How to help your child speak in sentences. How a mother can help a child speak: practical advice. useful tips for establishing emotional contact with the child

Interesting Facts
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Timely and full possession of speech for a child is one of the important conditions for his development as a person. The process of speech formation consists of several age stages, but, perhaps, each of the parents wants the kids to start talking from the cradle. And they built their proposals correctly. Is this possible and how can this be achieved?

To make the child speak faster, you need to give a piece of herring a try

What can be said about this? You can immediately give mustard, or chili sauce, then the first word that the child utters is likely to be obscene. Jokes are jokes, but in fact, the issue of speech formation is given great importance, and sometimes parents raise unreasonable panic.

Fuel is added to the fire during conversations among mothers who share their successes. Quite often you can hear that babies start talking as early as 1.5 - 2 years. Moms decorate their speech with colorful exaggerations about quoting Mtsyri's poem. There will also be grandmothers and aunts who will begin to lament that the neighbor Tanya has been talking for a long time, although she is only a year old, but our Mitenka is silent, although he is much older.

Read also:Is your child learning to speak correctly?

Parents should immediately learn to differentiate all such statements, and most of them should not be taken to heart. And even more so to start visiting all neuropathologists of the city, psychologists and speech therapists. The most important task of parents is to find out exactly how speech is formed in a child, what depends on the baby, and what does not depend on him at all and falls completely on the shoulders of the parents.

The first thing to remember, and it is better to write down, is that there are no single terms for the development of speech in a child! The formation of speech is completely individual. By the way, contrary to popular belief, the first word of the baby may not be mom, as moms usually think, but for example, give! .

Significant assistance in the formation of speech in a child can be provided by the live speech of parents or relatives with a baby. It is important that this is exactly communication with the child, and not heard speeches from TV or radio - there is no significant benefit from this.

There are certain norms that correspond to the age of the child, again, these norms are considered average.

Norms for the formation of a child's speech

It is considered the norm that a yearling pronounces from 2 to 10 words - this is his entire vocabulary. But, quite often, up to about two years old, babies are limited to babbling or a small number of words. And more often they just prefer to remain silent. But this fact is not a reason for a huge amount of research, and even more so for parents to panic.

The development of a child's speech is formed from several components - active. which implies the pronunciation of words and sentences, and passive, i.e., direct understanding of words. Passive speech develops an order of magnitude faster, which is why the little one listens to adults so carefully, understands their speech, performs all assigned tasks, but at the same time may not speak at all, or be limited to a couple of phrases. Experts say that if the baby fulfills simple requests - bring it, take it, give it - then there is no reason for concern, speech development proceeds normally.

From about a year to 3 - 4 years, the child masters the basic laws of the language. By the age of 3 - 4, the baby's vocabulary is about 1000 words, if younger kids can use light words and just imitate sounds, then by this age speech becomes clear.

Signs of successful speech development

During the examination, the doctor evaluates not only the development of the child's speech, which often corresponds to average standards. The general, physical development of the baby is also evaluated. Among the signs of the successful development of speech, the absence of neurological diseases is of particular importance, the baby should actively communicate with parents and relatives, but may be embarrassed to talk with strangers.

Toddlers can actively repeat words after their parents and solve their problems with speech, for example, say that the baby is hungry, or does not want to play with certain toys, or vice versa. In addition, there are signs of dysfunctional speech development.

Signs of dysfunctional speech development

They can form if the baby itself develops with a delay, or the baby has suffered a serious illness, or there is a neurological disease. Usually, babies are reluctant to repeat words and sentences after their parents or refuse to do it at all. In addition, the baby's passive speech also suffers, i.e. the child may not respond to the requests of the parents and pretend not to hear and just leave.

Toddlers most often solve problems on their own, without asking for help from their parents, since it is necessary to talk with them. The kid prefers to speak his own language, and remains indifferent to the request of the parents to repeat it better.

And in no way is the absence of speech, or its delay, connected with eating herring or any other product.

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Do you want your child to speak faster?

Can you help him with this? That's about it and a little, about something else will be discussed today on the page of the Women's magazine

How to stimulate a child to his first words?

