Speech development of children 3. Exercise through games

Children 3-4 years old are called why. They are interested in everything that surrounds them and happens around them. Therefore, the main distinguishing feature of the development of speech at this age is the interrogative construction: why? as? why? what if? At the same time, it is important for parents to remember that each question requires an answer, but as clear and concise as possible, since kids cannot yet carefully listen to long explanations.

Features of speech in 3-4 years

Speaking globally, the speech development of children now has the following characteristics.

• Intensive mastery of speech: the growth of vocabulary, the complication of speech structures, the improvement of articulation.
• K. I. Chukovsky described this period as “genius linguistic talent”: now kids are actively engaged in word creation, creating the most unimaginable words and syntactic constructions, trying to rhyme, compose poems, often understandable only to themselves.
• The speech of children is situational, that is, it is not prepared, it is determined by a specific situation.

With a more detailed division, one can distinguish distinctive features in the improvement of various areas.

• Active vocabulary.

A child's vocabulary may consist of 1500-2000 words. At the same time, long or incomprehensible words are often distorted (“litekrychestvo” - electricity, “salamot” - an airplane). The child can rearrange sounds or syllables in places (“paravachivay” - turn, “call” - take, “gamazin” - store). Now it is still difficult for the baby to pronounce sound combinations of two or more consonants. He can insert a vowel sound between them or skip half of the consonants (“drastuy” - hello, “zinayu” - I know).

• The grammatical structure of speech.

Phrases of a baby at 3 years old consist of 3-4 words, by 4 years old he uses common sentences. Many kids can use complex and even complex constructions (Misha wants to eat, I will cook porridge. When summer comes, flowers bloom). Children begin to use simple homogeneous terms in speech, both in the singular and in the plural (I draw the sun and clouds. Geese swim and cackle). However, there may be difficulties with the formation of the plural of some words (mouths, trees). Children learn to use more parts of speech in conversation - adjectives, pronouns, adverbs, numerals appear. But speech errors are still possible when agreeing on the endings of adjectives and nouns, when changing verbs in persons and numbers.

• Phonetics.

The baby’s articulatory apparatus is gradually strengthening, he “lisps” less - he pronounces vowels without softening (“measya” - meat, “sadik” - kindergarten). But phonetic flaws are still possible that do not require special correction. For example, not being able to pronounce hissing, the child replaces them with whistling ("sapka" - hat, "yozik" - hedgehog). The sounds [ts] and [h] are still “decomposed into components” (“poop” - chicken, “ty” or “tsia” - tea). There are frequent problems with the pronunciation of sonorants [l] and [p]. They are either skipped altogether, or replaced with [j], [l '], [v] (“horse” - spoon, “hawa” - head, “kiowa” - cow, “let” - mouth).

• Connected speech.

Children 3-4 years old on their own, without additional questions, until they can coherently and logically state what happened or what they saw, retell what adults read to them, and compose a complete story from the picture. They can only describe the depicted objects and the actions that they produce (“This is a duckling. He eats grass. There is a duck. This is his mother. She stands and looks at the duckling”). But now kids are actively memorizing and reproducing various rhymes and nursery rhymes that are clear to them in meaning.

• intonation, expression.

Children now can not only copy the shades of intonation that adults showed them when reading a poem, but also bring their own expressive notes, which, as it seems to them, correspond to what they read. However, in the fourth year of life, babies do not always have access to adjusting the pace and volume of speech. They may not realize that they are talking too quietly, especially if they are talking to people they don't know well. And being strongly impressed by something, they talk about it, “choking with emotions”, confusedly and hastily.

"Speech standards"

Many experts jokingly say that children at this age are silent only when they sleep. That is, in terms of speech, they are insanely active. But not always parents can determine whether the speech of their crumbs is developing normally. Does he say little? Is it suddenly wrong that he is chattering endlessly about something? Suddenly he is too indistinctly pronounces sounds?

For a guide, in addition to the above skills, you can refer to the approximate age-specific speech norms.

• By the age of 3–4, children have already accumulated some life experience and knowledge about objects and phenomena, so they can reason and draw simple conclusions.
• The child already knows and calls his last name, first name and patronymic, the names of parents, close relatives, friends.
• Can name and generalize into groups all objects known to him (food, clothes, furniture, dishes, toys).
• Can identify and name the signs of objects (the sun is hot, the apple is tasty, the hat is warm, the table is wooden).
• Understands and names the actions of objects (dad is sleeping, the sparrow is jumping, the cat is washing himself).
• With pleasure repeats words and sentences after adults.
• Can represent simple images.

If the baby can not yet do all of the above, perhaps he simply does not have enough parental attention, which should be directed to the correction of specific indicators of speech.


Only obvious symptoms of a child’s lag in speech development should alert:

• slurred monotonous speech;
• fast, ragged or drawn out speech;
• incomprehensible "gibberish";
• speech is not framed in sentences with subjects, predicates, prepositions, additions;
• the baby says only phrases from cartoons or books, without building his own;
• cannot complete simple 2-step tasks (take the book off the shelf and take it to dad);
• "eats" the endings of words;
• constantly confuses the order of syllables or sounds in most words, distorts or replaces many sounds with others;
• does not use prepositions, conjunctions, adverbs in speech;
• does not speak full words at all;
• the child's mouth is constantly open and saliva flows;
• he does not balance well, is awkward, has poor coordination (he cannot cross obstacles, catch a ball, climb stairs, stand on one leg);
• cannot perform small movements (fasten buttons, accurately insert mosaic details into holes, assemble Lego, puts a lot of pressure on a pencil when drawing);
• inattentive, unable to concentrate;
• hyperactive or, conversely, too inhibited.

Such signs require mandatory consultation of specialists (pediatrician, neurologist, psychiatrist, psychologist, speech therapist, defectologist, otolaryngologist, audiologist). You may need not only speech correction, but also complex treatment if abnormalities in the work of the central nervous system, hearing organs or articulation are detected.

How can parents help?

If everything is in order with the baby, you should not think that his speech will form by itself. It has already been said here what problems are typical for children 3-4 years old. Here you need to work on them, constantly spending exciting games with children that develop speech.

So, what specifically requires the attention of adults now?

• Logical thinking, attention, memory. This will allow the baby to remember more of what they read or see, talk about it, draw conclusions, and express their thoughts consistently.
• The ability to use words in speech syntactically correctly (use gender, number, case, person to use the correct endings).
• Vocabulary expansion. This is one of the most important aspects of the formation of speech, allowing the baby to tell fully, clearly and widely.
• Mastering different forms of speech (dialogue, monologue, description).
• Work on improving articulation. This is important so that the baby can quickly master sounds that are difficult for him (you can read more about articulatory gymnastics here).
• Expression, tempo, intonation. The child must be taught to speak with the right voice power, according to the situation, to color the speech emotionally, not to chatter and not to draw words.
• phonemic hearing. It is important for a kid to learn how to correctly perceive each sound in a word, to hear the number of syllables and their order.
• Fine motor skills. It will help the child improve pronunciation and activate the centers of the brain responsible for the development of speech (examples of games for the development of motor skills can be found here - "Motor skills for the development of speech").

Pay special attention to the problems that your child has specifically (perhaps he cannot group objects according to common characteristics, or does not pronounce specific sounds, or he has difficulty remembering the text).

Practice while playing

What activities should be conducted with children to help them master all these skills? Of course, gaming. This is the most accessible and interesting activity for the baby. For each individual skill, you can choose your games. At the same time, it is not necessary to specifically buy expensive manuals or toys.

• For the development of logic it is useful to collect simple puzzles (3-4 parts), find differences in pictures, combine objects into groups not only according to obvious signs (dishes, clothes), but also less clear at first sight (for example, on the basis of "red" you can combine the ball, cube, mug, ladybug, car). You can also isolate an extra item from the group. Then, for example, a ladybug will be superfluous here, because it is alive. An exercise will also make the child think, in which you need to determine which object corresponds to which contour on paper (you can’t apply it). It is useful to arrange several items in size - from largest to smallest and vice versa. Option: arrange pots and pans and fold the lids from them separately - let the kid pick up his “hat” for each.
• Memory and attention trains, for example, such an exercise: name with closed eyes everything that is on the table, and then open your eyes and determine which object has disappeared. Or determine what has changed in the picture (mom finished drawing) while the baby did not see. You can let the child remember a few items, and then, when he closed his eyes, add another one - let him find a new one. You can offer the child pictures with errors (a green goose, a cow with wings, a hare eats a mouse, etc.) - let him point out what the catch is.
• Exercises for developing the skill of correct use of word forms may be next. Moving an object (on the table, under, in front of, behind, over), when the baby needs to say: the ball is on the table, the ball is under the table, etc. Exercises to compare objects by quantity: one, few, many (you have a lot sweets, but I don’t have much; there are a lot of apples on the table, but I have one). A game will be useful when the baby is offered to fully answer which object from those lying in front of him can do what (I draw with a pencil, I’ll go for a walk in a hat). Another option: an adult describes one of the objects or toys in front of the child, and he must guess what it is about (she has a fluffy red tail, small paws, she loves nuts, her house is a hollow in a tree).
• Expressiveness of speech, voice power, intonation. These skills are perfectly practiced when role-playing various folk tales (“Three Bears”, “Teremok”). An adult reads a fairy tale to a child expressively, changing the intonation and strength of the voice, then asks the child to voice one of the characters, then another (Mikhail Potapycha, Nastasya Petrovna, Mishutka, Masha). Let the kid guess by the tone of voice which phrase of which character the adult read. Then you can switch roles with the child. The strength of the voice can be trained by explaining to the baby that the bell rings loudly, and the leaf from the tree falls very quietly. Seeing the bell, he should say something loudly, seeing the leaf - quietly.
• different forms of speech. Dialogue speech develops directly when an adult communicates with a baby. Answering questions, the baby will gradually learn to build more detailed sentences-answers, and their own questions. A monologue is, first of all, a child's story about something that happened to him or was of particular interest to him. The more often you ask him about it, the faster he will learn to build a coherent and complete story. The description is easiest to master by telling what is shown in the picture, what is visible from the window, what happens in the sandbox during a walk.

Lexical wealth

But almost all of these games contribute to the development of vocabulary. Plus, of course, learning new poems, nursery rhymes, constant reading of books, encyclopedias for the smallest, active communication with the baby.

We build vocabulary and develop the baby's speech when:

• we talk on a walk about everything we see, explaining what it consists of, how it differs, what it is for;
• we read tongue twisters, riddles, proverbs;
• we discuss a read fairy tale, seen a cartoon or a film;
• we teach children to compare objects, to notice their differences;
• we encourage them to think about the meaning of what they read, ask questions about the plot or the characters of the characters (this comes by itself if you read books constantly);
• we find ourselves in a new place (park, attraction, institution), where you can learn new names of objects, sensations, professions;
• we play word games (“Who says so?”, “Is it edible or not?”, “Find the difference”, “What lies where?”, etc.).

It is important to develop the speech of babies in stages, paying attention to its age characteristics and the level of general development of children. Then at each next stage it will be easier for them. And for school we will prepare a child who speaks at the right level.

Speech development of 3-4-year-old children within the normal range implies a problem-free understanding by the parents of their baby, while strangers may not understand his speech. According to children's specialists, a child at this age is silent only when he sleeps. The rest of the day he talks incessantly.

Normally, a 3-4-year-old baby should already actively communicate and contact with parents, even if strangers do not understand his speech too much.

Standards for the development of a child's speech

Children's indicators are difficult to generalize, it is necessary to take into account the individuality of the child. Nevertheless, there are indicative norms for assessing the speech development of children aged 3-4 years old - they should be paid attention to in order to avoid potential problems in the future.

