Preschool age is the period of the most intensive development of speech, the effectiveness of which depends on the normal functioning and interaction of various analytical systems. Auditory system– one of the most important analyzing systems. Through auditory perception, the child’s ideas about the world around him are enriched. Cognition of objects and phenomena is closely related to the perception of sound as a property of objects.

Developing auditory perception is critical to the emergence and functioning of spoken language. Currently, there is a steady increase in the number of children with various deviations in speech development, which undoubtedly affects the preparation of children for school, and subsequently the quality of learning school programs.

Research by domestic scientists R.E. Levina, N.A. Nikashina, L.F. Spirova and others show that “underdevelopment of phonemic perception in the future entails serious deviations in the formation of correct sound pronunciation, as well as writing and reading (dyslexia and dysgraphia).

It is known that a child learns to speak by hearing. He hears the speech of adults and extracts from it what is understandable and utterable to him. Since the human auditory analyzer has a rather complex structure, it provides different levels of auditory perception. Let us clarify once again the functional roles of each of them.

Physical hearing is the most elementary level of auditory function. Thanks to it, we hear various sounds of the world around us that deaf people cannot hear. Physical hearing is provided by the primary fields of the auditory cortex of the brain, also called the cortical ends of the analyzers.

Non-speech hearing, non-speech auditory gnosis, including musical gnosis, is realized by the secondary fields of the temporal cortex of the right hemisphere of the brain. It opens up the possibility of distinguishing all kinds of natural, object and musical noises.

Speech hearing or, otherwise, speech auditory gnosis, – a higher level than physical hearing: this is the level of phonetics. Such hearing can also be described as phonetic. Its location is in the secondary fields of the temporal cortex of the left hemisphere.

You can have an excellent ear for music and a very poor ear for speech, that is, poorly understand speech.

Phonemic hearing is the highest in the hierarchy, designed to differentiate phonemes, including oppositional ones.

If phonemic hearing is insufficient, phonemes mix, merge with each other in words, and the words themselves often merge with each other. As a result, audible speech is poorly perceived (decoded). Phonemic hearing is based on the ability to distinguish between non-speech (natural and object) noises, for which the right hemisphere of the brain is responsible.

The ability not just to hear, but to listen, to focus on sound, to highlight its characteristic features is an exclusively human ability, thanks to which knowledge of the surrounding reality occurs. Auditory perception begins with acoustic (auditory) attention and leads to an understanding of the meaning of speech through recognition and analysis of speech sounds, supplemented by the perception of non-speech components (facial expressions, gestures, posture). Therefore, acoustic-perceptual perception is the basis for auditory perception, and these processes are inextricably linked with each other.

The auditory and speech motor analyzers are of great importance for the development of speech and the formation of the second human signal system.

The ability to focus on sound (acoustic (auditory) attention) is an important human ability that needs to be developed. It does not arise by itself, even if the child has naturally acute hearing. It needs to be developed from the first years of life.

The development of acoustic attention proceeds in two directions: on the one hand, the perception of speech sounds develops, that is, phonemic hearing is formed, and on the other hand, the perception of non-speech sounds, that is, noise, develops.

Non-speech sounds play a significant role in a child’s orientation in the world around him. Distinguishing non-speech sounds helps to perceive them as signals indicating the approach or removal of individual objects or living beings. Correct determination of the direction of the sound source (its localization) helps to navigate in space, determine your location, and direction of movement. So, the noise of the engine indicates that a car is approaching or moving away. In other words, well-identified and consciously perceived sounds can determine the nature of the child’s activity. IN ordinary life all sounds can be perceived only by ear or based on vision - auditory-visually. In addition, the level of development of speech hearing directly depends on the development of non-speech hearing in children, because all characteristics of non-speech sounds are also characteristic of speech sounds.

The main quality of auditory images is subject-relatedness. Sound perception games give an idea of ​​noises of different nature: rustling, creaking, squeaking, gurgling, ringing, rustling, knocking, birdsong, the noise of trains, cars, animal cries, loud and quiet sounds, whispers, etc.

Nature is a living book, with which the child is in direct contact, providing the broadest opportunities for the development of auditory perception. Children learn about the surrounding reality through their own experience. Children's activities in the natural environment (excursions, observations, hikes) provide the opportunity to observe various natural and everyday noises, such as the sound of the wind, the sound of drops, the creaking of snow. As a rule, when organizing excursions into nature, teachers set limited tasks: for example, to get acquainted with the first thawed patches, the properties of snow, the weather conditions and flora. However, in such observations it is advisable to include tasks aimed at developing auditory perception. For example: we go into the garden, look for places where the snow has already melted, where the ground is visible. These are thawed patches. Let's take a closer look at them: there are large and small, round and angular. Children run, search, and find thawed patches. Let's take a closer look at what's on them. Here are dry brown leaves, let's take them and listen to how they sound. There are many topics for such observations.

Icicles on the roof near the southern wall of the house, hanging in the form of a luxurious fringe of ice. How many concepts can be taught to children using this original material: the shine of ice, the rainbow tints of its colors in the rays of the sun, the size of icicles, their length and thickness, the feeling of cold from a broken icicle penetrating through warm mittens, the ringing fall of drops and bursting ice.

When observing snow falling in winter, listen to its creaking, the silence of windless weather, and the cries of birds. etc

Each such excursion, which is a walk for children, gives them a lot of impressions and perceptions that are not provided for in your plan, but the plan must be outlined exactly what you will introduce the children to and to what extent. When planning walks and excursions, do not forget to include tasks for the development of auditory perception and auditory memory.

To consolidate the knowledge acquired by children during excursions and walks, it is advisable to hold a conversation, for example:

Look at the pictures with the children, ask them to pronounce the sounds they heard on their walk today. Ask the children questions:

• How do the sounds of rustling leaves differ in dry weather from damp?
• Which of the proposed pictures can be combined with one sound?
• Find objects in the house with which you could depict the sounds you heard today.
• Remember and pronounce other sounds of nature (this task can be organized as an exercise “Guess what the sound is like?”) In practical activities: together with your child, draw objects of the surrounding world and natural phenomena, the sounds of which you heard during a walk together.

In addition, for the development of auditory perception, it is necessary to include joint activities with children and development exercises. fine motor skills, For example:

The north wind blew:
“Ssssss”, all the leaves
Blown it off the linden tree... (Move your fingers and blow on them.)
They flew and spun
And they sank to the ground.
The rain began to patter on them:
“Drip-drip-drip, drip-drip-drip!” (Tap your fingers on the table.)
The hail hammered on them,
It pierced all the leaves. (Knock on the table with your fists.)
Then the snow fell, (Smooth movements of the hands forward and backward.)
He covered them with a blanket. (Press your palms firmly to the table.)

The consolidation of sound discrimination skills is also facilitated by a specially organized subject environment in the group: a corner with various whistling, noisy, rattling, creaking, rustling, etc. objects, each of which has its own characteristic “voice”, a selection of audio materials.

In a specially organized corner it is advisable to place objects that make various sounds:

• cans of coffee, tea, juices, filled with peas, seeds, pebbles, wood chips, sand;
• rustling of a whisk made from scraps of tape, paper, polyethylene, etc.;
• cones, rustling sea shells, knocking wooden sticks of different thicknesses different breeds;
• vessels with different amounts of water (like a xylophone);
• whistles and pipes made of clay and wood.
• audio recordings of natural noises and a selection of games for them, for example: “Who is screaming, what does it sound like?”,

Playing with these sounding objects helps children discover well-known objects from a completely new perspective. I begin introducing children to sounding toys gradually. On initial stage To distinguish non-speech sounds (as well as speech material), visual, visual-motor, or simply motor support is required. This means that the child must see an object that makes some kind of unusual sound, try to extract a sound from it in different ways, that is, perform certain actions. Additional sensory support becomes optional only when the child has formed the necessary auditory image

The development of a child’s ability to distinguish non-speech sounds by ear is carried out in the following areas:

• sounds of nature: the sound of wind and rain, rustling leaves, murmur of water, etc.;
• sounds that animals and birds make: a dog barking, a cat meowing, a crow croaking, sparrows chirping and pigeons humming, a horse neighing, a cow mooing, a rooster crowing, a fly or beetle buzzing, etc.;
• sounds that objects and materials make: the knock of a hammer, the clinking of glasses, the creaking of a door, the buzzing of a vacuum cleaner, the ticking of a clock, the rustling of a bag, the rustling of cereal, peas, pasta, etc.; transport noises: car horns, the sound of train wheels, squeaking brakes, the hum of an airplane, etc.;
• sounds made by various sounding toys: rattles, whistles, rattles, squeakers;
• sounds of children's musical toys: bell, drum, tambourine, pipe, metallophone, accordion, piano, etc.

It is advisable to hold “Fairytale Minutes” every day in the group, where children could listen to various audio fairy tales. As a result, children develop phonetic hearing

Together with educators, parents must also participate in the development of auditory perception. Our kindergarten has created a selection of weekend projects for parents and children on the development of non-speech sounds, such as the sound of the wind, the sound of a drop, the creaking of trees, etc. With the help of these projects, parents are involved in the process of developing auditory perception and environmental education of preschoolers.

The formation of acoustic-perceptual gnosis in children will be successful when the efforts of educators and parents are combined.

Close and comprehensive interaction between specialists can provide children not only with full verbal communication, but also, ultimately, prepare them for successful education in secondary school.

According to neonatologists and psychologists, a melodic environment creates favorable conditions for the active development of auditory perception in a child. This does not mean that you need to listen to music around the clock, but there should not be “sterile” silence either.

The brain receives each sound in the form of impulses. And the more such stimuli there are, the more active thought processes occur.

But not all sounds are equally useful. Try to make a list of the best; you can confidently put the votes of parents and relatives in first place. Next comes classical music and melodious songs.

Natural sounds develop a child’s auditory perception well. When it's raining outside, open the window and let your baby learn to distinguish melodies in the sound of the rain. Children generally love to listen to what is happening around them, be it birds singing or the voices of children playing nearby.

In principle, you don’t need to do anything supernatural to develop auditory perception. Simple games and activities will bring excellent results. People who have well-developed hearing are distinguished by persistent perception, an analytical mind, innovative thinking and excellent memory.

You've probably noticed how different a newborn's reaction is to different sounds. A lullaby helps the baby calm down, relax and quickly. Loud music or an unexpected phone call can frighten the baby. Sounds like these trigger . If you clap your hands near the playpen, the baby will spread his arms to the sides, unclench his fists and hug himself.

The first step in developing a child's auditory perception is the ability to find the source of sound. Already the baby turns its head towards your voice and begins to smile. This manifests itself as the so-called “revival complex.”

Now is the time to buy a rattle with a melodious sound. It will help not only consolidate a new skill, but also develop auditory attention. Periodically arrange classes to develop your child’s hearing. Rumble the rattle on the left or right, below or above the baby's head. Let him identify the source of the sound and reach out to it with his hands.

One of the recommendations for developing a child’s auditory perception (this also applies) is to talk to him as much as possible. When the baby hears native speech, when his mother talks to him, he watches how adults communicate, and he creates a speech map. Gradually, an understanding occurs of how sounds are connected. Therefore, it is necessary to improve speech perception. And they will help you with this .

You can use anything to play: a musical hammer, a tin can filled with beans, a watch... Give your baby the opportunity to listen to the sound each object makes. Then let him turn away and guess which sound is heard now. On the street, also pay attention to different sounds: a car horn, birds singing, the creaking of snow under your feet, the sound of the wind.

English researchers say that musical toys: maracas, drums, xylophones, mini-pianos help develop a child’s auditory perception and musical taste. Therefore, there is no need to limit the baby. Better help him and play a couple of simple tunes.

Surely you have a good music collection at home, but the child grows and his tastes are formed. To take them into account, go to the store together and choose something he likes. And it’s okay if he prefers modern music to classics.

If possible, visit the Philharmonic. There you will introduce your baby to the sounds of different instruments.

Indicators of the development of auditory perception in a child

4- – in response to communication with him, he begins to walk.

- 1 year - turns his head towards the sound source. At a distance of up to a meter, it reacts to the ticking of a clock. Reacts to a call from another room.

1.5 years – lexicon contains about 15 words. Copies animal voices. Responds to calls to him (without raising his voice or gesticulating).

2 years – vocabulary expands to 150 words. Hears when spoken to from a distance of 5 meters. Without seeing the source, it determines what makes the sound.

3 years – begins to speak in complex sentences. Can distinguish similar melodies.

Non-speech (physical) hearing- this is the capture and differentiation of various sounds of the surrounding world (except for the sounds of human speech), distinguishing sounds by volume, as well as determining the source and direction of the sound.

From birth, a child is surrounded by a variety of sounds: the sound of rain, the meowing of a cat, car horns, music, human speech. Small child hears only loud sounds, but hearing acuity quickly increases. At the same time, he begins to distinguish sounds by their timbre. The auditory impressions that the baby experiences are perceived by him unconsciously. The child does not yet know how to control his hearing, sometimes he simply does not notice sounds.

Nevertheless, non-speech sounds play a large role in a person’s orientation in the world around him. Distinguishing non-speech sounds helps to perceive them as signals indicating the approach or removal of individual objects or living beings. Correctly identifying a sound source by ear helps you find out the direction where the sound is coming from, allows you to better navigate in space, and determine your location.

