Purpose of breathing exercises- to teach children to quickly, silently inhale and rationally, economically expend air on exhalation.

Work on speech breathing is as follows:

• in the development of a long oral exhalation;
• in the formation of the ability to economically spend air in the process of speech, taking into account its addition.

The sequence of work on the formation of speech breathing.

First stage. Proper diaphragmatic breathing. For this purpose, breathing exercises are carried out, during which breathing is normalized and the volume of inhalation is increased.

Second phase. Static exercises aimed at the development of oral exhalation. Teaching a calm, short inhalation and a free, smooth, extended exhalation using visual material.

Third stage. Teaching rational, economical exhalation in the process of pronouncing sounds.

Fourth stage. Pronunciation of syllables and onomatopoeia.

Fifth stage. Formation of correct speech breathing in the process of speech (pronouncing on one exhalation from 2 to 4 words and phrases containing from 5 to 7 words).

Breathing exercises. The development of a long smooth exhalation.

"Enjoy the smell of perfume." Inhale through the nose and slowly exhale through the mouth.

"Football". Drive a cotton ball into the gate. Stretch your lips with a “tube” and blow on a cotton ball, trying to drive it into the “gate”.

"The breeze turns the leaves." Whose leaf will fly next? Roll a spool or bubble on the table.

"The horses snort." Blow strongly on relaxed lips until a vibration is obtained.

"The coachman stops the horse." Having taken air into the lungs, blow it out with force, making the lips vibrate: prrrrrr.

"Satellite". Blowing on a small piece of cotton ("satellite"). Whose "satellite" will rise higher?

"Storm". Smile, stick your tongue between your teeth. Blow air forcefully, causing the lips and tongue to vibrate.

"The whale throws out a fountain of water." Vibration of lips and tongue. Blow hard, trying to roll a small car between two cubes. Blow on the tip of the tongue, set with a “shovel” and gently but firmly touch only the upper lip, the lower one along with the jaw is pulled down.

"Blow the snowflake off your nose." With force, blow on the tongue, trying to blow off the cotton wool from the nose.

"Hurricane". Blow on the tip of the tongue, set with a “shovel” and softly but tightly touching only the upper lip, the lower one, together with the jaw, is pulled down. Proper diaphragmatic breathing.

Game task "Ball - dimple." Take a deep breath. Your tummy has become like a ball. Exhale the air - a dimple has formed. Statistical exercise for the development of oral exhalation.

Strong winds blow, weak winds blow. Blow on the leaves. Teaching correct diaphragmatic breathing. Inhale through the nose, pause (counting 1, 2), long exhale through the mouth.

Teaching a calm, short inhalation and a free, smooth, elongated exhalation.

"The wind is humming." Open your mouth and pronounce the sound "y" for a long time on one exhale.

"Steamboat hums." Open your mouth and pronounce the sound “y” for a long time on one exhale.

"Snort's foal snorts." Take air into your lungs and blow it out with force, making your lips vibrate.

static exercise. Blowing butterflies. Whose butterfly will fly farthest?

"Songs of the Forest Animals" The Fox Cub, the Hare, the Wolf Cub and the Bear Cub gathered in the forest clearing and sang songs. Pronunciation ta-e-i, a-e-i, a-e-i, a-e-i.

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

Development of exhalation force: blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound “f” (long exhalation), pronouncing the sound “t” (short exhalation).

Development of the correct direction of the air stream along the midline of the tongue.

Blow the paper snowflake off your palm. Whose snowflake will fly farthest?

"Extinguish the candle." The development of an intense intermittent exhalation with the pronunciation of fuuuu.

"The storm howls." Bring a bottle with a narrow neck to the lower lip and blow. If there is noise, then the air jet is directed correctly.

"The sleigh went down the hill." Smile, lower the tip of the tongue behind the lower teeth, raise the back with a “hill”. Make an exhale.

Development of a long strong exhalation during prolonged pronunciation of the sound combinations ffffff, yffffff.

"The breeze shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Exercises to develop a long exhalation.

"Let's warm up the hands." Take a deep breath through your nose. Round your lips and forcefully exhale the air through your mouth. A warm air stream should be felt. Repeat 3-4 times.

"Football" Take a breath. Smile, put the wide front edge of the tongue on the lower lip. With an exhaled air stream, drive a cotton ball into the "gate".

"Let's put out the candle." Exhale evenly and slowly into the candle flame. Pronunciation of vowels A-I, A-U, Z-Y-O on one exhalation. With exaggerated articulation.

Blowing on a paper sultan (the air jet should go obliquely upwards).

"The plane is buzzing." Pronouncing the sound "U" with a change in pitch and strength of voice.

"Focus". Place a piece of cotton on the tip of your nose. Smile, open your mouth. Put the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and there is a “groove” in the middle. Blow off the cotton. At the same time, the air should go through the middle of the tongue, then the cotton wool will fly up.

"A strong wind drives the leaves." Put a wide tongue ("shovel") on the lower lip. Blowing with the formation of middle line"groove".

"The wind is blowing." Set the vial upside down at the level of the nose. Raise the wide tongue to the upper lip and blow hard on the tongue. There is noise in the bubble.

"Elephant is drinking water." Make a "proboscis". Inhale and exhale air through your mouth.

The development of speech breathing in preschoolers

Abdullina Guzel Irikovna,
teacher speech therapist,MBDOU kindergarten No. 1 "Sun"
the village of Yazykovo, Blagovarsky district,
rep. Bashkortostan

Publication Certificate:

Proper speech breathing is the basis of sound speech. It provides normal voice and sound formation, maintains the smoothness and musicality of speech. With proper speech breathing, the baby will be able to correctly pronounce sounds, speak loudly, clearly, expressively, smoothly and observe the necessary pauses. The very first thing that is important for a child to learn is to make a strong smooth exhalation through the mouth. The kid needs to learn how to control the exhalation time, spend air sparingly and also direct the air stream in the right direction. Everyone knows what important role in the life of every person plays a respiratory apparatus. The appearance of the baby begins with the first breath and, following this breath, a cry. However, one cannot be sure that if the child is breathing, then everything will be fine with his speech.