The speech of a child at 3 years old is characterized by the following indicators:

• he comprehends the basics of grammar, but so far without the past tense;
• knows how to compose a story in 4-5 sentences, looking at the picture;
• his vocabulary reaches 1200 words;
• numerous questions became his norm;
• swallows some syllables and replaces letters;
• there are often no pauses between words.

At 4 years old, the child's speech development includes:

• he mastered almost the entire grammar of the Russian language;
• compiling a story according to the proposed picture, he already gives out at least 10 sentences;
• his vocabulary reaches one and a half thousand words;
• his "questionnaire" has been greatly expanded to include specific questions (why, what, when, where);
• knows how to “read” a story from successive pictures;
• pronounces all sounds well, having difficulty only with “r”, “l”, “w” and “u” (we recommend reading:);
• the baby's speech is characterized by coherence.

If you find a discrepancy in more than three positions, there is reason to think about a possible delay in the development of your child's speech. Pay attention to what and how he says: based on the specifics of the speech development of children 3-4 years old, analyze and evaluate the personal progress of your child. In some cases, it will be useful to consult a specialist.

How to teach a child to speak correctly?

Think and act positively - then all problems will be solved. The speech development of a 3-year-old child is dynamic: observe gradualness in learning, do not rush to complicate tasks, very soon the difficulties in the development of the child's speech will be overcome. Perhaps you will involve a speech therapist in staging the baby’s speech, who can offer an individual program. Speech therapy trainings bring tangible benefits. Children's specialists in every possible way encourage and welcome independent studies of parents at home and give some very valuable advice:

• Try to gesticulate less when communicating with a 3-4 year old baby. Encourage your baby to express his thoughts in words too, but do not take away sign language from him completely. Gestures are very appropriate when reading books together - for example, to show how big a turnip has grown. Sign language relieves tension (see also:). In other situations, offer him a choice: “What toy do you take with you? Soldier or car? Operate with objects familiar to the child so that he can think and give an answer.
• Voice all the actions: "Antosha takes a spoon and eats." Or: “We are going to the store. It's sunny outside, let's put on a yellow cap."
• Add variety to your speech. It makes no sense to say the same thing several times and require the crumbs to repeat. Don't rush him. One day he will answer the way you expect. An incomprehensible sound or shaking his head in response makes it clear that he hears you and reacts to your words.
• Do facial massage and articulation exercises daily (see also:). Use an educational video for children that will help you in this matter. Actively turn on tongue twisters and exercises for sounds, just spread them over the days, do not oversaturate the classes.
• Encourage communication. Ask more elementary questions, let the baby answer by naming objects. Prompt if he finds it difficult to answer.

Didactic materials in classes with children 3-4 years old are highly desirable. They contain valuable hints and can be of great help. Here are some examples:

Important additions

It will be great if you decide to keep a diary in which you will record both the successes achieved and the difficulties that you encountered during the classes. Your notes will help you see the dynamics of development, evaluate achievements and see progress firsthand. In addition to speaking, develop children's skills in painstaking work with small objects - this has a beneficial effect on thinking and communication skills. Pay attention to the following recommendations:

• An unconditional "yes" to fine motor skills. Let the kid unscrew the lid and pour the water from the jar into a glass. Modeling classes have undeniable benefits. Teach him how to hold a spoon and pencil correctly. Let the objects be round or ribbed, rough or smooth. Summarize objects by shape, purpose, color, etc. “A glass and a mug - they drink from them” or “A spoon and a fork - they eat with them.”
• A resounding no to TV. Some 15-20 minutes to watch cartoons is enough for children of this age. Find an alternative! Captivate him with educational games and toys that contribute to the child's speech development. Let the cubes and designers come into his life. To what the kid and electronic games.

The development of the baby and its pace is 90% dependent on the efforts made by the parents. It is better not to leave the baby alone for a long time with toys, but to join the process, invent new games with the child.

Educational descriptive games

Game "Describe the object: what is it?", the goal is to teach the child to describe the characteristic features of the subject. Mom pulls an item out of the box. The child describes it according to the parameters known to him (what?): “This is an apple. It is red, round, juicy, crispy.

Game "Who says so?", the goal is to distinguish by sound and imitate the voices of animals, match the voices and names of adult animals and cubs. To play, you need figures of animals and their cubs: a goat and a goat, a cat and a kitten, a dog and a puppy, etc. Guests arrived at the baby's house by bus or by car. They all want to play with him. Who says wow wow? - Dog. - And who barks in a thin voice? - Puppy. The mother dog has a baby. How does he speak? - WOF WOF.

The game "Who is it and what is it? What can he do?, the goal is to name objects, their features and possible actions. First of all, the baby must correctly answer “What is this?” or "Who is this?" The next question is "what?" - suggests an answer about the signs of the subject. Questions "What is he doing?" and "what do they do with it?" describes the actions that he can perform, and what a person can do with him. All these actions should imply the possible movement of toys.

Game "Guess the object", the goal is to teach a child to identify an object by its signs and actions. Show the child some toys, name them and give a description. “It's a duck. She says "quack-quack." The duck is swimming." Then describe the toy, and the child must guess who it is.

Educational "guest" games with several objects

The game "Hide and Seek". The goal is to understand and actively use in speech the prepositions of the place “on”, “in”, “under”, “above”, “at / about”. Arrange children's furniture on the table. “Here we have a room in which the girl Liza lives. Name all the items in Lisa's room. What is the name of all these things? - Furniture. - Her friends came to visit Lisa - frogs, ducklings, cubs. They started playing hide and seek. The frogs jumped on the table. The cubs crawled under the bed. The ducklings hid behind a chair. Liza went to look for the little animals. Not on the sofa, not under the chair. Who will help Lisa find her baby friends? Where are the bears? Where are the ducks?” The game can be repeated several times. Animal toys may change.

The game "Requests and Orders". The goal is to develop the skills of building the imperative mood. Visiting Lisa Koshka and Bunny. If you want Bunny to do something, ask him about it. “Bunny, jump!”, “Cat, dance!”, “Cat, lie down on the sofa!”, “Bunny, hide!” Encourage the baby to use prefixes to form verbs for various actions: jump - jump - jump - jump over; get away - get away - come on - come on.

Classes must be daily. Start with 15 minutes and work your way up to a normal school lesson of 40 minutes. Make sure that the child understands what is being said, and does not automatically repeat what he hears. It is great if the kid will practice such games not only at home, but also with his peers. It is quite feasible to teach a child of 3 years to speak well if you do not retreat, do not succumb to difficulties and believe in what you are doing (we recommend reading:).

Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal and Reproductive Psychology and Volgograd State Medical University with a degree in clinical psychology

The speech of a child at the age of 3 is so developed that the mother and loved ones can easily understand the baby. The child becomes sociable, and uses his skills in various situations: in the store and pharmacy, he orders food and medicine. On the playground, he tells who bought him a new toy and where they are going with their mother. At this age, the baby has no secrets from strangers. He will blurt out everything he knows about the relationship between mom and dad, about what grandmother thinks about the neighbors, and so on.

Active vocabulary increases every day and is no longer countable. If on the 3rd birthday the baby owned 250 words, then after six months there are already 1000 words in his stock. Let's figure it out.

Articulation gymnastics

Although the child has a large vocabulary, pronunciation suffers. At this age, the articulatory apparatus is not yet sufficiently developed, so the kids distort some sounds. Hissing and sonorous sounds are especially difficult. How can we help? Perform articulation exercises. If you do not have a special book on articulation gymnastics, then we suggest you use the following fairy tale.

Tell the baby that his tongue lives in a house, where the cheeks are the walls of the house, and the mouth is the doors. Tap your finger on the cheek: "Knock knock." Let the doors of the house open and the baby opens his mouth wide. The tongue is interested in who came to visit him, so he looks to the right, left, up, down (we touch the right, left corner of the mouth, upper and lower lips with the tongue). The tongue did not see anyone and again hid in his house (we close our mouth).

They knocked on the house again (we tap with a finger on the other cheek), now the tongue looks out the window (we ask the baby to say “o”, rounding his lips). And here is a friend. “Let’s play together,” an imaginary friend (or toy) suggests. "Good," the tongue agrees. The tongue rides on a swing (alternately touches the upper and lower lips), plays the pipe (we stretch our lips and sing “doo-doo-doo”), inflates and bursts balloons (we draw air into our cheeks and clap our hands on them).

Wow, how hungry friends are. It's time to get refreshed. We will bake pancakes (we stick out a wide tongue from the mouth and, clapping our lips on it, say “five-five-five”), chew pancakes and lick ourselves (we lick the upper and lower lip with the tongue). It's already evening, it's time for friends to go home. The tongue waves "bye-bye" and returns to its house.

speech games

Speech games are good because they can be played everywhere: on a walk, in a store, in a clinic, at home (when you are busy and your baby is bored). These games will help you transfer words from your passive vocabulary to your active one. Let's look at some of them. Having caught the essence, you can come up with other games, taking into account the interests of the baby.

1. Puzzles

Make riddles using an expressive description of the subject. For example: yellow, delicious, sweet, fragrant, made by bees, the bear loves it, and Masha drinks milk with him at night. (Honey)

The child guesses the following riddle. If the baby uses few descriptive words, then ask for a hint. What color, shape, taste, what is it used for, etc.

1. Matching verbs to nouns and vice versa

Invite the child to tell what this or that object does. For example: a steam locomotive - rides, makes noise, rattles, hurries, carries, buzzes, smokes, etc.

Conversely, match the nouns to the verb. For example: What or who can walk: a person, an animal, rain, snow, a TV show, etc.

1. Generalization games and vice versa

Is your child already familiar with such general concepts as toys, furniture, clothes, shoes, food, dishes, animals, fairy tales? Then you can invite him to play this game. Voice items from a category, and the baby should name them in one word. Or choose one category together and say the items in turn. The winner is the one who is the last to be able to say the word (do not forget to give in, kids at 3 years old still do not know how to lose).

1. Selection of nouns for adjectives

You ask: what is sharp (round, soft, warm, yellow, etc.), and the child answers: knife, fork, needle. If your baby loves to compete, you can say the words in turn.

1. reasoning

Ask the kid: what will happen if we go to the forest? If the baby's answer is monosyllabic, ask leading questions: who will we see there? What do we do?

Do you want to play with your child easily and with pleasure?

Ask provocative questions: what happens if you go out in a light dress in winter? What happens if mom doesn't salt the soup?

Theatrical performances

Talking about how to develop a child's speech in 3 years, it is impossible not to mention such an instrument as theater. There may be various options here:

flannelgraph

Flannelograph (carpet linograph) is now mandatory in all development centers, speech therapy rooms, kindergartens. This is such a universal benefit that it is difficult to overestimate its developmental capabilities. For home use, you can. If you make a set of cards for playing fairy tales, then your baby will be happy to retell fairy tales and compose new ones. Children are often shy when asked to tell a story, but the shyness disappears near the flannelograph. The kid puts the cards one by one and tells a fairy tale, sometimes changing the end to a new one. Or he mixes all the characters, gives them new qualities and tells his own tale.

Dolls - gloves

At the age of 3, the child brings toys to life. And when the toy moves, waves its arms and nods its head, there is no doubt that it is alive. With such a toy, the baby will share innermost secrets and anxieties, tell the latest news and will repeat "difficult" words. The glove puppet will help you learn a song or a rhyme and tell a funny story if your baby is sad.

Role play with costumes

At the age of 3, role-playing begins to take shape. The kid gladly takes on the role and performs it. And the presence of even a small element of the costume (paper mask, hare ears, butterfly wings) takes you to the world of fairy tales, and the child begins to behave differently and speak new words that you did not even know about. For example, one three-year-old “butterfly” said: “I am a butterfly, I am light and airy, I flutter from flower to flower. Look at me, I am elegance itself!”.