For a child to speak, of course, you need to communicate!
Talk to your little one, the more the better. At the same time, you must be very sensitive to your child, to his needs, emotionally responsive. Talk to the baby like an adult, but from another planet that knows nothing about our life, about our world, the child needs to show the objects that are around, say what they are called, and what can be done with them, and what they are for. This will serve as the basis for learning and further development of the child's speech. The more you introduce your baby to the outside world, the faster he will speak.
There is one rule that applies to all parents: the baby must hear the correct speech. Speak in a clear and expressive voice. And no fluff!

To teach a child to speak, communicate with him correctly

• Are you singing a lullaby to your baby? Great! Try humming the melody to the a sound. This sound stimulates the speech areas of the brain.
• Did the baby call you by screaming? Praise him!
• Imitate the crumbs when he walks. And that will make him want to talk to you. And since he does not know how to do this, in response you will hear his trusting cooing. This is his way of talking to you.
• Imitating the baby in the sounds he utters, the child should see your face and especially your lips well. As he grows up, he will be able to more easily imitate your words: the sounds of your speech. After all, he will already know by the lips what the sounds look like.
• Your baby began to say something, turn to face him, if necessary, bend over. It is important that the child sees your face and lips. Try to say absolutely exactly everything that the baby says. It should be like a conversation, so change the volume of your voice, intonation.
• Take the baby in your arms, try to call him to talk. Smile at him, and say the sounds that he already knows. Wait for the child to answer you and continue this conversation until the baby gets tired.
• Sound toys. For example, you roll a car, say: BBC. And when you give the child a toy, ask how she says.
• Listen to what's going on around you. Show how pets speak.
• Tell the baby how pets say: a dog, a cat, and others. And then ask the kid what they say.
• Ask the kid to show where, what is worth. e.g. bed, table, chair
  Where did the ball roll, or where is the cat? At the same time, pretend that you are looking for. Ask your child to bring you something. If he doesn't understand, help him and do it together.
• Say words like give, take, show more often. When the child eats, serve food and voice the name of this dish.
  When playing, ask for a toy to be served, calling it by your name.
• When reading books to your baby, ask them to show the characters you are reading about in the pictures. And then you can ask how this animal speaks (if the tale is about animals). If the baby does not answer, answer for him. At the same time, do not forget to praise the baby.

How to teach a child to talk on a walk

1. We met an animal or a bird, we ask or tell ourselves: what color, how does it talk? What does he eat? What are the cubs called? Where do they live? Read poems about cats and dogs to your child.
2. If you are traveling in transport, then tell your child what brand? What colour? Why do we need buses, cars?
3. You went to the store with your baby, tell us who works here? What is for sale? What is the name of the place where the product is displayed?
The process of development is individual for everyone and it occurs individually and spasmodically. Outwardly, the child may not change, but inside it is a constant work. And if today the child still does not speak, do not be upset, tomorrow he may give you this

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Today, the problem of non-speaking and poorly speaking children is noted all over the world. It is usually due to the fact that parents have stopped talking to their children, shifting this responsibility to talking toys, cartoons and other gadgets.

At the same time, psychologists advise to start talking with babies already at the perinatal age, this is how an emotional connection is established between mother and child. And as soon as the child is born, you should continue to continue constant conversations with him and soon you will get a wonderful interlocutor.

So how do you teach a child to speak? Efficient and effortless!

1. Talk about everything

As you know, a child imitates adults in everything. If there are constant conversations between parents and conversations between parents and a baby in the house, then the child understands this as a necessity. Address the child with questions, even if you yourself answer them later, and also comment on what you are doing or are going to do. Tell your child about dad, about yourself, about your next of kin.

2. Be emotional in conversations

It will be easier for the baby to understand and develop the correct speech if it is emotional, and also accompanied by appropriate facial expressions and gestures. Even without understanding the words, the child will understand the speech of the parents on an emotional level.

3. If you want a child to speak correctly, do not understand him.

Many parents do a disservice to their child. When a child begins to speak incorrectly or invent words, adults get used to his speech and begin to understand his desires from a “half-word” ... Instead of asking him to say the right thing. The kid sees that they understand him and gets used to these wrong words, which will be very difficult to wean from. The same thing happens with abbreviations. Let the child speak like an adult - not “too-too”, “yum-yum”, “wee-wee”, but in full words.

