FEATURES OF THE SOUND PRONUNCIATION AT THE GENERAL UNDERDEVELOPMENT OF THE SPEECH

ОСОБЕННОСТИ ЗВУКОПРОИЗНОШЕНИЯ ПРИ ОБЩЕМ НЕДОРАЗВИТИИ РЕЧИ

Кирилина Екатерина Александровна

студент, факультет дошкольного начального и специального образования, Белгородский государственный университет,

РФ, г. Белогород

ABSTRACT

This article discusses the need for timely and effective elimination of violations of sound reproduction. The features of the violation of sound reproduction in preschool children are also described. Innovative approaches that can be included in speech therapy work on the correction of speech disorders in preschool children are considered.

АННОТАЦИЯ

В данной статье рассматривается необходимость своевременного и эффективного устранения нарушений звукопроизношения. Также описаны особенности нарушения звукопроизношения у детей дошкольного возраста. Рассмотрены инновационные подходы, которые могут быть включены в логопедическую работу по коррекции нарушений звукопроизношения у дошкольников.

Keywords: violations of sound reproduction; correction of violations of sound reproduction; innovative approaches; use of innovative approaches in the correction of violations of sound reproduction.

Ключевые слова: нарушения звукопроизношения; коррекция нарушений звукопроизношения; инновационные подходы; использование инновационных подходов в коррекции нарушений звукопроизношения.

Speech disorders are quite common in our time. The causes of these disorders are very diverse. More often speech disorders are the result of untimely or ineffective speech therapy. Also, the violation of sound reproduction is due to the fact that many adults are not attentive enough to the speech of children they do not always hear defective speech especially distortions that are difficult to correct.

If violations of sound reproduction are not detected and eliminated in a timely manner then they become persistent and are less corrected with age. All speech disorders if they are not corrected in time in childhood cause difficulties in communicating with others as well as in mastering the school curriculum. All this in turn can later lead to certain personality changes that is leads to the emergence of complexities in children thereby preventing them from learning to the full, to reveal their natural abilities and intellectual capabilities.

In preschool children the most common speech defects are violations of sound pronunciation. The following groups of sounds are most often disturbed: whistling, hissing, sonorous, posterolingual, voiced, soft.

If there is a violation of only one group of sounds, for example, only whistling or sonorous we are talking about a simple (partial), or monomorphic violation of sound reproduction. But there are also cases when several groups of sounds are disturbed in children at once, for example, sibilant and posterolingual such a violation of sound pronunciation is called complex (diffuse) or polymorphic.

There are three forms of sound disturbance: the sound is pronounced distorted; the sound is absent in speech that is the child does not know how to pronounce it; one sound is replaced by another, which is present in the phonetic system of the given language. [1, p. 17].

But do not forget that violations of the sound-pronouncing side of speech can be independent speech defects as well as part of speech disorders (dysarthria, rhinolalia, dyslalia). In one case it will only be necessary to work on the correction of sounds in the other the main place will be occupied by work on the main defect to which at a certain stage is added work on the correction of sound reproduction which has its own characteristics depending on the degree of severity of the main violation [1, p.19].

Also, do not forget about the fact that every year the number of children with different complexity and forms of speech disorders increases. Traditional methods no longer have sufficient effectiveness in correcting violations of sound pronunciation. But despite this if you include the use of all possible innovative approaches the work will be much faster and more efficient.

Innovations include such techniques as, for example, non-traditional articulatory gymnastics, the method of bioenergoplasty, mnemonics, fairy-tale therapy, art therapy, sand therapy and much more. All of the above-mentioned speech therapist can and should use in their work in addition to the basic methods of correction.

Some of these innovative approaches will be discussed in more detail namely non-traditional articulatory gymnastics, bioenergoplasty and fairy-tale therapy.

At the stage of the production of disturbed sounds one of the most important is the formation of precise movements of the organs of articulation which are achieved with the help of articulatory gymnastics. At this stage of correction of violations of sound pronunciation, you can use such a technique as non-traditional articulatory gymnastics. This innovation is of a playful nature and evokes positive emotions in children. In these exercises you can use such tools as: water, bandage, cotton balls, spoons, beads, spatulas, sweets (chupa-chups, salted straws, balls from a dry breakfast). Depending on which group of sounds is being corrected you can choose special articulation exercises. For example, a crunchy ball from a dry breakfast can be used when performing the exercise "Cup", namely, to hold it on the tongue.

In addition, you can use exercises that included techniques of bioenergoplasty (combining the work of the hand and tongue). These exercises contribute to the formation of kinesthetic sensations of the position of the organs of the articulatory apparatus which are necessary at this stage. An example of using this method is the exercise "Painter". When performing this exercise, the mouth is wide open, the tongue "paints" the sky, the fingers of the left hand are led along the right palm which is located vertically down in front of you [2]. Using this method can significantly speed up the stage of sound production as it contributes to the additional production of kinesthetic sensations.

After setting the sound it is necessary to automate it and differentiate it with other sounds in speech. This requires numerous repetitions of words, phrases and sentences on the practiced groups of sounds. All this can be successfully practiced using fairy tales as they often contain jokes, songs, repetitions.

These tools and techniques will help you achieve the maximum possible result in the work of a speech therapist. The combination of innovative and traditional methods will make the process of correcting incorrect sound pronunciation of children more effective as well as contribute to the improvement of the child's body.

References:

1. Fomicheva M. F. Education in children of correct sound pronunciation: A practical course in speech therapy: A textbook for students of pedagogical education in special No. 03.08 " Doshk. education". Moscow: Prosveshchenie, 1989. 239 p.
2. Zagorskaya Ekaterina. Bioenergoplasty in articulatory gymnastics in preschool children with speech pathology.
3. Yaroshevich T. Ya. From the experience of a speech therapist teacher, T. Ya Yaroshevich Topic: "Russian folk tales as a means of forming language competence in preschoolers with general speech underdevelopment".