Children also enjoy acting out fairy tales they know, changing the plot to suit their mood. Let them be the main ones, and you will be surprised by their imagination, memory and word creation.

Development of fine motor skills

When we do, then do not forget about the need to continue classes on. At this age, more complex finger games become available to the baby. You can watch some of them in this video:

Modeling from plasticine baby is getting better. The kid already sculpts balls, sausages and cakes well. Using step by step instructions from the book Roni Orena "The Secrets of Plasticine", the child easily blinds funny little animals. Of these, it will be possible to make an exhibition and show guests.

Button trainers and lacing suitable for the development of fine motor skills, if the baby has not yet fully mastered them.

Writing a letter

Encourage your child to periodically write letters: to dad about the past day or to grandma about interesting events this week. This game develops the skill of writing. Let the baby dictate, and you write. When the letter is ready, read it to the child and ask if he wants to change anything. At first, offer your options, "how to say it better." Gradually, the baby will learn to express his thoughts beautifully, and the letters will become more interesting. Be sure to read letters to dad and grandma and keep them. Firstly, you will have something to compare with, and secondly, it will be interesting for a grown child to read his first stories.

When we developing the speech of a child at 3 years old, we need to direct our efforts in different directions: increasing the active vocabulary, improving the pronunciation side of speech, expanding the child's understanding of speech. These and many other tasks you can solve using these games.

I invite you to discuss in the comments the issue of speech development of a child of 3 years. How do you develop a child's speech at 3 years old?

You were looking forward to when the first timid sounds your baby makes turn into full-fledged words, phrases, sentences. But what if, in terms of speech development, your child lags behind their peers? This article will help you understand what a child should say at 3 years old. How to correctly assess his actual speech skills and take action in time.

The speech of a child at the age of 3 should normally be sufficiently developed for dialogue, independent monologues, role-playing games. At this age, your baby will be able to:

• Tell about yourself. Give the name, gender, number of years (say in words and show on fingers).
• Make correct sentences from 3-5 words at least. They will be with a pronoun, a verb, a noun and an adjective (the presence of grammatical errors is a natural phenomenon).
• "Reduce" the word with a suffix (dog - doggy), make the noun an adjective and change the form as a whole.
• Use prefixes (arrive, leave, call), synonyms.
• Use generalizing words in conversation (dog + cat = animals, jacket + trousers = clothes).
• Correctly pronounce almost all sounds with the exception of complex ones (“w - w”, “z - s”, “h - sh”, “p”, “l”).

How many words does a child speak at three years old? As a rule, the number of words actually used by the baby is from 300 to 700. In total, the child understands and knows about 1500 words.

The vocabulary of 3-year-old children should be constantly updated with new words. Be sure to follow the dynamics.

Delayed speech development in children 3 years old: 10 signs

Speech delay in a three-year-old child can manifest itself in the inability to pronounce correctly 5-7 sounds at once. At the age of 3 years, the use of this set of sounds instead of words is acceptable, but consultation and professional sessions with a speech therapist are required to figure out exactly why a three-year-old baby does not speak well.
If your baby speaks faster than necessary, repeats individual sounds and syllables of a whole word, pulls them for a long time (“mmmmm”, “cuckoo”) - this indicates stuttering. Sign up for a consultation with a speech therapist and a neurologist. Do articulatory gymnastics, develop speech breathing.

• Be sure to take action by noticing that your child:
• Does not remember simple text, does not understand text when read aloud, cannot connect words to retell it.
• He does not hear low sounds, does not recognize their direction and source.
• Turns up the volume on the TV more than the rest of your family.
• In the presence of such symptoms, the causes of speech delay in a child of 3 years old may be associated with hearing impairment. Visit a pediatric therapist, psychiatrist and psychologist, neurologist and speech therapist.

Some parents believe that their child at 3 years old is too lazy to talk. And something similar to laziness can really lead to the fact that a child at the age of three does not speak much. If there are no physiological and psychological reasons for the lag in speech development, then the solution will be more frequent and prolonged communication with the child:
Create situations in which the baby will not be able to be silent. Ask which of the two dishes he wants for lunch, whether he will go to the store with his dad, whether he will draw or sculpt. Nods, sounds, and monosyllabic words are better than silence.
Give your child the phone when people he knows call. Your baby will talk to his grandmother on the phone with desire, even if he is used to keeping silent during live communication.
Constantly discuss everything that you see around. On the way home, talk to your child about trees, passers-by, cars. Let not immediately, but over time, he will be involved in the conversation.
Develop the mobility of the tongue, like muscles, do exercises to develop breathing, work with setting intonation, volume of speech, correct stress.

Smirnova Ludmila Nikolaevna -

speech pathologist of the highest category with 30 years of experience. Winner of the competition "Teacher of the Year" SZAO Moscow in 1992. Awarded with a medal

"In memory of the 850th anniversary of Moscow" for achievements in work. Excellence in Public Education. The second specialty is a teacher of Russian language and literature. Kindergarten teacher experience. Author of books and scientific publications on speech therapy.

Ovchinnikov Stanislav Nikolaevich -

Graduated from the Pediatric Faculty of the Russian State Medical University. Candidate of Medical Sciences. Author of scientific publications and books on pediatrics.

Smirnova L. N., Ovchinnikov C. N.

Speech development in children 3-4 years old. A guide for teachers and parents. - M.: Mosaic-Synthesis, 2009. - 72 p.

The manual is intended for teachers of preschool institutions for conducting classes on the development of speech with children 3-4 years old. It can also be helpful for parents.

The book contains speech material, which consists of 30 thematic cycles that contribute to the enrichment of children's vocabulary, the formation of the grammatical structure of speech, and the development of coherent speech.

18VM 978-5-86775-683-3

© Smirnova L. N., Ovchinnikov S. N., 2009 © Mosaic-Synthesis, 2009

Foreword

This manual is addressed to teachers of preschool institutions for conducting classes on the development of speech with children 3-4 years old.

The age of 3-4 years is a favorable period for the development of a child's speech. It is necessary to take into account this feature and devote as much time as possible to the development of children's speech. The timely development of speech ensures the full mental development of the child.

In order for the child’s dictionary to be replenished with new vocabulary, the teacher must observe the following rules of speech behavior:

Talk a lot yourself;

Monitor the pace of speech (the speech of the teacher should be unhurried, measured);

Listening to the child, do not turn away from him, look into his eyes, show interest;

Do not interrupt the child (“Enough, I understand everything!”), try to listen to him to the end;

Do not use jargon in communication with the child;

Do not scold the child in front of other children. The material presented in the manual is the result of

Enriching children's vocabulary;

Formation of the grammatical structure of speech;

Development of connected speech.

With children 3-4 years old, one lesson per week lasting 15 minutes is held. If the teacher did not have time for something during the lesson or considers it necessary to repeat some exercises, he can use the speech material not only during special classes, but also during routine moments (before breakfast, lunch, during a walk, children's free games, etc.). .d.), which will avoid overloading children.

We wish you creative success!

Thematic cycle "Toys" (first week)

Goals. Enrich children's vocabulary. Learn to use complex sentences in speech, nouns in the genitive plural.

visual material. Toys.

Lesson progress

"Where do the toys live?" The teacher, together with the children, examines the toys in the group and reads the quatrain (2 times).

This is where the toys live.

Pyramids, cannons,

dolls, cars,

Cubes, pictures.

Then the teacher asks the children questions to which they must answer in full sentences. If necessary, the teacher provides assistance.

What toys are listed in the poem?

What other toys have you seen?

Who made the toys?

What are toys made of? (From rubber, plastic, wood, iron.)

"What toys are many?" The teacher takes turns showing the children different groups of toys and asks: “What toys do we have a lot of?” The kids answer: “We have a lot of cubes (matryoshka dolls, cars, dolls ...)”. The teacher helps children to correctly formulate sentences, highlighting the endings of nouns in the plural with voice and articulation.

"Big - small." Pairs of toys are displayed on the table in front of the children: large and small. The teacher suggests naming the toys and determining their size (choral and individual answers): “This nesting doll is large, and this nesting doll is smaller. This car is big and this car is smaller. This doll is big and this doll is smaller. This cube is big and this cube is smaller.”

"We ran to the toys." The teacher reads the poem and together with the children performs the appropriate movements. The game is played 2 times and fixed in the following days.

We ran in circles

And ran to the toys:

Looking at toys

And we squatted down.

We got on our knees

And they played with toys.

Then the teacher distributes toys to the children and asks each child who plays with which toy. Children give answers in full sentences: “I play with a nesting doll (with a doll, car, cube, ball)”, etc.

Thematic cycle "Toys" (second week)

Goals. Develop communication skills. Promote sensory development. Teach children to name the main parts of objects, their features. Strengthen the ability to answer questions in full sentences. Develop basic syllabic analysis skills.

visual material. Doll and car.

Lesson progress

"A car has come to us." The teacher shows the children a doll sitting in the car and reads the quatrain twice:

A car came to us, And in it is a Valentine doll, Valya, Valenka, Valyushka, A very nice toy.

Does the doll look like a girl? - asks the teacher. What is the difference between a doll and a girl? (Small - large, alive - inanimate.) The girl has cheeks, and the doll ... (cheeks). The girl has eyebrows, and the doll ... (eyebrows). The girl has eyelashes, and the doll ... (cilia). The girl has hair, and the doll ... (hairs). The girl has fingers, and the doll ... (fingers). What is the doll wearing?

The teacher reads the quatrain again and invites the children to talk about the doll together.

Next, a similar work is carried out to compose a story about the car: “Who made the car? What is it made of? What does the car have? (Engine, body, cab, wheels…) How many wheels does the car have? (Four wheels.) What is this car? (Cargo.) What do you need a truck for? etc.

"Let's hide the words in the palms." The teacher claps his hands as many times as there are syllables in the name of a particular toy. Children repeat the actions of the teacher (“hide the words in their hands”).

"Playing with a doll" The teacher pronounces rhymes and accompanies his speech with appropriate actions. Children repeat movements and rhymes.

We play with doll Valya,

We are rocking Valya doll.

We play with doll Valya

And we put in the car.

We play with doll Valya

And we ride in the car.

We play with doll Valya,

We take it out of the car.

The better speech is developed, the better the child's thinking develops.

L. S. Vygotsky

Thematic cycle "Autumn" (third week)

Goals. Enrich children's vocabulary. Learn to carefully consider plot pictures ("Autumn"), note the details. Promote the assimilation of antonyms; sensory development, auditory perception.

visual material. The plot picture "Autumn", autumn leaves.

Lesson progress

"Look out the window." The teacher invites the children to look out the window. Then he reads a poem:

One-two-three, one-two-three! Look out the window: Autumn has come. The wind carries the leaves, the wind tears them off, throws them to the ground.

The teacher repeats the poem with the children line by line. Then he says: “Just recently it was summer. It was hot, everyone was wearing shorts and T-shirts, and now autumn has come. It became cool, it began to rain, a cold wind blew. The leaves on the trees turned yellow. They are blown away by the wind and fall to the ground. Leaf fall outside.

Then the teacher asks the children to talk about what happens in the fall (signs of autumn).

"We blow on a leaf." The teacher distributes the leaves collected on a walk to the children and offers to blow on them. He accompanies the actions of children with the words:

We blow, we blow on a leaf, It turned out to be a breeze.

"Guess the word". The teacher, together with the children, examines the plot picture and names the signs of autumn. Then he invites the kids to complete the phrases:

In the summer the sun is very warm, and in the fall ... (weakly).