4. More books

Children can read books from birth. This will not only form a good habit in him, but also allow him to competently develop speech. When a child begins to easily understand the plots of "baby" books, you can turn on reading more adult literature, for example, stories and novels for schoolchildren. They will help the child to replenish vocabulary with more complex words and sentences.

5. Finger theater

With the help of finger games, you can tell fairy tales and introduce the baby to new characters and their features. Games are the surest way to explore the world.

6. Acting

Role play is a great way to raise an open-minded child. Show your child how to play with several characters at once by changing the voice and intonation. In such games, you can easily track the mood and anxiety of the child, as well as teach him to play independently.

7. Be interested

Ask your child what he wants to do, what he wants to eat and where to go. When looking at books and on a walk, ask what he sees and feels. If the baby finds it difficult to answer, tell him the answer - this will form in him the correct perception of the environment.

8. I want to know everything

10. Actions in a conversation

Starting to speak, the child uses more nouns. For the correct development of speech, it is necessary to introduce him to verbs, so he will quickly begin to build sentences and correctly explain his desires.

11. Articulation gymnastics

You can do such gymnastics with the smallest. Even a two-month-old baby will be amused by his mother, who depicts how a cow mooes or how a steam locomotive rides. All these exercises, an older kid, will be happy to repeat after you, this will help you speak faster and pronounce more correct sounds.

12. Repetition is the mother of learning

To expand the vocabulary, the child needs to constantly learn new words. They can be complex, so they will need to be spoken more than once so that the baby remembers and pronounces the new word correctly. It is best to do this in the game, showing the subject of the word, thereby visualizing it.

No need to sound the alarm if the child did not speak in sentences at two years old. Remember that your child is special and do not push him to the same level as others. A little patience, your participation and the baby will speak.

Time passes, and the baby is silent or, at best, “mumbles” something in one understandable language, why?

It is not easy to answer this question unequivocally, the reasons may be unfavorable ecology, poor health of the mother during pregnancy, lack of formation or insufficiency of the sensorimotor sphere, neurological diseases of the child himself, hearing problems ... Or maybe your baby lacks communication. Do you talk to him, do you comment on your and his actions, do you discuss everything that is happening around? Or vice versa... you are overprotective of him, he simply does not need to speak, everyone understands him even without words!
The development of the speech of the youngest children depends on several conditions, some of the important ones are: the normal structure of the speech apparatus, the constant invitation to talk and - as scientists have long proven - the level of development of fine motor skills, since the centers responsible for dexterity and finger movement are located in the brain next to the areas responsible for speech. By stimulating one center, we simultaneously activate the other.

Pay attention to whether all these conditions are met by your baby.

1. Your child prefers soft food to hard food, often drops it out of his mouth when eating, breathes through his mouth, speaks little and slurredly, or has excessive salivation - this may mean that the child's mouth and lip muscles are not sufficiently developed. Very often this happens when the baby is weaned early.

The muscles of the mouth can be strengthened with simple game exercises:

- Blow and whistle. Any exercises in which it is necessary to bring the lips together with tension are very effective. You can blow soap bubbles, and also blow on a feather, trying to keep it in the air. Buy or make a colored paper spinner and show your little one how to make a breeze. Pipes, whistles, etc. are very useful.

- Suck. Often offer your baby to drink juice through a straw so that he draws in his cheeks as much as possible.

Exercise "Mustache". While your child is drawing or watching TV, hold a cocktail straw in his mouth so that the ends of the straw stick out to the sides, like a kitten's antennae. This will perfectly strengthen the muscles of the lips, cheeks and chin.

- Simulate sounds. Toddlers like to imitate the sounds of various animals and birds, as well as objects - trains, cars, bells and sirens.

2. Your child has insufficient concentration of auditory attention, he does not understand long phrases well or does not hear background noises (background noises) - try to draw his attention to every sound and word. Read aloud to your child often, choosing books that the child knows well. Sometimes replace a familiar word in the text with another, funny, unexpected for the child and draw his attention to the joke.

Talk to your little one more. Voice your actions, while trying to speak in simple sentences and use words understandable to the child: “it’s autumn now,” “it’s cold outside,” “it’s raining,” “we’re going for a walk.” Gradually involve the silent person in a dialogue, ask him: “What shall we take for a walk, a bicycle or a bucket?”. Show the child the things around him, name them, and not just “look at the leaf”, but “look at what green leaf”, do not “give me a ball”, but “give me a red round ball”, etc. Explain to the child what exactly you are doing at the moment. Speak clearly several times.

