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Development of auditory attention, auditory memory and phonemic perception. Games and exercises for the development of auditory attention, perception of phonemic hearing in mentally retarded children Auditory attention of preschoolers

A born child is not yet able to hear and understand the sounds that surround him, and only after 1-2 months does he begin to pick up the sound background. Development auditory attention - important process, which will help the child learn to distinguish speech and appreciate its fullness and diversity.

Development of auditory attention in children

As soon as a child is born, they begin to talk to him, despite the fact that he does not even hear for several days of his life. Day after day he is surrounded by various sounds: his mother’s voice, the sound of steps, creaks, and over time he begins to distinguish them. The development of auditory attention is the main thing necessary condition development colloquial speech the child’s ability to communicate and subsequently his complete socialization.

Stages of development of auditory attention up to one year

1 month

The development of auditory attention in a child at the age of 1 month is necessary in order to understand whether he detects the presence of sounds or not. From a distance of half a meter, ring a bell and see if your baby reacts to this sound. If he doesn’t show any reaction during the first few sessions, don’t worry, check again after some time.

Parents must determine whether the child understands where the sound comes from. At this age, a bell with a subtle sound will help develop auditory attention.

2 months

At the age of two months, you can not only focus the child’s attention on the source of the sound, but also change its direction. Take the bell and ring it, then move it to the opposite side and check if he turns his head behind it. In addition to the bell, use toys that make high-pitched sounds. The mother's voice and its intonation are also very important. At this age, it is necessary to focus on the development of auditory attention not speech sounds, claps, exclamations, etc.

4-5 months

This is the age when you should let your baby understand that not only those around him, but he himself can make sounds. Place a bell on his wrist and shake the hand so that your baby understands that his movements contribute to the production of sounds. You can choose musical toys for the crib. Games teach children to hear, sense, and feel the world around them.

6-7 months

It’s time for a child to understand that sounds can be imitated. Take a tambourine, knock on it, then say “la-la-la” in the same rhythm, repeat what you have done. Onomatopoeia is the first step towards speech development.

The purpose of games aimed at developing auditory attention is to discover and promote the development of the child’s individual world of sounds. By listening to surrounding sounds and words, the child develops his hearing, tries to bring his speech closer to the one he hears from family and friends

1 year

At the age of 1 year, it is necessary to develop in the child the ability not only to identify sounds, but also to clearly reproduce them, for example, one should start with the vowels “A, O, U.” Say them and ask your baby to repeat. Also learn to identify what sounds or who is speaking. Let the baby’s father hide behind the door and say something, and you ask, “Who’s talking there?” If the baby doesn’t answer right away, help him by prompting “Daddy’s there!” Every time a loud sound is made, name its source. For example, the whistling of a kettle, the creaking of a door, the horn of a car, the meowing of a cat.

Music promotes the development of musical ear, memory, attention, shows perseverance and hard work in the child, and also develops fine motor skills fingers. In addition, music affects intellectual development and emotional well-being, which contributes to building a harmonious life in the future.

Effective techniques for developing auditory attention

Main occupation of children early age associated with the understanding of sounds and aimed at verbal communication. By the age of three, children already perceive all sounds and understand words. native language.

During this period, children 3-4 years old find it difficult to concentrate on a monotonous action, and during games it is easy for them to be diligent for a long time. The purpose of games that develop auditory attention is to discover and develop your world of sounds.

Preschool age is the main step in unlocking the potential and intelligence of a child in the future. Systematic lesson on formation phonemic hearing children of this age affects the quality speech development, ensures the child’s preparation for the school period.

Reading fairy tales – important point in the development of auditory attention, auditory memory and phonemic awareness. Read, pronouncing the words clearly and correctly, try to focus the child’s attention on them.
Development of auditory attention and phonemic hearing in children with the help of tongue twisters and counting rhymes. Teach your child to listen and hear.
Development of hearing and attention through musical exercises.