In summer the wind is warm, and in autumn ... (cold).

Leaves are green in summer, but in autumn... (yellow, red).

In the summer the grass grows, and in the autumn... (withers).

It's hot outside in summer, but in autumn... (chilly).

"Compare leaves." The teacher shows the children three autumn leaves, different in size, and asks to compare them. The teacher listens to the statements of the kids and summarizes them: "This sheet is large, this sheet is smaller, and this one is small." Children in chorus and individually repeat the phrase.

"Speak fluent words." The teacher invites the children to repeat the following tongue-twisters (an exercise for the development of auditory perception):

u_u_u_i
go to the street

Woo ~ I'll find a leaf.

u_u_u _ I'll bring a leaflet.

Thematic cycle "Trees" (fourth week)

Goals. Enrich children's vocabulary. Learn to answer questions. To form the ability to coordinate numerals with nouns. Promote sensory development.

visual material. Pictures depicting a tree, a tree trunk, a branch, a leaf; autumn leaves.

Lesson progress

"Look out the window." The teacher invites the children to look out the window:

One-two-three, one-two-three, Look out the window: There are trees, Decorate the kindergarten!

Are the trees big or small?

What is on the trees? (Leaflets.)

What do the leaves grow on?

Is the tree trunk thick or thin?

Is the barrel rough or smooth?

What color are the leaves?

What happens to leaves in autumn? (Fall off.)

What is the name of this phenomenon? (Leaf fall.)

Name the pictures. The teacher shows the children pictures that show a tree, a tree trunk, a branch and a leaf. Kids, at the request of the teacher, name the pictures. Then he removes the pictures and asks the children to repeat their names (in the order in which the pictures were on the board).

Let's count the leaves. The teacher lays out the leaves on the floor and asks the children to count how many leaves "fell" from the tree.

“One leaf, two leaves, three leaves, four leaves, five leaves,” the children count and generalize, “five leaves fell from the tree.”

"Above - below." The teacher then raises his hands up, then lowers them down and says: “The leaves are up on the trees. Leaves down on the ground." Then he invites the children to comment on his actions on their own.

At the age of 3-4 years, the child's vocabulary consists of 1500-2000 words.

Thematic cycle "Vegetables" (fifth week)

Goals. in w on; a. Promote sensory development.

visual material. Vegetables, basket.

Lesson progress

Name the vegetables. The teacher puts five vegetables in front of the children, clearly naming each of them: “Tomato, carrot, potato, onion, beet”, and says that they can all be called in one word vegetables.

Children repeat the names of vegetables. Then the teacher closes the vegetables with a napkin, and the kids repeat their names without visual accompaniment.

How many vegetables are on the table?

Where do vegetables grow?

What color is a tomato?

Are carrots round or oblong?

Are potatoes hard or soft?

What does onion taste like?

Are the beets large or small (large or small)?

"Where are the vegetables?" The teacher puts one vegetable in a basket and the other on the table and asks the children to tell where the vegetables are.

Children say: “The tomato is in the basket, and the onion is on the table. The potatoes are in the basket, and the carrots are on the table.” And so on.

"We're going to the garden."

We go to the garden, Carrots grow there. We will squat down And we will get a carrot.

The teacher plays the game again, encouraging the children to repeat the quatrain. B, next time you can "get" a cucumber, peas and other vegetables.

By the age of 5, the child fully learns the names of objects surrounding him at home * on the street, in kindergarten.

Thematic cycle "Fruit" (sixth week)

Goals. Enrich children's vocabulary. Learn to use prepositions on, in, under, near; make compound sentences with an adversative conjunction a. Promote sensory development.

visual material. Fruits or pictures with their image, chalk or pencils, a sheet of paper, a plate.

Lesson progress

Name the fruit. The teacher puts five fruits in front of the children, clearly naming each of them: “Apple, pear, lemon, banana, orange”, and informs the children that they can all be called a word fruit.

Children repeat the names of fruits. Then the teacher closes the fruits with a napkin, and the kids repeat their names without visual accompaniment.

How many fruits are on the table?

Where do fruits grow?

What color is an orange?

Is the banana round or oblong?

Is the pear hard or soft?

Is lemon sour or sweet?

Is this apple big or small?

"Fruit Under the Tree" The teacher draws silhouettes of trees and fruits on a board or sheet of paper. Then he explains to the children that fruits grow on trees, and when they ripen, they fall to the ground (the teacher voices the preposition under):"The apple lies... (under the tree)". Next, the children independently name the fruits and make sentences: “The pear lies ... (under the tree). The lemon lies... (under the tree). The plum lies... (under the tree). The tangerine lies... (under the tree)" etc.

"Where are the fruits?" The teacher places part of the fruit on a plate, and part around the plate and asks the children: “Where is the apple, and where is the plum? (The apple is in the plate, and the plum is near the plate.) Where is the orange, and where is the lemon? (The orange is in the plate, and the lemon is near the plate.) And so on.

When performing the exercise, the teacher ensures that the children answer in full sentences.

"We're going to the garden." The teacher pronounces a quatrain, and the children perform the corresponding movements.

We are going to the garden today

There are fruits there.

We stand on our toes

And we get apples.

The teacher plays the game again, encouraging the children to repeat the quatrain. Next time you can "get" pears, oranges, plums and other fruits.

Well-developed speech is the key to a child's success in the future.

Thematic cycle "Vegetables - fruits" (seventh week)

Goals. Teach children to differentiate generalizing concepts vegetables fruits. Fix speech material on the topic. Learn to make sentences with prepositions in and near. To develop attention to the speech of the educator, to learn to repeat short rhymes.

visual material. Fruits, vegetables, pictures with their image, basket, vase.

Lesson progress

"Where does it grow?" A tree and a garden bed are depicted on the board. The teacher calls the children in turn, gives them vegetables or fruits and pronounces rhymes, pausing before the words garden bed and wood. Children repeat the couplet in chorus, finishing the missing words. Then the called child repeats.

Masha takes a tomato, He is on ... (the bed is growing).

Vanya takes an apple

He she… (tree grows).

Lena takes a pear

She is on… (tree grows).

Vova takes a cucumber

He is at… (the bed is growing).

"Where are vegetables and fruits?" The teacher has a basket for vegetables and a vase for fruit on the table. Vegetables and fruits are in a separate container.

The teacher takes a vegetable, such as a tomato, and puts it in a basket. Children comment: "The tomato is in the basket." The teacher then takes the tomato out of the basket and places it next to the basket. Children say: "The tomato lies near the basket."

Similar actions are performed with fruits. (The apple lies in a vase. The apple lies near the vase.)

At the end of the game, the teacher asks the children where the vegetables and fruits were. (Vegetables were in the basket and near the basket. Fruits were in the vase and near the vase.)

"Guess a riddle". The teacher gives riddles to the children. Children repeat riddles after the teacher and guess them. If the kids guessed the riddle, the teacher shows a picture of a vegetable or fruit.

It grows in the garden

Red, sweet and sour.

(Tomato)

It grows in the garden

Bitter, not sweet. (onion or garlic)

She grows on a tree

Sweet like honey (Pear or plum)

It grows on a tree

It will soon fall to the ground.

(Apple)

He grows on a tree, He is an orange fruit. (orange or tangerine)

"We're going to the garden." See the thematic cycle "Vegetables". "We're going to the garden." See the thematic cycle "Fruits".

Thematic cycle "Clothing" (eighth week)

Goals. Enrich children's vocabulary. Learn to distinguish and name the details of clothing; comment on your actions. Develop the ability to answer questions in full sentences.

visual material. Items of clothing, pictures with their image, a doll, clothes for a doll.

Lesson progress

"What's hiding in the closet?" The game is played in the locker room. The teacher, together with the children, alternately opens three or four lockers and examines what is “hiding” in them: “A cap, hat, coat, scarf, gloves are “hidden” in this locker. A coat, tights, a hat, mittens, a scarf “hide” in this locker. All these things can be summed up in one word. What? (Clothing.) Where do they buy clothes? What are the clothes for? How can you call the clothes that are worn in winter (summer)?

dressed - dressed.

"Who wears what?" The teacher shows the children two pieces of clothing and asks which clothes the boys wear and which girls wear. (Girls wear dresses and boys wear trousers. Girls wear skirts and boys wear shorts. Girls wear blouses and boys wear shirts…)

"What's with what?" The teacher calls the boy to him, asks the children to carefully examine his shirt and tell what parts it consists of. (Uvani shirt with pocket, collar, sleeves, cuffs, buttons…)

The teacher calls the next child and the exercise is repeated.

"Look and repeat." The teacher calls the boy to him and invites the children to examine his shirt. The teacher shows and consistently names the details of the shirt: "Shirt, collar, sleeve, pocket." Children repeat the words after the teacher. Then the boy sits down, and the kids pronounce the words without visual accompaniment.

The teacher calls the girl and conducts a similar exercise.

"We wash and hang clothes." The teacher offers the children to wash clothes for dolls and hang them on a rope. Children imitate actions, accompanying them with the words: “We wash the T-shirt (dress, skirt, trousers) and hang it on a string.”

At the age of 3-4 years, the child uses extended phrases consisting of 4-6 words.

Thematic cycle "Shoes" (ninth week)

Goals, Enrich children's vocabulary. Learn to make sentences based on the example of the educator; correctly use nouns in the genitive case, in a diminutive form; differentiate concepts left - right.

visual material. Shoes, pictures with their image.

Lesson progress

"What's hiding in the closet?" The game is played in the locker room. The teacher, together with the children, alternately opens three or four lockers and examines the shoes that “live” there. The teacher accompanies his actions with questions to the children: “What do the legs wear? (Boots, boots, shoes, slippers.) What is the name of all these things? (Shoes.) What are shoes for? Where do they buy shoes? Why does Vova have two boots? Why does Tanya have two slippers? How can you call shoes that are worn in winter (summer)?

In the process of dressing children for a walk, you should try to use words as often as possible. put on shoes - put on shoes.

"What's gone?" The teacher places shoes on the floor and asks the children to name them. Then he removes one item at a time and asks the children what is missing. The children answer: “The boot (slippers, shoes, boots, felt boots, sandals) is gone.”

"What at me and what at you?" The teacher asks the children to complete the sentences:

I have boots, and you have ... (boots).

I have shoes, and you have ... (shoes).

I have boots, and you have ... (boots).

I have boots, and you have ... (boots). And so on.

"Left - right." The teacher shows the children shoes and comments: “This boot is left, and this boot is right. This shoe is left and this shoe is right. This shoe is left, and this shoe is right, ”etc. The children repeat the sentences.

Then the teacher asks the children to independently determine where the right shoe is and where the left one is.

"The boots are lost." The teacher takes boots from one of the children and hides one of them in someone else's closet, and the other in a corner. Then he reads a rhyming story, prompting the kids to find the loss.

Legs screamed: - Where are my boots? Come on, children, help And find the boots. One boot in the corner And the other boot in the closet Who's sloppy? After all, boots are unpleasant!

At the age of 3-4 years, the child still does not pronounce all the sounds. So, for example, he may not pronounce or distort sounds s, w, l, r.

Thematic cycle "Dishes" (tenth week)

Goals. Enrich children's vocabulary. Learn to distinguish and name the details of dishes. Develop the ability to compose complex sentences. Contribute to the assimilation of the category of the genitive plural. Promote sensory development. Develop communication skills.

visual material. Dishes, pictures with their image, doll, doll utensils.

Lesson progress

“What is there on the tables?” The game is played before meals.

The teacher draws the attention of the children to the fact that there are a lot of different utensils on the tables: “There are a lot of plates (cups, forks, spoons, saucers, glasses with napkins) on the tables.” Children following the teacher repeat the sentences in chorus and individually.