Correct physiological breathing does not imply correct speech breathing. This is due to the fact that the breathing apparatus performs not only the main physiological function- the implementation of gas exchange, but also participates in the formation of sound and voice. It is thanks to proper speech breathing that we change the volume of speech, make it smooth and expressive. Speech breathing is the ability of a person to perform a short deep entry and rationally distribute air during exhalation while simultaneously pronouncing various sound combinations. Only proper speech breathing allows a person to expend less muscle energy, but at the same time achieve maximum sound and smoothness.

Speech breathing occurs voluntarily (a person controls himself), while non-verbal breathing is performed automatically. When speaking, a person controls inhalation and exhalation, changing it and ensuring smoothness, duration and ease of pronunciation. As our experience shows, young children in the process of speaking often begin to speak at the input or at the residual output. There are cases when children take a breath before pronouncing each word. Undoubtedly, this negatively affects the mastery of the correct pronunciation and the construction of a smooth and continuous speech statement. If the child does not speak well, then work on the development of speech should begin, first of all, with the development of breathing.

Various games and exercises help develop breathing. What is it for? Proper breathing will help the child learn to speak calmly, smoothly, without rushing. Some exercises for the development of breathing also help to teach the child to pronounce certain sounds correctly. If a child puffs out his cheeks during speech, then his speech is slurred precisely for this reason. And before starting the production of sounds, it is necessary to teach the child the correct development of the air jet.

The tasks of work on the development of speech breathing are:
1) the formation of skills of correct speech breathing;
2) strengthening the muscles of the face and chest;
3) prevention of diseases of the upper respiratory tract and nervous system;
4) increasing the mental performance of children;
5) normalization of sound pronunciation and prosodic components of speech;
6) consolidation of lexical topics and grammatical categories;
7) stimulation of interest in classes.

Breathing exercises improve posture, stimulate the movement of the diaphragm, improve blood circulation, harmonize the activity of the respiratory, nervous and cardiovascular systems. Breathing is a reflex act and is performed without the intervention of human consciousness. But on the other hand, breathing is a controlled process when it is directly related to speaking. Such breathing is called speech (phonation, or sound) breathing, and it requires special training.
The development of breathing is one of the first and very important stages of the corrective impact on children - speech pathologists, regardless of the type of their speech defect.

What is the difference between speech breathing and normal breathing? Breathing in human life is involuntary, it performs the function of gas exchange in the human body. Inhalation and exhalation are made through the nose, they are short and equal in time. The sequence of physiological breathing is inhalation, exhalation, pause. For speech, especially monologue, usually physiological breathing is not enough. Speech and reading aloud require a large amount of air, a constant respiratory supply, its economical use and timely renewal, regulated by the respiratory center of the brain. In the initial stage of mastering speech breathing, the will and consciousness are involved, aimed at performing the necessary breathing task. Such voluntary speech breathing, achieved only through training, gradually becomes involuntary and organized.

It is necessary to breathe through the nose, the habit of breathing through the mouth has a very harmful effect on the human body, leading to diseases of the thyroid gland, tonsils, and the entire respiratory system. Nasal breathing protects the throat and lungs from cold air and dust, ventilates the lungs well, the cavity of the middle ear, which communicates with the nasopharynx, has a beneficial effect on the blood vessels of the brain. It is imperative to breathe through the nose in everyday life and when performing breathing exercises. The role of proper nasal breathing and breathing exercises in human life is enormous. Respiratory gymnastics is successfully used as a valid way to treat diseases of the upper respiratory tract (runny nose, laryngitis, pharyngitis, bronchitis), bronchial asthma, and neurosis. Healthy people can use breathing exercises to prevent many diseases. In speech breathing, inhalation and exhalation are not equal, the latter is much longer than inhalation. Another and the sequence of breathing. After a short breath, a pause follows to strengthen the abdominals, and then a long sound exhalation. Since speech sounds are formed during exhalation, its organization is of paramount importance for the production of speech breathing and voice, for their development and improvement. Therefore, the ultimate goal of training speech diaphragmatic-rib breathing is training a long exhalation, training the ability to rationally spend air during speech. To do this, it is necessary to accustom the muscles involved in the respiratory process and holding the chest in an expanded state, not to relax passively immediately after exhalation. Relaxation should occur gradually as needed, obeying our will. To develop this type of breathing, training exercises will be given below to develop and strengthen the diaphragm, abdominal and intercostal muscles.

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The formation of speech breathing is carried out throughout the work with the child. Unfortunately, parents do not always pay due attention to respiratory defects. This is partly understandable: they are not very noticeable in general condition child. But even a slight “malfunction” of nasal breathing has a harmful effect on the entire body. After all, a child makes more than 20 breaths and exhalations per minute! And all this air must pass without any obstacles through the “entrance gate” - the nose. Here it is cleansed, warmed, moisturized and becomes what the body needs.

Why is it harmful to breathe through the mouth? Firstly, much less air enters the lungs, only their upper sections will work, which means that the body will receive less oxygen. Secondly, the voice changes, speech is disturbed, the child begins to nasally, speak monotonously. In addition, it becomes more difficult for him to chew food. The sense of smell is dulled due to a "bad nose", appetite disappears. Improper breathing also affects the teeth: they gradually become distorted, caries may develop. And that's not all. The fluid washing the brain stagnates, and substances harmful to the nervous system accumulate in it. Therefore children who breathe through the mouth are irritable, whiny, absent-minded and lethargic.