If you correctly develop a child’s auditory attention, he will learn much faster to understand what you say to him and respond to you.

Video on the topic

Development of auditory attention

Auditory attention is very important feature in the development of a child, without this feature it is impossible to listen and understand speech.
But it is very important not only to hear sounds, but also to distinguish and analyze them. This skill is called phonemic awareness.

Phonemic awareness is the ability to focus on sound. Distinguishing and analyzing sounds is a very important human feature, without which it is impossible to listen and understand speech. little child does not know how to control his hearing, cannot compare sounds. But he can be taught this. The best way to do this is in the game. The purpose of exercises for the development of phonemic hearing is to teach the child to listen and hear.

Music helps develop auditory attention well. Music develops not only attention, but also ear for music, memory, rhythm, feelings, emotions, fosters perseverance, hard work, willpower, develops mathematical abilities, coordination. By developing fine motor skills of the fingers, it contributes to the development of mental abilities and speech development.

During preschool age the most significant and important events occur qualitative changes in mastering the linguistic sign system, primarily the word as a basic sign, which ensures the social and communicative needs of development, communication and cognition.
If there is a systematic purposeful work on the formation of phonemic hearing in preschool children based on the use play activity the quality of children’s speech development will improve and children will be well prepared for school.

Game “Listen to words”

Agree with your child that you will pronounce the most different words. The child needs to clap his hands when he comes across a word that means, for example, dishes. And the game begins: they are called various words: chair, wood, plate, pen, fox, potato, fork. The child must have time to clap his hands in time.
So that the game does not get boring, you can diversify it. After playing for a few minutes, you can change tasks. The child will need to perform other actions, for example, stomp when he hears the word for plant; jump when he hears a word for an animal; hold your nose when you hear the word for furniture.
When the baby begins to cope, the tasks can be complicated by combining them in twos, and then in threes. For example, a child should clap his hands when he hears words denoting a plant, and jump when pronouncing words denoting an animal.

Top clap game

Agree with your child that you will say different phrases, both correct and incorrect. If the expression is correct, the child should clap his hands; if it is not correct, the child should stomp. And the game begins.
How younger child, the simpler the phrases - concepts should be. For example, for a three-year-old child, you can say the following phrases: “Tomatoes are always blue,” “We eat soup with a spoon,” “They eat potatoes raw,” “People walk on their hands.” For a five-year-old child, you can already complicate the concepts: “The bear lives in the village,” “Squirrels love nuts,” “Crocodiles live in the forest.” Phrases must be chosen accordingly intellectual development for the child, so that it is both not difficult for him to guess the correct phrases and not boring.

Game “On the table! Under the table! Knock!"

Invite your child to play a game in which he will follow your commands correctly. You will give verbal commands, and at the same time try to confuse the child. To do this, first say the command and follow it correctly yourself, the baby will repeat everything after you. Then you begin to confuse the child - say one command, but do something else.
For example, you say: “Under the table!” and you hide your hands under the table, the child hides his hands, repeating everything after you. "Knock!" and start banging on the table, the child repeats. “On the table!” – put your hands on the table, the child does the same, and so on. When the child gets used to repeating the movements after you, begin to confuse him: say one command and perform another movement. For example, say: “Under the table!”, and then knock on the table. The child should do what you say, not what you do.

Game "Nose - Floor - Ceiling"

Agree with the children that when you say the word “nose,” the children should point their finger at their nose. When you say the word "ceiling", children should point their finger at the ceiling, and when they hear the word "floor", they should point their finger at the floor. Children need to be explained that they cannot succumb to provocation: they must follow the commands that you pronounce, and not those that you show.
Then start saying the words: “nose”, “floor”, “ceiling” in different sequence, and show it either correctly or incorrectly. For example, call your nose and point to the floor. Children should always point in the right direction.