"What is at subject? The teacher shows the children utensils and describes them, for example: “This is a teapot. It is made of iron (porcelain). Tea is brewed in a teapot. The kettle has a handle, a spout and a lid.

This is a cup. It is made of porcelain. They drink tea, coffee, juice, compote, kefir, milk from a cup. The cup has a handle. The cup is white with blue flowers.

Children repeat the stories of the teacher (in chorus and individually). Then the teacher shows the children a plate and offers to describe it on their own.

"Let's hide the words in the palms." The teacher claps his hands as many times as there are syllables in the name of a particular item of dishes. Children repeat the actions of the teacher (“hide the words in their hands”).

"What does the doll not have?" The teacher offers the children to feed the doll for lunch. He sits her at the table, puts a plate in front of her and says: “The doll will eat the soup. What is missing from the doll? (The doll does not have a plate, a spoon.) The doll will eat the cutlet. What is missing from the doll? (The doll does not have a plate, fork, napkin.) The doll will drink tea. What is missing from the doll? (The doll does not have a cup, saucer, small spoon.)" And so on.

"What do they put in..." The teacher shows the children various items of utensils and offers to find out what they are for: “What do they put in the sugar bowl? (Put sugar into the sugar bowl.) Why is the sugar bowl called that? (Because they put sugar in it.) What is put in a meat grinder (bread box, salad bowl, juicer)? During the exercise, the teacher ensures that the children answer the questions in full sentences.

"Above or below." The teacher puts the cup on the top shelf of the cabinet, and the saucer on the bottom and asks the children where these items are. Children answer: "The cup is at the top, and the saucer is at the bottom." The teacher puts the next pair of objects, for example, a kettle and a saucepan. Toddlers determine the location of objects. And so on.

Thematic cycle "Food". (eleventh week)

Goals. Enrich children's vocabulary. Fix the names of the parts of the day. Learn to name basic geometric shapes. To promote the assimilation of nouns in the genitive plural. Learn to distinguish words that are similar in sound; answer the teacher's questions. Develop communication skills.

visual material. Pictures depicting food, sweets, bagels, chocolate, crackers, apples, a bag, a doll, figures of cookies made of cardboard.

Lesson progress

When and what do we eat? The exercise is carried out before meals (two minutes before meals, when the tables are already set).

The teacher finds out from the children when there is breakfast, lunch, afternoon tea, dinner, what they eat at this time: “Breakfast happens in the morning. For breakfast we eat porridge, scrambled eggs, sandwiches… Lunch happens during the day. During lunch, we eat soup, meat, meatballs, pasta ... Afternoon snack happens after a day's sleep. During the afternoon snack, we eat yogurt, an apple, drink juice, kefir ... Dinner happens in the evening. For dinner we eat sausages, mashed potatoes…”

"Doll Masha". The teacher tells the children: “Doll Masha baked cookies. She made cookies in different shapes (laying out cardboard figures). Here is a round cookie (like a circle). Here is a square cookie (like a square). Here is a triangular cookie (like a triangle). Here is a rectangular cookie (like a rectangle). Doll Masha baked a lot of cookies and put them in a vase. She will serve the guests.

The teacher repeats the story, encouraging the children to complete the phrases.

"Magic Bag" The teacher takes out various sweets from the bag and finds out from the children what is in the bag. The children answer: “There are a lot of sweets in the bag (bagels, chocolates, crackers, apples ...)” At the end of the game, the teacher summarizes the children’s statements: “Everything that lies in the bag can be called in one word - products".

"What comes first and what comes next?" The teacher pronounces rhymes. Children repeat them and answer the questions (in full sentences).

Dasha ate cheese, and then kefir. What did Dasha eat first, and then what?

Dasha ate chocolate, and then marmalade.

Dasha ate a cutlet, and then a candy.

Dasha ate porridge, and then yogurt.

Dasha ate rice, and then toffee.

Dasha ate a cake, and then ice cream.

Dasha ate a pie, and then cottage cheese.

"Let's get some candy." The teacher hangs sweets in advance in the group.

The teacher reads the quatrain and, together with the children, performs the appropriate actions.

We stand on our toes And take out the candy, And the candy is far away, We jump high.

The game is repeated 3 times. Then the teacher treats the children with sweets.

Thematic cycle "Winter" (twelfth week)

Goals. Enrich children's vocabulary. Develop communication skills. Develop the skill of making sentences with a preposition on the, based on subject pictures and questions of the educator.

visual material. Subject and plot pictures on the topic.

Lesson progress

"Winter-winter". The teacher invites the children to look out the window and reads a poem.

One-two-three, one-two-three, Look out the window: Winter has come to visit us, It has brought a lot of snow. Everything is in the snow - the ground, houses. Hello winter winter!

The teacher repeats the poem, encouraging the kids to finish the words.

On a walk, the teacher, together with the children, studies the properties of snow (white, soft, wet, sticky, fluffy).

"Where is the snow?" The teacher shows the children pictures and asks where the snow lies. The children answer: “Snow lies on the ground (on cars, houses, trees, hills, paths), etc.

Name the pictures. The teacher shows the children pictures of snow, a snowman, a Snow Maiden, snowballs. The children name the pictures. Then the teacher removes the pictures and invites the kids to repeat their names without visual accompaniment.

"Tell me about winter." The teacher tells the children about winter and at the same time lays out the corresponding pictures: “Winter has come. It's snowing outside. When it snows heavily, they say it's snowing outside. Children are happy with winter. They made a bunny, a snowman, a Snow Maiden out of snow. Then they started playing snowballs and sledding down the hill. Good in winter!”

The teacher removes the pictures and asks the children to talk about winter on their own and arrange the pictures (choral and individual pronunciation).

"We're walking through the snowdrifts." The teacher pronounces a quatrain and, together with the children, performs the appropriate movements.

We walk through the snowdrifts

We lift our legs up

Backs down we tilt

And we clean our boots.

Thematic cycle "3 winter fun" (thirteenth week)

Goals. To consolidate and enrich the knowledge of children on the topic "Winter". Learn to answer questions. Contribute to the development of coherent speech.

visual material. Pictures on the topic, a house, two dolls, a doll sled, a slide layout, animal toys.

Lesson progress

"What do the animals ride?" The teacher tells the children that the animals want to go skating, sledding, skiing, etc. The teacher shows the kids a bear and a picture of skates and asks: “What does the bear want to ride?” The children answer: "The bear wants to skate."

The teacher takes the next toy and picture and asks a similar question. (The bunny wants to ski. The fox wants to go sledding. The hedgehog wants to go snowmobiling. The duck wants to go ice skating...)

"Vanya on a walk." To play, you need a toy house, two dolls (mother and Vanya), a model slide and a doll sled.

The teacher invites the children to listen to the story (he accompanies the story with actions with toys): “Winter. It's cold outside. Vanya wants to go for a walk.

Mom, I'll take a little walk and come, - says Vanya.

Okay, go take a walk a little, but don't freeze.

Vanya took the sled and left the house. Stood near the house, cold. He ran up the hill and started sledding. Once rolled down, the second, the third ... Vanya froze, ran home. Mom undressed Vanya and gave hot tea to drink.

The teacher invites one of the children to repeat the story. If necessary, the teacher helps. It is desirable that during the week all the children have time to speak the story.

How to make a snowman. The teacher asks the children to talk about how they made a snowman. (The day before, on a walk, the teacher sculpts a snowman with the children.)

What did you do yesterday while walking? (They made a snowman.)

What did you blind first? (Big com.)

What com did you blind then? (Slightly less.)

What is the largest third com?

What did you make the snowman's nose out of?

What's on the snowman's head? (Bucket.)

Is the snowman tall or short?

Is the snowman cold or warm?

Is the snowman alive or not?

How many parts in a word snowman!(Children clap their hands for the number of syllables.)

Why is it called that snowman?

Thematic cycle "New Year's holiday" (fourteenth week)

Goals. Enrich children's vocabulary. Develop communication skills. Learn to memorize rhymed text, coordinate it with movements.

visual material. Christmas tree, related pictures.

Lesson progress

"Let's talk about the Christmas tree." The teacher, together with the children, examines the Christmas tree and offers to answer the following questions:

Where did the Christmas tree come from?

Is the tree trunk rough or smooth? (Check.)

What is a lot of the tree? (Vetok.)

What is on the branches of the Christmas tree? (Needles.)

What are the needles? (Sharp, prickly, green.)

The Christmas tree is elegant or not?

What is hanging on the tree?

What toys hang at the top (bottom, middle)?

Why did we decorate the Christmas tree?

What will we do near the Christmas tree? (Have fun, sing, dance...) And so on.

"A round dance near the Christmas tree." It is advisable to carry out this exercise after examining the Christmas tree.

The teacher reads the poem and together with the children performs the appropriate movements.

Here, here, here, here, There is a round dance near the Christmas tree: Children sing songs, They go around the Christmas tree. Children jump and dance and wave their hands in unison.

Name the pictures. The teacher shows the children pictures of a Christmas tree, a spruce branch (spruce needles), a Snow Maiden and Santa Claus. The children name the pictures. Then the teacher removes the pictures and invites the kids to repeat their names without visual accompaniment.

"Look at the tree." The teacher draws a Christmas tree in advance with the toys that are mentioned in the poem.

The teacher invites the children to look at the picture and listen to the poem.

One-two-three, one-two-three, Look at the tree! Toys on the Christmas tree: Balls, Parsley, Cockerel and chicken, Bunny and Snow Maiden, Rattle, tumbler, Pyramid, turtle. And under the Christmas tree, Santa Claus, He brought us gifts.

The teacher reads the poem again, and the children show the named toys. Then the teacher asks the kids to turn their backs to the Christmas tree and name the toys that hang on it.

Reading the poem for the third time, the teacher encourages the children to finish the words (during the week, the children memorize the poem).

Thematic cycle "Parts of the body" (fifteenth week)

Goals. Enrich children's vocabulary. Learn to agree quantitative numbers with nouns; repeat and memorize rhymed text, coordinating it with movements.

visual material. Doll, pictures depicting parts of the human body.

Lesson progress

"Let's look at the doll." The teacher invites the children to consider the doll and name the parts of her body. The kids, together with the teacher, find out that the doll has a head, neck, torso, arms, legs, that it has eyes, eyelashes, eyebrows, nose, mouth on its head; on the hands - fingers, nails, etc.

Repeat this exercise can be done without visual accompaniment.

"One is many." Children sit on chairs. The teacher calls the child. Then he asks the rest of the children to tell what parts of the body the called baby has. At the same time, the children specify their number: “Vanya has one forehead, one nose, one mouth, one stomach; one head, one neck. Vanya has two eyes, two ears, two arms, two legs. Vanya has a lot of fingers, a lot of teeth, a lot of eyelashes, a lot of hair, etc.

"Name the parts of the body." The teacher calls the child and shows where his head, arm, leg, mouth are. Children repeat the names of body parts. Then the child sits down, and the teacher invites the kids to repeat the names (without visual accompaniment).

"We're charging." The teacher reads the quatrain, and the children accompany his speech with movements.

With the left handle - on the shoulder, I'll twist it with the right handle, On the toes and on the heels - That's the end of the exercise.

Reading a poem by S. Ya. Marshak "One head is given to us."

One head is given to us,

And two eyes

And two ears

And two temples, and two cheeks,

And two legs and two arms.

But one nose and mouth.

And be with us, on the contrary,

One leg, one arm

But two mouths, two tongues,

We would only know

What did they eat and talk about!

At the age of 4.5-5 years, the child must correctly pronounce all the sounds of his native language.

