball"

Conduct another vibration experiment with your baby.

Place a coin or nut in a transparent ball. Inflate the balloon, tie the end and ask your child to make the nut move inside the balloon. It is very clearly visible, or rather audible, that the larger and heavier the nut, the lower the sound of its rotation. The slower the nut rotates, the lower the sound.

How do we hear sound?

Ask your child to close his eyes and guess what he hears. (Pour the water, tear the paper, turn on the phone ringer). Surely the baby will answer correctly, despite the fact that he has not seen all these objects. Ask your child about what he heard and imagined. Tell us that sounds tell us about what is happening around us, even if we cannot see them.

Tell your child how we hear sounds. If the child is small, then you can immediately proceed to the experiment, and if the child is 6-7 years old, you can talk in more detail about the structure of the human ear and then conduct an experiment with a sound wave.

For the experience you will need:

Deep baking tray

Dry pea and large pebble.

Sound vibrations are transmitted from the source to the ear through the air (or other medium). Ask your baby to fill the baking tray with water and, when the water calms down, throw a dry pea into the corner. With your child, look at the circles running on the water. They are like waves of soft sound.

When the water is smooth, ask your child to throw a large pebble from the same height. The circles have become larger - they now sound like a louder sound.

Fill a bowl with water and ask your child to throw a pebble or heavy object in water. What can you see? It’s like waves spreading out in circles across the water. The same thing happens with sound: only in the air the sound wave, like air, is invisible.

But you can still “see” the sound.

How to “see” sound?

For the experiment you will need:

Pot,

Wooden spoon.

Stretch the film over the neck of the jar.

Sprinkle some sugar on top of the film.

Bring the bottom of the pan to the jar and ask the baby to hit the bottom with a wooden spoon. Watch what happens to grains of sugar?

It turns out that sound vibrations propagate in the air and are transmitted to the film, causing it to vibrate, and therefore moving the grains of sugar.

How to make the sound louder?

Tell your baby that sound vibrations do not travel towards his ears, but in all directions (like ripples on water) and gradually fade away. Eventually, they become very weak and the person stops hearing the sound. But sound vibrations can be “collected” together and sent to the ear.

"The Singing Spoon"

For the experiment you will need a long string, a spoon and a fork.

Ask your baby to tap the fork against the spoon. Listen and remember this sound together.

Now tie a spoon in the middle of the lace. Tie the ends of the lace to the child's index fingers. Invite your baby to lean forward a little and put his fingers in his ears. Touch the spoon that is hanging with a fork. The sound that the baby will hear will be similar to the sound of a bell.

"Big ears"

If the ears get bigger, will my baby's hearing improve?

For the experiment you will need:

Scissors,

Tape recorder or music center.

Invite your child to cut out large new “ears” from cardboard.

Advice. Shape the “ears” so that they can be pressed against the head behind the real ears (preferably oval).

If you turn on soft music and ask your child to turn towards its source, the baby will immediately say that the sound has become louder!

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How to teach a child to correctly speak the sound s and other whistling sounds: articulation gymnastics, staging the sound s, video - demonstration of simple and available ways productions of sound with, songs with sound with.

Many children mistakenly pronounce the sound S, which is difficult for them, and other whistling sounds (s. z, z, z). They may skip this sound or replace it with other sounds.
In normal speech development, by the age of five, children correctly pronounce all the sounds of their native language. a (with the possible exception of the sound p, which may appear a little later - at 5.5 years). But now rarely do any children reach this norm. What is the reason?
1. Previously, in every kindergarten from the age of three until graduation from kindergarten, articulation gymnastics was regularly carried out with all children before breakfast, and in the evening - individual exercises with children who have difficulty pronouncing sounds. And this was not done by a speech therapist, but by an ordinary trained teacher! And these were not isolated complexes, exercises and games, but a strictly substantiated system for teaching speech and pronunciation of sounds. Because without a system, problems cannot be solved. Now this is history, and rarely can you find such a clearly and consistently built system of work for a teacher in sound pronunciation with children. This is probably why modern children have more problems with speech.
2. Nowadays, parents pay much less attention to their children’s speech. Often the child is only required to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?”, and not the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “Who cares what he says. The main thing is that you can understand it, that’s all!” But speech is a means of self-expression, communication, and knowledge. And the success of all types of human activity depends on its development.