The ability to focus on sound (auditory attention) is an important human ability that needs to be developed. It does not arise by itself, even if the child has naturally acute hearing. It needs to be developed from the first years of life. That is why we offer games for the development of auditory attention and perception, which will teach kids to focus on sound, catch and distinguish between a variety of sounds. By and large, the goal of the games offered below is to teach children to consciously use the capabilities of hearing given by nature.

The development of perception of non-speech sounds goes from an elementary reaction to the presence or absence of sounds to their perception and discrimination, and then to their use as a signal for action. Special training for a child in this area will help him better navigate space and avoid accidents (for example, when crossing the street). It should be taken into account that sounds can be perceived only by ear or based on vision (auditory-visual), which is much easier and should precede isolated auditory perception.

When teaching a child to distinguish non-speech sounds by ear, we advise you to observe the following: subsequence:

sounds of nature: noise of wind and rain, rustling of leaves, murmur of water, etc.;

sounds that animals and birds make: barking of a dog, meowing of a cat, croaking of a crow, chirping of sparrows and humming of pigeons, neighing of a horse, mooing of a cow, crowing of a rooster, buzzing of a fly or beetle, etc.;

sounds made by objects and materials: the sound of a hammer, the clinking of glasses, the creaking of a door, the buzzing of a vacuum cleaner, the ticking of a clock, the rustling of a bag, the rustling of cereal, peas, pasta, etc.;

traffic noise: car horns, the sound of train wheels, squeaking brakes, the drone of an airplane, etc.;

sounds made by various sounding toys: rattles, whistles, rattles, tweeters;

sounds of children's musical toys: bell, drum, tambourine, pipe, metallophone, accordion, piano, etc.

In addition, the sounds of music have a huge impact on the development of the child’s emotional sphere and his aesthetic education. However, introducing a child to various musical works is a topic for a separate discussion and is not discussed in this manual.

The games suggested below that develop physical hearing can be played both individually and in a group.

Games for the development of physical hearing

Let's listen to the sounds!

Target: development of auditory attention; listening to the sounds of nature, the voices of animals and birds.

Progress of the game: The game is played while walking. While walking on the playground or in the park, draw your child’s attention to the sounds of nature - the sound of wind and rain, the rustling of leaves, the murmur of water, the rumble of thunder during a thunderstorm, etc. Also draw your child’s attention to the sounds made by animals and birds living in the city , – dogs and cats, crows, pigeons, sparrows, ducks.

After the child learns to distinguish these sounds well based on vision (hears and sees at the same time), offer to identify the source of the sound using eyes closed(hearing only):

– Close eyes. Now I’ll open the window, and you try to determine by ear what the weather is like outside.

– Close your eyes and try to guess which birds flew to our feeder.

While walking in the forest, pay your child's attention to various sounds - the noise of tree branches, the sound of falling pine cones, the knocking of a woodpecker, the creaking of old trees, the clatter of a hedgehog in the grass, etc.

Who's screaming?

Target: development of auditory attention; listening to the calls of animals and birds.

Progress of the game: The game is played in the summer at the dacha or as a guest in the village. Together with your child, get acquainted with domestic animals and birds, teach your child to distinguish the sounds they make and relate the sound to a specific animal (horse, cow, goat, pig) or bird (duck, goose, chicken, rooster, chicken, turkey). To complicate the task, invite your child to identify who is screaming with his eyes closed (or without leaving the house).

- Let's sit in the yard. Close your eyes and try to guess who is screaming there. Of course, the rooster crowed! Well done, you guessed right. And now? Yes, it's a pig grunting.

Sounds of the house

Target: development of auditory attention; auditory perception of sounds produced by various household objects.

Progress of the game: While in the apartment, listen with your child to the sounds of the house - the ticking of a clock, the clinking of dishes, the creaking of a door, the sound of water in pipes, the gurgling of soup and the hissing of a cutlet in a frying pan, to the sounds made by various household appliances (the buzz of a vacuum cleaner, the hiss of a boiling kettle , computer humming, etc.). It is better to carry out this work by organizing various games:

"Find what's ticking(rings, buzzes etc.) !» or competition:

“Who will hear the most sounds?”

Subsequently, you can complicate the task by asking the child to identify the source of the sound with his eyes closed.

Let's knock, let's rattle!

Target: development of auditory attention, auditory perception of sounds produced by various objects.

Equipment: various items - paper, plastic bag, spoons, chopsticks, etc.

Progress of the game: The game is played in an apartment. Introduce your child to the various sounds that are produced when manipulating objects: tap with a wooden hammer, crush or tear a piece of paper, rustle a newspaper, rustle a bag, hit wooden or metal spoons against each other, run a stick over a radiator, drop a pencil on the floor, etc. P.

After the child learns to listen carefully to the sounds of objects, offer to listen with his eyes closed and guess what object sounded. You can make a sound behind a screen or behind the child’s back, and he listens and then shows an object - the source of the sound. At first, the adult and the child agree on what objects will be used in the game; later, you can use any objects in the room - manipulate them by making sounds. In this game, it is useful to switch roles from time to time.

Knock Knock!

Target: development of auditory attention.

Equipment: table, doll and other toys.

Progress of the game: The child and the teacher are sitting at the table, the toy is hidden under the table. The teacher quietly knocks on the edge of the table.

- Knock Knock! What's that knock? Someone came to visit us! Who's there? It's a doll! Come, doll, and visit us.

“I’ll prepare a treat, and you listen carefully: when there’s a knock on the door, ask: “Who’s there?”

Game continues. The distance from the source of the knock to the child, as well as the strength of the knock, can be gradually changed: increase the distance, make the knock quieter.

Another version of the game involves the presence of a third participant: a second adult or older child knocks on the door and brings a toy with him.

Find the same box

Target: development of auditory attention; auditory perception of sounds produced by various bulk materials.

Equipment: opaque boxes or jars with various cereals.

Progress of the game: Pour different cereals into small boxes - peas, buckwheat and semolina, rice. It is convenient to use opaque containers from photographic film as boxes; there should be two boxes with the same cereal. In addition to cereals, you can use salt, pasta, beads, pebbles and other materials, the main thing is that the sound they make is different from the rest. To ensure that the sound in paired boxes does not differ, it is necessary to pour the same amount of bulk material.

Place one set of boxes in front of your child, and keep the other for yourself. Shake one of the boxes, drawing the child's attention to the sound. Invite your child to find among his boxes the one that makes the same sound. Increase the number of pairs of boxes gradually.

Street sounds

Target: development of auditory attention; auditory perception of various traffic noises.

Progress of the game: The game is played while walking down the street or on public transport. Help your child identify various transport noises among other sounds - car horns, tram ringing, squeaking brakes, the hum of an escalator in the subway, the sound of train wheels, the hum of an airplane in the sky, etc. After the child learns to distinguish these sounds, offer to identify them with closed with your eyes: standing at an intersection, determine whether cars are standing or driving; guess whether the tram is far away or has arrived close, etc.

Rattles

Target: development of auditory attention, auditory perception of sounds made by various sounding toys.

Equipment: sounding toys - rattles, whistles, squeakers, bells, rattles, etc.

Progress of the game: Pick up a selection of different sounding toys. Together with your child, extract sounds from them until the baby learns to clearly differentiate them by ear. After this, you can organize the game “Recognize by Sound”: hide the toys behind the screen, let the child listen to the sounds made and guess which toy sounded (you can make sounds behind the child’s back). In this game, you can change roles with your child: he plays, and you guess the toys and name them.

Merry Parsley

Target: development of auditory attention; learning the ability to quickly respond to sound.

Equipment: Parsley toy; children's musical instruments - drum, tambourine, metallophone, piano, pipe, accordion.

Progress of the game: The teacher starts the game with an explanation.

– Now cheerful Petrushka will come to visit you. He will play the tambourine. As soon as you hear sounds, turn around! You can’t turn around ahead of time!

The teacher is positioned behind the child at a distance of 2–4 m. Hitting the tambourine (or other instrument), he quickly pulls out Parsley from behind his back. Parsley bows and hides again. The game can be played using different musical instruments.

Let's walk and dance!

Target: development of auditory attention; learning the ability to distinguish by ear the sounds of different instruments and respond to each sound differently.

Equipment: children's musical instruments - drum, accordion.

Progress of the game: There is a drum and an accordion on the table in front of the teacher. The child stands in front of the table, turning to the teacher.

– Now I will play the drum or accordion. You have to march to the drum, and dance to the accordion.

The teacher shows how to act: he beats the drum and marches, plays the accordion and dances. Then he invites the child to move independently (without demonstration) to the sounds of different musical instruments.

To complicate the game, you can ask the child to turn his back to the table - in this case, the child distinguishes the sound of instruments only by ear, without visual support. The same game can be played with other musical instruments, the number of which can be increased to 3-4. Movements can also be different: jumping, running, swinging your arms, etc.

Little musician

Target: development of auditory attention; auditory perception of sounds made by children's musical instruments.

Equipment: children's musical instruments - drum, tambourine, metallophone, piano, pipe, accordion.

Progress of the game: First, teach your child to extract sounds from musical instruments, then to clearly distinguish them by ear. To check the child’s level of perception of sounds, use a screen (you can use a children’s table turned on its side as a screen), or ask the child to turn his back. The teacher alternately extracts sounds from various instruments, and the child determines by ear what was played. As an answer, the child can turn and point to the desired instrument, select and show a picture depicting this instrument, or, if speech capabilities allow, name the instrument with a word (possibly onomatopoeia: “ta-ta-ta” - drum, “doo-doo” - pipe, “bom-bom” - tambourine, etc.).

A toy animal or a doll can “play” the instruments, and the teacher asks: “What did the bunny play?”

Sunshine and rain

Target: development of auditory attention; perception and differentiation by ear of various sounds of a tambourine - ringing and knocking.

Equipment: tambourine

Progress of the game: In this version of the game “Sunshine and Rain” we propose to teach the child to switch auditory attention by performing different actions according to the different sounds of the tambourine: ring - lightly shake the tambourine in your hand; We knock - we hold the tambourine in one hand, and with the palm of the other hand we rhythmically hit the membrane of the tambourine.

- Let's go for a walk. The weather is good, the sun is shining. You go for a walk, and I’ll ring a tambourine - like that! If it rains, I will bang the tambourine - like this. If you hear a knock, run home!

Repeat the game, changing the sound of the tambourine several times. You can invite your child to try ringing and knocking on a tambourine, and then change roles in the game.

Teddy bear and bunny

Target: development of auditory attention; perception and differentiation by ear of different tempos of sound of one musical instrument.

Equipment: drum or tambourine.

Progress of the game: In this game you can teach your child to determine the tempo of a musical instrument (fast or slow) and perform certain actions depending on the tempo.

- Let's play! The bear walks slowly - like this, and the bunny jumps quickly - like this! When I knock on the drum slowly, walk like a bear; when I knock quickly, run(jump) fast as a bunny!

Repeat the game, changing the tempo of the drum sound - slow, fast - several times. You can invite your child to try knocking on the drum at different tempos (tempos vary significantly), and then switch roles in the game.

Little drummer

Target: development of auditory attention; perception and differentiation by ear of different tempos, rhythms and strength of drum sounds.

Equipment: children's drum.

Progress of the game: In this game we continue to introduce the child to different tempos, rhythms and volumes of sound. The game uses a drum with sticks.

Invite your child to knock on the drum slowly and quickly.

Invite your child to knock on the drum quietly and loudly.

Offer to repeat a simple rhythm after you (you can also clap your hands while repeating rhythmic patterns).

After the child learns to distinguish by ear, as well as to reproduce various blows on the drum, invite him to determine by ear the nature of the sound.

“I’ll hide and play the drum, and you guess and tell me how I play: slow or fast, loud or quiet.”

If the child’s speech capabilities do not allow him to give a verbal answer, offer to repeat the sound - play the drum.

Learning to perceive and reproduce various rhythms requires separate serious work.

Development of speech hearing

Speech (phonemic) hearing- this is the ability to capture and distinguish by ear the sounds (phonemes) of the native language, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps differentiate human speech by volume, speed, timbre, and intonation.

The ability to focus on speech sounds is a very important human ability. Without it, it is impossible to learn to understand speech - the main means of communication between people. The ability to listen is also necessary for the child to learn to speak correctly - to pronounce sounds, pronounce words clearly, use all the capabilities of the voice (speak expressively, change the volume and speed of speech).

The ability to hear and distinguish speech sounds by ear does not arise by itself, even if the child has good physical (non-speech) hearing. This ability must be developed from the first years of life.

Speech hearing develops from infancy - the baby early distinguishes the mother’s voice from the voices of other people and picks up the intonation of speech. A child’s babbling is an active manifestation of the emergence of phonemic hearing proper, because the child listens carefully and repeats the sounds of his native language. The formation of phonemic hearing occurs especially intensively in the first 5–6 years of a child’s life. At this age, all the sounds of the native language appear, speech becomes phonetically pure, without distortion.

It is very important not to miss the opportunities of age and to help the child develop correct speech. At the same time, both the ability to clearly pronounce words and to subtly differentiate the sounds of the native language by ear are equally significant. These child skills will be needed when learning to read and write: some words in the Russian language are written based on the phonetic principle of writing - “as we hear, so we write.”

