Setting the sound "K"

1st method. The sound k should be placed mechanically using a finger or a spatula, based on the sound t. In this case, the sound t should be “pure” for the child, that is, pronounced without overtones.

The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front part of the back of the tongue, resulting in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - even deeper pressure on the tongue - gives a hard sound - ka.

Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue deeper into the mouth - hides his tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable ta, and he just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound of k.
At first, the teacher uses only his finger for production, but as soon as the sound k is obtained correctly with his help, he teaches the child to use his own finger.

The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or a sound with a guttural connotation.

2nd method. Setting K while inhaling. Silent or whispered imitation of snoring (make sure that the throat sound P does not appear). You can snore loudly to your heart's content. As a rule, after the exercise, a sound similar to K is heard. Then they say KA while inhaling, and finally, KA while exhaling. Further automation follows the traditional method: KA-KO-KU-KY and a group of soft KI-KE-KYO.

Disadvantages of pronunciation of the sound "k"

1. Instead of k, one hears simply a short exhalation or a cough-like sound caused by the closure of the vocal cords followed by an explosion of the bow. The language does not participate in articulation.

Correction: reinstall the sound.

2. k is replaced by the sound x. Reason: the tongue does not press tightly against the palate, leaving a gap through which air passes noisily.

Correction:

A) enable the child, on the back of the hand, to feel the difference between a sharp push of air at k and a smooth stream at x;

B) if this does not help, reinstall it mechanically.

3. Instead of hard, soft is heard (ket place “cat”). Reason: the tongue does not close with the back, but with the middle part of the palate. This articulation is correct for ke, ki, where the sound k is softened by the influence of the following vowels.

Correction: Show in front of a mirror that the tongue should be pulled back. Using a spatula, finger or probe, press on the back of the tongue and push the tongue back as far as necessary to obtain a hard tongue. Show the child to what depth he should insert his finger into the mouth (two phalanges).

4. A deep, guttural k is heard, characteristic of some eastern languages. Reason: the tongue closes with its root part to the lower edge of the soft palate and to the back wall of the pharynx. The deficiency is permanent and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when making a sound.
Correction: reintroduce the sound, starting from the syllable ta and pressing the tongue slightly less deeply than required for a hard k (so that the child does not again fall into the throaty pronunciation of the sound).

5. After the sound k in the reverse syllable and in combination with other consonants, the overtone e (s) is heard. Usually this deficiency corresponds to a similar defect in the pronunciation of the sounds n, etc.

Correction:

A) check the pronunciation of the sounds p and t, if it suffers from a similar defect, first of all correct these sounds;

B) eliminate the lack of pronunciation of the sound k by comparing it with the sound p or t (ap-ak, at-ak). Place the child’s hand on the larynx and show that after pronouncing the sound it should not vibrate. Temporarily exaggerate the force of exhalation after the explosion, allowing it to be felt on the back of the hand (or on a strip of paper brought to the mouth).

6. Instead of k, it turns out to be d. Reason: the vocal cords are included in the work. Typically, such voicing of the sound k corresponds to a similar defect in the pronunciation of the sounds p, etc.
Correction:

A) check the pronunciation of the sounds p and t, if they are voiced, first of all correct these sounds;

B) eliminate the voicing of k by comparing it with the sounds p and t (pa-ka, ta-ka, apa-aka, ap-ak). Draw the child’s attention to the fact that at the moment of bowing and explosion, the larynx should not vibrate (put your hand to the larynx). Temporarily exaggerate the force of exhalation after the explosion.

7. The pronunciation of k, especially in the reverse syllable, resembles the sound heard when uncorking a bottle. The reason is that, as with a similar lack of pronunciation of the sounds p and t, simultaneously with the closure of the tongue and palate, the vocal cords also close (without vibration). The explosion is produced by the air in the mouth and pharynx.
Correction:

A) check the pronunciation of the sounds p and t and correct it (if necessary);

B) compare the pronunciation of all three sounds (p - t - k; an - at -ak).
To avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.

Basically, children do not have any difficulties when producing the consonant sound “C”. However, there are cases when a child has a defect in reproducing a given letter. In this situation, immediate action must be taken. If you put the correct pronunciation of “S” in time, then in the future children will not have problems with reproducing the sounds “Z” and “C”. Speech therapy exercises and articulation exercises for the sound “C” can help.

Articulatory gymnastics for sound production is aimed at developing the correct movements and necessary positions of the speech apparatus so that the sound is pronounced correctly.

When performing exercises, you should remember the following rules:

• Articulation gymnastics should be carried out regularly. This is the only way to achieve the development of sound pronunciation skills and their consolidation.
• The optimal time for exercise is considered to be 2 times daily, spending only 5–10 minutes.
• You need to do the exercises sequentially, first perform simple ones, and then replace them with more complex ones.
• Gymnastics should be performed slowly, clearly and smoothly.
• If something doesn’t work out for a child, you should under no circumstances show him your disappointment.
• If the child does the exercise inaccurately, without much desire, then it is advisable to stop the activity because the child is tired.
• It is imperative to praise your child for his efforts, and always instill hope that he will succeed.

If you perform articulation exercises to produce sound regularly and correctly, the sound “C” will be gradually developed. Before you start doing it at home, you should consult a speech therapist, maybe he will recommend some other effective methods.

A set of articulation exercises

Speech therapists recommend using two good exercises to establish the sound “C”. But before performing them, the activity of the necessary speech organs should be activated. Articulation gymnastics copes well with this. It is aimed at practicing the correct position of the tongue and correct breathing while pronouncing sounds.

"Tube"

This exercise allows you to develop the mobility of your lips, form their structure so as to correctly pronounce the whistling sound. To perform this, you will need to clench your teeth, smile, showing them, hold this position for 5 seconds, then pull them out with a tube and hold them again for the same time.

It is necessary to change the position of the lips 5-7 times. While doing this, you need to make sure that the child does not open his teeth and move them.

"Shovel"

This exercise helps to relax the muscle tissue of the tongue and practice the skills of holding the tongue wide. You need to do this: open your mouth, place your tongue on your lower lip and hold it in this position for 3-7 seconds.

The tongue should be wide enough to touch the corners of the mouth. You should not change the position of the lower lip or stretch it too much in a smile, otherwise excessive tension will arise.