These facts show how important it is to monitor the breathing of young children. If your baby, climbing the stairs, doing exercises, doing some of his own business, keeps his mouth open or sleeps with his mouth open, if he breathes often, becomes lethargic, pale, and his lips are constantly chapped and cracked - these are the first symptoms that he gets used to breathing incorrectly. What to do if the child breathes through the mouth? First of all, be patient and persistent. Breathing can be trained. Recommended special exercises, whose task is to learn to breathe only through the nose. Individual techniques should be practiced until normal nasal breathing becomes habitual. Here is the simplest exercise - closing the mouth “with a lock” (all exercises are in a playful way): the mouth is clamped with fingers or closed with the palm of the hand and the child is asked to breathe only through the nose. Gradually, the mouth is closed for an ever longer time. walking.To strengthen the muscles of the nose, mouth, pharynx, it is useful to read aloud more.You need to speak clearly, understandably.The child can control himself by loudly pronouncing consonant sounds [b], [c], [g], [m], [p] , [t], [f], [w], following the breath during this exercise. The following exercise is very useful: inhale and exhale slowly 5-6 times, closing your mouth. Hands should be placed on the back of the neck or on upper abdomen.Systematic sound gymnastics is carried out with the child after appropriate consultation with the doctor.They restore breathing through the nose, increase emotional tone. This method treatment of patients after adenotomy should be preferred. Here are some exercises. Exercises to strengthen the muscles of the respiratory apparatus. After rhythmic breathing close the mouth tightly. Repeat consonant sounds [b], [c], [m], [p], [t], [g], [w], [f] at rhythmic intervals. The air seems to be expelled through the nose.

Of interest to modern scientists is the study of the possibility of using breathing exercises for the recovery of sick and debilitated children, as well as the beneficial effect of these exercises on the body of a healthy child. The respiratory cycle consists of three phases: inhalation, exhalation and pause. During physiological breathing, inhalation and exhalation are performed only through the nose. In the process of speaking and singing, exhalation occurs mainly through the mouth, while inhalation is carried out simultaneously through the nose and through the mouth. During physiological respiration, according to V. G. Ermolaev, N. F. Lebedeva, V. P. Morozov, the ratio of the duration of inhalation and exhalation ranges from 1:1 to 1:2; while singing or talking, the duration of the exhalation phase can be 12, 20 or even 30 times longer than the inhalation phase. O. V. Pravdina points to the same ratio of inhalation and exhalation - 1:20, 1:30, but believes that inhalation will occur mainly through the mouth (the path of inhaled air through the mouth is shorter and wider than through the nose, so it happens faster and less noticeable). E.D. Dmitrieva believes that during long stops, air should be inhaled through the nose, and during short stops (for air intake), one has to inhale through the mouth. O.Yu. Ermolaev, a supporter of the three-phase breathing system, argues that inhalation should be carried out exclusively through the nose.

The smoothness of the sound of speech depends on speech breathing. At the same time, it often depends not on the amount of air taken at the moment of inhalation, but on the ability to rationally spend it in the process of speaking. In order to preserve its smoothness, lightness and duration, it is necessary not only to rationally spend air in the process of utterance, but also to get it in a timely manner. An important point in mastering the correct speech breathing is the question of what type of breathing a person uses during speech utterance. Physiologists distinguish and distinguish three main types of breathing: chest, abdominal and mixed. It has been established that the most correct, convenient for speech is costal-diaphragmatic breathing, in which the lungs are ventilated evenly in all parts. Currently, most researchers prefer this type of breathing, as they regard it as the most beneficial for the body. With such breathing, during inhalation, the shoulders do not rise, the abdominal press moves forward somewhat, the ribs move apart, the air fills all the lungs. During exhalation, the air leaves the lungs, the ribs come together, the abdominal press falls. Proper speech breathing ensures normal sound formation, creates conditions for maintaining normal speech volume, strict adherence to pauses, maintaining speech fluency and intonation expressiveness.

Speech breathing of preschoolers differs sharply from the speech breathing of adults: it is characterized by weakness of the respiratory muscles, a small volume of the lungs. Many children use top chest breathing, often take a breath with a sharp rise in the shoulders. Some children do not know how to rationally use air in the process of speech utterance, they often get air almost before every word.

Imperfections in speech breathing in preschoolers:
1. Very weak inhalation and exhalation, leading to quiet, barely audible speech. This is often observed in physically weak, sedentary, shy children.
2. Uneconomical and uneven distribution of exhaled air. As a result of this, the preschooler sometimes exhales the entire supply of air on the first syllable and then finishes the phrase or word in a whisper. Often because of this, he does not finish, "swallows" the end of a word or phrase.
3. Unskillful distribution of breath according to words. The child inhales in the middle of the word (we sing with the doll - (inhale) - let's go for a walk).
4.Hurry pronunciation of phrases, without interruption and on inspiration, with "choking".
5. Uneven jerky exhalation: speech sounds either loud or quiet.
6. A weak exhalation or an incorrectly directed exhaled air jet, in turn, leads to sound distortion.

The work on the formation of speech breathing includes the following steps:
* Expansion of the physiological capabilities of the respiratory apparatus (setting diaphragmatic-costal breathing and the formation of a long exhalation through the mouth).
*Formation of a long phonation expiration.
* Formation of speech exhalation.

The formation of speech exhalation is of fundamental importance for the organization of smooth speech. It is known that the fluency of speech is a holistic continuous articulation of an intonation-logically completed segment of the utterance in the process of one continuous exhalation.

At preschool age, the formation of diaphragmatic breathing must be carried out on initial stage in the supine position. In this position, the muscles of the whole body relax slightly, and diaphragmatic breathing is automatically established without additional instructions.