With the development of speech hearing, the work moves from discrimination (I hear or not heard) to perception (what I hear).

Auditory perception goes through the following stages(from simple to complex):

Perception with visual support: the child hears the name of an object and sees the object or picture itself.

Auditory perception: the child not only hears the voice, but sees the face and lips of the speaker.

Purely auditory perception: the child does not see the speaker (as well as the object or phenomenon being spoken about), but only hears the voice.

The goal of speech hearing development is rarely set in isolation. Usually, speech hearing develops in parallel with speech imitation: the child not only listens carefully, but also tries to repeat what he heard (see section “Development of speech imitation,” p. 191). In addition, the child tries not only to hear words and phrases, but also to understand and remember them (see section “Development of speech understanding,” p. 167). Therefore, the task of developing speech hearing is set in many of the games in our book, because the child will have to listen carefully to the speech of an adult, try to understand the speech instructions or the meaning of a poem, a nursery rhyme, since the success of performing a game action depends on this.

It should be taken into account that tasks for the development of auditory perception of speech should be gradually increased. So, first we offer onomatopoeia, then short words, then you can offer more complex words (consisting of several syllables), and then short and long phrases. In addition, if at first we offer words and phrases with visual support (the child sees objects and pictures, as well as the face and lips of an adult), then later without visual support, only by ear.

Below we provide a description of some games, the main task of which is precisely the development of speech hearing (isolated from other tasks).

So, the main task of games aimed at developing listening comprehension is to open up a special world of human speech sounds for the baby, to make these sounds attractive and meaningful. By listening to words and playing with them, the child develops phonemic hearing, improves diction, trying to bring the sound of his speech closer to what he hears from others. Therefore, it is very important that the speech of the people around the child is pure and correct, and can become a role model.

The next stage in the development of a child’s speech (phonemic) hearing is the sound analysis of a word - coming up with words for a given sound, determining the place of a sound in a word (at the beginning, at the end or in the middle of a word), distinguishing by ear words that differ in one sound, identifying by ear sound composition of words, etc. This perception of speech becomes feasible for children preschool age(4–6 years), its development is the task of the next stage of speech therapy work and is not considered within the framework of this book.

Games for developing speech hearing

Who's there?

Target: development of speech hearing - distinguishing onomatopoeia by ear.

Equipment: toys - cat, dog, bird, horse, cow, frog, etc.

Progress of the game: This game requires two presenters: one is behind the door, holds a toy and gives a signal, the other leads the game. There is a sound behind the door - the cry of an animal or bird (onomatopoeia: “meow”, “av-aw”, “pi-pi”, “i-go-go”, “mu”, “kva-kva”, etc.), The teacher listens and asks the child to listen and guess who is there, behind the door. The child can answer with anything in an accessible way: point to a picture of the corresponding animal, name it with a word or onomatopoeia. You should require a certain form of response from the child depending on his speech capabilities.

– Do you hear someone screaming outside the door? Listen carefully. Who's there? Dog? Let's watch.

The teacher goes to the door, opens it and brings a toy.

- Well done, you guessed right. Listen to who else is screaming there.

The game continues with other toys. If there is no second leader, then you can play this game by hiding the toys behind a screen. At first it is better for the child to see you, next time you can hide with the toy.

Who called?

Target: development of speech hearing - distinguishing the voices of familiar people by ear.

Progress of the game: The game is played in a group. The child turns his back to the other participants in the game (you can ask him to close his eyes). Players take turns calling the child's name, and the child must listen carefully and try to guess who is calling him. You can complicate the task by changing the strength of your voice, timbre, and intonation when pronouncing the name. If the child guesses who called him, he can change roles with this player. If he doesn’t guess, he continues to “drive.”

This game is possible when children learn to call each other by name.

Find the picture!

Target: development of speech hearing - the ability to correctly perceive and differentiate words.

Equipment: paired pictures from children's lotto depicting various toys and objects.

Progress of the game: The teacher places several pictures on the table in front of the child (holds paired pictures in his hand) and asks him to guess which pictures he will name. The teacher names one of the objects depicted in the pictures, the child listens, then looks for this picture on the table, shows it and, as far as possible, repeats the word. To confirm the correctness of the child’s answer, the adult takes out a paired picture and attaches it to the one shown by the child.

- That's right, this is a house. Well done - you guessed it right! Listen again!

The number of pictures can be gradually increased. Later, you can name two or three objects at a time.

Show me the toy!

Target: development of speech hearing - the ability to listen to words.

Equipment

Progress of the game: The child sits at a distance of 2–3 meters from the teacher, and various toys or objects lie on the floor or table. An adult explains the task:

– Now I will name the toys, and you listen carefully. Try to find the toy that I named and give it to me.

This task can be complicated in the following directions:

increase the set of toys (starting from 2–3), in addition to toys, use various items;

words-names of toys can become more complex and be similar in sound composition (first, you should select toys with simple names that are sharply different in sound composition);

name any toys and objects in the room, and later throughout the apartment;

increase the distance between the child and you;

pronounce words from behind a screen.

Hot Cold

Target

Equipment: ball.

Progress of the game: Before starting the game, it is necessary to clarify the child’s ideas about what “cold” and “hot” mean - compare objects that are contrasting in temperature. For example, in winter you can compare snow and a hot battery. It is better if the child has the opportunity to feel the temperature of the object - to touch it.

- Well, touch the window glass - what kind of glass? Cold. What kind of tea did you drink? That's right, hot. Now let's play catch. I will roll you a ball with the words “cold” or “hot”. If I say “cold”, you can touch the ball. If I say “hot”, you can’t touch the ball.

An adult rolls a ball with the words “hot” or “cold” to the child. You can say the words loudly, in a normal voice, or in a whisper. You can also play in a group. In this case, the children sit opposite the teacher. The adult rolls the ball to each of the children in turn. For the correct answer, the child receives a chip; the one with the most points wins.

Edible – inedible

Target: development of speech hearing - the ability to listen carefully to words; development of thinking.

Equipment: ball.

Progress of the game: Before starting the game, it is necessary to clarify the child’s ideas about what “edible” and “inedible” means - show the baby food or dishes, as well as other items and offer to choose what can be eaten - what is edible and what is not eat - it's inedible. It is convenient to carry out such preparation at home in the kitchen - look in the refrigerator, in kitchen cabinets, during meals.

The game is played on the floor or at a table, with an adult sitting opposite the child.

- Let's play ball. I will roll the ball towards you and say different words. And you listen carefully: if I named something edible - something that you can eat - catch the ball. If I named something inedible—something you can’t eat—don’t touch the ball.

An adult rolls a ball towards the child, calling: “pie”, “candy”, “cube”, “soup”, “sofa”, “potato”, “book”, “apple”, “tree”, “cookie”, “cake” ", "cutlet", "handle", etc. The child must listen carefully to the words. At the beginning, it is better to play this game individually at a slow pace, so that the child has the opportunity not only to listen to the sound of the word, but also to think about what it means.

You can play this game in a group. In this case, the children sit opposite the teacher. The adult sends the ball to each of the children in turn. For the correct answer, the child receives a chip. The one who scores more points wins.

Listen and do it!

Target

Progress of the game: The child stands at a distance of 2–3 meters from the teacher. The adult warns the child:

– Now I will give you commands, and you listen carefully and follow them! Walk around the room. Look out the window. Jump. Sit on the sofa. Spin around. Clap your hands.

Teams can be very different. You can use commands from the games “Doing exercises!” and “Dance with me!” (see section “Development of general imitation”, p. 35), but do not show the movements, but only name them.

Complete the task!

Target: development of speech hearing - the ability to correctly perceive verbal instructions.

Equipment: various toys and objects.

Progress of the game: The child sits at a distance of 2–3 meters from the teacher, and various toys or objects lie on the floor or table.

The adult warns the child:

– Now I will give you tasks, and you listen carefully and complete them! Put the doll in the car. Build a tower from cubes. Take the doll for a ride in the car. Take paper and pencil and draw an apple.

Instructions can be very different. You can complicate the task by changing the strength of your voice: pronounce the words of the instruction in a whisper, or increasing the distance between the speaker and the listener, or speak behind a screen. In addition, in the future you can give instructions that imply actions with any objects in the room or apartment.

- Turn on TV. Take a book of fairy tales from the shelf. Pour juice into a glass.

You can give multi-step instructions.

– Take the blocks, put them in the back of the truck, take them to the nursery, build a wall out of the blocks.

Be careful!

Target: development of speech hearing - the ability to listen carefully to words.

Progress of the game: The child (or children) stand opposite the teacher. First, the teacher invites the children to stomp and clap.

- Let's stamp our feet - like this! Now let's clap our hands! Let's stomp! Let's clap! Let's stomp! Let's clap!

During the explanation, the adult first stomps and claps along with the children, then simply says commands, and the children perform the movements. Then the teacher proposes new rules.

- And now I will confuse you: I will name some movements and show others. And you listen carefully and do what I say, not what I show.

This is quite a difficult task, so you should do it slowly at first. In the future, you can gradually speed up the pace, as well as increase the number of commands and movements - not only stomp and clap, but also jump, walk, squat, etc. The number of commands and the pace of completing the task should correspond to the capabilities of the children.

Right wrong?

Target: development of speech hearing - the ability to listen carefully to words.

Equipment: various toys and objects.

Progress of the game: The teacher plays the role of leader. The game can be played individually or in a group of children.

- Let's play this game: I will point to an object or toy and name it. If I say it correctly, sit still, if I say it incorrectly, clap your hands!

After this, the teacher names toys and objects familiar to the child, sometimes confusing their names. When playing in a group, you can arrange a competition - the one who was more attentive than others and noticed more mistakes wins.

Another version of the game is word combinations within a certain topic (without visual support). For example, “Who flies and who doesn’t fly,” “Edible and inedible,” etc.

– I will say: “the bird is flying”, “the plane is flying”, “the butterfly is flying”, etc. You listen carefully to what I say, because I may say it wrong. If I say “the cat is flying” or “the book is flying” - clap your hands.

A more complex option is correct and incorrect phrases of very different content.

Didactic games and exercises for the development of auditory perception

№ 1 "DRUM"

Equipment: drum, toy drums.

Speech material: let's play, play, yes, no, true, false, well done, DRUM (FOOTNOTE: Here and below, those words, phrases and phrases that are presented to children in writing - on a tablet - are highlighted in large font) .

Progress of the game.

Children stand or sit in a semicircle in front of the teacher. The adult, having intrigued the children, takes out a drum from the box (bag...), plays it, saying tatata, presents the sign DRUM. Children watch and touch the drum as it plays to feel the vibration of its body. The teacher teaches children to hit the drum with a wooden stick, producing its sound. In this case, one child knocks on the drum, and the rest imitate this movement: either they tap their finger on toy cardboard drums, or on their palm. The teacher encourages children to accompany movements by pronouncing syllables tatata (as they can), but does not insist.

№ 2 "Tambourine"

Goal: to arouse interest in sounding toys, teach them to extract their sounds.

Equipment: tambourine.

Speech material: Let's play, play, yes, no, true, false, well done, TAMMBER. Progress of the game

The game is played in the same way as described above. Falsely hit the tambourine with your hand, shake it, pronouncing syllable combinationsdaddy (as best they can).

№ 3 "DUDKA"
(accordion, whistle, metallophone, barrel organ)

Goal: to arouse interest in sounding toys, teach them to extract their sounds.

Equipment: pipe (accordion, whistle, metallophone, barrel organ), paper pipes, accordions.

Speech material: Let's play, play, yes, no, right, wrong, well done, PIPE, ACCORDINAL.

Progress of the game

The game is played in the same way as described above. At the same time, children are taught to produce sound from an accordion, metallophone, and barrel organ. Children imitate the sound of pipes and whistles with their movements, “playing” individual paper pipes and whistles, pretending to play them with their hands. The teacher encourages children to accompany the game of a sounding toy or its imitation by pronouncing the simplest syllable combinations (as best they can), for example:

· accordion, metallophone, organ-organ - la-la-la,

· pipe - at,

· whistle – And or pi .

№ 4 “Show me the toy” (lya, teddy bear...)

TARGET: teach children to perform a certain action when the toy starts sounding and stop it when the sound ends.

Equipment; drum, small toys (dolls, bears, bunnies...), large screen or screen.

Speech material;

Progress of the game

Children stand or sit in a semicircle in front of the teacher. Each child has a toy in his hands. The teacher has the same toy. It is hidden behind the back. The teacher plays the sound on the drum, and at the moment of blows, the toy appears from behind and dances. The teacher stops playing the drum and hides the toy behind his back again.

The teacher teaches children to show the toy when they start playing the drum and put it away when the sound stops.

As children master this skill by seeing the actions of an adult, sounds begin to be presented only by ear. For this purpose, the teacher plays drum beats behind a screen.

As we determine which toys and at what distance children can hear with the help of individual hearing aids (or without them), in this game other sounding toys can also act as a sound source, for example: an accordion, a pipe, a whistle, a metallophone, a barrel organ.

№ 5 "WE ARE DANCE"

Equipment: piano, pipe, colored ribbons, handkerchiefs, large screen or screen.