The child pronounces the sound s and other whistling sounds incorrectly. What to do?

How to help a child if he pronounces the sound s and other whistling sounds incorrectly? Can parents help their baby?
As is correct, parents wait until the age of 5 and then take the child to a speech therapist. Although sometimes one push is enough to evoke the correct sound in the child and help consolidate it in speech without waiting until the age of five. And this “push” should be done not at 5-6 years old, when they are already late, but much earlier - at 4 years of age. And the most important thing is that you don’t need to be an expert specialist to give such an impetus! You just need to know the exact technology teaching kids sound pronunciation and its nuances.
To develop in children the correct pronunciation of all sounds of their native language, kindergartens conduct special classes on sound pronunciation for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be held regularly). If for some reason there are no such activities, then you can help your child at home.
I know many mothers and grandmothers who, living far from a speech therapist, themselves coped with the problem of difficult sounds and helped their babies. And I know many educators who know how to prevent speech disorders and help a child speak correctly and learn to pronounce all the sounds of his native speech. We can all help the baby and show him the right path!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be sufficient. And he will delight both you and himself with the correct sound s or z suddenly appearing in his speech. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i.e. automate the correct pronunciation of a given sound.
But if a child has impaired all sounds, he makes many grammatical mistakes, his speech is slurred, he speaks with difficulty, then you cannot do without a speech therapist. And the sooner you contact a specialist, the better the results will be.
All articulation exercises are useful not only for children whose sound pronunciation is impaired, but for all preschoolers, because they develop the articulatory apparatus, make it more mobile, flexible, and learn to control it consciously.

Stages of working on sound.

Working on a new sound that a child pronounces incorrectly includes a number of stages:
1. Clarification of the movements of the organs of the articulatory apparatus necessary to pronounce a given sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. Appearance of sound- sound production,
3. Sound acquisition- consolidating the correct pronunciation of sounds in the child’s speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will tell you about all these stages in more detail.

First stage. Articulatory gymnastics for whistling sounds (s, s, z, z, z)

As a rule, in a child who does not speak the sound s or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistle sounds include the sounds s, з, ц and the soft version of the sounds - сь, зь). One of the reasons for incorrect pronunciation of sounds is insufficient mobility of the organs of the articulatory apparatus.
Therefore, for correct pronunciation, special “regular exercise” is needed - articulatory gymnastics. IN exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue and lips necessary for a given group of sounds, and produce the correct air stream. Therefore, I really do not recommend that mothers, fathers, grandmothers, and grandfathers come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all articulation gymnastics complexes are by no means composed randomly! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulatory gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulation gymnastics should be performed daily without breaks. The most convenient time is before breakfast in the morning. Carrying out such gymnastics requires only 3-5 minutes of your time.
Each time articulation gymnastics is carried out in game form – in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!

Tips for performing articulatory gymnastics - it is important to know and perform:

Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then there is only one, and all other exercises should be already familiar to the child by this time.
If a child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are consolidated. But consolidation occurs in a new form for the child - in a new plot, with new characters.
Articulation gymnastics should be done while sitting in front of a mirror.– You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
It is imperative to monitor facial symmetry when performing gymnastics movements.(the child’s movements should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
During articulatory gymnastics, it is necessary to monitor the accuracy and smoothness of movements, give the child clear criteria for the correctness and incorrectness of performing the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you simply carry out the exercises formally, then their implementation is useless or of little use! After all, articulation gymnastics is not called that for nothing. This is truly “gymnastics”, in which correct movements are important, and not just playing with the tongue! By analogy: if you just lazily twirl your arms, then this will not be physical education or fitness and will not have a good result for your health! It’s the same in articulation gymnastics. What is important for the result is the quality of the movements, and not any movement in itself.
Articulation gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, do not scold your child under any circumstances, do not grieve that he does not succeed the first time. Everything needs to be learned!