In the future, various game techniques are used to train diaphragmatic breathing, its strength and duration. In doing so, the following should be taken into account guidelines.
* Breathing exercises should be organized in such a way that the child does not fix attention on the process of inhalation and exhalation.
* For kids preschool age breathing exercises are organized in the form of a game so that the child can involuntarily take a deeper breath and a longer exhalation.
* All exercises for training speech breathing are associated with the performance of two basic movements: the arms from the position “to the sides” move “in front” with the girth of the chest, or from the position “above” they move down. Body movements, as a rule, are associated with a downward or sideways tilt.
* Most exercises for preschool children include exhalation with articulation of consonants (mainly fricative) or phonation of vowels, which allows the speech therapist to control the duration and continuity of exhalation by ear, and further forms a biological feedback in the child.

The child is in the supine position. The child's hand rests on the upper abdomen (diaphragmatic area). The child's attention is drawn to the fact that his stomach "breathes well." You can put a toy on your stomach to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.

Blow out the candle
Children hold strips of paper about 10 cm from their lips. Children are invited to slowly and quietly blow on the “candle” so that the flame of the “candle” is deflected. The speech therapist notes those children who blew on the “candle” the longest.

busted tire
Starting position: children spread their arms in front of them, depicting a circle - a “tire”. On exhalation, the children pronounce the sound “sh-sh-sh” slowly. At the same time, the hands are slowly crossed, so that right hand falls on the left shoulder and vice versa. The chest at the time of exhalation is easily compressed. Occupying the starting position, the children involuntarily take a breath.

Inflate a tire
Children are offered to pump up a “burst tire”. Children “squeeze” their hands into fists in front of their chest, taking an imaginary handle of the “pump”. A slow forward bend is accompanied by an exhalation to the sound “ssss”. When straightening, inhalation is made involuntarily.

Balloon
The exercise is similar to the exercise “Tire burst”, but during the exhalation, the children pronounce the sound “ffff”.

Hedgehog
Starting position: bend your arms at the elbows and put on the belt. Exhaling, the children pronounce “puff-puff-puff”, moving their elbows forward. Occupying the starting position, the children involuntarily take a breath.

Crow
Starting position: raise your arms through the sides up. Slowly lowering their hands and crouching, the children pronounce “K-a-a-a-r” drawlingly. The speech therapist praises those "crows" that slowly descended from the tree to the ground. Occupying the starting position, the children involuntarily take a breath.

geese
Starting position: put your hands on your belt. Slowly tilt your torso forward without lowering your head down. Say a long "G-a-a-a." Taking a starting position, a breath is taken.

The duration and strength of exhalation can be trained in exercises such as:
* Exhale under the mental count (inhale at the expense of 1-2-3; exhale: 4-5-6-7-8 to 15).
* Pronunciation of slotted sounds (s, w, f, etc.) on exhalation, controlling the duration of exhalation with a stopwatch.
* “Exhale” an imaginary cotton ball along the length of the entire arm.

In the future, the diaphragmatic type of breathing should be trained when performing exercise(walking, tilting and turning the torso, etc.).

One of the common mistakes in the work on the formation of speech breathing is the excessive filling of the lungs with air during inspiration. Too much inhalation creates excessive tension in the respiratory muscles, creating conditions for hyperventilation.
The next stage of work is the development of a long phonation exhalation. The formation of phonation expiration is the basis for the development of coordinating relationships between breathing, voice and articulation. In order to avoid fixing attention on the process of inhalation, the instruction should concern only the duration of the pronunciation of the sound.

After the children have mastered the long pronunciation of one vowel on the exhale, it is proposed to pronounce the combination of their two vowels together on one exhale A______ O______.
The number of vowels pronounced on one exhalation is gradually increasing in the following order: A - O - U - I (standard vowel sounds).
Diaphragmatic inhalation and exhalation during these exercises, the child can control the palm placed on the area of ​​the diaphragm. In addition to auditory control, the duration of phonation exhalation can be controlled by a smooth movement of the hand.

The next stage of work on breathing includes the formation of the actual speech exhalation. Syllables, words, phrases are introduced into the exercises.
When acquiring new skills, it is necessary not only to explain, but also to repeatedly show, connect various kinds control (auditory, visual, kinesthetic). Training should be systematic, long-term and included in all types of activities conducted with children.

Since the formation of speech breathing is closely related to the formation of the skill of rational voice delivery and voice leading, these tasks are solved almost simultaneously.

work to overcome speech disorders in children of preschool age, carried out in a specialized kindergarten or a group, is implemented by using a phased speech formation system. Given the fact that a number of speech disorders have in their symptoms a syndrome of impaired physiological and speech breathing, this work is complex in nature and includes the "staging" of correct physiological and speech breathing. For this, static and dynamic breathing exercises are used to develop the ability to breathe through the nose, to develop oral exhalation, the ability to differentiate between nasal and oral exhalation, to rationally use exhalation at the time of pronouncing sounds, syllables, words, phrases.

Performing breathing exercises in a playful way causes a positive emotional mood in the child, relieves stress and contributes to the formation of practical skills. A child, doing breathing exercises, will fall into a special microcosm of fairy tales, songs, games, poems.

Fairy tale is a popular and favorite genre for children. AT modern pedagogy and psychology, the fairy tale is considered as a source of development of the child, diverse in its possibilities. Special attention draws on the close connection between the fairy tale and the game. Through fairy tales and motives, the child is more easily included in the proposed type of activity.

Poems are short rhymed lines (series), correlated and commensurate with each other. Poems are well remembered and emotionally perceived by children. Explanations regarding the meaning of the exercises, the methods of their implementation or the rules of the game are better perceived and remembered by children if they are presented in the form of poems, short rhymes. The poem itself may contain some kind of fairy-tale plot that calls for a game.

Music is an auxiliary tool necessary for creating a positive emotional mood, an atmosphere of creativity and fantasy. Assistance in the selection of the musical repertoire to accompany breathing games and exercises can be provided by the music director.

Singing is a form of breathing exercises that develops the vocal apparatus, strengthens the vocal cords, and improves speech. The systematic use of singing has a pronounced positive dynamics in the parameters of the function of external respiration. There is an increase in the vital capacity of the lungs, reserve volumes of inhalation and exhalation, a simultaneous decrease in the frequency and minute volume of breathing, as well as a decrease in respiratory energy consumption.