Speech material:Let's play, listen, yes, no, right, wrong.

Progress of the game

Children stand in a semicircle in front of the teacher, each holding ribbons or handkerchiefs. The teacher begins to play the piano with one hand, and with the other, waves a handkerchief (ribbon) over his head. He stops playing and lowers his hand, hiding the handkerchief (ribbon) behind his back.

The teacher teaches children to wave a handkerchief (ribbon) over their heads when they start playing the piano and put it behind their back when the sound stops. As children master this skill, seeing the teacher play the piano, sounds begin to be presented only by ear. For this purpose, the teacher plays the piano behind a screen (screen) or the children turn their backs.

Instead of handkerchiefs, children may have flags (ribbons...), which they raise at the moment of sounding and lower when it stops. You can give children small dolls that start dancing to the music and stop (sit down) when it stops.

A similar game is played in which a pipe is used as a sound source.

№ 6 "LET'S CLAP"

Equipment: tambourine, large screen or screen.

Speech material: Let's play, listen, yes, no, right, wrong.

Progress of the game

The game is played in the same way as described above. In response to hitting the tambourine, children clap their hands in front of their chests (the teacher encourages them to accompany the clapping by pronouncing the syllables daddy or tatata (as best they can), and after they stop they give up.

№ 7 “LET’S WAKE UP THE DOLL”

Goal: to develop children's attention to the sounds of the world around them.

Equipment: doll, alarm clock, vacuum cleaner, telephone, pictures with captions WATCH, VACUUM CLEANER, PHONE.

Speech material: Let's play, listen, yes, no, right, wrong, Doll (...) is sleeping, Doll (...) is not sleeping, CLOCK, VACUUM CLEANER, PHONE.

When conducting this game, like others, a group teacher should be involved in helping.

Progress of the game

Children sit in a semicircle in front of the teacher. A large doll sleeps in the bed in front of them. The teacher has an alarm clock. He says: “The doll is sleeping.” Then he turns on the alarm clock, and the sound wakes up the doll. He repeats this several times. While the alarm clock is still sounding, the teacher asks the children: “What does it sound like?” and shows a picture with the caption CLOCK, which is read.

The children are then given small dolls in their cribs. In front of the children's eyes, the teacher sets the alarm clock again and teaches the children, at the moment it sounds, to show that the doll has woken up and answer the question “What sounded?” “by showing a picture with a caption and reading it. When children begin to cope with the task of “waking up” the doll when the alarm clock rings in conditions where they see the teacher winding it up, the sound begins to be presented only by ear. In this case, the alarm clock is set behind a screen or screen.

During subsequent games, children are taught to perceive the sounds of a vacuum cleaner, telephone, or any other household noise in the same way. In response, the children show how the doll (bear, bunny...) woke up, and in response to the question “What sounded?” show the corresponding picture with a caption and read it. Instead of a toy, you can “wake up” both one and; children: he sits or lies in front of the children, pretending to be asleep, and awakens by a sound signal.

When preschoolers begin to confidently “wake up” a toy when they perceive one or another everyday sound, you can complicate the game: invite children to distinguish which sound woke up the toy.

The teacher demonstrates how a large doll wakes up from the alarm, then is put back to sleep and woken up, for example, by the noise of a vacuum cleaner. Each time the teacher asks the children: “What did it sound like?” In response, they show the corresponding picture with a caption and read it.

After this exercise becomes clear to them, the teacher behind the large screen either sets the alarm clock or turns on the vacuum cleaner. The doll wakes up, and the children show a picture of the object that woke up the doll. First, they are offered a choice of two pictures, for example: an alarm clock and a vacuum cleaner, a vacuum cleaner and a telephone, a telephone and an alarm clock. In the future, if this is available to the children in the group, you can offer them to choose from three pictures.

№ 8 “DRUM OR ACCORDINA?”

TARGET: teach children to distinguish sounding toys with a gradually increasing choice: from two to four.

Equipment: drum, accordion, large bunny and doll, small bunnies and dolls according to the number of children in the group or corresponding pictures with captions DRUM, ACCORDINA.

Speech material: Let's play, listen, right, wrong, yes, no, DRUM, ACCORDIN.

Progress of the game

Children sit in front of the teacher at tables. A large bunny and a large doll are sitting on the teacher’s table. Near the bunny there is a drum, near the doll there is an accordion. On the children's tables there is either a small bunny and a doll, or corresponding pictures. The teacher hits the drum and shows how the bunny begins to jump, and encourages the children to repeat these movements to the sound of the drum. He does the same with the accordion, to the sound of which the doll dances.

The teacher, in front of the children, plays in different sequences, either on the drum or on the accordion, without showing the toy that corresponds to the presented sound. Children independently choose the desired toy (picture), i.e. drum - a bunny that jumps; accordion - a doll that dances. To confirm the correctness of the choice, the teacher also performs actions with either a doll or a bunny, continuing to bang the drum or play the accordion.

When children begin to confidently cope with this task, sounds begin to be presented to them not on an auditory-visual basis, but on an auditory basis. To this end, the teacher beats a drum or plays an accordion behind a large screen or screen and encourages the children to choose the right toy. Then, continuing to play the sound, he appears from behind the screen (screen), evaluates the correctness of the chosen toy: shows how the doll dances if the accordion sounds, or the bunny jumps if the drum sounds.

Exercise games are carried out similarly with other pairs of sounding toys, for example: a drum (a bunny is jumping) and a pipe (a car is driving); metallophone (butterfly, small bird flies) and tambourine (frog jumps). Subsequently, the child is asked to choose not from two, but from three sounds: drum - pipe - metallophone, accordion - tambourine - pipe.

№ 9 “LISTEN AND SHOW”

Goal: to teach children to correlate a certain action with the sound of a particular toy.

Equipment: drum, tambourine, pipe, accordion, whistle, metallophone, hurdy-gurdy, corresponding pictures with captions: DRUM, TAMBORE, FIPE, ACCORINA, WHISTLE, METALLOPHONE, hurdy-gurdy.

Speech material: Let's play, listen, right, wrong, yes, no, WHAT SOUNDS? DRUM, TAMBIROON, PIPE, HARMONICA, WHISTLE, METALLOPHONE, HURRY-GURRY.

Progress of the game

Children stand in a semicircle in front of the teacher. In front of the teacher are three sounding toys, for example: a drum, a pipe, an accordion. He knocks on the drum and begins to walk in place, sayingtatata, and encourages children to do the same. The teacher repeats this exercise two or three times. After each exercise, he asks: “What did it sound like? “, the children respond by showing the corresponding picture with a caption and reading it. Then the sounds of the accordion are presented in the same way - dance (or squat with your hands on your belt, or raise your hands above your head and rotate, or spin, etc.), sayingla-la-la; pipes - “play” an imaginary pipe -at .

The teacher plays the drum, then the pipe, then the accordion in different sequences. Children respond by reproducing a certain action. If one of the children makes a mistake, the teacher also begins to make the necessary movement at the moment of sounding. Then preschoolers show the corresponding picture and read the caption.

Over the course of several lessons, the teacher conducts the exercises described above with the listed toys: drum - walk in place, pronouncing as best they can,daddy, tambourine - clap hands -tatata; pipe - “play” the pipe -at ; harmonica - dance -la-la-la; whistle - raise your hands up -pi ; metallophone - hit fist on fist -tatata; hurdy-gurdy - “play” on a hurdy-gurdy -ahh .

№ 10 “WHAT SOUNDS”

Goal: learning to distinguish sounding toys by ear.

Equipment: drum and pipe, corresponding pictures with captions DRUM, FIPE, pictures depicting these sounding toys.

Speech material: Let's play, listen, what sounded? drum, pipe, true, false, yes, no.

Progress of the game

Children stand in a semicircle in front of the teacher. The teacher has a drum and a pipe. He knocks on the drum, the children respond by walking in place, sayingtatata. In response to the subsequent question, “What did that sound like?” they show the corresponding picture and read the caption. The sound of a pipe is presented in the same way.

In front of the children, the teacher plays the drum and the pipe in different sequences. Children respond by reproducing a certain action, accompanying it by pronouncing syllables. If one of the children makes a mistake, the teacher also begins to make the necessary movement at the moment of sounding. Then preschoolers show the corresponding picture and read the caption.

The teacher sets up a large screen or screen, in front of the children, takes a drum and knocks on it behind the screen (screen). Preschoolers perceive sounds by ear, begin to walk in place, pronouncingtatata. At this time, the teacher rises from behind the screen or comes out from behind the screen, continuing to knock on the drum. He presented a sample of the sound of a drum. Similar work is carried out with the pipe.

Then the teacher behind the screen (screen) plays either the drum or the pipe in different sequences. Children respond by reproducing a certain action, accompanying it by pronouncing syllables. If one of the children makes a mistake, the teacher continues to produce sound from the toy and shows it to the children (they perceive the sound auditorily-visually); the preschoolers who made the mistake are corrected. Then the children show the corresponding picture and read the caption.

№ 11 “The car (train) is moving”

TARGET: teach children to distinguish by ear and reproduce long and short sounds.

Equipment: toy cars or trains according to the number of children, two roads for cars (a long strip of cardboard and a short one), signs LONG, SHORT (BRIEF), under the first sign there is a long line, under the second there is a short line.

Speech material: Let's play, listen, right, wrong, yes, no, car, long, short.

Progress of the game

Children and the teacher sit in a semicircle on the carpet (on the floor). Each person has one car and two “roads” located one below the other. The teacher has a big car and two big roads so that the car can “pass”: a short one and a long one.

The teacher drives the car along a long road, sayingUUUU (long), encourages children to drive their cars along a long road. Then the car returns to its original position - between two “roads”. The teacher is driving the car along a short road -at and encourages children to do the same.

The teacher drives the car in different sequences, either along a long or short road, pronouncing a vowelat short or long; Every time after a “trip” the car is parked between “roads”. Children repeat the exercise after the teacher, also pronouncing as best they can,at long or short. When they begin to cope with the task confidently, the teacher, after completing it, asks: “How did it sound?” and helps with the help of signs to answer the children - LONG or SHORT (BRIEF).

Then the teacher places a large screen or screen in front of him, moves, for example, a long “road” behind it, drives a car along it, saying in a drawn-out voiceat . Then he does the same with the short road. Now there are two roads behind the screen. The teacher drives the car in different sequences, either along a long or short road, pronouncing a vowel behind the screenat short or long. Children listen and do an exercise - they drive a car along a long or short road, sayingat long or short. Each time after a “trip” the car is parked between “roads”. After completing the task, the teacher asks: “What did it sound like?” and helps with the help of signs to answer the children - LONG or SHORT (BRIEF).

№ 12 "We draw"

Equipment: specially graphed sheets of paper, felt-tip pens, LONG, NOT LONG (BRIEF) signs.

Speech material: Let's play, listen, right, wrong, yes, no, markers, paper, draw, for a long time, not for long (briefly).

Progress of the game

Children are sitting at tables. In front of each is a specially lined sheet of paper: clearly visible 10-12 rulers with clear dots at the beginning of the line are applied. The same or slightly larger sheet of paper is attached to a board or easel.

The teacher takes a felt-tip pen, places it at the beginning of the first line, and says drawlinglyA and at the same time draws a long line. He invites the children to take markers, place them at the beginning of the line, and again says in a drawn-out voiceA and helps children draw a long line (FOOTNOTE: Children are not required to draw a line exactly along the line; in this case, the line only helps the child stay within “certain limits”).

Then work on a short sound is organized in a similar wayA - on the next line a short line is drawn.

The teacher pronounces the vowel in different sequencesA sometimes briefly, sometimes protractedly; one child draws a line on a sheet of paper attached to a board (easel), the rest - on their own sheets, accompanying the line with a long or short utterance of a sound. When the children begin to confidently perform this exercise, the teacher, after the line has already been drawn, asks: “What did it sound like?” and helps children, with the help of tablets, either located on the board (in a typesetting panel), or on the table, each child answers - LONG or SHORT (BRIEF).

The teacher begins to pronounce a vowelA long or short behind the screen; Children distinguish sounds by ear. In response, they draw lines of appropriate length and characterize the sound using signs.

It is also useful to use a “little teacher” in this game: the teacher shows the child a sign, for example, NOT LONG (LONG), the child says without a screen or behind it in a drawn-out voiceA and makes sure the children draw a long line.

№ 13 "Sounding Sun"

Equipment: flannelgraph or board, orange circle (sun), long and short strips ( Sun rays), pipe, large screen or screen.

Speech material: Let's play, listen, yes, no, right, wrong, SUNNY, LONG, NOT LONG (BRIEF).

Progress of the game.

Children stand or sit in a semicircle near a flannelgraph or board. The teacher says: “We will play. Here's the sun (points with his hand to the orange circle on the flannelgraph or board).” He takes a long orange strip and says pa and attaches it to the sun.

The teacher points to the beam, runs his finger along it, saying drawn out pa, and encourages children to do this. Then the teacher takes a short orange strip and says briefly pa and attaches it to the sun. The teacher points to a short ray of light and says briefly pa and encourages children to do this.

The teacher pronounces either a long syllable or a short one and each time invites the children to repeat it and select a beam of the appropriate length on the table (FOOTNOTE: Strips of different widths can lie in two different “piles” or be mixed) and attach them to the sun.