Game "Find a Pair"

To play the game you will need several identical pairs of different objects. You can mix different pairs of socks together, you can cut out pairs of strips from paper different lengths, you can choose pairs of different buttons.
Place the selected pairs of objects mixed in one pile in front of the child and give him the task of choosing the pairs. If it's socks, your baby will need to choose pairs of socks. If these are strips, then he will need to select pairs of strips of the same length. If these are buttons, the child selects pairs of identical buttons.
For three-year-old children, 3 to 5 pairs of different objects will be enough. The older and more experienced the child becomes in the game, the more You can give him a couple of different items.
If several children participate in the game, then you can give each child their own set different couples. You can also divide the children into teams and arrange a competition to see which team will select pairs faster.

Game "Harvest"
For the game you will need silhouettes of different fruits and vegetables cut out of multi-colored cardboard - orange carrots, red tomatoes, green cucumbers, blue eggplants, yellow apples.
Scatter colorful cardboard figures on the floor and ask your child to collect one vegetable or fruit. If there are several children, then each is given his own task. In this case, the number of “varieties” of cut vegetables and fruits should be equal to the number of children. And quantity different figures should be the same.
Game "Catch - don't catch"

To play you will need a ball. The game can be played with one child or with a group of children.
Agree with your child that you will throw the ball to him, and he will catch or return it. If you say a word, for example: “Catch!”, the child needs to catch the ball. If the ball is thrown silently, then it must be returned.
Start the game by alternating the word “Catch” and silence during the throw. When the child gets used to the rhythm, start knocking it down, then say “Catch” several times in a row, then remain silent during throws. Gradually make the game more difficult by adding the word “Don’t catch!” The child must still catch the ball, because according to the terms of the game, he can only hit the ball during silence.

Game "Do it right"

To play you will need a tambourine and handkerchiefs. The number of handkerchiefs must be equal to the number of players participating in the game.
Give everyone handkerchiefs and explain that when you ring the tambourine loudly, they should raise their handkerchiefs and wave them, and if you ring quietly, have the children lower their handkerchiefs. Demonstrate what it means to ring loudly and how to ring quietly. While playing, alternate between loud and quiet sound no more than three to four times.

Game “Listen and do as I do”

Clap your hands to a certain rhythm and invite your child to repeat after you. Tap the rhythm with a stick on the table, on a drum, on a pan, on a book or on a jar. Let the child reproduce your rhythm exactly. Then change roles - the baby taps the rhythm, and you repeat.
How older child, the more complex the rhythm can be. For a three-year-old child, the rhythm should contain no more than 5 to 6 beats. As you master the game, the rhythms can gradually become more complex.

Game “Can he walk or not”

Agree with your baby that you will name different words, and he needs to listen carefully. If he hears the name of an animal or object that can walk, the child should slap his knees. If he hears the name of an object that does not walk, he needs to raise his hands in front of him. Start the game: “Ball, cucumber, fox, parrot...” - you say and make sure that the child reacts correctly to each word.
This game can be played with a group of children. The tasks of the game can be changed periodically: “flying or not” - children raise their hands when they hear the name of a flying object, and clap their hands when a non-flying object is named. “Round or not”, “fluffy or not” - there can be quite a lot of variations of the game.

Game "Storks - frogs"

Agree with the children that now they will walk in a circle and turn into storks or frogs. If you clap your hands once, the children should turn into storks: stand on one leg, arms to the sides. If you clap your hands twice, the children turn into frogs: they squat down and lower their hands to the floor between their legs. If you clap three times, the children continue walking in a circle.
Start the game: first accustom the children to a certain change of movements, and then try to confuse them.

Game "Bunnies, Bears, Jackdaws"

Agree with the children that on the command “Bunnies” the children will jump like bunnies, on the command “Bears” they will clumsy like bears, and on the command “Jackdaws” they will wave their arms. Gradually, tasks can be complicated by adding new animals: “Crayfish” - you need to move back. “Horses” - ride like a horse.