Work on the formation of correct physiological and speech breathing in children with speech pathology, carried out in the conditions of a specialized group of a preschool educational institution, involves the solution of the following tasks:
*Improve the function of external (nasal) breathing.
* Develop deeper inhalation and longer exhalation.
* Develop phonation (voiced) exhalation.
* Develop verbal breathing.
* Train speech breathing in the process of pronouncing the text.

A child who has mastered proper breathing needs constant monitoring and monitoring of the correctness of his breathing. Hence the need for constant repetition of breathing exercises to consolidate the skills of correct physiological and speech breathing. All work on the formation of physiological and speech breathing, which is carried out in preschool educational institution, requires the participation of the following specialists: a speech therapist, an educator, a music director, an instructor in physical education, psychologist, medical workers. AT speech therapy work the game method is widely used, which involves the use of various games, exercises of a game nature in combination with other techniques: showing, explaining, pointing and asking questions. In practice remedial education and education of preschool children, breathing games and exercises aimed at the formation of correct physiological and speech breathing are widely used. Special games and exercises are described in the manuals: G.A. Volkova, V.I. Seliverstov, E.N. Krause, I.A. Povarova, R.I. Lalaeva, S.E. Bolshakova, N.G. etc. Regular exercises for the development of speech breathing, conducted by a defectologist in the classroom and educators in the group, will ensure normal sound pronunciation, create conditions for maintaining the volume of speech, strict adherence to pauses, maintaining fluency of speech and intonational expressiveness. In addition, they will strengthen the health of the child, increase his mental capacity, and properly shape the child's breathing.

List of used literature.

1. Fedyukovich N.I. Human anatomy and physiology: Tutorial. - Ed. 2nd. - District / D: Phoenix, 2003. - 416 p.
2. Tkachenko B.I. normal human physiology. - 2nd ed. - M.: Medicine, 2005. - 928 p.
3. Logopedia: a textbook for students. defectol. fak. ped. higher textbook establishments. / Ed. L.S. Volkova. ? 5th ed. ? M.: Vlados, 2008. - 703 p.
4. Semenova K.A., Mastyukova E.M., Smuglin M.Ya. Clinical symptoms of dysarthria and general principles of speech therapy. // Logopedia. methodological legacy. In 5 books. ? Book I: Violations of the voice and the sound-producing side of speech: At 2 o'clock? Part 2: Rhinolalia. Dysarthria: a guide for speech therapists and students. defectol. faculties of ped. universities. / Shakhovskaya S.N. and etc.; ed. L.S. Volkova. ? Moscow: Vlados, 2006. ? 303 p.
5. Belyakova L.I., Dyakova E.A. Stuttering. Proc. allowance for students. ped. institutes on special "Logopedia". - M.: V. Sekachev, 1998. - 304 p.: ill.
6. Verbovaya N.P., Golovina O.M., Urnova V.V. The art of speech. ? M., 1977.
7. Kochetkova I.N. Strelnikova's paradoxical gymnastics. ? M., 1989.

One of the constant signs of stuttering is impaired speech breathing. In addition to the possibility of convulsive activity in the muscles of the respiratory apparatus, impaired speech breathing in stutterers is expressed in the following indicators: insufficient volume of inhaled air before the start of speech utterance, shortened speech exhalation, unformed coordinating mechanisms between speech breathing and phonation.

The work on the formation of speech breathing includes the following steps:

1) Expansion of the physiological capabilities of the respiratory apparatus (setting diaphragmatic-costal breathing and the formation of a long exhalation through the mouth).

2) Formation of a long phonation exhalation.

3) Formation of speech exhalation.

The formation of speech exhalation is of fundamental importance for the organization of smooth speech. It is known that the fluency of speech is a holistic continuous articulation of an intonation-logically completed segment of the utterance in the process of one continuous exhalation.

Considering that stutterers have superficial, insufficiently regular breathing, in which the muscles of the chest, especially the muscles of the upper shoulder girdle, are in a state of excessive tension, most practitioners use diaphragmatic-costal breathing to correct stuttering, which is often called diaphragmatic. With this type of breathing, the work of the abdominal muscles is of particular importance.

The setting of diaphragmatic-costal breathing begins in the supine position. It is optimal that the setting of diaphragmatic breathing is carried out against the background of muscle relaxation. As a rule, during this period, stutterers are already familiar with the elements of relaxation.

At preschool age, the formation of diaphragmatic breathing must be carried out at the initial stage in the prone position. In this position, the muscles of the whole body relax slightly and diaphragmatic breathing is automatically established without additional instructions.

In the future, various game techniques are used to train diaphragmatic breathing, its strength and duration. In doing so, the following should be taken into account methodical instructions.

1. Breathing exercises should be organized in such a way that the child does not fix attention on the process of inhalation and exhalation.

2. For preschool children, breathing exercises are organized in the form of a game so that the child can involuntarily take a deeper breath and a longer exhalation.

3. All exercises for training speech breathing are associated with the implementation of two main movements:

hands from the position “to the sides” move “anteriorly” with the girth of the chest, or from the position “above” they move down. Body movements like

usually associated with a tilt down or to the side. 4. Most exercises for preschool children include exhalation with articulation of consonants (mainly fricative) or phonation of vowels, which allows the speech therapist to control the duration and continuity of expiration by ear, and further forms a biological feedback in the child.

Exercises for the formation of diaphragmatic exhalation

The stutterer is in the supine position. The child's hand rests on the upper abdomen (diaphragmatic area). The child's attention is drawn to the fact that his stomach "breathes well." You can put a toy on your stomach to attract attention. This exercise lasts an average of 2-3 minutes. The exercise should be performed effortlessly to avoid hyperventilation and increased muscle tone.