When children begin to confidently cope with this task (i.e., repeat syllables long or briefly and choose the appropriate ray), you can offer to determine the length of the sound of a syllable no longer on an auditory-visual basis, i.e. seeing the teacher's face and listening to him, but only by ear. For this purpose, long and short syllables are pronounced behind the screen. In case of an error (this or that child chooses a beam of the wrong length or a long sound is pronounced as a short one (or vice versa)), the teacher repeats the syllable without covering his face with the screen.

In order for children to master the verbal designation of the duration of utterance, on the rays you can write, respectively, LONG, SHORT (BRIEF). In this case, to the teacher’s question: “What did it sound like?” preschoolers not only repeat the syllable and take the corresponding ray, but also say: long, not long or briefly, reading the words from the tablet or naming them yourself.

№ 14 "Stomp - go"

TARGET: teach children to determine by ear the unity of sounds.

Equipment: drum, large screen or screen, signs.

Speech material: We will play, listen, yes, no, true, false, drum, CONTINUED, UNCONTINUED.

Progress of the game

Children stand in a semicircle in front of the teacher. He makes a series of blows on the drum without pauses (in unison), walks in place, saying tatata, and encourages children to do the same. Then he hits the drum with pauses (not continuous), stamps one foot, saying ta ta ta and encourages children to do the same.

In front of the children’s eyes, the teacher makes either continuous or unfused hits on the drum, which are accompanied by the corresponding pronunciation of the syllables: tatata or ta ta ta. In response, children either walk in place, pronouncing the syllables together - tatata, or stomp with one foot - ta ta ta(not merged). When they begin to cope with this task, the teacher, after the children have already responded with one movement or another to the sound, asks: “What did it sound like?” and helps to choose the appropriate sign: CONTINUED or UNCONTINUED.

As children learn to distinguish between fused and non-fused sounds on an auditory-visual basis, they are suggested by the teacher aurally. For this purpose, he beats on a drum behind a large screen or screen. Children reproduce the sound they hear using movements and pronouncing syllables, and then show (or read) the corresponding sign. If one of the children makes a mistake, the sound is suggested on an auditory-visual basis, i.e. without a large screen (screen), and then repeated behind it to perceive the sample by ear.

The “little teacher” - one of the children - can also bang on the drum. In this case, the teacher can give him tasks: “Play together (not together).”

№ 15 "Boats"

Equipment: boats (for each child), the house is written SHIP or BOAT, two blue rectangles with wavy lines drawn on them, corresponding to calm and stormy seas.

Speech material: Let's play, listen, yes, no, true, false, CONTINUOUS, UNCONTINUOUS.

Progress of the game

The children are sitting on the carpet, with a boat in front of each of them. Two large blue rectangles (the sea) are placed on a carpet or board: a calm one with small waves drawn - a wavy line and a stormy one with large waves (FOOTNOTE: It is first necessary to show the calm and stormy sea, using videos, illustrations, for example, to A. S. Pushkin’s fairy tale about the golden fish).

The teacher pronounces syllable combinations tututu or daddy seamlessly and simultaneously shows how the boat moves smoothly on a calm sea. Then, pronouncing the syllables intermittently - tu tu tu or pa pa pa, he“drives” his boat through the stormy sea, pausing at the bottom of each wave.

The teacher pronounces the syllables either continuously or intermittently and teaches the children, repeating the syllables after him, to “drive” their boats either on a calm or stormy sea.

When the children begin to confidently cope with the task, the teacher, showing how a boat sails on a stormy sea, pronounces the syllables behind a small screen, not together - tu tu tu (pa pa pa), and calmly, pronouncing the syllables together. In this way, it gives children an auditory example of fused and unfused sounds.

Children are asked to distinguish the nature of sounds by ear, respectively, pronouncing the syllables together and “driving” their Ship on a calm sea, and unmergedly on a stormy one. In case of an error, children are presented with a sound sample, first on an auditory-visual basis (without a screen), and then it is repeated again auditorily - behind a screen.

№ 16 "Merry Circle"

Equipment: signs COLLECTED, NOT COMBINED.

Speech material: we'll play, listen, go, yes, no, right, wrong, CONTINUOUS, UNCONTINUOUS.

Progress of the game

Children and teacher stand in a circle holding hands. The teacher pronounces syllable combinations together, for example, tatata or dadpapa and at the moment of pronouncing them, he begins to smoothly walk with the children to the center of the circle, encouraging the children to repeat the same syllables together. Then the teacher pronounces the syllable combinations intermittently - ta ta ta or pa pa pa and together with the children he walks in a circle at a side step.

The teacher pronounces the syllables either continuously or intermittently and teaches the children to move either smoothly to the center of the circle (or from the center back when the circle has become small), or sharply placing their foot, pronouncing the syllable combinations, respectively, together or not.

When the children began to confidently cope with the task together with the teacher, he stands in the center of the circle and again and again in different sequences pronounces syllable combinations, either continuously or intermittently. In response, children reproduce movements - smooth ones into or out of the center of the circle, or in a circle, sharply placing their foot, pronouncing respectively or tatata (daddy) or ta ta ta (pa pa pa).

And finally) the teacher suggests distinguishing between continuous and intermittent pronunciation of syllable combinations by ear, i.e. they are spoken behind a small screen. In response, children reproduce certain movements, accompanying them with the corresponding pronunciation of syllables. You can ask children to characterize sounds using signs: “What did it sound like?” CONSOLIDATED or NOT COMBINED.

№ 17" The doll is walking, the doll is running"

TARGET: teach children to distinguish by ear and reproduce the tempo of sounds.

Equipment: drum (or tambourine), large doll, medium dolls for each child, signs.

Speech material:Let's play, listen, yes, no, true, false, doll, doll walks, doll runs, FAST, M_E_D_L_E_N_N_0_.

Progress of the game

Children stand or sit in a semicircle in front of the teacher on the carpet. The teacher has a big doll. He hits the drum at a slow tempo and shows the doll walking slowly while "saying"pa pa pa orThat n - then n - then P. Then he hits the drum at a fast pace - the doll runs -daddy ortop-top-top.

The teacher places a doll in front of each child. He hits the drum again, for example, at a fast pace and teaches the children to show how the doll runs, saying as best they can,daddy ortop-top-top. The doll “sits” in front of the child again. Now the teacher knocks on the drum at a slow pace and teaches the children to show how the doll walks slowly -pa pa pa orThat n - then n - then P. The doll “sits” in front of the child again.

The teacher knocks on the drum, sometimes at a fast, sometimes at a slow pace, and the children show how the doll slowly walks or runs. When they begin to confidently cope with the task, the teacher, after completing it, asks the children: “What did it sound like?” and helps with the help of tablets to characterize the sound - FAST or M_E_D_L_E_N_N_O_ (the special writing of the tablets helps them to be absorbed more quickly).

Then the teacher proceeds to presenting sounds only by ear. For this purpose, he places a large screen (or screen) and hits the drum behind it at different tempos. When the children have already begun to “lead” the doll, he, continuing to knock on the drum, appears above the screen, and the children either become convinced that the exercise is being performed correctly, or get better. He then asks, “What did it sound like?” “and helps children use signs to characterize the sound - FAST or M_E_D_L_E_N_N_0_.

In the future the game may becomplicated: Children are asked to distinguish between three tempos - fast, medium and slow. The toy runs to the frequent beats of the drum -daddy or top-top-top, under medium (at a normal pace) - goes -pa pa pa _ or top - top - top, under rare - goes slowly -pa pa pa or That P - That n – then P.

Fingers are walking, fingers are running

Equipment: signs.

Speech material:Let's play, listen, yes, no, true, false, FAST, M_E_D_L_E_N_N_0_. Progress of the game

Children sit at tables, the teacher sits at his table. He pronounces the syllables slowlypa pa pa pa and shows how the middle and index fingers slowly walk across the table. He repeats the pronunciation of the syllables and encourages the children to complete this exercise. Then he does the same when pronouncing syllables quickly - his fingers run.

The teacher pronounces the syllables either at a fast or at a slow pace in different sequences, the children show how their fingers either walk slowly or run quickly. After the show is over, the teacher asks: “What did it sound like? “and helps children use signs to characterize the sound - FAST or M_E_D_L_E_N_N_O_.

When children begin to confidently cope with the task of perceiving syllables on an auditory-visual basis (i.e. they see the teacher’s face), it is proposed to distinguish the tempo of pronouncing syllable combinations by ear. The work is carried out in the same way as described above.

№ 18 "We paint the rain"

Equipment: tambourine, easel, pictures depicting heavy rain and light rain, large umbrella, sheets of paper, felt-tip pens, signs FAST, M_E_D_L_E_N_N_O_.

Speech material: Let's play, listen, yes, no, true, false, tambourine, rain, umbrella, pencil, paper, draw, FAST, M_E_D_L_E_N_N_0_.

Progress of the game

The children stand in a semicircle. The teacher shows a picture depicting heavy rain and examines it with the children. Then he hits the tambourine frequently, sayingdrip-drip-drip, rain, opens the umbrella and gathers the children under it. They all come together to an easel (board), on which there are two blank sheets of paper: in the upper corner of one there is a cloud from which it is raining, the second - the sun, covered by a small cloud. The teacher again often hits the tambourine, and at this time the teacher draws heavy rain with dashes on the first sheet on which a cloud is depicted, saying at a fast pacedaddy or drip-drip-drip.

The teacher shows a picture depicting light rain and examines it with the children. Then he starts banging on the tambourine again, but at a slow tempo. The teacher, on another sheet of paper, which depicts the sun covered by a cloud, draws a little rain with dashes, saying at a slow pacepa pa pa or ka P ka p ka P. The teacher says: “That’s it. It’s not raining,” and closes the umbrella.

The children sit at the tables. The teacher gives each person two pieces of paper with the symbols described above. The teacher hits the tambourine at a fast pace and at the same time draws heavy, frequent rain on a piece of paper with a cloud. He repeats the strokes and encourages children to select the correct piece of paper and draw lines along with it at a fast pace. Work is organized in a similar way when hitting a tambourine at a slow pace.

The teacher knocks on the tambourine in different sequences, either at a fast or at a slow pace. Children choose the desired sheet of paper and draw frequent or rare lines. You can invite them to accompany the drawing by pronouncing syllable combinationsdaddy or drip-drip-drip respectively at a fast or slow pace. When the children begin to cope with this task, the teacher, after completing the drawing, asks them: “What did it sound like?” and helps them use signs to characterize the sound - FAST or M_E_D_L_E_N_N_0_.

When children master the ability to distinguish the tempo of a tambourine on an auditory-visual basis, the teacher moves on to working by ear. To do this, he puts up a large screen or screen, behind which he knocks on a tambourine. If one of the children makes a mistake, he appears above the screen, continuing to bang the tambourine at the same pace.

It is useful in this game to teach children to hit the tambourine at a fast and slow pace. To this end, each child can take turns being a “little teacher.” The teacher shows him a sign, for example, FAST, the child hits the tambourine at a fast pace and makes sure that the children draw heavy rain.

№ 19 "Two Dogs"

TARGET: learn to distinguish loud and quiet sounds by ear.

Equipment: toys - a large dog and a small dog, LOUD and quiet signs.

Speech material: Let's play, listen, yes, no, true, false, dog, big dog, small dog, loud, quiet.

Progress of the game

Children sit in a semicircle in front of the teacher. By getting the children interested, he gets big dog and shows how she barks-AF-AF-AF. Children, together with the teacher, depict a large dog and its loud barking. A small dog is shown and depicted in the same way.

The teacher, without showing this or that toy, depicts either a large or a small dog and “barks” either loudly or quietly, respectively (FOOTNOTE: When developing a conditioned motor reaction to a sound (reflex), you should check which sound is the quietest the child hears with the smallest remnants of hearing (with individual hearing aids and equipment for collective use). A slightly louder sound is a model of quiet sound for this group of children). Children imitate the teacher and then point to the dog (large or small) that they imitated.

Then the teacher shows the children only the barking of dogs, i.e. he pronounces onomatopoeiaaf-af-af loud or quiet. Children respond by pretending to be a small dog, “barking” quietly, or a large dog, “barking” loudly, and pointing to the corresponding toy. Every time after the show, the teacher asks: “What did it sound like?” and helps children choose the right sign LOUDLY or quietly. To make it easier to understand these terms, the sign is written LOUDLY in large letters, and quietly - on the same strip of paper in small letters.

When children begin to cope with this task, the teacher behind the screen gives them a sample of loud and quiet sounds. For this purpose, when portraying a small dog, he “barks” quietly, covering his face with the screen, and a large one “barks” loudly behind the screen.

Children are asked to distinguish between loud and quiet “barks” by ear. In this case, the teacher pronounces only onomatopoeia behind the screen, sometimes loudly, sometimes quietly, without demonstrating the toy. In response, children pretend to be a big or small dog, “barking” loudly or softly, and then point to the corresponding toy. To the teacher’s question: “What did it sound like?” Preschoolers answer by choosing a sign.

№ 20 "Steamboats"

Equipment: two toys - a large and a small steamer, LOUD and quiet signs (in front of each child).