Thematic cycle "Pets" (sixteenth week)

Goals. Enrich children's vocabulary. Learn to write a story-description from a picture; build sentences of four words with a preposition near; repeat and memorize rhymed text, coordinating it with movements.

visual material. Pictures with the image of domestic animals, a soft toy - a cat.

Lesson progress

"Where do the animals live?" The teacher puts six pictures of pets in front of the children, clearly names each of them. Then he tells the kids that these animals are called domestic.

“Why do you think they are called that?” - asks the teacher. (They live next to a person.)

Then the teacher finds out from the children where this or that animal lives - at home or near the house. (The pig lives near the house. The cat lives at home. The cow lives near the house. The goat lives near the house. The dog lives at home. The horse lives near the house.)

"Look at the animals." The teacher draws the attention of the children to the pictures and describes one of them, for example: “This is a cow. She has a head, horns, muzzle, torso, tail, four legs. The cow lives near the man (in the barn). It benefits a person: it gives him milk, butter, sour cream, cottage cheese. The cow yells: "Moo-u-u".

Children repeat the story (in chorus and individually). Then they make up stories on their own from other pictures.

"What can a cat do?" The teacher shows the children a toy cat and says that it can perform various actions. The teacher shows these actions, and the children call them: "The cat can run (jump, catch mice, sleep, wash, scratch, meow, lap milk, play)", etc.

You can use other toys next time to play.

"The goat went out for a walk." The teacher reads the poem and together with the children performs the appropriate movements. During the week, the game is repeated, and the children memorize the text.

The goat went out for a walk, To pinch fresh grass. The goat has horns Yes, four legs.

There are hooves on your feet, You don’t come near her: Oh, the goat is kicking, Oh, the goat is butting!

At 3-4 years old, the child's memory is involuntary. He does not set himself the goal of memorizing any words. The child remembers them firmly only in those cases when the learning situation has an emotional coloring, for example, during the game.

Thematic cycle "Baby Pets" (seventeenth week)

Target. Enrich children's vocabulary. Learn how to make complex sentences with an adversative conjunction a, near; nouns in the form, singular and plural, Develop coherent speech skills. Develop basic syllabic analysis skills.

visual material. Pictures depicting pets and their cubs, cards with circles (one or more circles).

Lesson progress

Name the pictures. The teacher shows the children pictures of pet cubs and says: “Here is a kitten, and here is a goat. These are cubs of a cat and a goat.

The teacher shows the next pair of pictures and asks the kids to name them. (Here is a calf, and here is a foal. These are cubs of a cow and a horse. Here is a piglet, and here is a puppy. These are cubs of a pig and a dog. And so on.,)

"Big small". The teacher exposes pictures of an adult animal and its cub in front of the children, asks who is drawn in the pictures, and says: “The dog is big, but the puppy is small.”

The teacher shows the following pair of pictures. Children independently characterize the animals depicted on them:

“The cat is big and the kitten is small. The cow is big and the calf is small. The horse is big and the foal is small. The goat is big and the goat is small. The pig is big and the piglet is small.

"Hide the words in your palms." The teacher shows the children pictures of adult animals and their cubs, asks them to name them and slap the number of syllables in their names.

"One is many." The teacher shows the children a picture of a pet and a card on which one or more circles are drawn, and asks how many cubs this or that animal has. Depending on the number of circles on the card, children make sentences: “The cat has one kitten (a card with one circle). The cat has many kittens (card with several circles). The dog has one puppy. A goat has a lot of kids." And so on.

"Who feeds whom?" The teacher alternately shows the children pictures of animals and asks them to name them. Then he asks: “The kitten feeds the cat? (No, the cat feeds the kitten.) A kid feeding a goat? (No, the goat feeds the kid.) Is the puppy feeding the dog? (No, the dog feeds the puppy.)

"Let's talk about the kitten." The teacher shows the children a picture of a kitten or a toy and says: “This is a kitten. He is small, fluffy, red with white spots. He has paws, and in the paws there are scratches - sharp claws. He has a fluffy tail, small ears, green eyes. The kitten is very cute. He loves to play with his ponytail."

Then the teacher invites the kids to tell about the kitten on their own. If necessary, the teacher helps the children with questions.

"Where is the cub?" The teacher shows the children pictures of an adult animal and its cub, for example, a cat and a kitten, and says: “The kitten is standing (lying, sitting) near the cat.”

(The puppy is standing next to the dog. The kid is standing next to the goat. The foal is standing next to the horse. The calf is standing next to the cow. The piglet is standing next to the pig.)

Thematic cycle "Wild animals of our forests" (eighteenth week)

Goals. Enrich children's vocabulary. Develop communication skills. Learn how to make complex sentences with an adversative conjunction a.

visual material. Pictures depicting wild animals, a toy - a hare.

Lesson progress

"Name the animals." The teacher puts pictures of wild animals in front of the children and calls them: “Here is a tramp bear. Here is a runaway bunny. Here is the sister fox. Here is a wolf - click teeth. Here is a hedgehog - sharp as a knife. Here is a squirrel - a red-haired girl. Children in chorus and individually repeat the sentences.

Then the teacher informs the children that all these animals are called wild, because they live in the forest, and not near a person, they are afraid of a person.

"Finish the sentence." The teacher shows the children pairs of pictures depicting wild animals, offers to complete the phrases and repeat them: “The bear is big, but the bunny ... (small). The wolf is evil, and the bunny ... (kind). The hedgehog is prickly, and the fox ... (fluffy). The bunny is white, and the wolf ... (grey). The bear is clumsy, and the bunny ... (prompt)" etc.

"TO We got a bunny." The teacher shows the children a toy hare and speaks on his behalf: “Hello guys! I'm a bunny, I came to visit you. I live in the forest. A bear, a wolf and a fox live there. I'm afraid of them. I hide from them under a bush. I have long ears to hear well. I have fast legs to run well. I like to pinch grass, gnaw carrots. Treat me, please, with a carrot!

Then the teacher chooses one of the children to play the role of a bunny and offers to repeat the story.

"The bunnies are jumping." The teacher reads the poem, accompanying it with the appropriate movements. Children repeat the movements and help the teacher finish the text.

Bunnies jump and play: Skok, hop, hop, hop. And a wolf, wolf, wolf, wolf runs out of the forest. Wolf Bunnies got scared, Bunnies quickly ran away!

"Let's talk about the wolf." The teacher shows the children a picture of a wolf and says: “This is a wolf. The wolf is a wild animal. He lives in the woods. It has a head, body, tail, four legs. The coat of the wolf is gray. The wolf lives in a lair.

Then you can invite the children to look at pictures of a fox, a bear, a hare, a hedgehog, a squirrel and describe them.

At birth, the brain of a baby monkey is 70% of the size of the brain of an adult, and in a child it is 23% of the brain of an adult. In the first six years of life, its rapid increase occurs. At the moment of rapid development, the brain perfectly “records” information.

Thematic cycle "Baby wild animals" (nineteenth week)

Goals. Enrich children's vocabulary. Learn to listen to the teacher's questions and answer them; make compound sentences with an adversative conjunction a, simple sentences with preposition near; use nouns in singular and plural form. Develop communication skills; basic syllabic analysis skills.

visual material. Pictures depicting wild animals and their cubs, cards with circles (one or more circles).

Lesson progress

"Who is playing with whom?" The teacher shows the children pictures of wild animals and their cubs and finds out: “Who is drawn in the pictures? (Bear and cub.) Who is the bear playing with? (The bear is playing with the cub.) The teddy bear is a baby... (bear).

The teacher shows the next pair of pictures and asks similar questions.

"Big small". The teacher shows the children pictures of an adult animal and its cub. He asks the kids to name them and says: "The bear is big, and the bear is small." The teacher shows the next pair of pictures and invites the children to tell about the animals on their own. (The hare is big, and the hare is small. The wolf is big, and the cub is small ...)

"Hide the words in your palms." The teacher pronounces the words (fox - fox - fox cub, hedgehog - hedgehog - hedgehog, etc.) and asks the children to slap the number of syllables in them.

"One is many." The teacher shows the children a picture of a wild animal and a card on which one or more circles are drawn, and asks how many cubs this or that animal has. Depending on the number of circles, children make sentences: “The wolf has one wolf cub (card with one circle. The wolf has many cubs (card with several circles). The fox has one fox cub. The hedgehog has a lot of hedgehogs.” And so on.

"Who feeds whom?" The teacher shows the children pictures of animals in turn, asks them to name them and asks: “Does the bear feed the bear? (No, the bear feeds the bear cub.) A wolf cub feeds a wolf? (No, the wolf feeds the cub.) The fox feeds the fox? (No, the fox feeds the fox.)And etc.

"Where is the cub?" The teacher shows the children pictures depicting an adult animal and its cub and says: "The bear cub is standing (lying, sitting) near the bear."

The teacher shows the following pair of pictures. Children make a similar proposal. (The wolf cub stands near the wolf. The fox stands near the fox ...)

"Let's talk about the hedgehog." The teacher shows the children a picture of a hedgehog and says: “Once upon a time there was a hedgehog. He lived with his mother in a forest burrow. The hedgehog is small, prickly. He has sharp needles, four paws, small black eyes. He loves to play with his hedgehog mom."

Then the teacher invites the kids to answer the following questions: “Who lived in the forest? Who did the hedgehog live with? Where did the hedgehog live? What hedgehog? Who does the hedgehog like to play with?

Thematic cycle "Domestic and wild animals" (twentieth week)

Goals. To teach children to compare domestic and wild animals, to note their similarities and differences. Reinforce general concepts. Learn to make sentences with the conjunction a. Develop communication skills.

visual material. Pictures depicting domestic and wild animals.

Lesson progress

"Who lives where?" The teacher shows the children pictures of domestic and wild animals, such as cats and foxes, and says: “Who is drawn in the pictures? (Cat and fox.) The cat is a pet, and the fox ... (wild animal). The cat lives... (with a person), the fox lives... (in the forest").

The teacher shows the next pair of pictures, for example, with the image of a dog and a squirrel, and invites the children to tell about the animals on their own. (Here is a dog, but a squirrel. A dog is a domestic animal, and a squirrel is a wild animal. A dog lives with a person, and a squirrel lives in the forest.) The teacher helps if necessary.

Similar work is carried out with the rest of the pictures (horse and hare, pig and wolf, goat and hedgehog).

"Who's extra?" The teacher shows the children four pictures, offers to find an extra one among them and explain your choice.

Dog, cat, cow, wolf. (An extra wolf, because it is a wild animal. The wolf lives in the forest.)

Horse, pig, goat, fox. (An extra fox, because it is a wild animal. The fox lives in the forest.)

Squirrel, bear, hedgehog, cat. (An extra cat because it is a pet. The cat lives with the person.)

"Remember and repeat." The teacher invites the children to repeat the following sentences (without visual accompaniment).

The fox lives in a hole, and the dog lives in a kennel.

The cow lows: “Moo-y”, and the wolf howls: “Oo-y-y”.

The squirrel jumps, the goat jumps, the bunny jumps.

Red fox, gray wolf, white hare.

"Compare Animals" The teacher shows the children pictures of a cat and a bear and asks them to compare the animals. The teacher starts the sentences and the children finish them.

The cat lives at home. It… (pet).

And the bear lives in the forest. It… (wild animal).

The cat is small, and the bear ... (big).

The cat has paws, and the bear ... (paws).

The cat has eyes, and the bear ... (eyes).

The cat loves milk, and the bear... (honey).

A cat is friends with a person, but a bear ... (‘no,).

"Mom and Bunny" The teacher pronounces the rhyme and performs the appropriate movements. Children repeat movements and onomatopoeia.

Mama hop-hop-hop (Jumping in one place.) And a bunny hop-hop.