And there is one law of life - everything that is developed develops! Therefore, everything is still ahead of you! Praise your baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc. Preparatory complex of articulation gymnastics
includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home: Smile
and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible. Tube.
Pulling the lips forward with a tube. With this movement, only the lips move! Ring.
Lips in the shape of a ring. Alternation:
smile - ring - tube. Calm opening and closing of the mouth
, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
Lips in the shape of a ring. The tongue is narrow.
wide tongue - narrow tongue. Tongue lift
for the upper teeth. Alternating movements
tongue up and down. Alternating movements

tongue with the tip of the tongue down: move the tongue deeper into the mouth - bring it closer to the teeth.

A set of articulation exercises for whistling sounds p. z, c (Developed by Fomicheva M.V.).

Helpful Tips:

• In every exercise I give description of movements and typical mistakes (See “What to pay attention to”). After the description you will find video all exercises.
• First, do all these exercises yourself in front of the mirror, Paying attention to all the nuances, master them, and then teach them to your children.
• Never scold a child for a mistake, just show him again the correct version of the exercise, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to watch for. Children are completely calm about the “funny tongue’s mistakes” and are happy to “teach” him to do the movements correctly.

Exercise 1. Put the ball into the goal.

Our task: In this exercise, the child will learn to direct a long, directed stream of air.
Performing the exercise:
Place two cubes on the table - these are gates. And next to the gate on the table in front of the child, place a cotton ball. The child stretches his lips forward with a straw, blows on the ball and tries to drive it into the gate made of cubes.

Don't puff out your cheeks! The baby can hold them with his hands to control himself.
The stream of air should be long and without interruptions - one long exhalation.

Exercise 2. Punish the naughty tongue.

Our task: teach your child to keep his tongue wide and relaxed. And continue to produce a directed air stream.
Performing the exercise:
The child, opening his mouth slightly, puts his tongue on his lower lip and, smacking his lips, says five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with children, which is already trying its best to practice, so I do this exercise with the kids in a different plot - the tongue rests and sings the song five-five-five. Or I suggest the child massage his tongue: five-five-five. You can come up with your own plot.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times during one exhalation, while the stream of air flows smoothly, without interruption, without holding our breath.
A child can check whether the exercise is being performed correctly this way: bring a piece of cotton wool to his mouth, and it will deflect. Children always really like this kind of self-test.

Exercise 3. Wide tongue - pancake.

Our task: we will teach the child to hold his tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, place the wide front edge of your tongue on your lower lip and hold it in this state while counting from one to five to ten. Try it yourself first!
What you need to pay attention to when watching the exercise in the mirror:
The lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not curl up.
The tongue should not “run away” far - it simply covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work, then you need to continue doing the previous one - “punish the tongue.” And return to this exercise later.

Exercise 5. Who will kick the ball further?

Our task- we will practice the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need cotton wool, which we will try to drive away. Fleece is our “ball”. You need to smile and place the wide front edge of your tongue on your lower lip. Next, pronounce the f sound for a long time. And blow the cotton wool onto the opposite edge of the table.
What you need to pay attention to:
The lower lip should not be pulled over the lower teeth.
Don't puff out your cheeks!
You need to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.

Exercise 6. Let's brush our teeth.

Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required to pronounce whistling sounds.
Performing the exercise:
Smile, open your mouth slightly. Use the tip of your tongue to brush your lower teeth. First move your tongue from side to side, and then from bottom to top.
What you need to pay attention to:
The lips are smiling and motionless throughout the entire exercise.
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move upward from the root of the teeth.

Sometimes adults find articulation gymnastics boring and uninteresting. But not for children! I know from my own experience that children really like to look at themselves in the mirror, “learn their naughty tongue” and improve their technique for doing the exercise. And to all children! And if the plot of the exercises is changed, then the interest in them always remains very high, and there is a kind of intrigue - what will be new this time? After all, the baby himself clearly sees his results, sees that every time he makes the movement better and better, more and more accurately. And in this way the baby explores himself, the structure of his body, which is also very fascinating for preschoolers.

How long will it take to preparatory work, It is simply impossible to say in absentia. For one child three times is enough, for another - a week, for a third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, there is no need to waste time on this and rush!

You can see the exercises of a complex of articulatory gymnastics for whistling sounds in the video below.

Video. Articulatory gymnastics for whistling sounds (s, z, z)

Second phase. Sound production.