3. Your child has poorly developed fine motor skills, he does not know how to fasten buttons, tie shoelaces, he cannot hold a pencil in his hands - help him, teach him how to tie shoelaces, fasten buttons. Show the two-year-old how to sculpt figures from plasticine and salt dough, draw with colored pencils, paints and crayons, collect constructors, pyramids, puzzles, play “finger” games (for example, “white-sided magpie”), sort out cereals, pebbles, sand , pour water from one cup to another, etc.

4. Your baby has problems with physiological hearing - check:

Newborn: Should start when you clap your hands 1-2 meters away and calm down when you hear your voice.
A 3-4 month old baby should show a response to your smile, gestures.
A 7-month-old baby should babble and repeat simple sounds after you.
At the age of 7 to 12 months, he should turn his head, hearing familiar sounds, and give a voice in response to human speech addressed to him.

Lack of good hearing can significantly slow down the mental development of a child. And if hearing loss is diagnosed late, the critical time to stimulate the ear canals leading to the auditory centers of the brain may be missed. This is fraught with a delay in speech development, which will lead to a slowdown in communication and learning skills.

When do you really need to start worrying?

Experts identify the following signs of delayed speech development in a two-year-old child:

1. The child has less than 20 words in stock and does not combine them with each other. The term “words” in this case does not mean full-fledged intelligible words at all, but rather the belonging of the same sound, to the same object, for example, the sound “Ba” should always mean “Grandmother”.
2. Speaks words so slurred that you only understand half of them.
3. Does not play or interact with other children.
4. Does not understand and cannot answer simple questions.
5. Cannot name any of the family members.
If you find one or more of these signs in your baby, you should immediately contact a speech therapist.
Let's help our children speak together!

Your speech therapist Maria Novozhen

09.09.2011 14:53:27,

How to help a child speak?

This question worries many young mothers if the child is two years old, and he says no more than a dozen words. Taking care of the timely formation of speech in a child is the main condition for successful schooling. After all, thinking develops through speech, and we express our thoughts with the help of words.

Any delay in the development of speech (poor understanding of what others are saying, poor vocabulary) makes it difficult for the child to communicate with both adults and children; and even excludes him from children's games. Such children cannot grasp the essence of the game, they do not understand the requirements. It is very difficult for both kindergarten teachers and parents to communicate with these children. As a rule, such babies are stubborn, irritable, cry a lot and can be difficult to calm down.

Children always speak the language their parents speak. But speech sounds are not just mechanically repeated by the child, but express and reflect his own impressions, his actions, his attitudes, thanks to which they become the little person's own words, and not children's copies of the words of adults. Therefore, trying to help their child speak faster and better, parents not only need to take care of the correct pronunciation of words by the baby, but, above all, strive to ensure that the child actively perceives the world, acts independently in it and expresses his own, namely his own, impressions through speech.

Below are a few speech development techniques that can be used with children aged from 1 year to 3 years . All of them are based on the inclusion of the child's speech in his actions, communication with adults, the perception of various impressions.

Joint viewing of objects.

An adult, together with a child, observes some object - live or toy. At the same time, the adult expressively talks about what the child sees. For example: “Look, what a kitty, what paws she has, what a tail! Feel how soft her coat is. Let's call her: "Kitty, kitty, come here." Or: "Look, what a machine! It has wheels, there are doors, windows, it can ride on the table like this ... The machine has gone, let's say together - the machine has gone," etc.

Reading jokes.

An adult repeatedly repeats a simple rhyme or nursery rhyme to the baby (“Paladushki”, “Magpie-Crow”, children's poems by A. Barto, “Ryaba Hen”, etc.). When the text is already familiar enough to the child, you can pause at the end of each line to encourage him to pronounce the missing words. For example: "I love my ... horse." Or: "Once upon a time there was a grandfather ... and a woman." Thus, a kind of dialogue is obtained in which the child "prompts" the right words to the adult. Usually, such negotiation of the missing words brings great pleasure to the baby.

Looking at pictures.