Game "Speaking in a Whisper"

Place toys on the table: cubes, a doll, a bunny, a car, and so on. Place your child at the table and explain to him that you will give him tasks very quietly - in a whisper, so he needs to listen to you very carefully in order to hear everything. Move 2 - 3 meters away from the child and start giving tasks: “Take the bunny. Put him in the car. Place one cube on top of another.” Let's keep it short simple tasks, speak quietly but clearly so that the baby hears, understands and completes the tasks.
If several children are participating in the game, you can give them joint tasks, for example: “Hold hands”, “Jump”, “Walk around the chair”, “Raise your hand up”, “Point to your nose”.

Game "Quiet - Loud"

This game can be played with one child or with a group of children.
Agree with your children that when you speak quietly, they should walk quietly on their toes. And when you speak loudly, children must march loudly. Explain to children that they need to react not to words, but to the sound of the voice. That is, so that you do not speak in a quiet voice, children should still walk quietly on their tiptoes. And also, whatever you say in a loud voice, the kids still have to march.
Start the game. First, say in a whisper: “We walk on our toes,” and in a loud voice: “Everyone is marching.” When the children get used to changing teams, begin to complicate the game by adding different commands, for example, “Everyone jumps” - you say in a quiet voice, or “Everyone waves their hands” - in a loud voice. Then make the game even more difficult: “Everyone is marching” - say in a whisper. “We walk on our tiptoes” - say loudly. Try to confuse children by changing commands and voice volume unexpectedly.
Children should not succumb to provocations; they should always walk on tiptoes to a whisper and march to a loud voice.

Game "Ringing Bells"

To play you will need a bell and a blindfold. Invite your child to guess with his eyes closed and show with his hand where the bell rings.
Blindfold the child and stand two to three meters away from him, ring the bell. The child must point in the direction from which the ringing is heard. Change your seat and ring the bell again.
If several children participate in the game, then the game is played without a bell. Children stand in a circle, a driver is selected, he is blindfolded and placed in the center of the circle. Agree with the children that now they will take turns clapping their hands, and the driver should show where the clap is coming from. Only the child you are pointing at should clap. Every few minutes the driver changes so that all the children stand in the center of the circle.

Game "Guess what object I'm knocking on"

To play you will need a metal stick or pencil and several different objects, for example: a glass, cup, wooden cube, plastic cube, pan. The main thing is that all objects make a different sound.
Invite your child to listen to what sounds objects make and knock on each one. Then ask your child to turn away and guess which object you will hit. Then switch roles, let the child knock and you guess.

Game "Guess whose sound"

To play you will need musical toys and various objects, for example: a pipe, wooden spoons, a tambourine, paper. To begin with, three items will be enough, and gradually they can be increased.
Discuss with your child what different objects make. different sounds. Show him how the paper rustles, how the spoons knock, how the pipe sounds, how the tambourine knocks. Invite him to play a game where he guesses what it sounds like. Then sit with your backs to each other and start making different noises and sounds different objects. The baby should, without turning around, name what produced the sound.

Auditory attention

Why is this so important?

Speech hearing includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities of speech: timbre, expressiveness.

Auditory attention is the ability to focus on sound, without which it is impossible to listen and understand human speech.

An analysis of the current situation in the system of education and training of preschool children shows that the number of children with speech development disorders is steadily growing. Among them, a significant part are children of 6-7 years of age who have not mastered the sound side of the language within the required time frame. Having full hearing and intelligence, they are, as a rule, not ready to learn school curriculum due to lack of development speech hearing. These children constitute the main risk group for academic failure, especially when mastering writing and reading.

Developed speech hearing is an important component in the development of a child’s speech.

Without speech hearing, speech communication is impossible. Speech hearing begins to develop in children when they perceive the speech of others and when they speak it themselves.

Speech hearing not only receives and evaluates other people's speech, but also controls one's own speech.

Speech is a means of communication between people and a form human communication. Speech is not innate ability human, it is formed gradually, along with the development of the child. From birth, the child is surrounded by many sounds: the sound of wind and rain, the rustling of leaves, barking dogs, car horns, music, people’s speech, etc.