Speech material: Let's play, listen, yes, no, true, false, loud, quiet.

Progress of the game

The teacher divides the children into two groups that stand facing each other. In front of one group of children there is a large toy with the inscription “steamer” (or “boat”), on some

At a distance from the toy there is a LOUD sign near the second one - a small steamer with an inscription and a quiet sign.

The teacher approaches the first group of children, picks up a large steamer, says loudlyU and shows how the ship “hums.” All children repeat the loud sound with him and raise their hands up. Then the teacher approaches the second group of children, takes a small steamer, and says quietlyat and shows how the ship “hums.”

All children repeat the quiet sound with him and lower their hands down.

The teacher stands between two groups of children and “buzzes” either loudly or quietly, respectively raising his hands high up or lowering them down. Children imitate him and then show him the corresponding toy. When they begin to confidently cope with the task, the teacher, after “depicting” the sound with movements and voice, asks: “What did it sound like?” and helps with the help of signs to answer: quietly or loudly, i.e. pick it up and show the corresponding sign.

Then the teacher begins to reproduce the onomatopoeia, sometimes loudly, sometimes quietly, without movements; the children repeat the sound of the same strength, accompanying it with movements and showing the corresponding toy. They also use signs to answer the question “What did it sound like?” The teacher should not exaggerate articulation when pronouncing a loud sound. In this case, despite the fact that he does not use the screen, children distinguish sounds by ear.

At the end of the lesson, the first group of children says loudlyU and removes the large steamer, then the second group, quietly “humming” -at , cleans a small steamer.

№ 21 "We listen to music"

Equipment: piano, handkerchiefs (ribbons...) for each child, signs LOUD, quiet.

Speech material: listen, loud, quiet, true, false, yes, no.

Progress of the game

The teacher is sitting at the piano, children are standing nearby in a semicircle, they have handkerchiefs in their hands. The teacher plays quietly with one hand, practically without lifting his fingers from the keys, and with the other hand waves a handkerchief below, saying quietlyLala or O . He encourages the children to do the same and shows the sign quietly. Then he plays loudly, raising his fingers high from the keys, and waving his handkerchief over his head. He encourages the children to do the same and shows the sign LOUDLY.

The teacher plays the piano, sometimes emphatically quietly, sometimes loudly, singingLala or A with the same intensity. Children see him playing and accordingly wave their handkerchief or below, singing quietlyLala or A , or above, humming loudlyLala or A . If one of the children makes a mistake, the teacher, continuing to play, shows the appropriate movement. When children begin to cope with this task while playing the piano exaggeratedly loud and quiet, the visual difference should be gradually reduced when playing loud and quiet music.

Subsequently, children turn their backs to the piano and perform the appropriate movements, perceiving the sound of music only by ear. Children who experience significant difficulties with this can be asked to feel the vibration of the piano with one hand.

Subsequently, this exercise can becomplicated:

Children are encouraged to clap loudly (or stomp with one foot) when making loud noises, saying loudlytatata (clap-clap-clap, stomp, stomp, stomp) , and when quiet - quietly, pronouncing quietlytatata (clap-clap-clap, stomp-stomp-stomp);

· children are asked to distinguish not only loud and quiet sounds, but also sounds of medium intensity; at the same time, children can wave the handkerchief below, at chest level and above their head; clap (stomp) with appropriate intensity.

№ 22 “Loud - Quiet”

Equipment: drum or tambourine, signs.

Speech material: Let's play, listen, yes, no, right, wrong, drum (tambourine), go, LOUD, quiet.

Progress of the game

Children stand behind each other. The teacher loudly knocks on the drum (FOOTNOTE: It is important to ensure that loud beats do not cause painful sensations in children. If one of the preschoolers is uncomfortable with the loud sound, one should, on the one hand, reduce the volume of the beats, and on the other, clarify the operating mode individual hearing aids) (tambourine) and shows the LOUD sign; Continuing to beat the drum, he walks in a circle with the children, raising his legs high. When the drum sounds quietly, the sign is shown quietly, and the teacher and children walk on their toes.

Then the teacher stands in the center of the circle, hits the drum, sometimes loudly, sometimes quietly, and encourages the children to walk on their toes with quiet hits, and with loud hits, to walk with their legs raised high. At the moment of impacts, the teacher asks: “What did it sound like?”, and helps the children, using signs, answer quietly or LOUDLY.

When children begin to confidently cope with the task, seeing how the teacher hits the drum (tambourine), i.e. on an auditory-visual basis, he leaves the circle and proceeds to presenting sounds aurally, using a screen or large screen for this.

A similar game can be played using speech signals as a sound source - syllables that are pronounced loudly and quietly.

The game becomes more complicated when the teacher asks children to distinguish the volume of sounds when choosing from three: loud, quiet (medium volume), quiet. In this case, loud hits on the drum (tambourine) or pronouncing syllables in a loud voice are accompanied by a movement in a circle, in which the legs are raised high - LOUD, quiet ones - by normal walking - LOUD, and quiet ones - by walking on tiptoes - quietly.

№ 23 "What it sounded like"

Equipment: large and small bells, pictures of large and small bells (or drums, or pipes, etc.), flannelgraph or typesetting cloth, signs quietly, LOUD, BIG, SMALL.

Speech material: listen, how did it sound? Loud, quiet, big, small, pictures, put pictures, true, false, yes, no.

Progress of the game

Children stand or sit in a semicircle around the teacher. In front of them are pictures depicting large and small bells (or drums...). On the flannelgraph (composition board, board) at the top in the right corner there is a sign LOUD and a picture of a large bell, and in the left corner there is a quiet sign and a small bell. The teacher rings a large bell loudly, waving it with great amplitude, shows the corresponding picture and sign and asks the children to show the same picture. He also demonstrates the sound of a small bell, causing it to sound with slight swaying.

The teacher rings either a small or a large bell and asks the children: “What did it sound like?” Using signs, they characterize the sound - loud or quiet, and show the corresponding picture, install it on a flannelgraph (in typesetting...).

When children begin to confidently complete this task, seeing how the teacher produces the sound of bells, they should move on to distinguishing these sounds by ear. First, the teacher offers children examples of loud and quiet sounding bells. For this purpose, he shows the children a small bell, hides behind a large screen or screen, rings it, appears again in front of the children, continuing to ring. The teacher asks the children: “What did it sound like?”, The preschoolers in response say: “Quiet” and show the corresponding picture. The same is done with the large bell. After this, the teacher invites the children to distinguish sounds by ear: he rings a large or a small bell in different sequences. In response, children characterize the sound and place the corresponding picture on the flannelgraph (compositing canvas...). The teacher evaluates the children’s actions: “True (or false). Not really)".

Game option

The game is organized similarly to that described above. But the teacher extracts loud and quiet sounds only from a large bell (drum), producing movements of large and small amplitude. In response, children show circles (squares, stars...) of respectively large and small sizes.

№ 24 "Loud and Quiet Music"

Equipment: player or tape recorder, record or cassette, ribbons, signs.

Speech material: we will play, listen, yes, no, true, false, MUSIC, LOUD, quiet.

Progress of the game

The game is played in a similar way to the game “We Listen to Music”.

Children sit or stand around the player (tape recorder). The teacher shows the record (cassette), puts it on, turns on the player (tape recorder) and increases the volume in front of the children. Loud music is playing. The teacher shows the sign LOUDLY and invites the children to respond or wave ribbons over their heads, saying loudly Lala, or clap loudly - clap-clap-clap, or stomp loudly - top-top-top. The teacher, in front of the children’s eyes, sharply reduces the volume (to the intensity that is perceptible to the pupils of this group; otherwise, the quiet sounds will not be quiet sounds, but those that the children do not hear: “I hear - loudly, I don’t hear - quietly”), shows sign quietly and invites the children to respond or wave the ribbons below, saying quietly Lala, or clap quietly - clap-clap-clap, or quietly stomp - top-top-top.

Using the volume control, the teacher offers children either loud or quiet music in different sequences. Children see his actions, “evaluate” the music - quietly or loudly, reproduce certain movements, accompanying them with the pronunciation of syllables.

When they begin to confidently cope with this task, the teacher removes the player (tape recorder) behind the screen. Now children cannot see how he changes the volume, and must determine it only by ear.

№ 25 "High - low"

TARGET: learn to distinguish high and low sounds by ear.

Equipment: piano, toys - a bird and a bear, signs.

Speech material: Let's play, listen, yes, no, true, false, bird, bear, show (those), HIGH, LOW.

Progress of the game

The children sit around the piano, at which the teacher sits. On the piano, a bear stands (sits) above the lower registers, and a bird stands above the upper registers. The teacher plays low sounds, drawing the children's attention to which part of the piano he plays, and shows how the bear walks. He repeats low sounds and encourages children to imitate a bear, swaying and saying, if possible, in a low voice -O , ooo. Similarly, high-pitched sounds are presented - a bird is flying, children imitate a bird -pipipi (in a high-pitched voice if possible).

The teacher plays the piano in different sequences, either in low or high registers. Children depict either a bear or a bird. The teacher draws the children's attention to how the vibration of the piano changes when playing low and high sounds (they put their hands on the piano). As they master this exercise, the teacher, after the children reproduce the movements, asks: “What did it sound like?” and teaches children to answer using signs located respectively next to the bear above the low register and with the bird above the high register. Children often, instead of describing the sound, name the toy, the one they represent. In this case, the teacher confirms: “Yes, bear.” And again he asks: “What did it sound like?”, pointing the child to the corresponding sign and helping him read it.

When they begin to confidently cope with this task, seeing how the teacher plays the piano, sounds are suggested by ear. For this purpose, the piano is covered with a screen. It is important that the teacher first reproduces sounds that are as contrasting in pitch as possible. Gradually the contrast should decrease. In response, children depict a bird or a bear and characterize the sound using signs above the piano (above the high and low registers).

The game may change in the future andbecome more complicated:

· children are offered not only low and high sounds, but also middle ones to differentiate (for example, a doll is dancing);

· children may not pretend to be toys, but show the corresponding pictures, place them above the piano keys depending on the height: birds on the right, dolls in the middle, bears on the left, etc.;

· children can represent the pitch of a sound with their hands - spread their arms to the sidesbelow - a (in a low voice) breast – A (in normal pitch voice)above your head - a (in a high voice), etc.

№ 26 “Which cup (glass) sounds?”

(FOOTNOTE: The exercise is based on the book by A. Loewe “Development of Hearing in Play.” - M.: Correction, 1992)

Equipment: four identical cups or glasses, two with a little water (the same in each), the other two filled with water almost to the brim, signs.

Speech material: Let's play, listen, How did it sound? Yes, no, true, false, cup, show(those), HIGH, LOW.

Progress of the game

Children stand or sit around a small table, at one end of which there are two cups with a small amount water, in the other - filled to the brim. The teacher invites the children to play. With a wooden stick, he first hits the cups standing on one side, drawing attention with the help of natural gestures that the sound is the same, then on the other, also emphasizing that the sound is the same. After this, he fills a cup with a small amount of water, and then a full cup, and draws the children’s attention to the fact that the sound is different (using natural gestures).

He hits the cups with a small amount of water again and shows the sign LOW, and then the full cups - HIGH.

In front of the children’s eyes, the teacher hits first the first cups, then the second and asks: “What did it sound like?” In response, the children show the corresponding sign lying under these cups.

The teacher removes one of the cups behind the screen, knocks on it and asks: “How did it sound?” In response, the children show the sign under the second cup with the same amount of water. The exercise is carried out similarly with another cup.

The teacher asks the children to guess which cup he is knocking on behind the screen. After the children show the corresponding cup (if one of the children made a mistake, he can correct himself), the teacher raises the screen, repeats the sound and asks: “What did it sound like?” Children read the corresponding sign.

To make this exercise game easier, you can fill cups with water of different colors.

№ 27 "One and Many"

Goal: to learn to distinguish single and multiple sounds by ear.

Equipment: drum, counting material, plates.

Speech material:Let's play, listen, yes, no, true, false, show (those), ONE, MANY.

Progress of the game

Children sit at tables, in front of each at a certain distance there are two trays - with one object (or a ball, or a nesting doll, or a Christmas tree, etc.) and with a large number of them.

In front of the children's eyes, the teacher hits the drum once, shows a tray with one object (for example, a ball) and encourages the children to do the same. Then everyone clap their hands together, saying"Pa!" After this, he hits the drum several times (the intervals between hits should be quite clear), shows a tray with a large number of objects (for example, seven or eight balls) and encourages the preschoolers to do this. Then everyone together clap their hands repeatedly, sayingdad-pa-pa-pa.

Then the teacher invites the children to distinguish between one beat and a large number of them through auditory-visual perception (i.e., they see the teacher hitting the drum and listen to the sound). Making one blow or a large number of them, he asks preschoolers: “How many?” (natural gesture and sign are used). Children point respectively to a tray with one or more items and clap once or many times, saying accordinglypa orpapa-pa-pa.

The teacher invites the children to listen to how one and many beats sound; to do this, pointing to a tray with one item, he behind the big screen hits the drum once, then points to a tray with a large number of items and hits the drum several times in a row.

Preschoolers can distinguish between one beat and several beats by ear. Each time, in case of an error, the teacher suggests perceiving the number of blows auditorily-visually (i.e. seeing and listening), and then - auditorily.