"Naughty Tongue"

This exercise allows you to relax the muscle tissue of the tongue. You need to do it as follows: make the same position of the tongue as in the previous lesson, then slap the tongue with your upper lip. At this moment, it is necessary to reproduce the following sounds: “five-five-five.”

Then again hold the wide tongue in a passive state for 10 seconds. Patting with the upper lip should be done with a single exhalation; the air should not be inhibited.

"Goal"

With this exercise you can develop a smooth, long-lasting air stream that goes down the middle of your tongue. To perform this, you should stretch your lips in a smile, place the end of your tongue on the lower lip, cover it with the other lip on top, but not completely, but leaving a small gap. Place a cotton ball on the table in front of you and try to deflate it.

When doing the exercise, you do not need to pull your lower lip onto your jaw from below, or puff out your cheeks. It is necessary to ensure that, when blowing off the balloon, the child produces a clear “F” sound. This will make it clear that the air stream is narrow, as required.

"Brushing our teeth"

This exercise helps to acquire the skill of fixing the tip of the tongue behind the lower jaw. The execution is as follows: smile, showing your teeth, open your mouth slightly, and use the tip of your tongue to walk over your teeth, as if you were brushing them. The lips should not move, but should be in a smile. The tip should reach the gums during movement, and not just touch the edges of the jaws.

"Slide"

By doing this exercise, you can practice the skill of holding your tongue in the state that is necessary for correctly reproducing whistling sounds. It also develops the strength of the muscle tissue of the tip of the tongue well.

The child should stretch his lips in a smile, open his mouth slightly, rest the tip of his tongue on the lower jaw, and lift the rest of the organ to form a slide. You need to stay in this position for about 5-10 seconds.

The tip of the tongue should not extend beyond the teeth, and the entire other part of the tongue should be wide. If the child is unable to position his tongue correctly, then it is necessary to pronounce the sound “I”, then he will take the correct position.

Two effective speech therapy exercises

Speech therapists use the two most popular exercises to improve pronunciation. They need to be done after the articulatory gymnastics for whistling sounds, which are indicated above, have been performed.

The first is an exercise that helps improve pronunciation. To do this, you need to remember with your child the sound that a pump makes to inflate a ball or rubber mattress. Then the baby needs to try to reproduce something similar.

To do this, you need to pick up a mirror, make a wide smile, close your jaws tightly, exhale, and start blowing, making a sound reminiscent of the whistling of a pump.

The second exercise is used when children have pronounced defects in reproducing the sounds “C”, “Z”, “S”. For example, when a child replaces this letter with another or softens the pronunciation too much in words where this is not required. This exercise will allow you to adjust the air flow and position your tongue correctly.

The exercise should be performed this way:

• Place the wide tongue behind the lower jaw, place the first phalanx of the index finger on it (it is better to use a cotton swab).
• Close your mouth, biting your finger (stick) a little with your teeth.
• Stretch your lips in a smile so that your teeth show up to your fangs.
• Tighten your tongue, lift its edges on both sides and pull it towards the corners of your lips.
• Having fixed this position, you need to try to whistle, making a strong and deep exhalation.

You should also practice the resulting “C” sound together with the vowels in the syllables. The vowel sound should come first, and then the “S”. To do this, you first need to play a vowel sound, and then put your finger in your mouth and do the exercise described above.

Further training is to practice sound in words that end in “S”. Over time, the child will no longer need to use his finger, because the correct position of the organs of the speech apparatus will be fixed.

How to consolidate the results of classes?

Conducted training must be reinforced. For this, regular speech therapy games and exercises are used. Popular methods that help consolidate the result are pronouncing tongue twisters, reading texts, and pronouncing chains of words containing whistling sounds.

Reading tongue twisters is the most effective way and helps to develop the entire speech apparatus and practice the pronunciation of many sounds. First, you should choose simple and short tongue twisters. As an example, we can note the following expression: “The fox has rice and sausages in its bowl.”

Reading stories that often use the letter “S” also helps. It is necessary to read the text repeatedly, achieving accurate pronunciation of the sound. In addition, you need to ask your child questions. When answering them, he will again use whistling sounds, and will also develop his thinking.

Thus, parents should carefully monitor how their child produces sounds. It is important to identify the defect in a timely manner and begin work on its correction so that the articulation of sound is correct.

Preparatory stage

Lesson 1

Breathing exercises

"Harmonic". I. p. - stand straight, lower your arms. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation force.

"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream.

Game exercises

"Smile". “We are glad to meet a friend.” Stretch your lips in a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat 3-4 times.
"Cranky monkeys." Movements with closed lips to the right and left. (If you have difficulty, help with your index fingers.)

Exercises to flatten and strengthen the lateral edges of the tongue

"Track". Place your wide, spread tongue on your lower lip and hold it in this position for a count of 5.

“The tongue is looking for a crack in the fence.” Extending the spread tongue between the teeth and biting it. (Teeth marks should remain on the tongue.)

“The tongue is sleeping on the crib.” Descent of the back of the tongue. Press the tip of the tongue against the lower incisors and lower the back.

Note. In case of difficulty, ask the children to cough or yawn, while the soft palate involuntarily rises and the root of the tongue falls. You can interest children by offering to meet or say hello to the little tongue.

Isolation of the sound [s] against the background of syllables and words among sounds that are distant in acoustic and articulatory characteristics.

Game "Catch the Sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy , ba.

If a child identifies a sound from a sound or syllabic series, the words poppy, cheese, souk, shelf, son, bun, lamp, catfish are given.

Pronunciation of vowel sounds with changes in the strength and pitch of the voice.

“Let’s sing a lullaby to the doll”: a-a-a-a-a-a-a-a-a.
“Toothache”: o-o-o
"Steamboat whistle": ooh-ooh.

Lesson 2

Breathing exercises

Development of exhalation force

Blowing through a tube. Blowing soap bubbles. Comparison of the duration of exhalation.
Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).
Developing the correct direction of the air stream along the midline of the tongue
Blow a paper snowflake off your palm. Whose snowflake will fly farther?

Exercises for lips and facial muscles

"We are having fun". "Smile". The lips are in a smile, the teeth are brought together to 2 mm.
"Sponges are swinging on a swing." Teeth and lips are clenched. Alternately lift the corners of your mouth with the help of your fingers.
“Sleep, little peephole, sleep, other one. The right eye sleeps - wakes up. The left eye sleeps - it wakes up.” Alternately opening and closing the eyes.