But all these auditory impressions are perceived by the baby unconsciously, merging with other, more important signals for him. The child does not yet know how to control his hearing, sometimes he simply does not notice sounds, cannot compare and evaluate them by volume, strength, timbre.

The ability to focus on sound is a very important human characteristic. Without it, it is impossible to learn to hear and understand speech, the main means of communication. The development of speech in children of primary preschool age occurs especially quickly: the vocabulary is replenished quickly, like at no other age, and the sound design of words improves. However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still do not speak clearly enough and pronounce individual sounds incorrectly.

At this age stage, it is necessary, first of all, to teach children to pronounce clearly and correctly, as well as to hear and distinguish sounds in words. The voice of younger preschoolers is also unstable: some of them speak very quietly, barely audible (especially if they are not sure of the correct pronunciation), others speak loudly. Parents need to draw children's attention to the fact that words can be pronounced at different volumes (whisper, quietly, moderately, loudly), which teaches children to distinguish by ear how loudly others and themselves speak.

One of the areas of children’s speech development is the education of the child’s speech hearing (intonation, phonetic, phonemic). It is based on skills related to distinguishing the acoustic characteristics of sounds: height, volume, duration.

In order for your children to learn to pronounce the sounds of their native language clearly and clearly, to pronounce words clearly, to use their voice correctly (speak expressively, where necessary, change the volume and speed of speech), you need to teach kids to strain their ears, to catch and distinguish sounds (“These are toys: the bear growls: “rrrr”, the doll cries: o – o – o”).

To develop a child’s auditory attention and auditory memory, we suggest parents perform certain actions with toys, objects: rock a doll, roll a ball, dance a teddy bear, etc.

Such exercises help enrich vocabulary in a child, activate their interest in speech, and have a positive effect on the formation of communication motivation.

Also auditory perception needs to be developed in the process of recognition and differentiation of non-speech sounds according to their acoustic properties: For example: “Find the bear” (the child is looking for a hidden toy, focusing on the volume sound signal. The louder the signal, the closer the child is to the hidden toy.).

As exercises for the development of the vocal apparatus and speech hearing, you can use excerpts from poems, nursery rhymes, counting rhymes, tongue twisters, tongue twisters, saturated with a certain sound. This is how the child learns to distinguish the “sound” of familiar objects, the voices of animals, birds and people. Correlate sound word with a picture or object, clearly pronounce one or two, as well as three or four syllable words, answer questions; play onomatopoeia loudly and quietly. These games can significantly improve the auditory perception of speech, which contributes to the maximum adaptation of his phonemic hearing to real communication.

Also teach children to distinguish non-speech sounds by the nature of the sounds (various noises, the voices of animals and birds, musical sounds), acoustic properties (loudness, pitch, duration), number of sounds, direction of sound appearance. Exercises to develop non-speech sounds will prepare the child for the perception of speech sounds.

Game “Guess what sounds” (paper rustles, water pours, pencil knocks, tambourine rings, etc.) First, the adult shows, then plays it so that the child does not see.
Sounds should be clear and contrasting.

Game “What is the street talking about?”
While walking down the street, try calling maximum quantity sounds (who has more?)

Game "Whisper Conversation"
Follow instructions spoken at a distance of 2-3 meters from the child.

Game "Listen, repeat"
The child must clap as many times as the adult knocks.

Game "Where did they call?"
A child with his eyes closed shows the direction with his hand.

Game "Woodpecker"
The child must repeat the tapping of a simple rhythm (for example: knock, knock-knock), then the exercise becomes more complicated.