Beginning of the form

№ 28 "Show the Flag"

Equipment: two flags for each child, on the first flag - one circle (star, bunny...), on the second - two, two equally large flags, signs.

Speech material: Let's play, listen, yes, no, true, false, flag, show (those), ONE, TWO.

Progress of the game

Children stand or sit in a semicircle. The teacher demonstrates a large flag with one circle (...) and pronounces the syllable pa, shows one finger and sign one. Then he shows a flag with two circles, pronounces two syllables dad, shows two fingers and sign two.

The teacher distributes flags to the children, paying attention to the circles depicted on them, and asks: “How many?” and teaches children to show one finger and the sign one or two fingers - two.

The teacher pronounces one or two syllables in different sequences. In response, the children repeat them, i.e. pronounce pa or dad, show the corresponding flag and one or two fingers. If children find it difficult to determine the number of sounds, then at the moment of pronouncing the syllables the teacher shows the corresponding number of fingers. When preschoolers begin to confidently cope with this task, the teacher asks them: “How much?” and helps you choose the right sign. You can supplement or replace the plate with a number.

As children master the ability to distinguish between one syllable and two syllables on an auditory-visual basis, they begin to be presented with them auditorily, i.e. the teacher pronounces the syllables behind a small screen. Each time if one of the children makes a mistake, the syllable combination is repeated without a screen.

№ 29 “Guess, is this a march or a waltz?”

Goal: to learn to distinguish contrasting musical rhythms by ear.

Equipment: player or tape recorder, records or cassettes, signs.

Speech material: Let's listen to what it sounds like? What did you hear?, let's dance, dance, yes, no, right, wrong, RECORD (CASSETTE), MARCH, WALTZ.

Progress of the game

Children stand in a semi-circle around a player or tape recorder or sit at tables if equipment for shared use is used. The teacher shows the children a record or cassette, names it and places a sign with the word record (cassette) on the typesetting canvas. He tells the children: “There is music (on the record): march and waltz. Let's listen to music." Then he turns on the player or tape recorder, music plays (for example, a march). The teacher shows the corresponding sign (march) and encourages the children to perform certain actions, for example: march - walk in place, waltz - perform smooth movements with your arms above your head. Then the children listen to this recording again and perform a certain movement at the moment it sounds.

Having introduced the children to the sound of a march and a waltz, the teacher invites them to distinguish them by ear (FOOTNOTE: It is important to select pieces of music at the same - moderate-fast - tempo. Otherwise, children will focus on the tempo of the sound, and not on its rhythm, i.e. . slowly - a waltz, faster - a march) and each time asks: “What does it sound like?” or “What were you listening to?” At the moment of sounding, children perform the appropriate movements, and after it ends they say what they heard.

Every time one of the children makes a mistake, the teacher shows the corresponding sign (march or waltz) and once again lets them listen to this piece (its fragment).

Gradually the game can change andbecome more complicated:

· if at first children are asked to distinguish contrasting musical rhythms by ear - march and waltz, waltz and polka, then later they are asked to distinguish closer sounds - march and polka;

· if at first children are asked to distinguish musical rhythms by ear when choosing from two, then later - when choosing from three: marshwals - polka;

· when children learn to distinguish the first march, waltz, polka by ear, new works are introduced. When incorporating a new march (waltz, polka) into the work, the teacher gives a sample of its sound. For this purpose, showing the appropriate sign (for example, a march), he gives the preschoolers a new piece (its fragment) to listen to. During one game, different marches, waltzes, and polkas should be played.

№ 30 “Who is this?”

Purpose: to teach to distinguish the voices of birds and animals with a limited choice.

Equipment: records or cassettes with recordings of voices, for example, a cow mooing, a woodpecker knocking, a cuckoo cuckooing or a dog barking, a cat meowing, a frog croaking, pictures with captions, toys.

Speech material: we will play, listen, record (cassette), yes, no, true, false, COW, WOODPECKER, CUCKOO, DOG, CAT, FROG.

Progress of the game

The teacher shows the appropriate toy or picture (for example, a cat) and asks the children how it meows (FOOTNOTE: If possible, children should be shown a live cat, given the opportunity to watch it, listen to the sounds it makes). After the children play the voice of a cat (dog, chicken), the recording starts. Similarly, the teacher introduces children to the voice of another animal or bird. The corresponding toys are placed on the table, the pictures are placed in a typesetting canvas or on a board. Then the teacher invites the children to find out whose voice they hear. In case of an error, without turning off the recording, he shows the corresponding toy or picture.

At first, children distinguish the voices that are most opposed in sound with a limited (out of two or three) choice, for example: the moo of a cow - the knock of a woodpecker (the voice of a cuckoo), the bark of a dog - the meow of a cat - the croaking of a frog, etc. Gradually the choice is expanding.

№ 31 “Who played?”

Purpose: to learn to determine the direction of sound: left or right.

Equipment: drum (or tambourine, accordion, etc.), scarf, signs.

Speech material: Let's play, listen, drum (tambourine, accordion...), who played? Where did it sound? yes, no, true, false, RIGHT, LEFT.

Progress of the game

One child stands in the center, to the right and left of him at the same distance (for example, 1-2 m) the rest of the children line up in two lines. The first child of both ranks has a drum (or tambourine, accordion, etc.). The teacher invites the child from the first rank to play the drum, and then asks the driver (i.e., the child in the center) who played. The driver points to the child playing the drum and names him. A preschooler who played the drum passes it nearby standing child and stands last in his line. Work is carried out similarly with a child from another rank. Then the driver is blindfolded with a scarf, and he determines by ear who played the drum (i.e., determines the direction of the sound). The game is repeated two or three times, and then a new driver (or drivers, since they can be two or three children at once) is selected.

Similarly, you can work to determine the direction of sound, located front - rear, right left - front - rear. The main thing is that two or four children are at the same distance from the driver and all have the same sounding toy (for example, a drum, pipe, etc.), or there can be only one sounding toy, and after extracting sound from it, the teacher takes it and only then unties the scarf with which the driver’s eyes are blindfolded.

With a properly selected operating mode, even deaf children can hear the sound of a voice with individual hearing aids at a distance of at least 1.5 - 2 m. Therefore, if children have binaural prosthetics, i.e. two individual hearing aids of the behind-the-ear type, they should be taught to determine the direction of the sound of the voice. Exercises can be carried out in the same form, while the child’s name is pronounced.

Gradually, children need to be taught to answer not only the question “Who played?”, but also the question “Where did it sound?” - right, left, etc. In this case, it is necessary for the child to first show the direction of the sound, and then name it, because he might not yet have learned the words that define direction.

№ 32 “Let’s put away the toys”

Equipment: three or four different small cars and birds, a box or bag, a small screen.

Speech material: we'll play, listen, right, wrong, yes, no, well done, take it away, y, pipipi.

Progress of the game.

The teacher shows the child a box (or bag) and gets him interested in the contents. He takes out one typewriter and calls itat , shows how she drives, organizes a game with the child, repeating again and againat . In this case, the baby perceives the sound first on an auditory-visual basis - seeing the teacher’s lips, and then - only by ear - when pronouncing onomatopoeia behind a small screen. The machine is installed on the table to the right of the baby. Then the teacher takes a bird out of the box (bag), shows how it flies, pecks, organizes the child to play with it, repeatedly calling the name of the toypipipi; The baby perceives onomatopoeia first on an auditory-visual basis, and then by ear. The bird is placed on the table to the left of the child.

Similarly, in different sequences, the remaining toys in it are removed from the box (bag) and placed on the table: cars on the right, and birds on the left.

After the child has played with the toys together with the teacher, he is asked to put them in a bag or box. The teacher says:"Take it away (auditory-visual, supporting with a natural gesture)pipipi (aurally)". The names of the toys are repeated in different sequences. Thus, during the lesson, the child perceives each word by ear three to four times. Each time the child chooses the right toy, he is asked to name it (as best he can). Gradually, the baby must be taught to first repeat after the teacher what he heard, and then take the corresponding toy. It often happens that a child, having repeated the onomatopoeia correctly, then takes the wrong toy. In this case, you should tell the baby: “No, that’s wrong, listen to what I said,” and repeat the word again by ear. If in this case the child makes a mistake, the word is presented auditorily-visually (i.e. the child sees the speaker’s face), and then again auditorily.

In the same way, you can arrange toys on a shelf, in a closet, bring them in to wash them, give them to someone, etc.

№ 33 "Who's This"

Equipment: caps and masks of cows, dogs, horses, cats, sheep, birds, frogs, small screen.

Speech material: we will play, listen, true, false, yes, no, well done, who is this? Who? My, aw-aw-aw, prr, meow, bae, pipipi, kwa-kwa-kwa.

Progress of the game.

The teacher gives the children hats-masks (or hangs pictures around their necks) with images of animals whose onomatopoeic names the children already know. He pronounces one of the onomatopoeias, for example, mu. Children point to the child who has a cow mask (or picture), repeat the onomatopoeia, the baby pretends to be a cow, and the teacher, together with the children, repeats the onomatopoeia two or three more times, presenting it not only for auditory-visual perception (seeing his lips and listening ), but also aurally - behind a small screen. Similarly, the teacher pronounces one or the other onomatopoeia in different sequences.

As children begin to confidently cope with this task when perceiving onomatopoeia on an auditory-visual basis, they begin to be suggested by the teacher aurally - behind a small screen. Children repeat what they heard, point to the child who has the corresponding mask, and he portrays this or that animal.

Game option (when children master the ability to independently pronounce onomatopoeia).

One driver is selected from the children. He turns his back to the children. As instructed by the teacher, one of the children pronounces the onomatopoeic name of the animal corresponding to its mask. The teacher calls the driver by name or turns him around and asks: “Who is this?” The driver repeats the onomatopoeia and points to the child wearing the appropriate mask.

№ 34 "Whose?"

Equipment: objects or pictures corresponding to the speech material that will be presented for auditory discrimination, appropriate signs, a small screen.

Speech material: Let's play, listen, right, wrong, yes, no, well done, speech material that will be presented for auditory discrimination, Who? I have.

Progress of the game

The teacher shows the children an object (or picture), asks them to name it and choose the appropriate sign from several. Then the teacher himself repeats the word, phrase or phrase without covering his face with the screen, and then by ear - behind the screen and gives the object or picture to one of the children. All other objects or pictures are distributed in the same way.

The teacher names the objects or pictures that the children have in different sequences and asks: “Who has it?” This or that child shows the corresponding object or picture and a sign, names it and says: “I have it.”

When children begin to cope with the task of perceiving speech material on an auditory-visual basis, the teacher offers it only by ear - behind a small screen.

Game option (for individual lessons).

Objects or pictures are distributed to toys, for example, a doll, a bunny, a bear. The game is played in the same way as described above. The child repeats what he heard, shows the corresponding object or picture and says: “The bear has it. The dog is near the doll”, etc.

№ 35 "Loto"

Equipment: lotto cards with pictures or inscriptions corresponding to the speech material that will be presented for auditory discrimination, a small screen.

Speech material: Let's play, listen, right, wrong, yes, no, well done, lotto, who has it? I won, I'm the first (first), speech material of auditory exercises.

Progress of the game

The teacher gives the children homemade lotto cards with pictures or inscriptions corresponding to the speech material that will be presented for auditory discrimination. Lotto cards have the same number of “divisions”, but are compiled individually for each child, taking into account his hearing level speech development. One child has more complex speech material on the lotto card, another has simpler one, one child has pictures with captions on the cards, another has no captions, and the third has some of the pictures replaced with a written word or phrase.

The teacher offers the children a game of lotto: the one who fills their card with pictures the fastest wins. Initially, the game is played with the presentation of speech material on an auditory-visual basis, and then - only by ear.

Game option (for individual lessons)

Homemade lotto cards with pictures or inscriptions corresponding to the speech material that will be presented for auditory discrimination are “distributed” to toys - a bear, a bunny.

When playing games in the course of learning to identify and recognize speech material by ear, it should be remembered that children must learn to recognize familiar words, phrases and phrases by ear (FOOTNOTE: And later, for hearing-impaired children, unfamiliar and unfamiliar speech material) without relying on a visual example ( i.e. there should not be toys or objects in front of them, the names of which are suggested by ear). In this case, the speech material should relate to different thematic groups. Let's look at some games as examples.

№ 36 “What did the artist (children) draw?”

Equipment: pictures corresponding to the speech Material that will be presented aurally, appropriate tablets, flannelograph, small screen.

Speech material: Let's play, listen, pictures, take a picture, hang a picture, right, wrong, yes, no, well done,

Progress of the game

The teacher shows a picture in which the artist draws and invites the children to guess what he drew (or, by showing before class how the older children draw, to find out what they depicted). He places a flannelgraph on the board or places a typesetting canvas, shows that he has pictures, and asks them to guess what pictures they are.

The teacher behind the screen names the picture, for example, “y boy's ball" and invites the children to repeat what they heard. The child who is the first to accurately repeat this phrase receives a picture and places it on a flannelgraph or typesetting canvas. If the phrase is not accurately perceived, the teacher presents it for perception on an auditory-visual basis (children repeat it, if necessary, read it from the tablet), and then audibly, shows the picture and removes it with regret. After presenting other words, phrases or phrases, he names this picture again.