Tongue exercises

"The tongue is tanning." Place your tongue on the bottom of your mouth. “The tongue dived to the bottom of the river.” "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.
“The tongue fits through the crack of the door.” Biting the tongue with teeth from tip to middle and vice versa.
"Monkey Teasing" Place your wide tongue on your lower lip and pronounce the syllables five-five-five-five-five.

"Conversation between the dogs Barbosa and Pushka." Pronouncing syllable combinations pa-ba, py-by, po-bo, pu-bu in a whisper, quietly and loudly.

Development of phonemic awareness

Isolating the sound [s] among sounds that are similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [sh], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy. The words dog, bunny, sun, fur coat, boots, garden, etc. The child raises his hand or claps his hands if he hears the sound [s].

Lesson 3

Breathing exercises

Development of exhalation force

"Put out the candle." Developing an intense intermittent exhalation while pronouncing fuuuuu.

Developing the correct direction of the air stream along the midline of the tongue

"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.

Exercises for lips and facial muscles

“The monkey is smiling, and the baby elephant is ready to drink some water.”
Lips in a smile (hold for a count of 5-6). Alternating positions - lips in a smile and “tube”.
“My teeth hurt on the right side. The teeth on the left side hurt.” Alternately raising the corners of the mouth while simultaneously closing the corresponding eye.

Tongue exercises

"Raindrops are pattering on the roof." Bite your wide tongue with your teeth and pronounce the syllables ta-ta-ta-ta-ta-ta.
"Shovel". Place a wide tongue on the lower lip so that the side edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, suggest squeezing your lips tightly, then stretch them into a smile and push your tongue between them.

Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars

“The baby learns to pronounce the sound [i].” Place the tip of your tongue behind your lower teeth and pronounce the sound [i]. Make sure that the dimple in the tongue is exactly in the middle.
"Donkey's Song" Pronouncing the sound combination ia.

"Boat". Stick your tongue out of your mouth and fold it into a boat (“groove”). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect different mushrooms in a basket - russula, moss mushroom, etc.

Development of switchability of the organs of the articulatory apparatus and coordinated work of the lips and tongue

Pronouncing the vowels i-yu, yu-ya, i-e, e-ya; i-i-e; and-i-e-yu.

Development of phonemic awareness

Isolating the sound [s] from words. Find toys whose names contain the sound [s], from a number of others (owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in the words owl, baby elephant, forest, nose.

Lesson 4

Breathing exercises

Development of exhalation force
Developing the correct direction of the air stream along the center line
“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and lift your back up. Exhale.
Developing a long, strong exhalation while pronouncing the sound combinations iffffff, iffffff for a long time.

Lip exercises

Lips in a smile (count to 10).
"The boat rocks on the waves." Alternately lifting the corners of the mouth up (with and without the help of hands).

Tongue exercises

“The tongue is sick and lies in bed.” Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Place the tongue in a “path” on the bottom of the mouth so that a small tongue appears. (Hold in this position for as long as possible.)
"Teasers." Place your wide tongue on your lower lip and say: bya-bya-bya-bya-bya, five-five-five-five-five-five (with a change in intonation).
The tongue is “grooved” inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When you blow into a bubble, a round gap involuntarily appears in your tongue.
"Funny Clowns" Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronouncing the sound combination i-hee-hee.

Development of switchability of the organs of the articulatory apparatus

“The tongue swings on a swing.” Pronouncing the syllables ya-la, ya-la, ya-la, gradually increasing their number in one exhalation.

Development of phonemic awareness

Distinguishing words that are similar in sound: bear - bowl, helmet - porridge, cheese - ball, salt - naughty (based on pictures).
Finding pictures with the sound [s] in their names on the topics “Vegetables” and “Fruits”.

Lesson 5

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue. "The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Lip exercises

“The hippopotamus has his mouth open, the hippopotamus is asking for rolls.” Smile. On the count of “one,” clench your lips tightly, and on the count of “two,” open your mouth wide.

Tongue exercises

Pronounce i, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the side edges of the tongue until you have a depression in the middle of the tongue.
"Cheerful children." The starting position is the same. Pronounce the sound combinations ihi-hi, ihi-hi, ihi-hi.

"Alien Conversation" Pronouncing the syllables ti-ti-ti, cha-cha-cha, te-te-te (with a change in stress and intonation).
Development of phonemic perception and simple types of phonemic analysis
- Is there a sound [s] in the words cabbage, beets, radishes, beans, lettuce, garlic?
- Find vegetables whose names contain the sound [s]. Where is the sound [s] heard in the word salad? In the word garlic? In the word cabbage?

Development of logical thinking

Game "Fifth Odd". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.

Lesson 6

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue
Smile. Lower the tip of your tongue behind your lower teeth, raise your back in a “mound”, and exhale.

Lip exercises

Raising and lowering of the upper lip exposing the upper teeth.
Alternate raising and lowering of the corners of the mouth.

Tongue exercises

Keep your tongue motionless with the “groove” on the outside of the mouth, and then open your lips widely, then touch the “groove” with them.
Game "I am not me." The speech therapist pronounces phrases, and the children answer: “And I” or “Not me.” For example, a speech therapist says: “I love chocolate.” And the children answer: “And I, and I, and I.” “I love to chew a cup.” Children: “Not me, not me, not me.”
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Pronouncing syllable combinations pti-pti-pti, pty-pty-pty; petit-pt, petit-pt; pt-pt-pt-pt-pt.

Development of phonemic awareness

“Pick it up and name it.” Place pictures in two piles depicting objects whose names contain the sounds [s] and [w].
Determine the position of the sound [s] in the words sled, boots, owl, bus.

Sound setting [s]

The position of the organs of the articulatory apparatus when pronouncing the sound correctly [s]
The teeth are brought together and are at a distance of 1 mm. The lips are stretched as if smiling. The tongue rests on the lower incisors; a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is dull, pronounced without the participation of the voice.

Techniques for sound production [s]

Auditory perception of sound. Creating an auditory image of sound
Gaming techniques. "Whistles." "Snowstorm".
Formation of a visual image of sound
Showing the articulatory position of a sound on a dummy or articulation diagram. Articulation profile display.
Formation of a kinesthetic image of sound (sensation of the position of the organs of articulation)
Showing the position of the organs of articulation using the fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if they were the lower teeth).