From birth, a person is surrounded by many sounds: the sound of drops on a window glass, the sound of thunder, the rustling of leaves underfoot, the singing of birds, the rustling of falling leaves, the sound of rain, the buzzing of a beetle, the rustling of grass, the babbling of a brook, the splash of water, the crunch of snow, music, speech. people….. But the baby is not able to distinguish and evaluate them. This happens over time. The ability to focus on sounds is essential to developing the ability to listen and understand speech. The child must learn to strain his hearing, to catch and distinguish sounds, i.e. he must develop voluntary auditory attention. Focusing on the words of an adult is both a result and a necessary condition for the development of listening, and then speaking. A child 2.5 - 3 years old can already listen carefully to short poems, fairy tales, stories, and also imagine what they say. Gradually, the volume of auditory attention increases, its stability increases, and voluntariness develops. Children listen more and more to the spoken speech, distinguish and reproduce its individual elements accessible to the child. They retain the material they perceive by ear in their memory, learn to hear mistakes in other people’s and their own speech. The role of speech as an object of children’s attention especially increases when they are faced with the need to communicate with peers and adults.

Raising active voluntary attention to speech is one of mandatory conditions formation of intelligible, correct, clear speech.

The development of auditory attention involves a number of areas of work:

Awakening interest in the sounds of the surrounding world and the sounds of speech.

The world is full of sounds - living and inanimate. Invite your child to listen and say what sounds of the world around him he hears. To develop auditory attention, it is good to have a variety of musical instruments, bells, and rattles. Show your child musical instruments, let him hear how they sound, and then ask him to turn around and guess what instrument you are playing.

Differentiation of non-speech sounds

Draw your child’s attention to “house sounds.” Ask: What's the noise there? Explain: It’s the refrigerator making noise, it’s washing machine, vacuum cleaner, phone ringing, etc. The voices of nature are truly enticing and surprising: a snipe can sing with its tail, a starling can imitate a horse, a sheep, a rooster, it can learn human words, dolphins speak... through their nostrils, bats they know how to scream so that we can’t hear them, the fish talk with their swim bladders, and the singing of a tiny salt marsh cricket carries for kilometers!

Isn't it amazing!

Differentiation between soft and loud sounds

Draw children's attention to loud thunderclaps, to the quiet rustling of leaves underfoot, to loud speech, teach them to speak in a whisper, read poetry loudly, for example:

There is thunder and thunderstorm in the sky.

Close your eyes!

The rain has passed. The grass is shining

There is a rainbow in the sky.

S. Marshak

Saying quietly, in a whisper, mysteriously, you can offer the following verses to the children’s attention:

In the silence of the forest

Whispers rush to Rustle.

Whispers rush to Rustle,

Whispers rustle through the forest.

Where are you going?

I'm flying to you.

Let me whisper in your ear:

Shu-shu-shu yes shi-shi-shi.

Hush, Rustle, don't rustle.

Prick up your ears

Listen to the silence!

Do you hear?

What do you hear?

There are mice rustling around somewhere,

There's rustling under the roots

Peel the cone together......

V. Suslov

Development of the ability to determine the direction and source of sound

These skills will help you develop simple available games: “Where does it sound?”, “Find the bell,” “Where is the gnome hiding?” and many others.

Development of the ability to correlate the number of sounds with numbers.

In the “Count the Claps” game, invite your child to count the number of claps with his eyes closed, as well as with with open eyes. The following games are suitable for working with children aged 5-6 years: “How many sounds are there in “A” in a word?” (Picture, drum), “Come up with a word” (with a given amount of a particular sound), “Guess the word according to the scheme” _O_I, _A_U_A, _A_I_A., suggesting pictures (horses, rainbow, raspberries).

Differentiation of onomatopoeias

Noisy BA-BAH

In very loud boots

Walks through the forest Bang-bang!

And when I heard this sound,

Hidden in the branches is a tuk-tuk,

Tsok-tsok ran up the pine tree,

Jump-Jump rushed into the thicket;

Chick-chirish leaves flutter!

Sheburshonok in the mink - shorkh!

Everyone sits quietly!

And, giggling, they watch,

How Bang Bang makes noise in the forest

In very loud boots.

What short onomatopoeic words do the child remember? Offer to repeat them.