An adult, together with a child, examines pictures that depict familiar characters and situations. “Who is this?” the adult asks. “And who is this? What is he doing”, “Where is the bird?”, “Show the tree” ... If the child is silent, you can suggest the answer, but after that you still get the baby to answer looking at the same picture.

Orders.

The adult asks the child to find, bring or show something. The complexity of such an assignment depends on the level of development of the child's speech - both passive and active. The instruction of an adult should be clear and accessible to the child. And at the same time, for its implementation, a certain concentration is required from the baby, it should not be performed mechanically. The simplest request is to bring a toy when it is in plain sight and nothing distracts the child's attention from it. Many one-year-old children have already coped with such an assignment. A more difficult task is to find and bring a toy that is first among two, then three or more items. It is even more difficult for a child to find an object that is somewhere off to the side. An adult over the age of 2 can already ask a kid to find not one, but two items: "Bring first a bear, and then a ball." So, gradually complicating the instructions, the child is taught to regulate his actions with a word.

Summary: The child is learning to speak. Delay in speech development. If the child does not begin to speak. How to help your child speak. Exercises and games for the development of speech in children.

When do children start talking? On the one hand, the answer to this question is very simple - it has long been established that after a year and a half the first words appear in a child, and by the age of two, children, as a rule, begin to talk. Moreover, mastery of speech has the character of an "explosion".

The kid, who had been silent before, suddenly spoke, so much so that it was impossible to stop him. Some scientists believe that such suddenness in mastering speech is due to the fact that children at the age of one and a half make a kind of discovery: each thing has its own name, which can be learned from an adult. The endless questions of the child "what is this?", it would seem, confirm this opinion. But to think that a one-year-old baby is capable of discovering a universal law is to greatly exaggerate the intellectual power of children. Not a single child is able to realize at such a young age the sign function of words without mastering speech. Yet the speed with which an infant's vocabulary expands is astounding.

However, it is not so easy to determine the exact date of the appearance of the first words of the child. The fact is that in terms of the time of the appearance of speech and in terms of the volume of their active vocabulary, children differ so much from each other that the average data does not reflect the real picture. There are children who already at 11-12 months speak up to 110-115 words, and there are cases when, even up to two and a half years, the child is stubbornly silent, despite the generally normal mental development.

Such significant individual differences do not allow us to establish at least approximate age norms for speech development. More than once, psychologists have tried to determine exactly how many words children of each age should know. However, all these attempts have so far ended in nothing, because there are too big differences between children from 1 to 2 years old. To somehow overcome this difficulty, scientists tried to calculate the minimum and maximum vocabulary of the child for each age. It turned out that there are huge differences between these values. For example, at 1 year and 3 months, the minimum vocabulary of a child is only 4-5 words, and the maximum is 232 (!). At the same time, there was not a single child prodigy or mentally retarded among the examined children.

It turns out that the timing and pace of mastering speech largely depend on the individual characteristics of the child and on the path along which his speech development proceeds.

The development of speech has two main directions: passive word control (i.e. speech comprehension) and active(i.e. speaking). Usually passive speech precedes active speech. Already at 10-12 months, children usually understand the names of many objects and actions. Everyone knows the famous children's games of "Magpie-Crow" or "Goat". “He understands everything,” the touched parents are surprised, “but he can’t say anything.” Indeed, up to a certain time, the number of understood words significantly exceeds the number of actively spoken ones. And for some children, this period is very long. A child can, up to 2 years old, well understanding everything that adults say to him, not utter a single word - either be silent at all, or explain himself with the help of babble. And yet, if the child lives in normal conditions, his speech develops.

Usually in such children the transition to active speech occurs abruptly and unexpectedly. And this is understandable. After all, a sufficiently rich stock of understood words becomes the active vocabulary of the child. It happens that children who were stubbornly silent until the age of 2, already at the age of 3 catch up and overtake in their development those who began to speak at 10 months. Therefore, do not worry if there are only 2-3 words in the child's active dictionary before the age of 2. If the baby understands the speech addressed to him, if you create all the necessary conditions for his normal development, then sooner or later he will speak. But how early or how late - largely depends on you.

Consider how parents can help the child to speak.

