Development of speech hearing attention. Development of auditory attention Developing auditory attention
The development of memory and attention are important areas of development for children of senior preschool age and for younger schoolchildren. It is now that the foundations of the main mental mental functions are laid in the brain. Visual and auditory memory are among the most important mental abilities, which determine whether a child will be able to perceive information and analyze it. Without them, it is impossible to even imagine the successful learning and development of intelligence in a child. And the age of 5-11 years is best to teach the child's mind to be an active and effective tool in seeking and absorbing knowledge.
Development of visual attention and perception
A child receives information from the outside in two ways - auditorily and visually. Everything that the baby sees helps him create a true picture of the world in his mind. Visual perception is the key to the development of imagination and creative abilities, reading skills, and imaginative memory.
Children remember best things that attract their visual attention. Lack of visual memory development is the root of serious problems in learning and more:
- difficulties in reading;
- problems in developing writing skills;
- Difficulty remembering what you read and, as a result, poor performance in all subjects.
Development of auditory attention and perception
The method of perceiving information by ear is as important for a child as visual memory. The biggest problem in the development of auditory memory is the lack of auditory attention - a situation when the child seems to be listening to you, but as if all the spoken words “fly past” his ears. A small student without auditory perception cannot learn poetry and write dictations, solve examples and problems orally, or remember what the teacher says in class. That is, his cognitive ability is reduced by at least half. Watch a video about the results of the development of auditory perception at the Soroban® mental arithmetic school https://youtu.be/W4mrPhjnvNADevelopment of children's visual memory in Soroban®
Any exercise related to visualization will have a good effect on the development of visual memory. Soroban® uses one of the most effective means of developing visual memory and attention: visual perception - visualization. First, working with the abacus, gradually memorizing the instrument in detail, and finally, solving problems using only a visual image.
The effectiveness of figurative memory training is achieved through the active work of both hemispheres of the brain:
- the child sees an example on the screen;
- symbols (numbers) go directly to the left hemisphere;
- from here - to the right, where they are reflected in the form of a picture of a soroban with the desired arrangement of counting stones;
- the decision goes to the left hemisphere, which gives the answer in numbers.
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Development of auditory memory in Soroban®
Due to the age characteristics of children in preschool and primary school age, visual perception needs to be supported by auditory and motor memory. This is what Soroban does in teaching children mental arithmetic. The task formula is presented on the screen, and at the same time a voice command is heard. That is, the child develops a connection between what he sees and hears, and he accepts the information holistically. Visual and auditory memory training
More important than an integrated approach in the development of attention and memory is the system and regularity of classes. To develop any habit, you need to do the action every day for at least 21 days. Complex functions of thinking (visual or auditory memory, attention) are forged according to the same principle.
Advanced mental arithmetic Soroban® is designed for two years of lessons. This time is needed to consolidate acquired abilities. Exercise creates new channels for transmitting information in the brain, and systematic repetition makes these connections strong. The brain’s reaction becomes fast, the ability to quickly and easily perceive and remember knowledge by ear becomes automatic and remains with the child for life. https://www.youtube.com/watch?v=ZONkT_7CnVE
for classes at the Soroban® mental arithmetic school
Provide your child with a future of great opportunities!
Https://youtu.be/2CD92DpPVr4 https://youtu.be/4oFaLHCn8-k
Ability to focus on sound auditory attention- a very important feature of a person, without which it is impossible to listen and understand speech.
It is also important to distinguish and analyze sounds. This skill is called phonemic awareness. A small child does not know how to compare sounds, but he can be taught this. The purpose of exercises for the development of phonemic hearing is to teach the child to listen and hear.
DEVELOPMENT OF AUDITORY ATTENTION
"Guess what it sounds like"
You need to show your baby what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a 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"
The adult tells the child that they will now go for a walk. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then the adult says that it started to rain (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.” "Whisper Conversation"
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.
"Guess Who's Talking"
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"
Ask your child to close his eyes and ring the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand.DEVELOPMENT OF PHONEMATIC HEARING
"Give me a word"
Read to your child a poem that is well known to him (for example: “It’s time to sleep, the little bull fell asleep...”, “They dropped the bear on the floor...”, “Our Tanya is crying loudly...”). At the same time, do not say the last words in the lines. Invite your child to say the missing words himself."Little Teacher"
Tell your child that his favorite toy wants to learn how to speak correctly. Ask your child to “explain” to the toy the name of this or that object. At the same time, make sure that the baby pronounces the words correctly and clearly.Games to develop phonemic awareness for children senior and preparatory to school age.