№ 37 “Let’s decorate the Christmas tree”

Equipment: a large Christmas tree cut out of paper, pictures corresponding to the speech material that will be presented aurally, appropriate signs, a small screen.

Speech material: we will play, listen, Christmas tree, hang it, put it aside, true, false, yes, no, well done, speech material that will be presented aurally.

Progress of the game

The teacher shows the children a large Christmas tree cut out of paper and offers to decorate it. He names the first picture, for example, "big red ball" Children perceive the phrase on an auditory-visual basis, repeat it (if they have difficulty, read it from the tablet). The teacher places a picture on the Christmas tree and then names the next one, for example, "Mother sleeps", children repeat what they have perceived (if they have difficulty, read the tablet). The teacher asks, pointing to the Christmas tree: “Can I hang it on the Christmas tree?” and helps children answer: “No.” The picture is installed in the typesetting canvas.

Similarly, the teacher presents two or three more pictures for auditory-visual perception. As children begin to cope with the task of presenting speech material on an auditory-visual basis, the teacher begins to present it aurally. The child who was the first to accurately repeat the word (phrase, phrase) receives the corresponding picture and places it on the Christmas tree or places it in a typesetting canvas.

№ 38 "Magic cube"

Equipment: a plastic or paper cube with numbers from 1 to 6 written on its sides; task boards with numbers from 1 to 6 written on the back; pictures and objects corresponding to the speech material that will be presented aurally, a small screen.

Speech material: Let's play, listen, dice, throw the dice, How much? Show me the sign, give me the sign, right, wrong, yes, no, well done, speech material that will be presented aurally.

Progress of the game.

The teacher shows the children a cube and invites one of them to throw it. Then the children name the number written on the top edge, find the corresponding sign and give it to the teacher. He pronounces a word, phrase, phrase written on this tablet, which children perceive auditorily and visually. Children repeat what they heard, or answer a question, or complete an assignment. The following task is presented in the same way. Subsequently, tasks are presented aurally - behind a small screen; in case of difficulty, the speech material is presented on an auditory-visual basis and read, and then again offered for auditory perception.

Catalog of didactic games and exercises for the RSV (folder 3):

Development of non-speech hearing

Sign with sounding toys

Drum

Tambourine

Dudka

Ability to respond to the onset and

end of sound

Show me the toy

We Dance

Let's clap

Let's wake up the doll

Ability to distinguish sounds by ear

toys

Drum or accordion

We listen and show

What did it sound like?

Ability to distinguish by ear

duration of sound

The car (train) is moving

We are drawing

Sounding sun

Ability to distinguish between sounds by ear

and intermittent sounds

Stomp-go

Ships

Merry circle

Ability to distinguish tempo by ear

sounds

The doll is walking, the doll is running

We paint the rain

Ability to distinguish by ear

sound volume

Two dogs

Steamships

We listen to music

Loud quiet

What did it sound like?

Loud and quiet music

Ability to distinguish height by ear

sounds

High-low

Which cup does it sound like?

Ability to distinguish by ear

number of sounds

One and many

Show the flag

Ability to distinguish by ear

musical rhythms

Guess, is this a march or a waltz?

Ability to distinguish voices by ear

birds and animals

Who is this?

Ability to identify by ear

sound source direction

Who played?

Development of speech hearing

Let's put away the toys

Who is this?

Who?

Lotto

What did the artist draw?

Let's decorate the Christmas tree

Magic cube

Purpose of the formative experiment- development of all components of auditory perception in children of primary preschool age with various developmental disorders (general speech underdevelopment, delay mental development) during classes using a set of didactic games, taking into account the structure and severity of violations.

The formative experiment was carried out at GBOU school No. 1191, preschool department No. 8 “Breeze” in Moscow.

16 children of primary preschool age took part in the experimental training. Experimental group EG 1 included 8 pupils with general speech underdevelopment of levels II - III, and EG 2 included the same number of children with mental retardation (somatogenic, psychogenic and cerebral organic origin). Control groups: CG 1 consisted of 7 preschoolers of the same age with ODD (II-III level), and CG 2 - subjects with mental retardation of various origins. CG 1 and CG 2 included children with different levels of development of auditory perception.

Taking into account the identified features of the development of auditory perception of children with various disorders of primary preschool age, we proposed the following areas of work.

Development of all components of auditory perception of non-speech and speech sounds:

· Spatial component-develop the ability to localize the source and direction of sound;

· Temporal component-develop the ability to determine the duration of sound;

· Timbre component- develop the ability to differentiate by ear the sounds of musical instruments and voices of different timbres;

· Dynamic Component- develop the ability to differentiate loud and quiet sounds by ear;

· Rhythmic component- develop the ability to reproduce rhythmic sequences.

In order to achieve our goals, we have developed and tested a set of didactic games for the development of auditory perception, which is based on materials from children's fairy tales: “The Three Little Pigs”, “Teremok”, “Zayushkina’s Hut”, “Kolobok”, “Turnip”, “Cat” , rooster and fox." We used reading these fairy tales during routine moments, watching cartoons, as well as theatrical performances so that the children understood their content. After mastering the fairy tales, we immediately began work on developing auditory perception. All the games we proposed took into account the development of all components of auditory perception based on the material of non-speech and speech sounds; they are built on the principle of “from simple to complex”, each game has from two to three options. The presentation of material is differentiated: each game uses its own didactic material, audio accompaniment, musical objects, instruments, toys, etc. All this is necessary in order to interest children, make the game process understandable, accessible and effective.

Correctional and pedagogical work on the development of auditory perception was carried out comprehensively, in the process of interaction various specialists: teachers - defectologist, teachers - speech therapist, additional work was carried out by educators and a music director. In the classes of each of them, the development of various aspects of auditory perception in the structure of the holistic process was carried out. In each group, correctional work was built taking into account the structure and severity of violations; in parallel, special work was carried out to increase parental competence, which consisted in the fact that specialist consultations were arranged for parents (or legal representatives) (group and individual, teachers - defectologist, teacher - speech therapist on the development of auditory perception), educational work was carried out (parent meetings, design of information stands), practical work (conducting open classes), and each parent was given reminders “Consultations for parents. Development of auditory attention and perception in children" at home, where a set of games based on non-speech and speech sounds was prescribed.

Consultation for parents development of auditory attention and perception in children.

“We play with the children at home.”

Auditory perception plays a very important role in the speech development of a child. Development this process begins with recognition of non-verbal sounds of the surrounding world, namely natural, everyday and musical noises, and subsequently verbal sounds - the voices of animals and people. It is important to note that the distinction between non-speech and speech sounds must necessarily be accompanied by the development of a sense of rhythm. In order for the idea of ​​an object that makes a sound to be more complete and the child can guess about it based on the situation, the object that makes a sound must be examined, touched, and picked up. It is also effective to perform exercises with your eyes closed, i.e. relying only on the auditory analyzer. Below, consider exercises for the development of auditory perception based on non-speech and speech sounds.

1. Exercise “Nature around us.”

Instructions: Encourage your child to listen to the sounds around you on a walk. This game involves sounds of nature (non-verbal). Your task is to go outside and listen to the birds singing, the streams flowing, the drops ringing, the rain “drumming” on the roof. Then, you can listen to audio recordings of the same sounds and support all this with picture material, so that the child learns to correctly correlate the sounds of nature. At the same time, you will be able to learn with your child the main natural phenomena and signs of the seasons. The exercise should be carried out on an auditory-visual basis, and then exclude visual reinforcement.

2. Exercise “Guess what it sounded.”

Instructions: Your task is to listen with your child to the sounds in your home environment, for example, listen to how water flows from the tap, the noise of a vacuum cleaner, how the neighbors are doing repairs, namely the sound of a drill. Noises can be very diverse. Your task is to reinforce all non-verbal sounds with pictures so that the child can correctly correlate the sound with the object. And yet, the exercise must be carried out on an auditory-visual basis, and then exclude visual reinforcement.

3. Exercise “Boxes with a surprise.”

Instructions: Very good game, with its help, your child will learn to distinguish between non-verbal sounds of different timbres. Your task is to take the boxes, you can from the kinder surprise, pour cereals into them ( different types), and then invite the child to listen to the sounds from the box. Make sounds one by one, and then ask your baby to find the same box as yours. It may not work the first time, but later, you will notice how you yourself learn to distinguish subtle sounds by differentiation. The exercise should be carried out on an auditory-visual basis, and then exclude visual reinforcement.

4. Exercise “What does it sound like?”

Instructions: Play wizards or musicians with your child. Take a “magic wand” and try to knock on different objects, for example, on a cup, on a table, on glass - there will be a different sound everywhere. And then, ask the child to close his eyes and tap with a magic wand. The proposed game can be used to develop a sense of rhythm. Imagine that you are playing the drums at a certain tempo and rhythm, ask the child to repeat your melody after you, and then change roles with the child. The exercise should be carried out on an auditory-visual basis, and then exclude visual reinforcement.

5. Exercise “Where did you call?”

Instructions: in this game your child will learn to navigate in space using auditory analyzer. Take any sounding toy and make sounds from different directions. The child must show you which side the toy squeaked from. The exercise should be carried out on an auditory-visual basis, and then exclude visual reinforcement.

Exercise “Fairy-tale heroes”.

Instructions: All children love cartoons, so this game is just about fairy-tale characters. Your task is to remember with your child several fairy-tale characters, and who speaks in what voice. In the game you can use cards with the image of a particular hero. Remember that the exercise must be carried out on an auditory-visual basis, and then exclude visual reinforcement.

Instructions: great game for the whole family. Your task is to record the voices of all family members on a voice recorder, and then ask your child to guess by ear who is speaking. You can also use the “voices” of animals for the game. Good luck!

The formative experiment consisted of three stages: preparatory, main and final.

At the preparatory stage preschoolers were introduced to fiction, as well as various types musical objects and instruments, expanding ideas about the diversity of sounds of the surrounding world.

At the main stage work was carried out to develop all components of auditory perception (spatial, temporal, timbre, dynamic, rhythmic) based on the material of non-speech and speech sounds, using a set of didactic games based on the material of fairy tales.

At the final stage was held comparative analysis results of the ascertaining and control stages of the study.

PREPARATORY STAGE

On at this stage work was carried out to enrich children's ideas about the diversity of sounds in the classes of a speech therapist, a speech pathologist, a music director, as well as during routine moments with teachers, where children became acquainted with musical instruments, with objects that produce any sound, with natural phenomena (the sound of rain, wind, thunderstorms, etc.), learned to correlate the sound with the object. As didactic material fairy tales were used, familiarization with which took place in several stages:

First step.

Target: introduction to fairy tales.

For example,

- Who came to visit us today?(“The Storyteller”);

- What fairy tale did we read today?(“Kolobok”, “Teremok”, etc.);

- What were the names of the main characters in the fairy tale?(Kolobok, Mouse - Norushka, Frog - Kvakushka, etc.);

- Who did Kolobok meet on his way?(hare, wolf, bear and fox), etc.;

Second step.

Target: expanding ideas about the diversity of sounds. Content: at the second stage, children were asked to watch a cartoon or presentation, or listen to an audio recording of a particular fairy tale. Just as in the first stage, after watching a cartoon or presentation, listening to audio recordings, children were asked questions;

Third step.

Target: memorizing fairy tales.

Content: At this stage of work, theatrical performances and performances of fairy tales were organized for children, mainly they took place during music classes, as well as during classes with specialists and educators. There were arrangements for children puppet theaters, and also, costume performances were performed. With the aim of effective memorization, for preschoolers with level II ODD and mental retardation of cerebral-organic origin, fairy tales were played repeatedly in individual lessons of specialists using a table theater;

Fourth step.

Target: consolidation of ideas about fairy tales.

After fairy tales were studied and ideas about the diversity of sounds in the surrounding space were expanded, we moved on to the main stage of work on the development of auditory perception based on non-speech and speech sounds in children with various disabilities

MAIN STAGE

The main task at the main stage was to work on the development of all components of auditory perception based on the material of non-speech and speech sounds using a specially developed set of didactic games. Taking into account the level of development of auditory perception and the individual characteristics of preschool children, the work was carried out in the form of individual and subgroup lessons, children were combined into groups depending on the level of cognitive and speech development; with children who have low level development of auditory perception, which included preschoolers with general speech underdevelopment of level II and mental retardation of cerebral organic origin, individual lessons were organized. Before starting work with children with various disabilities, we identified general and specific features.

General features of conducting classes with children of OHP and ZPR.

· Accounting individual characteristics;

· Gradual complication of tasks;

· Presentation of material depending on the level of auditory perception: high level- comprehensive classes on the development of non-speech and speech hearing; medium and low level

Alternate presentation of material. Reducing the volume of exercise.

· Development of all components of auditory perception based on the material of non-speech and speech sounds.

· Updating the motive of action;

· Use of clear, concise instructions;

· Use of audio recording elements;

· Creation of emotionally playful situations.

Specific features of conducting classes with OHP children.

Work with children with general speech underdevelopment was structured taking into account the following features: some children in this category required individually stimulating dosed assistance from the teacher; during classes, much attention was paid to strengthening speech control and correcting mistakes; visual reinforcement was gradually eliminated.