For a long time it was believed that children's speech arises from direct imitation of adult speech sounds - babies memorize the words of adults, repeat them, and thus learn speech. "Say mom, say lala, say spoon," the baby's parents ask and expect appropriate sounds from him. To their great joy, many babies already at the age of 10-12 months begin to clearly repeat certain simple words after an adult. Imitation really takes place in the acquisition of speech (after all, children always begin to speak the same language as their parents). However, it is not the main one. A child can easily reproduce this or that word at the request of an adult, but at the same time never use it on his own. This means that the ability to imitate, perceive and reproduce other people's words does not yet lead to the appearance of the child's own words.

At the same time, it is obvious that the first words appear only in communication with an adult. But the interaction of an adult with a child cannot be reduced to direct copying of speech sounds. The word is first of all a sign, that is, a substitute for another object. This means that behind each word there must be some object denoted by it, that is, its meaning. If there is no such object, if the mother and child up to a year and a half are limited to manifestations of mutual love, the first words may not appear, no matter how much the mother talks to the baby and no matter how well he reproduces her words. If the mother plays toys with the baby, his actions and these same toys become the subject (or content) of their communication. However, in the event that the child enthusiastically plays with objects, but prefers to do it alone, the child's active words are also delayed: he does not have a need to name the object, turn to someone with a request, or express his impressions. The need and need to speak presupposes the presence of two main conditions: 1) the need to communicate with an adult and 2) the need for an object to be named.

Neither one nor the other in isolation leads to the word. And only the situation of substantive cooperation between a child and an adult or meaningful, business-like communication creates the need to name an object, and, consequently, to pronounce one's own word. Thus, the main thing is not just to talk, but to play with the child; talk not just like that, but about playing together. Cubes, pyramids, balls, cars, pictures and many other items that you can play with are suitable for this.

In such substantive cooperation, the adult puts before the child speech task, which requires a restructuring of his entire behavior: in order to be understood, he must pronounce a completely specific word. And this means that he must turn away from the desired object, turn to an adult, single out the word he is pronouncing, and use this artificial sign of a socio-historical nature (which is always the word) to influence those around him.

The essence of the speech task is to encourage the child to actively use a certain word as the only correct means of influence. Initially, the baby has no need to name the object with a word. Such a need must arise, and only an adult can teach him this.

In the process of mastering a word, three main stages can be distinguished, each of which has its own semantic center for the child.

On the first stage such a center is subject. The kid reaches for him, accompanying his attempts with mimic and intonation-expressive movements. In some cases, when he does not receive the desired object, these manifestations develop into anger and even crying. However, in most children, the focus gradually shifts to the adult.

On the second stage becomes the center of the situation adult. Turning to him, the child tries a variety of speech and non-speech means. Instead of trying to get the object, pointing gestures, active babble (“give-give-give”) and other methods of influence appear. Such behavior is aimed at bringing the adult out of the state of neutrality and drawing his attention to his attempts. However, if the adult "does not give up" and waits for the right word, the child finally tries to pronounce it.

On the third stage the center of the situation is word. The child begins not only to look at the adult, but focuses on his lips, looks closely at the articulation. A close examination of the "speaking", moving lips clearly indicates that the child not only hears, but also "sees" the right word. That's why, When talking to young children, it is important to clearly articulate each sound so that it is clear how that sound is produced. After this, the first attempts to pronounce the word usually appear.

It is important to emphasize that the baby is first oriented in the general sense of the situation. He begins to understand that in order to address an adult, you need to use a specific word, which becomes a means of address. Thus, the perception and reproduction of a word occurs, as we have already said, on the basis of the already discovered meaning of verbal communication and cooperation with an adult. Without a sufficiently developed need to communicate with an adult and play together with him, the first words cannot appear.

The process of generating a word is fully developed only at the beginning. Subsequently, this process is curtailed, the child immediately proceeds to pronouncing a new word, to its articulation. At the same time, it is important to emphasize that the speech task, that is, the task of conveying something in words, is first set before the baby by an adult. Children begin to actively pronounce words only under the influence of the persistent influences of an adult, when he turns the word into the center of the child's attention.

However, the appearance of speech is not always successful and timely.

Why is it difficult to speak

Recently, the obvious underdevelopment or lack of speech in 3-4-year-old children has become an increasingly serious problem for parents and teachers. We will try to consider the main, most typical causes of such problems in children 2-3 years old and, accordingly, ways to overcome them.