Mama jump jump jump (Jumping from side to side.)

And the bunny jump-jump. Mom top-top-top And the bunny top-top. Mom clap-clap-clap And the bunny clap-clap.

You can repeat outdoor games with children on the topics “Pets” and “Wild Animals of Our Forests”.

Thematic cycle "Wild animals of hot countries". (twenty first week)

Goals. Enrich children's vocabulary. Learn to make sentences with a preposition per. Develop communication skills. To form the initial skills of syllabic analysis.

visual material. Pictures depicting wild animals.

Lesson progress

Let's talk about animals. The teacher shows the children pictures of an elephant, a tiger, a lion, a turtle and informs them that these animals live in hot countries. Together with the children, the teacher notes their features: “The elephant is huge. He has a trunk, big ears. Striped tiger, He has claws. Red lion with big mane. The turtle is small. She has a shell."

"Hide the words in your palms." The teacher pronounces the words (tiger, lion, giraffe, crocodile, monkey, etc.) and asks the children to slap the number of syllables in them.

"Who has who?" The teacher invites the children to name the cubs of wild animals: “At the tiger ... (tiger cubs). At the lion... (lion cubs). At the elephant... (elephants). At the turtle... (turtles)" etc.

"Who is playing with whom?" The teacher shows the children pictures of wild animals and their cubs and finds out: “Who is drawn in the pictures? (Tiger and tiger cub.) Who is the tiger playing? (A tiger plays with a tiger cub.) Who is the tiger cub running after? (The tiger cub runs after the tiger.) And so on.

"Big small". The teacher shows the children pictures of an adult animal and its cub. He asks the kids to name them and says: "The elephant is big, and the baby elephant is small." The teacher shows the next pair of pictures and asks the children to tell about the animals on their own. (The tiger is big, but the tiger cub is small. The lion is big, and the lion cub is small ...)

If we watch baby chimpanzees play, we are immediately struck by the similarity in their behavior and our children. Both of them admire the new

toys. They willingly pounce on them, lift them up, drop them, break them, take them to pieces. Both of them come up with simple games. Their interest in the world around them is as great as ours; and in the first years of life, chimpanzees are not far behind our children. However, after a while they begin to yield to us - as they grow older, their curiosity weakens. Our children's curiosity only intensifies over the years. The child's craving for novelty is so great that some adults are forced to limit it. Desmond Morris. "Naked Monkey", 2004.

Thematic cycle "Poultry" (twenty-second week)

Goals. Enrich children's vocabulary. Develop communication skills. Learn how to make common sentences.

visual material. Pictures depicting domestic birds, toys.

Lesson progress

Let's talk about birds. The teacher shows the children pictures of a rooster, chicken, duck, goose and reports that these birds are called domestic. I wonder why these birds are called that. (They live next to the person, near the person's house.) He asks the children if they know how these birds cry (children in chorus and individually pronounce onomatopoeia), what they eat, what is their use.

"What does a chicken have?" The teacher shows the children pictures of poultry and offers to name the parts of their body: “A chicken has a head, a beak, a body, wings (two wings), a tail, legs (two legs), claws, feathers (many feathers, feathers) .

The rooster has a head, comb, beak, beard, body, wings (two wings), tail, legs (two legs), claws, feathers (many).

A duck has a head, a beak, a body, wings (two wings), a tail, legs (two legs), claws, feathers - feathers (many feathers, feathers). And so on.

"What can birds do?" The teacher shows the children a toy chicken and informs them that it can perform various actions. The teacher demonstrates them, and the children comment: "A chicken can run (peck, drink, flap its wings, sleep ...)". The teacher shows the next toy, and the kids tell what she can do.

"Here's a picture of a cockerel." The teacher shows the children a picture of a rooster and reads a rhyming story. When reading the poem for the second time, the children pronounce it after the teacher.

Here is a picture with a cockerel, a cockerel with a comb, a cockerel with a head, a cockerel with a beard. He scratches with his paws, Guards the chickens. Protects chickens, drives everyone away. He shouts: “Ku-ka-re-ku! I can peck everyone!

The age of 3-4 years is the period of rapid development of the child's speech. The child experiences an innate “thirst” to talk a lot, so there is no need to suppress his such active speech behavior.

Thematic cycle "Poultry and their cubs" (twenty-third week)

Goals. Enrich children's vocabulary. Learn to answer teacher questions. Continue to develop communication skills. Learn to use nouns with diminutive suffixes in speech; pretext near.

visual material. Pictures depicting domestic birds and their cubs; sheet of paper, felt-tip pens.

Lesson progress

"Mom and kids". The teacher puts pictures of chickens and chickens on the board and together with the children makes up a story: “Here is a chicken with chickens. The hen is the mother, and the chicks are her... (kids). The chicken is big, and the chickens... (small). The hen is white, and the chickens... (yellow). They (shows) small ... (paws), small... (beaks), small... (tails-tics), small... (wings). They squeak: “Pee-pee-pee.”

The teacher shows pictures of ducks and ducklings and together with the kids composes a similar story: “Here is a duck with ducklings. Duck is mother, and ducklings ... (kids). The duck is big, and the ducklings... (small). At they are small... (paws), small... (beaks), small... (tails), small... (wings). They shout: "Quack-quack-quack." Duck and ducklings can swim.

"Where do the birds live?" The teacher shows the pictures and finds out from the children where this or that bird lives. Children must answer in full sentences using the preposition near

(choral and individual responses): “Duck and ducklings live at home? (Duck with ducklings live near the house.) Do hens and chicks live in the forest? (Hen with chickens live near the house.) Do the goose and goslings live in the garage?” (A goose with goslings live near the house.) And so on.

"Naughty Chickens" The teacher invites the children to listen to the story. In the process of storytelling, he draws on a sheet of paper the silhouettes of a chicken with chickens and the objects under which they hid.

“Once a hen with chickens went for a walk,” the teacher begins the story. The chickens ran away from their mother and hid. One chicken crawled under the porch. The other got under the car. The third is under the bush. And the fourth chicken hid under the box. The hen screamed:

Ko-ko-ko, ko-ko-ko! It's not easy for me to live like this. Where are my chickens? Where are my boys?

I will not scold you, I will not peck you, I will play with you, I will protect you.

You all run here, Here are grains for you, water!

The chickens heard their mother and ran to her.”

The teacher finds out from the children where the chickens hid. Then he repeats the story, encouraging the children to complete the phrases.

"Here come the ducklings." The teacher reads the rhyme and, together with the children, performs the corresponding movements. When reading again, the kids finish the lines of rhyme.

Here they come, ducklings come, Very nice guys. They flap their wings, they slap their paws. They peck at grains.

Quack-quack-quack, they sing.

Thematic cycle "Wild birds" (twenty-fourth week)

Goals. Enrich children's vocabulary. Develop communication skills. Learn to answer teacher questions.

visual material. Pictures depicting wild birds, figurines of birds made of paper or improvised material, a basket.

Lesson progress

Let's talk about birds. The teacher, together with the children, examines pictures depicting a sparrow, a crow and a cuckoo and asks: “Do you know what these birds are called? This is a sparrow. This is a crow and this is a cuckoo. These are wild birds. Why do you think they are called wild. Birds have wings... (head, beak, tail, legs, feathers). Birds are pecking at bugs... (worms, flies, breadcrumbs).

"Who's screaming?" The teacher shows the children the pictures from the previous exercise and finds out how the birds depicted on them scream: “How does the sparrow scream? (Chick-chirp!) So he... (chirps). How does a crow cry? (Kar-kar!) So she... (croaks). How does a cuckoo cry? (Coo-coo, coo-coo!) So she... (cuckoo). The sparrow chirps, the crow croaks, the cuckoo chirps. (Children repeat the sentence.)

"Bird and Nest" The teacher puts a basket (nest) on the table, puts birds made of paper in it, and invites the children to listen to the story (at the same time he demonstrates the appropriate actions with toys): “This is a sparrow, he has chicks. He must feed them. A sparrow flew out of the nest, found a bug, grabbed it with its beak and flew back to the nest. Flew into the nest, fed the chicks. He sat down on a twig not far from the nest and began to chirp.

In the process of storytelling, the teacher highlights prepositions with his voice. Then he invites one of the children to repeat the story. It is desirable that all children have time to play the game during the week.

Similar stories can be made about the crow and the cuckoo.

Small children are the same scientists. In the first six years they learn three times as much as in the rest of their lives. The first six years are the time of the emergence of geniuses.

Glen Doman

Thematic cycle "Our home" (twenty-fifth week)

Goals. Enrich children's vocabulary. Develop communication skills. To form the initial skills of syllabic analysis.

visual material. Pictures depicting one-story and multi-story houses, a model of a house, a doll, a drawing depicting an unfinished house.

Lesson progress

"Let's talk about the house." The teacher exposes pictures depicting one-story and multi-story buildings and asks the children: “Where does a person live? What is a house for? What are houses built from? (From wood, brick.) Is this house high or low? (Shows a picture.) Why is it called multi-storey? How many floors are there in the house? Is this house tall or low? Why is it called one-story?

"Hide the word in your palms." The teacher pronounces the words: “House, house, little house,” and asks the children to slap the number of syllables in them.

"What should be at home?" The teacher shows a picture of a house and asks the children to tell what parts the house should consist of. (The house must have windows (doors, roof ...)

"What is missing at home?" The teacher shows the children a drawing depicting a house and says that the artist did not have time to finish it. The teacher asks the children to name the missing parts of the house. The kids list: "This house has no windows (doors, roof, balconies, porch, steps)."

"Doll Masha". The teacher shows the children a model of the house and a doll and says: “This is a Masha doll. Masha lives in a multi-storey building. In the morning she leaves the house and goes for a walk. Masha plays in the sandbox, rides a bike, jumps rope. At lunchtime she comes home, washes her hands and sits down to eat.”

Then the teacher invites the kids to tell about Masha on their own.

Educators and parents should remember the crisis of three years. At this time, the child shows negativism, stubbornness, obstinacy, throws tantrums. This is a natural stage in the mental development of a child. “To smooth out the crisis will help:

Recognition of the child as an equal person, support and love from adults;

Giving your child more independence

recognition of his success.

Thematic cycle "Furniture" (twenty-sixth week)

Goals. Enrich children's vocabulary. Learn to use prepositions for, for, under To form the ability to answer questions without a teacher. Develop communication skills.

visual material. Pictures depicting furniture, toys.

Lesson progress

"Furniture". The teacher names the pieces of furniture in the room of the group. Then he asks the children: “How can you name all these objects? (Furniture.) Where is the furniture made? (At the factory.) What is the furniture made from? What is a chair for? What is the table for? What is the bed for?

"Parts of an Object". The teacher invites the children to consider a chair, table, wardrobe and sofa and tell what parts these items consist of. (The chair has a seat, back and four legs. The table has a lid and four legs. The cabinet has doors, handles, legs, shelves. The sofa has a seat, back, legs, armrests.)

The teacher tells the children that not only furniture has a back, a handle, a leg, but also a person, a mushroom, a pan, etc.

Name the pictures. The teacher shows the children pictures on which pieces of furniture and its parts are drawn: a chair, a chair back, a table, a table leg. The children name the pictures.

Then the teacher removes the pictures and invites the kids to repeat their names without visual accompaniment.

Where are the toys hiding? The teacher tells the children that the toys decided to play hide and seek with them. Toys “hide” behind or under pieces of furniture, and the children tell where they hid: “The doll hid under the bed, and the matryoshka hid behind the chair. The bunny hid behind the closet, and the kitten hid under the closet. The bear hid behind the bedside table, and the puppy hid under the sofa. The giraffe hid under the table and the robot hid behind the bed. The squirrel hid under the chair, and the doll hid behind the chair, etc.