Description of the position of the organs of articulation when pronouncing the sound [s].

Open your mouth. Lower the tip of the tongue towards the lower incisors so that a gap forms in the middle of the tongue. Exhale forcefully and evenly. The sound should be [s].
Note. If a “groove” does not form along the midline of the child’s tongue, place a stick along the tongue. Close your teeth as far as the stick allows and pronounce the sound [s]. Do the same exercise with slowly removing the stick from your mouth to your teeth and out, then repeat several times without using the stick.

Correction of hissing sigmatism according to M.E. Khvatsev (1959)

1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered at the lower gums.
2. Blowing on the tongue when it is in a low position.
3. The tongue is set with a deep “groove” and the sound [s] is pronounced. Then gradually the depth of the “groove” decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of the sound [s]. Consolidation in syllables, words, and then transition to normal articulation.
2. The child pronounces the sound [r] in a drawn-out manner, and then, doing the same, push the tongue as far forward as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Pronounce the sound combination ihi in a whisper, and then repeat it with clenched teeth.
4. Pronouncing the combination ie with tension.

Correction of labiodental sigmatism

Show that when pronouncing the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternating movements of the lips with a sequential change in their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is used in the form of pressing the lower lip downwards with a spatula. Long pronunciation of [s], and then syllables and words that begin with it.

Correction of interdental sigmatism

Clench your teeth and, without unclenching them, pronounce [s] in a drawn-out manner. (At first, the sound is pronounced with clenched teeth.)
Pronouncing syllables and words with clenched teeth. Gradually they move to normal pronunciation of the phoneme.
Correction of dental sigmatism
Demonstration of correct phoneme articulation. Using a profile picture. Reliance on kinesthetic sensations (feel a cold stream on the back of your hand when correctly pronouncing the sound [s]).
Articulation exercises
Inserting a flat tongue between the teeth.
Sticking out the tongue in a “groove” manner with the mouth open.
Arching of the back of the tongue upward while the tip of the tongue rests on the gums of the lower incisors.

Correction of hissing sigmatism
Distinguishing between the correct and incorrect sounds of the sound [s] (whistle - hiss).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the hands.
Having achieved correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Correction of lateral sigmatism
Achieve the formation of a “groove” along the midline of the tongue.
Use the sound [t] as a base. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.
At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [ts], which contains the sounds [t] and [s].
Gradually, during the exercises, the sound [s] lengthens and then separates. After which you can explain to the child that this is the correctly pronounced sound [s].
Use of mechanical assistance.
The child is asked to pronounce the sound [f], pushing the tongue forward as much as possible and resting its tip on the lower teeth. The noise characteristic of the sound [w] should be accompanied by a whistling noise.
Rely on the sound [x].
Pronounce the combination ihi in a whisper, and then pronounce the same sound combination with clenched teeth. In this case, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s"].

Correction of nasal sigmatism

Work out the correct direction of the air stream, closing the passage into the nasal cavity by raising the palate. Developing correct articulation of the tongue.

Correction of sound replacement [s] to [t], [d]

1. Inserting a flat tongue between the teeth.
2. “Grove” with the mouth open.
3. Bending the back of the tongue upward while the tip rests on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
The massage is performed with hypercorrection of the affected side:
- patting the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (usually on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping the tongue with a spatula or fingers;
- very lightly tapping the affected side edge of the tongue.

Articulation gymnastics

Exercises for lips and facial muscles

Teeth and lips are clenched. Alternately raise the corners of your mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of your mouth calm. Lift the corner of the mouth affected by paresis two or three times, and the healthy one - once.

Tongue exercises

1. Smile, place your tongue on your lower lip, then move your tongue to the right side and bite the left edge of your tongue with your teeth. Return to starting position.
2. Smile, place your tongue on your lower lip, slightly move your tongue to the left and bite the right edge of your tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth along your tongue.
4. Smile, place your tongue on your lower lip, move your tongue to the left side and slide your teeth along your tongue.
5. Biting the side edges of the tongue.
For the affected side, the number of exercises is doubled.
Consolidation of the auditory image of sound

Teaching the correct pronunciation of the sound [s] in isolated sound

Game exercises

“A cold wind is blowing”, “Song of water flowing from a tap”, “Water flows over pebbles”, “The wind whistles in a pipe”, “Air comes out of a wheel”, “Punctured tire”, “Pump”, “Let’s pump air into the wheel” ", "Punctured ball", "Steam comes out of the pan", "Kettle with a whistle".
Automation of the sound [s] in syllables

Lesson 1

Automation of the sound [s] in straight syllables

Repeat the exercises above:
1) inserting a spread tongue between the teeth;
2) the tongue lies on the “bottom”;
3) tongue “groove”;
4) lips in a smile.
Development of memory and attention
Memorization and reproduction of syllabic sequences in combination with finger movements.
Game tasks
“Snowflakes are falling”, “Making snowballs”, “Rolling a snow woman”.
Isolation of stressed syllable.
Sa-sa; sa-sa; sa-sa-sa; sa-sa-sa; sa-sa-sa.
Sy-sy; sy-sy; sy-sy-sy; sy-sy-sy; sy-sy-sy.
Sa-sy-so-su; sy-sa-so-su.
Which syllable is missing? Sa-sa-sa-sy.
Repeat the syllables: sa-sy-so. Listen again. Sa-so. Which syllable disappeared from the series? (So.) So-su-sy-sa. So-su-sy? (Sa.)
Analysis and synthesis of syllables
- What is the first sound in the syllable sa? What's the second sound? How many sounds are there in the syllable sa?
- The sound [s] “made friends” with the sound [e]. What syllable did you get?
- Is there a sound [s] in the words juice, son, bag, dump truck?
Tapping a rhythmic pattern of the words juice, bag, dump truck.
Familiarization with the letter c

Lesson 2

Automation of the sound [s] in reverse syllables
Development of articulatory motor skills
Lips in a smile.
The tongue “groove” outside the mouth is motionless, and the lips either open wide or touch the “groove”.
Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors.
Note. In further work, articulation exercises are selected taking into account the individual characteristics of the child’s motor skills and the nature of the speech disorder.
Working on your voice
Pronouncing the syllables is-is-is, ys-ys-ys, as-as-as, os-os-os, us-us-us on behalf of the heroes of the fairy tale “Teremok” with different intonation.
Memorization and reproduction of syllable series: is-ys-as, ys-is-as, is-ys-as-us, ys-is-as-us.
- Which syllable is extra? Is-is-as; ys-ys-is.
- What syllable appeared? Is-is-as; ys-ys-as.
Analysis and synthesis of reverse syllables
- What syllable will happen if I “give” you the sound [a], and then - [s]. Indicate the syllable with color symbols (red and blue circles).
- What is the first sound in the syllable ys? What's the second sound?
- Name the second sound in the syllable os?
Composing the syllables is, ys, as from the letters of the split alphabet.
Development of phonemic awareness
Selection of pictures whose word names contain the sounds [z], [sh], [t], [ts], [h].
Game "Botanical Lotto". Find only vegetables. Find some fruit. Place vegetables and fruits in the basket that have the sound [s] in their names.
Name the missing syllable in words like...(tus), ana...(us).