Blow out the candle

Children hold strips of paper about 10 cm from their lips. Children are invited to slowly and quietly blow on the “candle” so that the flame of the “candle” is deflected. The speech therapist notes those children who blew on the “candle” the longest.

busted tire

Starting position: children spread their arms in front of them, depicting a circle - a “tire”. On exhalation, the children pronounce the sound “sh-sh-sh” slowly. At the same time, the arms are slowly crossed, so that the right hand rests on the left shoulder and vice versa. Chest during exhalation

compresses easily. Occupying the starting position, the children involuntarily take a breath.

Inflate a tire

Children are offered to pump up a “burst tire”. Children “squeeze” their hands into fists in front of their chest, taking an imaginary handle of the “pump”. A slow forward bend is accompanied by an exhalation to the sound “ssss”. When straightening, inhalation is made involuntarily.

Balloon

The exercise is similar to the exercise “Tire burst”, but during the exhalation, the children pronounce the sound “ffff”.

beetle buzzing

Starting position: raise your arms to the sides and pull back a little like wings. Exhaling, the children say “zhzhzh”, lowering their hands down. Occupying the starting position, the children involuntarily take a breath.

Crow

Starting position: raise your arms through the sides up. Slowly lowering their hands and crouching, the children pronounce “K-a-a-a-r” drawlingly. The speech therapist praises those "crows" that slowly descended from the tree to the ground. Occupying the starting position, the children involuntarily take a breath.

geese

Starting position: put your hands on your belt. Slowly tilt your torso forward without lowering your head down. Say a long "G-a-a-a." Taking a starting position, a breath is taken.

There are quite a lot of techniques aimed at the formation of diaphragmatic expiration in practice (V.I. Seliverstov, 1987, etc.).

In older children, adolescents, and adults, diaphragmatic breathing training can be done more consciously.

Speech breathing training also begins in the supine position. It is suggested to relax. The palm of one hand is placed on the diaphragm. Attention is drawn to the movements of the anterior abdominal wall during natural inhalation and exhalation. When inhaling, the arm rises, while exhaling, the arm falls, according to the movement of the front wall of the abdomen.

After the movement of the diaphragm in the prone position has been trained, it is necessary to repeat the same exercise in the standing position: put your hand on the diaphragm area and take a breath, the hand should feel the same movement as in the prone position.

It is also useful to check with the “eye” how the volume of the chest changes. Stutterers stand in front of a large mirror to observe the respiratory movements of the chest. Attention is drawn to the fact that during inhalation, the shoulders should not rise.

The duration and strength of exhalation can be trained in exercises such as:

1. Exhale under a mental count (inhale at the expense of 1-2-3; exhale: 4-5-6-7-8 to 15).

2. Pronunciation of slotted sounds (s, w, f, etc.) on exhalation, controlling the duration of exhalation with a stopwatch.

3. “Roll the exhalation” of an imaginary cotton ball along the length of the entire arm, etc. The strength of the diaphragmatic inhalation can be trained in exercises such as: “Blow out the flame of a candle”, etc. (see Appendix No. 3).

In the future, the diaphragmatic type of breathing should be trained when performing physical exercises (walking, bending and turning the body, etc.).

The paradoxical gymnastics of A.N. Strelnikova (see Appendix No. 4).

One of the common mistakes in the work on the formation of speech breathing is excessive filling of the lungs with air during inspiration. Too much inhalation creates excessive tension in the respiratory muscles, creating conditions for hyperventilation.

Often, the incorrect organization of work on the development of speech breathing is accompanied by fixing the attention of stutterers on the act of inhalation and other complications. Therefore, when working with those who stutter over speech breathing, all instructions should concern only the exhalation process. (The exception is the paradoxical breathing exercises of A.N. Strelnikova).

The next stage of work is the development of a long phonation exhalation. The formation of phonation expiration is the basis for the development of coordinating relationships between breathing, voice and articulation. In order to avoid fixing attention on the process of inhalation, the instruction should concern only the duration of the pronunciation of the sound.

As a rule, the training of phonation exhalation begins with a long sound of vowels. (For the order of introducing vowel sounds and the method of voice leading, see the section “Vocal training”).

After stutterers have mastered the long pronunciation of one vowel on the exhale, it is proposed to pronounce the combination of their two vowels together on one exhale A______ O______.

The number of vowels pronounced on one exhalation is gradually increasing in the following order: A - O - U - I (standard vowel sounds). This stage of work can be carried out already during the period of silence or protective speech mode.

Diaphragmatic inhalation and exhalation during these exercises, the stutterer can control the palm placed on the area of ​​the diaphragm. In addition to auditory control, the duration of phonation exhalation can be controlled by a smooth movement of the hand.

Phonation breathing develops much more successfully both in children and adults when using the computer programs “Visible Speech”.

The third stage of work on breathing includes the formation of the actual speech exhalation. Syllables, words, phrases are introduced into the exercises.

The assimilation of skills associated with the development of speech exhalation proceeds at different rates in neurotic and neurosis-like forms of stuttering. So, in stutterers with a neurotic form of speech pathology, coordination between the mechanism of respiration and phonation is quickly restored. Despite the apparent ease with which they quickly learn the entire set of exercises they offer, it is necessary to maintain strict consistency in the presentation of these tasks and in the duration of training.

With neurosis-like stuttering, the coordinating relationship between the work of the vocal apparatus and breathing is formed with difficulty. When mastering new skills, it is necessary not only to explain, but also to repeatedly demonstrate, connect various types of control (auditory, visual, kinesthetic). Training should be systematic, long-term and included in all types of classes conducted with stutterers.

Since the formation of speech breathing is closely related to the formation of the skill of rational voice delivery and voice leading, these tasks are solved almost simultaneously.

One of the most important factors that directly affects how quickly children develop coherent speech skills is speech breathing.