If your child is already familiar with sounds, you can invite him to play the following games:
"If you hear it, clap"
An adult pronounces a number of sounds (syllables, words); and the child with his eyes closed, hearing the given sound, claps his hands."Attentive Listener"
The adult pronounces the words, and the children determine the place of the given sound in each of them (beginning, middle or end of the word)."The Right Word"
On instructions from an adult, children pronounce words with a certain sound at the beginning, middle, and end of the word."Sharp Eye"
Children are asked to find objects in the environment that have a given sound in their names and determine its place in the word."Make Sound"
An adult pronounces a series of sounds, and children pronounce the syllables and words made up of them, for example: [m][a] - ma; [n][o][s] - nose."Say it the other way around"
The adult pronounces two or three sounds, and the children must pronounce them in reverse order.
The main problem that worries parents regarding the development of their children is the absence or low quality of speech. There are many reasons why this problem is becoming more common, so we will outline the main ones. They can be divided into internal (endogenous) and external (exogenous).
Internal reasons speech disorders in children - those that provoke hearing impairment or delay in psychophysical development: intrauterine pathologies (allergies and other diseases of the mother during pregnancy, heredity, toxicosis of pregnancy, Rh conflict, obstetric pathologies, smoking and drinking alcohol during pregnancy, complicated childbirth, etc.); damage to the nervous system (hypoxia and birth injuries).
TO external reasons speech disorders include: lack of an emotional positive environment and communication; imitation of pronounced speech disorders; mental trauma (fear, stress, unfavorable family environment); general physical weakness, immaturity of the body, prematurity, rickets, metabolic disorders, severe diseases of internal organs and, especially, the brain, trauma.
Another cause of speech problems in children is impairment of auditory attention.(This does not necessarily mean that the child has hearing impairment.) As a rule, children with impaired auditory attention suffer hyperactivity. The result is a chain: hyperactivity – impaired auditory attention – speech impairment. Let's figure out what hyperactivity, auditory attention are, and in what sequence you should work.
Hyperactivity- a condition in which a person’s motor activity and excitability exceeds the norm, is inadequate and unproductive. Hyperactivity is a sign of an unbalanced nervous system.
How to help a child?
Let us immediately note that in our work we provide only pedagogical impact without using medications.
First of all, it is necessary calm the child's nervous system. For this purpose, in class we listen classical music(Mozart, Beethoven, Bach) – and we recommend listening to it at home. You can use music in the background, or you can spend minutes of relaxation: a comfortable position and complete peace. One of the productive methods in this regard is Tomatis method, which we use in our work.
Also have a beneficial calming effect games with cereals (buckwheat, lentils, peas), water and sand. For these activities, you need a large container into which the child can “bury himself up to his elbows,” pour, pour, and have complete freedom of action (mothers will not have to be afraid of a dirty and wet floor). Games with cereals and water can be complicated and given specific tasks. For example: “Find the hidden toy”, “Bury the toy”, “Fill the container with a spoon”, “Catch a fish”, etc.
In order for your child to direct his energy in the right direction and spend time with health benefits, you need to add to his daily schedule sports and outdoor games. At this stage, it is better to play with the child individually, since team games can further undermine his nervous system. In addition, in team play, children need to follow certain rules and adhere to established boundaries - which the child is not able to do at this stage.
Can't do without daily walks in the fresh air(of course, choosing the right clothes). In addition, be sure to go to the pool - swimming will significantly improve the condition of your entire body.
Now about the problems of auditory attention.
Auditory attention- this is the ability to focus consciousness on any sound stimulus, object or activity. When we focus on an auditory stimulus, the clarity of auditory sensations (hearing sensitivity) increases.
If auditory attention is well developed, the child distinguishes individual speech sounds in the speech stream, and this in turn ensures an understanding of the meanings of words. In a word, without speech hearing, verbal communication is impossible, and cognitive activity is difficult.
Impaired hearing perception can be significantly corrected through special games. We begin these after we have relieved the overexcitation of the child’s nervous system and taught him to stay in one place for at least three minutes.
Games for developing auditory attention
1. Game “Sun or Rain?”
Target: teach your child to perform different actions depending on different sound signals. Developing the skill of switching auditory attention.
Short description: the adult explains: “Now you and I will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You go for a walk, and I will ring the tambourine. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully and watch when the tambourine rings and when I knock on it.” An adult plays the game, changing the sound of the tambourine 3 - 4 times.
Game "Guess what I'm playing on"
Target: teach your child to identify an object by its sound. Development of stability of auditory attention.