Lesson 3

Automation of the sound [s] in syllables (intervocalic position)
Development of articulatory motor skills
Lips in a smile.
The tongue is “grooved” inside the mouth.
Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors.
Coordination of breathing, articulation and phonation
"The fox teaches the fox cubs to speak." Pronouncing the syllable combinations ysy-ysy-ysy, asa-asa-asa, usa-usa-usa, isy-isy-isy, oso-oso-oso, asu-asu-asu, wasp-isy-asy on behalf of the Fox and fox cubs ( high and low voice with changing intonation).
Development of phonemic awareness
- Name the place of the sound in the syllable. The syllables are called sa, as, asa. Where is the sound [s] heard in the words fox, elephant, Barbos!
Reading the syllables sa, so, sy
Development of auditory memory and attention
Execution of orders. Get up from your chair, go to the table and take the fox.
Follow instructions in 2-3 steps.
- Take the donkey, put it on a chair and sit at the table. Take a fox, put him between the elephant and the dog; go to the chair and then sit down.

Lesson 4

Development of articulatory motor skills
Pronouncing syllable combinations with hand movements: stoo-stu-stu (walking up the steps); sta-sta-sta (put the glasses on the table).
Coordination of facial gymnastics with breathing, articulation and phonation: one hundred, one hundred, one hundred (angrily); shame-shame-shame (good-naturedly). Why are you so angry? Hundred-hundred-hundred-hundred (affectionately). Let's make it up.
Development of phonemic awareness
- Find pictures whose names contain the sound [s], and put them next to the letter s.
Pictures are laid out in front of the child, the names of which contain the sounds [s] and [z]. The teacher names the words, and the child finds the desired picture. Determination of sound position in 2-3 words.
Reading the syllables us, su, os, so

Lesson 5

Automation of the sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Coordination of breathing, articulation and phonation.

Game exercise

"Jugglers" We toss the balls and pronounce the syllables:
sma-sma-sma-sma; smoo-sma-smoo;
smy-smy-smy-smy; sleep-sleep;
smo-smo-smo-smo; sleep-dreams;
smoo-smoo-smoo-smoo; sleep-sleep-sleep;
sma-smo-smo; swa-swo-swo-swa.
(Children draw waves with their fingers.)

Development of phonemic awareness

Ball game.
- Catch the ball if you hear the sound [s] in the word.
- Find pictures whose names contain the sound [s]; put them to the letter c. Pictures are laid out in front of the child, the names of which contain the sounds [s] and [ts]. Is there a [s] sound in the word heron? Is there a [s] sound in the word owl?
The teacher names the words, and the child finds the desired picture. Determination of sound position in 2-3 words.
Composing syllables from a split alphabet. Reading syllables

Lesson 6

Automation of the sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Working on voice and facial expressions
Game task “Conversation between Rhinoceros and Elephant”:
- Sfa-sfo; sfu-sfu. (surprised)
- Sla-slo; rumors (with apprehension)
- Sla-slo-slu; sba-sbo-sbu-sby. (sadly)
- Spa-spo; spa-spa-spa! (joyfully)
- Asma-asta; aspa-asfa. (disappointed)
Development of phonemic awareness
- Is there a sound [s] in the word cap? Is there a [s] sound in the word socks? Arrange the pictures in two piles. For the letter w put pictures with the sound [w], for the letter s - pictures with the sound [s].
The teacher pronounces the words, and the child selects the necessary pictures. Determining the position of the sound [s] in the words elephant, rhinoceros, weasel.
Reading syllables
Tasks used at the stages of automation of sound [s] in words, phrases, sentences and coherent speech

Automation of the sound [s] in words with the syllables sa-sy-so-su

Say the words correctly

Garden, myself, myself, myself, sleigh, saber, net, sugar, fireworks, carp, saiga, boots, salad, salad bowl, salad bowl, napkin, samovar, sundress, sardine, sausage, plane, gardener, gardener, sandals, seedling, travel bag, saxaul, braids, scales, watch.
Son, cheese, cheese.
Catfish, dream, Dormouse, owl, magpie, nightingale.
Soup, bag, cracker, dryer.

Find the word in the word.
Dump truck (self, shaft, catfish, little, lard), killer whale (scythe, wasp), guillemot (chist, whale, teak).

What sound disappeared from the word? Sleigh, sleigh. Add the word juice to the syllables.
le
ne
ku juice yoyo115
cha
singing

Automation of the sound [s] in words with sound combinations as-os-us-ys-is

Say the words correctly
Kvass, stork, coconut, ficus, focus, cactus, class, apricot, pineapple, dust-sucker, cosmos, crocus, kumiss.

Change the sound in a word.
Juice - litter - catfish; cart - nose; dew - braid - braids - dew.

Find identical objects (contour and color images). Figure 1. (See color insert.) Stork, vacuum cleaner, leaf, coconut.

Automation of the sound [s] in words with the sound combination st and syllables st-sto-stu-sty

Say the words correctly
Bridge, post, crust, pole, leaf, tail, brushwood, platform, perch.
Flock, statue, figurine, glass, chisel, machine tool, shutters.
Stupa, foot, cold, icy, steps.
Shame, junction, junction, skirmish.

Come up with seven words that begin with the syllable hundred-.
One hundred...(l), one hundred...(th), one hundred...(p), one hundred...(g), one hundred...(n), one hundred...(forehead), one hundred. ..(leshnitsa).
Replace one sound (one letter).
One hundred - table - stop - stop - stack - groan - table - pillar.
Knock - chair - table - steel - steel.
Knock - knock - knock - drain.
Squeak - search.