What is speech breathing

What is our speech? This is a stream of sounds formed in the human speech apparatus with the direct participation of breathing - an air stream that occurs in the lungs. Proper speech breathing contributes to correct sound production, maintaining a normal volume level, smoothness and expressiveness of the vocabulary.

The development of coherent speech is inextricably linked with the formulation of correct speech breathing, which is why the speech therapist will first of all analyze how the child breathes during a conversation, how much force he breathes in and out, how he coordinates the ratio of pauses in the speech stream.

Problems in the development of speech breathing

Irrational consumption of exhaled air

Often parents can witness such a picture: a baby who has just begun to speak, trying to say something, takes a breath, begins to pronounce the necessary words, but cannot complete the sentence to the end, because he does not have enough air taken into his lungs.

He stops to take a breath, there is a pause during which the child may forget what he said at the beginning of the conversation. He has to remember - and the length of the pause increases.

This picture indicates the irrational use of air. This could also be the reason why talking child the end of the phrase is pronounced in low tones, sometimes almost in a whisper.

Weak development of the respiratory apparatus

Another example of a violation in the development of speech breathing: the respiratory apparatus of a preschooler is poorly developed, he has a weak inhalation and the same exhalation. In this case, he speaks quietly, indistinctly and rarely finishes the phrase. Or, trying to have time to say the right words while inhaling, the baby speaks quickly, partly, from which the intonation suffers, the arrangement of logical pauses is not observed.

Weak development of the respiratory apparatus in preschool children is closely related to their physical condition, the presence of chronic respiratory diseases (sinusitis, sinusitis) and a sedentary lifestyle.

How to develop speech breathing

The development of the expiratory phase is of decisive importance for the correct setting of speech breathing. Therefore, the main task for which the exercises for the development of speech breathing are aimed is the formation of a strong and smooth exhalation in the child through the mouth.

We form the correct exhalation

The main points of proper speech breathing:

• With a short, strong breath through the nose, an adult can visually assess the expansion of the child's diaphragm.
• Exhalation is carried out smoothly, it is desirable to avoid shocks. In this case, the lips must be folded with a tube. In order for the baby to be clearer, you need to show him by singing the letter "O".
• Exhalation is accompanied by the release of air through the mouth, and not through the nose, be sure to check this moment!
• Exhalation is carried out to the very end. After each exhalation, you need to pause for 2-3 seconds

The most effective measures for training correct exhalation in preschoolers are exercises and games that include elements of respiratory charging, as well as articulation gymnastics.

When starting classes, you need to understand that these classes can quickly tire the child and even make him dizzy, so it is advisable to follow a few simple rules:

• The exercise should take place within 3-6 minutes. The number of minutes depends on the age of the children. Toddlers of two to three years of age should do exercises for 3 minutes, no more.
• Games and exercises should be played in a well-ventilated area with plenty of fresh air.
• Breathing exercises should be done before meals.

Develop strength and duration of exhalation

The following exercises and games will help to cope with this task:

colored rain

Fasten several multi-colored shreds of fabric, or Christmas tree rain, or serpentine ribbons, on a horizontally suspended thread. Hang the thread in front of the child's face, at a distance of 10-15 cm.

Invite him to blow on hanging multi-colored ribbons. Then complicate the task by suggesting that during the exhalation move the ribbon of a certain color further than the others.

At the same time, it is important to ensure that the baby stands straight and blows, using one long exhalation, and does not add air in portions.

It’s easy to come up with games like this exercise: you can blow on boats launched in a container of water or a bath, you can blow pieces of cotton wool (“snowflakes”) off the table, arranging a competition to see which snowflake will fly a given distance first.

Athlete Pencils

Place two colored pencils on the table. Designate the start line where the pencils are located, and the finish line where the pencils should “run” during the marathon. Blowing on the pencil in turn with the other player, move them towards the finish line.

Of course, the exhalation force of adults is disproportionately greater than that of a small child, so in this competition it will be better if an adult “plays along” a little with a small player, exhaling with less force. The pencil that reaches the finish line the fastest wins.

We train breathing using speech material

After the child has learned to make deep smooth exhalations, you need to move on to tasks that stimulate effective development actual speech breathing.

Practicing the pronunciation of vowels and syllables

To do this, together with the child, repeat the pronunciation of vowels, syllables and sound combinations many times, using one exhalation:

• Rain dripped outside the window - drip, drip, drip;
• Doll Masha asks to eat - Ahhh, woo;
• The bear stomps after the bump - Top, top, top;

Learning short verses

The quatrain rhymes by A. Barto are ideal for practicing correct speech breathing. During their recitation and memorization, it is necessary to monitor the correct coordination of inhalations and exhalations carried out by the child during the time for which he pronounces each stanza.

Games-exercises that combine a complex of respiratory and voice gymnastics

Pendulum

The child stands straight, feet shoulder-width apart, arms raised up, taken to the castle. Takes a breath, then tilts the body to the side and on the exhale says: "Bummm."

Driver

The child stands straight, legs apart, arms extended forward, fists clenched. After inhaling, the baby begins to rotate his fists around each other, and as he exhales, speak to pronounce the sound “rrrr”, imitating the sound of a starting engine.

Clapperboard

Children are on their knees, their arms are lowered along the torso. After inhaling, they spread their arms to the sides, and then, exhaling, bring their hands together and clap their hands, while saying loudly “Clap!”

These exercises must be done 4-8 times, it is better to include them in the complex of daily physical exercises.

A speaking person considers his ability to speak to be completely natural, without thinking that several important systems of the human body are involved in this process at once. Respiratory system provides the formation and development of speech sounds, which are subsequently converted into words spoken by a person.

That is why parents should pay great attention to setting up the correct speech breathing in children who are just starting to talk. This will help to avoid many problems with speech disorders in the future.

Lecturer, child development center specialist
Druzhinina Elena

Exercises and games for the development of speech breathing:

Language development in early childhood is a complex process. Delays, violations of mastering the native language may be due to failures in the process of speech breathing. Let's talk about what proper speech breathing is, how to develop it in childhood.