Development of the ability to localize and recognize voices.

Games will help you solve this problem: “Guess who called?”, “Whose voice is this?”

Tell the fairy tale “The Three Bears”, expressively pronouncing the words of each character, thereby showing the child that by their voice they can distinguish between the heroes of the work, relatives, acquaintances, and friends who live nearby. What is this interesting activity recognize others by their voice!

Developing the ability to focus on the meaning of what is said

Sing short rhythmic songs, recite poems, tell fairy tales, explaining the meaning of unfamiliar words. Teach your child to listen to works fiction in sound recording, selecting material in accordance with age.

Development of speech memory

Many games and exercises contribute to the development of speech memory in children: “Remember and repeat” (The child is offered several pictures that he must remember. The pictures are removed and the child names the objects that were depicted in these pictures). “What did Dunno mix up?” (A familiar fairy tale is offered in an incorrect version. The child corrects the mistakes).

Development of sustainable attention to the sound envelope of a word

The word names the object and phenomena of the surrounding world, the properties and quality of objects, actions and states.

An object and the word that names it are not the same thing.

Pick up a ball or some other toy. The ball can be squeezed with your hands, it is elastic. It can be considered. It is spherical, smooth, red, with stripes. It can be thrown and caught. Hit it on the floor, and we hear a ringing sound of impact.

The ball bounced several times on the floor and rolled away somewhere. He's gone. All that's left is the word. We said it several times: “Ball. Ball. Ball".

We cannot perform with a word all the actions that we did with an object. What can you do with a word?

The word can be heard, pronounced, laid out from letters or written, read.

Understanding speech depends on both auditory attention and life experience.

Expand your child's horizons. Take him on walks, excursions, and trips as early as possible. Tell him about what you see, share your thoughts, impressions, conclusions with the child, but without imposing your opinion. Communicate with your child, respecting his personality, life experience and accumulated knowledge.

It should be remembered that the full formation correct speech child is possible only with systematic work on the development of auditory attention.

Dear parents!

We present to your attention important material for the development of your children.

We will talk about the formation of speech hearing, auditory attention and perception in preschoolers. Why is this so important?

Speech hearing includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities of speech: timbre, expressiveness.

Auditory attention is the ability to focus on sound, without which it is impossible to listen and understand human speech.

An analysis of the current situation in the system of education and training of preschool children shows that the number of children with speech development disorders is steadily growing. Among them, a significant part are children of 6-7 years of age who have not mastered the sound side of the language within the required time frame. Having full-fledged hearing and intelligence, they, as a rule, are not ready to master the school curriculum due to insufficient development of speech hearing. These children constitute the main risk group for academic failure, especially when mastering writing and reading.

Developed speech hearing is an important component in the development of a child’s speech.

Without speech hearing, speech communication is impossible. Speech hearing begins to develop in children when they perceive the speech of others and when they speak it themselves.

Speech hearing not only receives and evaluates other people's speech, but also controls one's own speech.

Speech is a means of communication between people and a form of human communication. Speech is not an innate ability of a person; it is formed gradually, along with the development of the child. From birth, a child is surrounded by many sounds: the sound of wind and rain, rustling leaves, barking dogs, car horns, music, people speaking, etc.

The ability to focus on sound is a very important human characteristic. Without it, it is impossible to learn to hear and understand speech, the main means of communication.

The development of speech in children of primary preschool age occurs especially quickly: the vocabulary is replenished quickly, like at no other age, and the sound design of words improves. However, not all children have the same level of speech development: some already pronounce words clearly and correctly by the age of three, others still do not speak clearly enough and pronounce individual sounds incorrectly.

To develop a child’s auditory attention and auditory memory, we suggest parents perform certain actions with toys and objects with their children: rock a doll, roll a ball, dance a teddy bear, etc.

Such exercises help enrich the child’s vocabulary, activate their interest in speech, and have a positive effect on the formation of communication motivation.