What do the words pine, pump, vacuum cleaner, whistle, whistle, whistle have in common? (They have two sounds [s].)
Choose inverted words. Pine is a pump.
Match the word with a couple.
Hay is a stack, a fox is a tail, a ladder is steps, a leg is a foot, a puff pastry is a dough, cabbage is a leaf.
Rebus. Leopard, stork, lynx, skunk, platypus, cat. (Badger.)
Name the birds and animals. Highlight the first sound in their names. Make up a word from these sounds.

Automation of the sound [s] in words with syllables ska-sku-sko

Say the words correctly
Rock, fairy tale, rolling pin, bench, jump rope, tablecloth, spacesuit, scanner, bathyscaphe.
Scorpio, bracket, splinter, speed.
Tasks
Find rhyming words. A rolling pin is a skipping rope.
What do the words boredom and miser mean?
What words make up the word skorokhod?
The name of which flower is hidden in the word scorpion?

Automation of sound [s] in phrases

Pick a pair.
Pine... (forest), empty... (glass), sweet... (sugar), tall... (snowdrift), thick... (sour cream), sour... (plum), delicious. .. (apricot), brave... (soldier), clear... (sun), meat... (soup), wonderful... (voice), crackling... (frost), thick... (hair), funny... (mask), clean... (glass), clean... (dishes), clean... (socks), dry... (sand), dry... (frying pan) ), dry... (boots), juicy... (foliage).
Automation of sound [s] in sentences and coherent speech

Two word sentences
Make sentences from two words.
The table is standing
Boots are worth
The owl is sleeping
Cabbage crunches
The dog bites
Pussy is sleeping
The soup has cooled down

Three word sentences
The sun is shining clear. Sonya heard a knock. The plane is flying high. The dump truck spilled sand. The wasp bit Sonya.
Come up with sentences with the words dog, elephant, magpie, sleigh.
If you were an artist, what could you draw with the sound [s]?

Four to five word sentences
Complete the sentences with.
They poured... (juice) into a glass. There is... (bench) near the bush. It's getting cold on the table... (soup). A plane is flying over the forest. Quietly going down the steps... (old woman). Sitting on a branch... (owl). ... (Apricots, plums and peaches) have pits. The plane flies over a dense pine... (forest). The plane flies over... (desert). The plane flies over... (savannah).
Sentences with conjunctions a, and
Sanya caught catfish, and Slava only caught algae. Cabbage is not only tasty, but also healthy. Sonya sat down on a bench and began to look at the sky. Slava got up from the bench and walked along the path.
"Learning to think"

Name the extra word in the sentence.
They grew up in the garden and planted tall trees. The train is moving along the rails. Beans and garlic grow and are collected in the garden.
How are the items different?
Clocks with and without hands. Bus with wheels and without wheels. Boots with and without socks. Chair with and without backrest. Catfish with and without mustaches. Fox with and without a tail. Owl with and without eyes.
"Sport. Competitions. Athletes. Athlete." Figure 4. (See color insert.)
Who will you be? Hockey player, tennis player, football player, basketball player, slalom player. Sportswear. T-shirt, sneakers, baseball cap. Sports equipment.
Which athletes wear the same T-shirts and sneakers?
"Vegetables". Cabbage, squash, garlic, beans, sunflower, beets, parsnips, lettuce, pear.
Find the extra item.
"Locomotive with carriages." Figure 6. (See color insert.) Indicate the color of the locomotive and carriages, as well as the color of the cargo. Choose a load of the same color for each carriage.
"Unprecedented." Figure 7. (See color insert.) Icicles in the sun. There is a fox on a pine tree. Stork on the plane. Cactus in the sandbox. A dog is flying on a jump rope. An elephant rides a sled. An owl rides a scooter. Catfish with a whistle.
Come up with fable sentences.
"Bag. Suitcase". Figure 8. (See color insert.) Products and things (meat, sour cream, sugar, sausages, butter, lard, crackers, dried fruits, apricots, scarf, sundress, socks, blouse, sweater, dress). What will you put in your bag? What things will you put in your suitcase? What object does not have the sound [s] in its name?
Topics for writing descriptions, stories and fairy tales
"A toy shop". You are the seller, and I am the buyer. I want to buy a toy whose name has the first sound [s] and the last sound [n]. Who is this? (Elephant.)
You are the buyer and I am the seller. The toy will be considered yours if you name the first and last sound in its name.
Admire the toy. Tell us why you liked the toy. Look what a beautiful plane! Tell me about how you and your mother bought a toy in the store.
"In the garden". Key words: currant, apricot, bushes, bench, stork, sun, daffodil, gladiolus, pansy, phlox, starling, birdhouse.
"In the pine forest." Figure 9. (See color insert.) Key words: owl, owlets, boletus, russula, fox.
Praise what you liked.
Describe the place. Choose one object in the picture. Ask where he is. Use words next to each other, between. Where are the owlets hiding? Ask me questions.
"Forest School". Key words: owl, badger, fox, baby elephant, magpie, owlets, weasel.
Write a fairy tale about how a teacher owl taught the animals. What lessons did she teach?
"In the courtyard". Key words: sandbox, sand, scoop, dump truck, bench, stroller, dog, scooter, pump, wheel.
"Room". Key words: table, chair, chandelier, curtain, armchair.
Describe the objects in the room.
Lesson notes
Automation of sound [s] based on plot
"Excursion to Moscow"
Material: pictures, postcards with images of Moscow; a toy or image of an airplane; subject and plot pictures; colored symbols; images of animals (elephant, fox, badger, sable, etc.).
Progress of the lesson:
Organizational moment
Preparing the aircraft for flight.
Lesson topic message
- Today we will go on an excursion to the largest city in our country. What is it called? (Moscow.) What is another name for Moscow? (Capital.) While making this excursion, we will repeat the familiar sound [s]. What sound is this? (Firm, agreeable.)
Development of phonemic representations. Determining the position of the sound
- How will we get to Moscow? Name the fastest type of transport. (Airplane.) Where do we put food and things? (Into the bag.) What things will we take with us? First, name the clothes. (Children name words, determine the position of the sound [s] in words.) Put toys in the suitcase and food in the bag.
Children making up words. Children list the names of objects with the sound [s].
Pronunciation of words with complex sound syllables. Sound [s] in sentences
-Who meets us at the plane's steps? (Flight attendant.) What will the flight attendant tell us? (Hello, dear passengers. Come into the cabin. Take your seats.) (Repetition of these phrases by children.) Where have we gone? (Into the salon.) Where did you sit down? (Into the chairs.) In which of the words is the sound [s] heard at the beginning, in which - in the middle, and in which - at the end of the word?
Airplane TU-104. The plane is ready to fly.
Come in, passengers! He has been waiting for you for a long time.
Case management. Practical mastery of the instrumental case of nouns
- Look out the window. (Pictures are displayed.) What is our plane flying over? (Over the forest. Over the forests. Over the bridge. Over the bridges. Over the bushes, gardens, pine trees.) Are we flying high or low? Far from Moscow or close? (Children’s answers. Physical pause.)
We fly high, we fly low
We fly far, we fly close.
The recitation is accompanied by hand movements.
Making proposals based on story pictures
- To avoid getting bored, let's watch TV. Scene pictures are displayed. Children come up with suggestions.
Sound analysis of the words juice, sleep, Sonya
- What does the flight attendant offer us? (Juice.)
Determine the sequence and number of sounds in the word juice. Designation of sounds by color symbols.
- Replace the sound [k] with the sound [n] in this word. What new word did you get? (Dream.) How do these words differ? The flight attendant's name is Sonya. Mark the word Sonya with circles. What are the same sounds in the words sleep and Sonya? How are these words different?
Fizminutka
Circular rotations with your hands, like a propeller.
Development of imagination and coherence of expression
- Come up with fable dreams. (Children's answers.) Our plane is about to... (land). How can you say it differently? (Descends, lands, descends) Where did the plane land? (In Moscow.) (A picture is displayed depicting a bus stop and a bus.) Where have we arrived? (To the bus stop.) Where should we go? (Let's get on the bus.) What did you see from the window? (Trolleybus.) We arrived at Red Square and saw... (the Kremlin wall, the Spasskaya Tower, the Spassky Gate, a beautiful cathedral). We entered the royal chambers. (The pictures are put on the board.) Now let’s go down to the subway. What did you use to go down? (On the escalator.) We arrived at the pier. This is the Moscow River. Where have you arrived? What boat did we see? (A sailing boat.) Why was it called that? (Children's answers.) Now let's go to the zoo.
Dividing words into syllables. Composing the word catfish from letters
-Who did you see at the zoo? The word has one syllable, there is a vowel sound [o], who is this? (Elephant.) I will name the first syllable, you will name the second: li... (su). We saw... (a fox). How many syllables are in the word fox? How did you guess? And here is a large aquarium. Fish swim in it. What is it called? I'll give you a hint. Take the letters s, m, o. Make up a word. What happened? (Som.)
Development of phonemic representations
- We will buy gifts for family and friends. The name of gifts should contain the sound [s]. (Children's answers.) Now let's go home. On what?
Lesson summary