What is speech breathing

The features of speech breathing have been studied by many well-known physiologists. According to E.N. Malyutina, V.G. Ermolaeva, Yu. Parova, during phonation, not only the muscles of the larynx, but also the lungs, the muscles of the abdominal press are tensed, the chest is pushed forward. The tubular nasopharynx becomes hard, as the lungs inflate it, supplying air there for sound production. The tone of the respiratory muscles regulates the strength of the sound.

Inhalation to start sound pronunciation is done shortly, deeply, then a short pause follows, on exhalation phonation occurs. Physiological respiration occurs through the nose. Speech - through the mouth and nose.

The duration of the phrase depends on the length of the exhalation. The speech respiratory cycle is twice as long as the physiological one.. During phonation, a person normally takes up to 10 breaths per minute and the same number of exhalations. With physiological - up to 20.

The volume of exhaled air during sound pronunciation is about 1500 cm³, while physiological - 500 cm³.

A feature of speech breathing is that its rhythm is regulated by linguistic constructions, the division of a phrase into semantic units. A person inhales air to continue the monologue reflexively, but relying on the internal feeling of completeness of the statement, making pauses.

Thus, speech breathing is a conditionally reflex, arbitrary process. Its development goes in parallel with the development of speech.

The development of speech breathing in children

Incorrectly developed speech breathing interferes with mastering the technique of speaking. R the child speaks incoherently, swallows endings, inhales during phonation- this makes speech incomprehensible, spasmodic. He does not have the ability to utter a single flowing linguistic construction.

For this reason, the treatment of various speech therapy problems in preschoolers should begin with the development of proper speech respiration.

Corrective work consists of the following steps:

1. Formation of inhalation and sounded long exhalation.
2. Statement of breathing, exhalation, phonation at the same time.
3. Development of exhalation of different strengths with simultaneous sound pronunciation of words, phrases
4. Development of the correct inhalation-exhalation during speech in the process of pronouncing a small text.

The speech therapist and teacher are given the following tasks to develop speech breathing in preschool children:

• Strengthen the muscles of the diaphragm, articulatory apparatus.
• Normalize sound.
• Learn to control the speech process.
• Achieve full assimilation of the skills of proper breathing.
• Increase the number of exhaled words.

The methodology for the development of speech breathing includes various games, poems, songs, exercises for classes with preschoolers of different ages.

Lessons on the formation of respiration skills should be conducted according to the following rules:

• Practice in a well-ventilated area
• Workout before meals 30 minutes - 1 hour
• Exercise at least 3 times a day for 10 minutes
• Start training with one exercise, increasing the load gradually from one lesson to another. Add not only new simulators, but also increase the time to complete one task
• The first lesson can be done lying down.
• Control inhalation and exhalation with the palm of your hand, resting it on the diaphragm.
• Watch the depth of breathing, it is not recommended to take too deep a breath. Shoulders, neck should remain static when inhaling.
• Move on to new simulators only if the preschooler has mastered the previous material.
• Don't overstress your child. Try to build classes in a friendly, fun way, to interest a preschooler.
• Games and exercises for the development of speech breathing should be appropriate for the age of the child.

Exercises

Game exercises for the development of physiological and speech breathing should be selected according to the stage of corrective work.

At the first stage, you can master the following tasks:

Ball

Purpose: to train the strength of inhalation-exhalation.

Starting position: standing or sitting.

How to do it: the preschooler inhales air through his nose and then through his mouth, exhales forcefully into the balloon, inflates it, and then tries to keep the pressure on it. Repeat the exercise several times.

Blow out the candle

Purpose: to teach to inhale air deeply, exhale through the mouth slowly, smoothly.

IP: sitting on a chair.

How to do it: a preschooler draws air into his lungs through his mouth, then folds his lips with a tube and blows it back (blows out a candle). Exhalation is done slowly and smoothly.

After 3-4 sessions, ask the child to say while exhaling: “FU…..”

Use any toys, handouts for classes on the development of speech breathing.

At stage II:

Trumpeter

Purpose: teaching the skill of sound pronunciation during a long exhalation.

IP: sitting at the table.

Fulfillment: bring fists to your mouth. Take a breath in through your mouth, exhale long and trumpet: “Uuu…”. The sound can be replaced by any vowel. Arrange a competition to see who can blow the longest.

Singing

Singing various sounds consisting of 1, 2, 3 phonemes with different strength, height, timbre on exhalation. For example, start by singing only one vowel, then syllables: ha, ma, du, ro, etc.

Experiment with intonation, ask the kids to sing plaintively, joyfully, loudly, quietly, in a whisper.

At stage III:

Learning to pronounce small words while exhaling. At first it may be closed syllables: ladies, din, rock, syllable, etc. Then short words: mom, dad, etc.
After a few sessions, say a short sentence without taking a breath. Use short verses, tongue twisters.

The most important thing is to teach the child to pronounce the sound on the exhale.

At the IV stage:

The final stage of the formation of ideal speech respiration is the most difficult. Here, the preschooler will learn to pronounce small texts, taking into account pauses and linguistic semantic passages, while taking a breath.

How to do it: take a deep breath through your mouth, exhale - start the story. We say at least 3 phrases, then you can stop to take air through your mouth. Gradually increase the rate of speech, the number of words and phrases spoken in one breath cycle.

Games

Didactic games for the development of speech breathing are especially interesting for preschool children. They can be carried out indoors and on a walk. Involve adults and large groups of children to participate.

Turntables

Purpose: teaching sound pronunciation on exhalation.

Cut small strips of paper. Lay out on the tables. Have the children take a deep breath through their nose, blow on the pinwheels, and deflate them. We blow without air intake.

Hot tea

Purpose: the formation of the skill of long exhalation

We play in a group, the children are given cardboard blanks in the form of cups with “steam”. Have the children blow on the cups.