At the second stage, those children who correctly pronounce the sound s clarify its articulation and pronunciation, and consolidate their skills. The same children who did not know how to pronounce it learn to pronounce this sound - “whistle”.
It is very important that the child is aware of the correct articulation of sound and can check himself. This is possible from the age of 4.
And in classes on speech development, all children are taught this (at least, they should be taught even in the most ordinary kindergarten). Why do children with good sound pronunciation need this knowledge and skills?

To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate correct pronunciation, for clearer and faster operation of the articulatory organs, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training. At 4 years old

The child will learn how teeth, lips, and tongue work when pronouncing sounds in the form of a fairy tale - the game “Fairy Tongue Tales”. From 5 years

You can explain to children the correct articulation of sound in the form we are familiar with (without a fairy tale) and ask the child questions: “How does the mouth work? What does the tongue do”, etc. In older preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of the movements, the quick switching to a new movement, and the ease of movements.

Articulatory gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with a given sound, which you will find below.

When producing a sound, the baby also learns the correct articulation of the sound.

Correct articulation of sound p.
When pronouncing the sound correctly with:
The mouth smiles (the corners of the mouth are slightly pulled back),
Teeth closed
The tip of the tongue rests on the lower incisors (i.e. it is at the bottom, not at the top),
When pronouncing a sound, a groove is formed in the middle of the tongue through which air flows.
Unlike hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air is coming from the mouth, you need to bring your hand to your mouth, palm down. Pronounce the sound Ш yourself in this position, and then the sound S, and you will see the difference. You can show your baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will be happy to experiment to see how it works out for him - a cold stream of air or not.

For four-year-old children, you can practice the sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires that are slightly deflated with air. We will work with the pump and inflate the tires with air: sssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask your child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Below, hidden behind his lower teeth). What kind of air is coming in - cool or hot? (Cool) – bring the back of your hand to your mouth. Compare with the sound X - is the air warmer with the sound X or the sound of the pump C?
Invite your child to “take the pump” (pantomime - an imaginary action) and “pump up the tires” - whistle ssss.
Very often, even such clarification of the correct sound pronunciation of the sound C in the game “Pump” is enough for a four-year-old child to begin to pronounce the sound correctly!

It happens that “playing the pump” is not enough and you need to clarify the articulation of sound individually, in front of a mirror. When producing sound by imitation You can invite the baby to blow on his slightly protruding wide tongue, imitating you. After this, you need to move your tongue behind your lower teeth. “Look where my tongue is. Do you see the teeth? Do the same. Smile so your teeth are visible. Press your wide tongue against your front teeth at the top. Well done! Now cover your mouth and let's blow. Raise your hand to your chin – can you feel the air flowing?” Place the cotton wool on the child's chin so that a stream of air hits it. If the child blows weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.

You should not expect that the sound C, which appears through imitation, will immediately appear in the child’s speech. For a child, this is just the sound of a pump in a game! Even the next day, the baby may already forget everything, and you will have to demonstrate the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound to enter the child’s speech, games and play exercises are needed to automate it, which I will talk about in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And you also need teach the child to distinguish sounds that are close and similar to each other, so as not to confuse them in speech.

We will also talk about this in the continuation of this article. And in the end I want to offer you

two videos about making whistling sounds with a demonstration of simple and accessible techniques.

How to teach a 3-4 year old child to pronounce the whistling sounds S and Z correctly? Video

If a child is good at articulatory gymnastics movements, then, as a rule, a few simple techniques will allow him to almost immediately learn how to correctly pronounce the whistling sounds s and z. You will learn how you can teach your child at home to correctly pronounce the sound s and correct its pronunciation from Irina Denisova’s video. She shares some professional speech therapy secrets with her parents.

If you managed to successfully evoke a sound, then all that remains is to automate its correct pronunciation in syllables, words and phrases. You can learn about games and exercises for automating the sounds C and Сь in a child’s speech in the article If the child’s pronunciation of many sounds is impaired, articulation exercises are very difficult for him, and he cannot produce the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or speech therapy kindergarten

. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge from your district or city education department.

And at the end of the article there are several songs for speech lessons with children based on the sound s.

Songs with sound S. Video for speech classes with children. Song about sand

- a song for pronouncing the isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases. A song about the letter S.

Words with the sound S. How to make the letter S from the letter O?

See you again! More about the formation of correct sound pronunciation in children preschool age

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