How to teach a child to correctly pronounce the sound s and other whistling sounds: articulation gymnastics, setting the sound s, video - demonstration of simple and accessible ways to produce the sound s, songs with the sound s.

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

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

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

Stages of working on sound.

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

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

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

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

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

Preparatory complex of articulation gymnastics includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home:
Smile and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ring. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue lift for the upper teeth.
Alternating movements tongue up and down.
Alternating movements tongue with the tip of the tongue down: move the tongue deeper into the mouth - bring it closer to the teeth.

If these movements are easy for the child, then you can immediately move on to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If a child cannot do the exercise with alternating “smile - ring - tube”, then I highly recommend consulting with a speech therapist.

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

Helpful Tips:

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

Exercise 1. Put the ball into the goal.

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

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

Exercise 2. Punish the naughty tongue.

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

Exercise 3. Wide tongue - pancake.

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

Exercise 5. Who will kick the ball further?

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

Exercise 6. Let's brush our teeth.

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

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

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

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

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

Second phase. Sound production.

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

At 4 years old The child will learn how teeth, lips, and tongue work when pronouncing sounds in the form of a fairy tale - the game “Fairy Tongue Tales”.

From 5 years You can explain to children the correct articulation of sound in the form we are familiar with (without a fairy tale) and ask the child questions: “How does the mouth work? What does the tongue do”, etc. In older preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of the movements, the quick switching to a new movement, and the ease of movements.

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

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

Correct articulation of sound p.

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

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

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

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

And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and accessible techniques.

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

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

If you managed to successfully evoke a sound, then all that remains is to automate its correct pronunciation in syllables, words and phrases. You can learn about games and exercises for automating the sounds C and Сь in a child’s speech in the article

If the child’s pronunciation of many sounds is impaired, articulation exercises are very difficult for him, and he cannot produce the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or speech therapy kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge from your district or city education department.

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

Songs with sound S. Video for speech classes with children.

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

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

See you again!

You can read more about the formation of correct sound pronunciation in preschool children:

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Disadvantages in the pronunciation of whistling (and hissing) sounds are called sigmatism.

The following types of sigmatism are distinguished:

Interdental sigmatism- when pronouncing sounds C and 3, the tip of the tongue is inserted between the front teeth, giving these sounds a hint of lisp.

Dental sigmatism- the tip of the tongue rests against the teeth, blocking the free exit of air through the interdental gap, so that instead of s, s, a dull sound is heard.

Hissing sigmatism- the tip of the tongue rests on the lower gums or is slightly pulled away from them, and the back of the tongue is curved with a hump towards the palate - a distinct, soft, hissing sound is heard, similar to the sound of sh (shabaka - dog).

Labiodental sigmatism- the lower lip is pulled towards the upper incisors. The air stream is dispersed across the entire plane of the back of the tongue, swelling the cheeks, which is why the defect received an additional name: “buccal sigmatism.”

Lateral (lateral) sigmatism occurs in two forms:

2) The back of the tongue with a hump tightly touches the palate, and the exhalation current passes along one or both sides of the mouth near the molars. In both cases, an unpleasant sound like lch is heard. The release of air on one side of the mouth sometimes depends on the collapse of the soft palate on the other side.

In some cases of lateral sigmatism, paralysis and paresis of one side of the tongue cannot be ruled out, which requires a thorough examination of this defect with the participation of a neurologist.

Nasal sigmatism is expressed in the fact that when pronouncing s and z, the root of the tongue rises to the lowered soft palate, which opens a passage into the nasal cavity; the result is a kind of snoring, grunting sound with a nasal tinge to the subsequent vowels.