Preparatory work: pick up musical toys: drum, accordion, tambourine, any sounding toys.
Short description: An adult introduces a child to musical toys. Then he puts the toys behind the screen. After playing one of the instruments, he asks the child to guess what he played. If the child does not speak yet, he can look behind the screen and show.
Another version of the game is in case the child has a second set of toys (the same as the adult): the child must make a sound with the same instrument that he heard.
There should be no more than four different instruments in one lesson. Repeat the game 5 – 7 times.
3. Game “Attention!”
Target:
Description: An adult invites a child to play with a ball. The child performs one or another action with the ball at the command of an adult. For example: “Attention! Roll the ball!”, “Attention! Throw the ball!", "Attention! Throw the ball up,” etc.
Target: development of auditory perception and attention.
Description: the child closes his eyes, and the adult (or adults) imitate the sounds made by different animals (mooing, barking, meowing). The child must identify the animal.
5. Game “Nose – floor – ceiling”
Agree with your child that when you say the word “nose,” he needs to point his finger at his nose. When you say the word "ceiling", he should point to the ceiling. Accordingly, when he hears the word “floor,” he points to the floor. Then you start saying the words: “nose”, “floor”, “ceiling” in different sequences, and show either correctly or incorrectly. For example, you call the nose and point to the floor. The child should always point in the right direction, without being confused by your false prompts.
Here we have provided examples of games that can be played at home. A speech therapist-defectologist has a lot of such games in his arsenal.
Important: as soon as we reduced the child’s excitability and began to systematically work to improve auditory attention through games, the process of speech and mental development has already begun! From now on, the main thing is regularity of work.
We remind you that this article is addressed to the parents of those children whose speech development disorders are caused primarily by hyperactivity and insufficient auditory attention.
Development of auditory attention
Auditory attention is a 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. A small child does not know how to control his hearing and 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 an ear for music, memory, rhythm, feelings, emotions, fosters perseverance, hard work, willpower, develops mathematical abilities, and coordination. By developing fine motor skills of the fingers, it contributes to the development of mental abilities and speech development.
During the preschool period, the most significant and important qualitative changes occur in the mastery of the linguistic sign system, primarily the word as a basic sign, which provides the social and communicative needs of development, communication and cognition.
If there is systematic, targeted work on the formation of phonemic hearing in preschool children based on the use of play activities, the quality of children’s speech development will improve and ensure high-quality preparation of children for school.
Game “Listen to words”
Agree with your child that you will say a variety of words. The child needs to clap his hands when he comes across a word that means, for example, dishes. And the game begins: various words are called: chair, tree, 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.
The younger the child, the simpler the phrases and 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 selected according to the child’s intellectual development, 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 sequences, and show 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, you can cut out pairs of strips of different lengths from paper, 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 a child becomes in the game, the more pairs of different objects can be given to him.
If several children are participating in the game, then you can give each child their own set of different pairs. You can also divide the children into teams and arrange a competition to see which team will select pairs faster.
Game "Harvest"
To play, 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 the number of 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. During the game, alternate loud and quiet sounds 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.
The older the 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 teach 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.” Give 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, no matter what you say in a loud voice, the children should still 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 that 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 with different objects. The baby should, without turning around, name what produced the sound.
All cognitive processes, such as perception or thinking, are aimed at one or another object that is reflected in them: we perceive something, think about something, imagine or imagine something. Attention is an end-to-end process that ensures switching from one such object to another. The control for attention is the attitude of the individual to the world, the subject of activity to the activity itself and to the object of activity, consciousness to the objects with the help of which it reflects and regulates reality.
Nevertheless, in practical psychology the concept of “auditory attention” is used. This is partly explained by a practical task - for example, developing “auditory attention” in preschoolers in the process of preparing for school. It would be more literate here to talk about the development of all attention as an integral process, about making this process more flexible and controllable by the child’s consciousness (that is, to form voluntary attention).
We are talking about the following here. Attention as an integration process ensures that our consciousness is directed towards one or another surrounding object. Visual perception, auditory perception, thinking, and the emotional sphere are involved here - if necessary for business, then any mental process is activated. This object exists in the surrounding field, and consciousness perceives it as an element of this field, and not as a “picture” or “sound image”. However, the support for consciousness here is visual perception; other sensations are, as it were, laid down and layered on top of it. That is why it is quite difficult for a child to understand the material only by ear - he lacks clarity. Some training in “auditory attention” may well help here.
Method for studying auditory attention: the subject must repeat aloud a message transmitted through one of several channels, which is specifically indicated by the experimenter.