The first and main reason for the lag in speech development is the lack of communication between the child and his parents. Recently, many parents, due to their busyness and fatigue, do not have the time and desire to communicate with their children. The main source of impressions (including verbal ones) is television for children. The state of silence of family members in everyday life and in front of the TV screen turns into dramatic consequences for the acquisition of speech by a small child. Doctors who, by virtue of their profession, deal with speech and hearing disorders in childhood have been sounding the alarm for a long time. Back in the mid-90s of the last century, the German doctor Manfred Heinemann, using new methods of examination, came across an unexpectedly large number of children aged 3.5-4 years who needed treatment. On average, 25% of children were found to have speech development disorders. And today, on average, every fourth child of preschool age suffers from a slow development of speech or its violation, regardless of the level of education of parents or their belonging to certain social strata.

Experts emphasize that the increase in the number of speech development disorders in our time is due not so much to medical factors as to the changed socio-cultural conditions in which children grow up today. Working parents have less free time for their children. For example, a mother has an average of 12 minutes a day to talk to her child. As a result of all this, there is a growing number of children who are "happy" with their own television or video equipment, and then the time for watching programs reaches 3-4 hours a day. The fact that even small children of 3-5 years old watch TV on average 1-2 hours a day is especially inspiring. And some - from 5 to 6 hours a day, when they are additionally shown videos.

But, it would seem, the baby, sitting in front of the TV, constantly hears speech, and loud, varied and expressive. What's stopping him from getting it? The fact is that the speech heard by the child from the TV screen does not have the proper effect on him and does not play a significant role in speech development. It is not perceived by young children as addressed to them personally and is not included in their practical activity, and therefore has no meaning for them, remaining only a background of visual stimuli flashing on the screen. It has been proven that young children do not single out individual words, do not understand dialogues and do not listen to screen speech. Even the best TV shows or videocassettes can't replace parents' communication with their children! We emphasize again: only the direct influence of an adult and his participation in the practical activities of the baby can ensure normal speech development. Therefore, to overcome lags in the development of speech, at least two conditions are necessary:

The inclusion of speech in the active activity of the child;

Individual addressing of speech, which is possible only in live direct communication.

For a baby who has to get used to the world of speech, it is by no means indifferent who pronounces words and how. After all, it is only thanks to the word addressed to him that he can become a man in the true sense. And first of all, this does not imply the transfer of information, but something completely different, which is of much greater importance: a look into the eyes, interested attention, a reciprocal smile, emotional expressiveness. All this can only be given to a child by a close adult.

However sometimes a lag in speech development is also associated with an excessive understanding of close adults. Adults, well aware of the importance of the child's autonomous speech, at the same time do not stimulate him to turn to normal human speech and do not set him a speech task, guessing his slightest desires. They understand well what the child wants to say, and are satisfied with his "childish words" such as "boo-boo", "nuke", "hatch", etc. At the same time, parents themselves use children's words with pleasure in a conversation with a baby, since such a child's language (it is sometimes called the language of mothers and nannies) expresses special tenderness and tenderness in front of the child. But this language is appropriate only for the baby, because he does not yet delve into the meaning of words. After a year, when intensive assimilation of speech begins, "children's words" can become a serious obstacle to the development of normal human speech, and the child will be stuck at this stage for a long time, content with a few "children's words". If a child under 3-4 years old remains at the stage of speaking exclusively "children's words", then later in his speech various disorders are possible associated with incomplete mastery of the sounds of his native language, the replacement of sounds, their mixing, etc. In elementary school, such incorrect pronunciation can cause gross errors in the letter, because "as it is heard, so it is written."

So, there are two main reasons for a child to get stuck at the stage of autonomous children's speech. Firstly, these are situations when the surrounding close adults willingly use the same children's language in communicating with the child, repeating its sounds and offering similar words of their own such as "bibika", "yum-yum", "pee-pee", etc. Secondly, these are cases when parents and grandmothers, well understanding not only the peculiar language of the child, but also all his desires, guess them literally from a half word and half a look. Under such conditions, the child does not have any need for real words. Accordingly, to overcome such problems, two rules must be strictly observed.