The softening of the hard sound C, in which the syllables sa, so, su are pronounced as sya, syo, syu (shabaka - dog, nos - nose), is due to excessive elevation of the back of the tongue.

Replacing the sounds C and Сь with any other sound (ш, h, t, x, etc.) is called parasigmatism.

TECHNIQUES FOR PRODUCING WHISTLING FOR DIFFERENT TYPES OF Sigmaticism:

In case of interdental and interdental sigmatism, it is necessary to remove the tip of the tongue behind the lower incisors, for which you can resort to mechanical assistance: with a special probe or the end of a spatula, lightly press on the tip of the flattened (not lumpy!) tongue, lowering it behind the lower teeth. Mechanically holding the tongue in this position, invite the child to pronounce the sound C in isolation several times (make a pump): s... s... s..., then “try” in syllables: sa-sa-sa.

It must be remembered that interdental sigmatisms often require long-term speech therapy work; they stubbornly persist in free speech, even if the sounds S, 3, C are fixed and partially automated. In the absence of control, relapses are often observed.

With hissing sigmatism, it is important to wean the speech pathologist from the habit of retracting the tongue when pronouncing sibilants into the depths of the mouth. For this purpose, we recommend temporarily transferring the child to interdental pronunciation of the sound C in syllables, words and even some phrases. When the tongue is strengthened in this position, move the tip of the tongue behind the lower incisors, which usually happens automatically.

For lateral sigmatism, it is advisable to place the C sound in three steps:

a) interlabial blowing, the tongue is wide, the edges of the tongue reach the corners of the lips;

b) interlabial blowing is replaced by interdental blowing;

c) then the tip of the tongue is gradually moved behind the lower incisors, provided that the child is able to place a wide tongue behind the lower teeth, which can be achieved using a probe or spatula.

With a softened pronunciation of hard C (syabaka, syup, sek), it is advisable to carry out a preliminary differentiation of soft and hard consonants in correctly pronounced syllables: we-mi, va-vya, nu-nu, etc. You can temporarily transfer the child to interdental pronunciation of sibilants in order to ease the tension of the back of the tongue.

When correcting nasal sigmatism, preliminary work is necessary on organizing correct exhalation through the middle of the oral cavity. The exercises are carried out first in the interlabial position so that the exhaled stream is felt at the tip of the tongue. Then the tongue is moved to the interdental position. It is recommended to consolidate the skill of blowing on the tip of the tongue, inserted between the front teeth, in parallel with the general training of oral exhalation: blowing out a candle, blowing pieces of cotton wool, pieces of paper, etc. Clamping the sides of the nose to prevent air leakage through the nose is not effective.

Correction of labiodental (cheek) sigmatism includes two points:

a) exposure of the incisors, for which it is necessary to part the lips (“to the ears”!);

b) holding (with mechanical assistance possible) the lower lip so that it does not pull towards the upper incisors.

The child is taught to place the first phalanx of the index finger on the wide tongue lying behind the lower teeth. The finger is bitten by the incisors: “put the whistle in the mouth.” The mouth smiles from ear to ear, the front teeth are clearly visible up to the fangs. The edges of the tongue (its front part) are shown on both sides of the bitten tongue and reach the corners of the mouth. As soon as the child learns to deftly place the “whistle” in his mouth, he is asked to blow into the “whistle” without removing his finger, without changing the position of his lips, tongue and teeth. The resulting sound C is first fixed in the reverse syllables in this way: after pronouncing the vowel, the child puts his finger-“whistle” and adds the sound C. With mechanical help, the sound C is fixed in the syllables a-s, o-s, u-s, e-s, and then in words ending in C (forest, nose, dog, etc.). Straight syllables are also practiced with the finger. The need for mechanical assistance disappears as soon as the correct articulatory pattern and exhalation are reflexively developed.

Normal installation of the organs of articulation when pronouncing the sound “S” and “Z”.

• The tip of the tongue rests on the lower front teeth;
• The lips are in a “smile” position and do not cover the teeth;
• Teeth in a “fence” position;
• The air is blown out forcefully from the middle of the tongue;
• A sharp cold stream is felt on the palm brought to the mouth.
• The voice motor is not working. (When pronouncing the sound "Z" - it works).

Normal installation of the organs of articulation when pronouncing the sound “C”:

• The tip of the tongue rests on the front lower teeth, the tongue is raised and arched.
• The anterior part of the back of the tongue closes with the palate.
• The tongue is spread wide, the lateral edges are tense. At the moment of exhalation, the front part of the back instantly opens with the sky. The tip of the tongue is slightly withdrawn from the lower teeth.
• The lips are stretched into a smile.
• The teeth are closed or brought together when pronouncing a sound. When pronouncing a vowel sound in straight syllables, the teeth open. At the moment the tongue opens with the palate, the air is exhaled with a push.
• The sound C is a consonant, hard, dull.

Preparatory exercises for sounds “S”, “Z”

Exercises to develop air pressure. 1) Having drawn air into your lungs, forcefully blow (and not just exhale) it through your lips extended forward like a “tube”. Control with the palm of your hand, a piece of paper or cotton wool: you feel a sharply beating cold stream, the paper or cotton wool is deflected to the side. Repeat the exercise.

2) Stick out your tongue so that it rests on your lower lip. Place a thin round stick (match) along the tongue to its middle and press to form a groove. Round your lips, but don’t tense them. The teeth are open. Inhaling, forcefully blow out the air, puffing out your cheeks. Control with the palm of your hand, a piece of paper or cotton wool. Repeat the exercise.

3) Do the previous exercise without using a stick.

Lip exercise. Stretch your lips into a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat the exercise.

Exercise. Pronouncing the long sound “S”.

1) Open your mouth. Spread your tongue and rest the tense tip against your lower teeth. Place a round thin stick (or match) along the tip of the tongue so that it presses only the front part of the tongue. The lips are stretched into a smile. Close your teeth as far as the stick allows. Blow the air forcefully evenly, controlling it with the palm of your hand, a piece of paper or cotton wool. A long sound “S - S - S” is heard. Repeat the exercise.

Note. If the stick is not in the middle of the tongue or the air pressure is insufficient, the “C” sound will be unclear and not whistling.

2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.

3) Do the exercise several times without using a stick.