Also, auditory perception needs to be developed in the process of recognizing and differentiating non-speech sounds by their acoustic properties: For example: “Find the bear” (the child is looking for a hidden toy, focusing on the volume of the sound signal. The louder the signal, the closer the child is to the hidden toy.).

As exercises for the development of the vocal apparatus and speech hearing, you can use excerpts from poems, nursery rhymes, counting rhymes, tongue twisters, tongue twisters, saturated with a certain sound. This is how the child learns to distinguish the “sound” of familiar objects, the voices of animals, birds and people. Correlate a sounding word with a picture or object, clearly pronounce one or two, as well as three or four syllable words, answer questions; play onomatopoeia loudly and quietly. These games can significantly improve the auditory perception of speech, which contributes to the maximum adaptation of his phonemic hearing to real communication.

Dear parents! We bring to your attention a number of games and exercises that can be used to develop speech hearing, auditory attention and perception.

Determining the sound of toys (3-4 years old). Take 3 - 5 toys that sound different (bell, pipe, rattle, squeaking and wind-up toys), invite the child to look at them and listen to what sounds they make. Then take the child to the side (3-5 meters), turn his back to the toys and play the sound of one of them. The baby must come up and point to the sounding toy (name) (reproduce its sound).

Determining the voices of family members, birds, animals (father from the room, and mother from the kitchen must say the child’s name).
Determination of sounds and noises coming from the street (cars, trams, rain).
Moving objects according to instructions, for example, taking a teddy bear from the table and placing it on the sofa (on a chair, on a shelf, under a closet).
Familiar toys, pictures, objects are laid out on the table. Invite your child to look at them carefully, and then hand you 2 objects at once. In the future, the task can be complicated: ask to submit 4 items at the same time, etc.
Repetition of combinations of sounds and syllables: A, U, I, A-U, A-I, O-A, TA, PA, TA-TA, MA-MA-MA, TA-MA-SA, etc.
Repetition of words, phrases, small sentences. To make it more difficult: the child is invited to stand with his back to the speaker and repeat after him all the phrases, maintaining their number and order, for example, “Kolya, I found a hat” or “Our Tanya is crying loudly” or “The cat went to the market, the cat bought a pie,” etc. .d.
“Guess what it sounds like” (3-5 years old).
You need to show your baby what sounds they make various items(how the paper rustles, how the tambourine rings, what sound the drum makes, what the rattle sounds like). Then you need to reproduce the sounds so that the child does not see the object itself. And the child must try to guess what object makes such a sound.
“Sun or Rain” (3-4).
The adult tells the child that they will now go outside. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then the adult says that it is raining (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the child that he must listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.”
“Conversation in a Whisper” (4-6 years).
The point is that the child, being at a distance of 2 - 3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.
“Let's see who's talking” (3-4 years old).
Prepare images of animals for the lesson and show your child which of them “speaks the same way.” Then portray the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “talks” like that.
“We hear the ringing and know where it is” (4-5 years old).
Ask your child to close his eyes and ring the bell. The child should turn to face the place where the sound is heard and, without opening his eyes, show the direction with his hand
“Tell me how I am” (4-5 years old).
The adult invites the child to listen carefully to how he pronounces the words and repeat them in the same way and make sure that the child pronounces the words clearly, with an appropriate level of volume.
“Guess what to do” (4-5 years old).
The child has two flags in his hands. If an adult rings the tambourine loudly, the baby raises the flags up and waves them, and if the tambourine sounds quietly, he lowers the flags down. It's important to keep track correct posture children and precise execution of movements. It is necessary to alternate the loud and quiet sounds of the tambourine no more than 4 times so that the child can easily perform the exercise. When you hear a knock, run into the house. Listen carefully when the tambourine rings and when I knock on it.” You can repeat the game, changing the sound of the tambourine 3 - 4 times.
“Remember the sounds of the forest” (5-6 l).

We wish you a pleasant and useful leisure time with your children in the evening, sitting on the sofa!