1. Do not replace the conversation with the child with the language of "moms and nannies", that is, do not speak with him using various "boo-boo" or "pee-pee". The kid needs the correct human speech, naturally, understandable to him. At the same time, when addressing a child, one should clearly and clearly pronounce individual words, drawing his attention to their articulation and seeking an intelligible pronunciation from him.

2. "Do not understand" autonomous words and indistinct vocalizations of the child, encourage him to correctly pronounce and name the things he needs and, thus, create a speech task. The need, and then the need for human speech, arises only in communication with close adults.

In this regard, I recall a well-known anecdote about a boy who was silent until the age of five, and his parents already considered him deaf and mute. But one day at breakfast he said that the porridge was not sweet enough. When the astonished parents asked the kid why he had been silent until now, the boy replied that everything was in order before. So, as long as you are understood without words, there is no need for them, and therefore you can be silent or explain yourself with inarticulate sounds.

A serious obstacle to the development of speech can also be increased impulsiveness of the child and insensitivity to the words of an adult. Such children are extremely active, mobile, they rush aimlessly and cannot concentrate on anything. They do not seem to hear the adult who has addressed them and does not react in any way to his words. They even express their protest in a special way: they scream, looking into the void, and not addressing an adult. The lack of necessary connections with an adult is also manifested in the desire to do everything oneself: an adult as a partner and as a model is completely unnecessary. Although the child's individual games with objects free adults from the importunity of children, they in no way stimulate the child's speech development. Under such conditions, the very need of the baby to communicate with adults is drowned out: he stops turning to them, plunging into stereotypical actions with objects. As a result, the mental development of the child in general and speech development in particular is delayed.

In such cases, you must first return to the games and activities, which are based on emotional contact with the baby. It can be affectionate stroking on the head, calling him by name, simple infantile games like "Ku-ku" or "Magpie-Crow". It is important to establish contact with the child, catch his eye and get a response. Of great importance is the way in which an adult introduces various objects and toys into the life of a child. All objective actions should, if possible, be given a "human" character: pity or put the doll to bed, put the driver in the car and drive it to the garage, treat the monkey, etc.

It is better to reduce the number of toys. Games that cannot be played alone, such as rolling a ball, are very useful. If the child does not show interest in cooperation, try organizing a common game with another partner in his presence. For example, dad and mom can roll a ball to each other, rejoicing and rejoicing like a child. Most likely, the baby will want to take the place of one of them or join this activity. Imitation games are also useful. You speak in the presence of the baby for different little animals, and the child, becoming infected with the general situation, repeats after you. All these activities are aimed at stopping the mindless running of the child and attracting him to meaningful communication.

Another problem that is quite common today is the rapidity of speech development. This variant of the violation of the normal development of speech is opposite to all the previous ones. It differs in that the first words of children not only do not linger, but, on the contrary, are ahead of all age periods of speech development. A child at the age of 1 year and 3 months suddenly begins to speak in almost detailed sentences, with good diction, using words that are not at all childish. How much pride their talking miracle causes in parents! How nice to demonstrate to friends the extraordinary abilities of the baby! At first, the possibilities of the baby seem limitless. They constantly talk to him, they teach him, they tell him, put on records, read books, etc. And he understands everything, listens to everything with interest. It would seem that everything is going great. But suddenly such a child begins to stutter, it is difficult to fall asleep, he is tormented by causeless fears, he becomes lethargic and capricious.

All this happens because the baby's weak, fragile nervous system cannot cope with the flow of information that falls on his head. It is difficult for him to rebuild so quickly and in just a few months from a baby to turn into an adult. Increased excitability, night terrors, stuttering indicate that the child's nervous system is tired, that he cannot cope with an excessive informative load. This means that the child needs rest, freedom from unnecessary impressions (and above all - speech). In order to prevent the development of neuroses, you need to walk more with the child, play simple children's games, accustom him to peer society and in no case overload him with new information.

So, the cases of violation of speech development are very diverse. But in any situation, for the normal and timely development of speech, sufficient and age-appropriate communication between the child and the adult is necessary. However, it happens that no efforts of parents lead to the desired result - a baby under 3 years old continues to be silent, or utters some inarticulate sounds, or avoids communication. In these cases, it is necessary to turn to specialists - a speech therapist, a child psychologist or a neuropathologist. Do not forget that speech is one of the main indicators of mental development, since it reflects all the achievements and problems of a small child.

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