"Chair". The teacher tells the children: “Once a man cut down a tree in the forest and made a chair out of it. The chair is furniture. The chair is wooden. The chair has a seat, back and four legs. A person needs a chair to sit on.

The teacher repeats the story, encouraging the kids to help him.

At the age of 3-4 years, when getting acquainted with new objects, the child needs close direct contact with them. If possible, you should give him the opportunity to touch them, play with them.

Thematic cycle "Transport" (twenty-seventh week)

Goals. Enrich children's vocabulary. Learn to form verbs with different prefixes; agree nouns with nouns. Develop communication skills.

visual material. Pictures depicting different types of transport, a car, a doll, a box.

Lesson progress

"What do people ride?" The teacher invites the children to tell what people ride. He shows pictures of different types of transport, and the kids make up sentences: “People ride a tram (bus, car, truck, bicycle, motorcycle, trolleybus).”

Then the teacher explains to the children: “All these pictures can be called the word “transport”. Transport transports people and goods. The person who drives the car is called the driver.

"Misha and the car". The teacher builds a garage out of the box, puts a car in it, takes a doll and tells the children, highlighting prepositions with his voice: “Misha had a car. She was in the garage. Misha took the car out of the garage and drove down the road. Misha drove up to the house, then drove away from it and drove back to the garage. I drove into the garage, parked the car and went to play with the guys.”

In the course of the story, the teacher demonstrates appropriate actions with toys.

Then the teacher invites one of the children to beat this situation. It is desirable that all children take part in the game during the week.

Name the pictures. The teacher shows the children pictures on which the car and its parts are drawn: cabin, body, wheels. The children name the pictures. Then the teacher removes the pictures and invites the kids to repeat their names without visual accompaniment.

"Count the wheels." The teacher shows the children pictures of different types of transport and offers to count the number of wheels. At the same time, the teacher helps the kids coordinate numerals with nouns: “The car has four wheels. The train has many wheels. A bicycle has two (three) wheels. The motorcycle has two wheels. A big truck has six wheels.”

"Let's talk about the car." The teacher shows the children a picture of a truck and says: “This is a truck. She carries a variety of goods. The car has a body, cab, wheels, motor. The driver is driving the car.

Children reproduce the story with the help of the teacher's questions (choral and individual answers).

Neophilia (an attraction to the new) is a species trait that only a person possesses. If neophilia is constantly suppressed, it will gradually come to naught and the child will grow out of nothing interested in anything. human. Therefore, it is impossible to forbid the child to explore the world.

Thematic cycle "Spring" (twenty-eighth week)

Goals. Enrich children's vocabulary. Develop communication skills. Learn to accompany rhyming text with movements.

visual material. Pictures, cardboard circles.

Lesson progress

"Look out the window."

One-two-three, one-two-three

Look out the window.

Spring has come to visit us

She makes the kids happy.

The sun is shining, the sun is warming

Everywhere the grass is green.

The teacher asks the kids to list the main signs of spring.

When re-reading, the children repeat the poem after the teacher.

"Dandelion". The exercise is carried out on a walk.

The teacher invites the children to consider a dandelion. Then he says: “This is a dandelion. It blooms in spring. It has a green stem, green leaves, a yellow head. She looks like the sun. Then the yellow flower will turn white. The wind will blow, and the fluff will scatter in different directions. What an amazing dandelion flower!”

The teacher invites the kids to tell about the dandelion on their own (choral and individual pronunciation).

"When does it happen?" The teacher gives riddles to the children. Kids repeat riddles (in chorus and individually) and guess them.

The sun is warm and the snow is melting.

The snow is melting, the stream is running.

The sun bakes, the grass grows.

Leaves grow, bugs crawl out.

A guest came to us And brought warmth.

"Jumping through the puddles." The teacher lays out cardboard circles (puddles) on the floor and invites the children to walk along them in time with the poem.

I walk through the puddles, I step into the puddle with my foot: Slap-slap-slap-slap, Spring brought a flood.

The game is repeated several times. Gradually, children memorize the quatrain by heart.

Thematic cycle "Insects" (twenty-ninth week)

Goals. Enrich children's vocabulary. Learn to form verbs with different prefixes correctly; answer the teacher's questions. Develop communication skills.

visual material. Pictures depicting insects, a doll, a silhouette of a mosquito cut out of paper.

Lesson progress

Let's talk about insects. The teacher shows the children pictures of insects and conducts a conversation (children must answer the questions in full sentences): “Who is shown in the pictures? Is it possible to name all these pictures in one word? What? (Insects.) When can we see insects? (Spring, summer, autumn.) Do insects fly, run or crawl? What body parts do insects have? etc.

"Mother and baby". The teacher shows the children pictures of adult insects and their young, for example, a large beetle and a small beetle, and asks: “Who is drawn in the pictures? (Beetle and bug.) The big bug is mom, and the little bug is her ... (young)".

The teacher shows the next pair of pictures (spider and spider, worm and worm, mosquito and mosquito, bee and bee, etc.) and does the same work.

"Komarik". To play, you will need a doll and a mosquito figure cut out of paper.

The teacher invites the children to listen to the story (at the same time he demonstrates the appropriate actions with toys): “A mosquito flew and flew and saw a house. He flew up to the house and flew into it. And there was a boy in the house. The boy heard a mosquito buzzing and began to chase it away. The mosquito got scared, flew out of the house and quickly flew into the forest.

Then the teacher invites one of the children to beat the story. It is desirable that all children take part in the game during the week.

Name the pictures. The teacher shows the children pictures of insects: flies, mosquitoes, worms, beetles. The children name the pictures. Then the teacher removes the pictures and invites the kids to repeat their names without visual accompaniment.

"We catch a butterfly." The teacher conducts a rhyming outdoor game with the children, accompanying the speech with movements.

We ran barefoot And we waved a net. Butterflies fly, They don't get to us.

A child aged 3-4 years “is extremely necessary to give the most active attention. If we follow these rules, the child, instead of burdening us, will prove to be the greatest and most comforting miracle of nature!”

Maria Montessori

Thematic cycle "Summer" (thirtieth week)

Goals. Enrich children's vocabulary. To learn to build sentences on their own, based on subject pictures and a model of the educator. Develop communication skills. Learn to accompany rhyming text with movements.

visual material. Related pictures.

Lesson progress

"Summer has come." The teacher invites the children to look out the window and reads a rhyming text.

One-two-three, one-two-three! Look out the window: What is this? What is this? Kids, it's summer! The sun bakes, bakes, The grass grows, grows, All the bushes turn green, All the flowers bloom. The heat has come to us, the heat, It's time for us to go outside!

When re-reading, the children repeat the text after the teacher.

Then the teacher asks the kids to list the signs of summer. "What happens in the summer?" The teacher puts one subject picture on the flannelograph and invites the children to answer the question: “What happens in the summer?” If necessary, the teacher helps the kids to make sentences: “In the summer the sun ... (baking). Leaves in summer... (dissolve). Summer flowers... (bloom). Mushrooms in summer... (grow up). Butterflies in summer... (flutter). Mosquitoes in summer... (fly). Summer berries... (ripen)" etc.

When the game is repeated, the teacher encourages children to answer on their own.

"What can you do in the summer?" The teacher draws various objects on a board or sheet of paper (in italics) and asks the children what they can do in the summer. The kids make sentences: “In the summer you can sunbathe on sunshine. In summer you can catch butterflies. In summer you can swim in river. In summer you can collect mushrooms. In summer, you can water the beds from watering cans. In summer you can collect flowers. In summer you can ride bicycle. In summer you can go to shorts. In summer you can collect berries".

The teacher removes the pictures and asks the children to talk about what they can do in the summer (without visual accompaniment).

"We were on the grass." The teacher conducts a rhyming outdoor game with the children, accompanying the speech with movements. The game is played on a carpet.

We all lay on the grass

We rested on the grass.

Mosquitoes bothered us

We drove them away with a branch,

We all waved our hands

We all waved our feet

We drove the mosquitoes away

And they rested on the grass.

Foreword………………………………….3

Thematic cycle “Toys” (first week) ………. 5

Thematic cycle “Toys” (second week) ………. 7

Thematic cycle "Autumn" (third week) ………….9

Thematic cycle "Trees" (fourth week)……..11

Thematic cycle "Vegetables" (fifth week)……….. . 13

Thematic cycle “Fruits” (sixth week) ………. fifteen

Thematic cycle "Vegetables and fruits"

(seventh week)……………………………… 17

Thematic cycle "Clothes" (eighth week)……….19

Thematic cycle "Shoes" (ninth week)…………21

Thematic cycle "Dishes" (tenth week)………..23

Thematic cycle "Foodstuffs"

(eleventh week)………………………….25

Thematic cycle "Winter" (twelfth week) ……..27

Thematic cycle "Winter Fun"

(thirteenth week)…………………………..29

Thematic cycle "New Year's holiday"

(fourteenth week)…………………………31

Thematic cycle "Parts of the body" (fifteenth week) ... 33

Thematic cycle "Pets"

(sixteenth week)………………………….35

Thematic cycle "Baby Pets"

(seventeenth week)…………………………..37

Thematic cycle "Wild animals of our forests"

(eighteenth week)…………………………39

Thematic cycle "Baby wild animals"

(nineteenth week)…………………………41

Thematic cycle "Domestic and wild animals"

(twentieth week)…………………………….43

Thematic cycle "Wild animals of hot countries"

(twenty-first week)………………………..45

Thematic cycle "Poultry"

(twenty second week)………………………..47

Thematic cycle "Poultry and their cubs"

(twenty-third week) ………………………..49

Thematic cycle "Wild birds"

(twenty-fourth week) …………………………51

Thematic cycle "Our Home" (twenty-fifth week) ... 53

Thematic cycle "Furniture" (twenty-sixth week) .., 55

Thematic cycle "Transport"

(twenty-seventh week)………………. …….57

Thematic cycle "Spring" (twenty-eighth week) ... 59

Thematic cycle "Insects"

(twenty-ninth week)……………………….61

Thematic cycle "Summer" (thirtieth week)………..63

Books by A. N. Smirnova

Smirnova LN The development of speech in children 2-3 years old. A guide for teachers and parents. - M.: Mosaic-Synthesis, 2006.

Smirnova L. N. Speech therapy in kindergarten. Classes with children 4-5 years old with general underdevelopment of speech. Handbook for speech therapists, defectologists and educators. - M.: Mosaic-Synthesis, 2007.

Smirnova L. N., Ovchinnikov S. N. Speech therapy in kindergarten. Classes with children 5-6 years old with general underdevelopment of speech. Handbook for speech therapists, defectologists and educators. - M.: Mosaic-Synthesis, 2008.

Smirnov a L. N. Speech therapy in kindergarten. Classes with children 6-7 years old with general underdevelopment of speech: A guide for speech therapists, defectologists and educators. - M.: Mosaic-Synthesis, 2007.

Smirnova LN We teach sounds L, R: Correction and developmental exercises for children with speech insufficiency: A guide for speech therapists, educators and parents. - M.: Mosaic-Synthesis, 2002.

Smirnova L. N. We teach sounds Sh, S: Correction and developmental exercises for children with speech insufficiency: A guide for speech therapists, educators and parents. - M.: Mosaic-Synthesis, 2002.

Smirnova LN Teaching preschoolers to read. Classes with children 5-7 years old. A guide for teachers and parents. - M.: Mosaic-Synthesis, 2005.

Smirnova L.N., Ovchinnikov S.N. Help your child overcome stuttering. To work with children 5-7 years old. - M.: Mosaic-Synthesis, 2008.