Speech disorders in children. An integrated approach to correctional work with speech disorders. What is a speech disorder? Christian treatment for speech impairment in a child

Speech disorders in children

Snezhana Ivanova

Experts say that speech disorders can be identified almost from the first days of a child’s life...

Birth is the beginning of a new life. What it will be like depends largely on how the little man develops. Therefore, parents must be especially responsible for his future, both before and after the birth of the baby. To do this, they must take an interest in specialized literature that clearly describes the stages of children’s development, especially in the early period.

So, the baby was born. The first thing we do when we see him is to smile at him and say something to him. The first communication takes place. In return, we expect responses. There aren't any yet. But believe me, they will appear soon and make us incredibly happy. After all, communication is of great importance for a child.

But what to do if the baby does not show the same communicative activity as the mothers you know? There is no need to sound the alarm right away. All children are different. Analyze what your child can already do, compare it with what he should be able to do at his age, and only then contact a specialist. Do not forget that babies need to be developed from the first days of life; they require not only feeding and dry diapers, but also communication. There must be a lot of it. Maybe this is the problem? If not, then move on.

What indicates speech disorders in children?

Experts say that speech disorders can be identified almost from the first days of a child’s life. First of all, this is indicated by the monotonous weak cry of the baby.

What other signs indicate possible problems with speech?

If a child has these problems, then he may have speech development disorders. In order to find out the cause of their appearance and establish an accurate diagnosis, you need to consult the following specialists:

• otolaryngologist (will check the child’s hearing);
• neurologist (to determine whether the baby has organic damage to the central nervous system, including the speech centers of the cerebral cortex);
• a child psychologist, speech pathologist or psychiatrist (to determine the state of non-verbal intelligence);
• speech therapist teacher (for final diagnosis).

Causes of speech impairment

Many people are interested in the causes of speech disorders in children. There are many factors. They can be both external and internal. Sometimes they are combined with each other. The main ones are the following:

1. Intrauterine pathologies.
2. Heredity.
3. Birth pathologies.
4. Diseases of the first years of a child's life.
5. Unfavorable social and living conditions.

Intrauterine pathologies

The first trimester of pregnancy is very important, as the fetus develops the central nervous system, including the speech areas of the cerebral cortex. The most negative factors during this period are:

• intrauterine hypoxia;
• infectious diseases of the mother during pregnancy (herpes, rubella, syphilis, toxoplasmosis, influenza, scarlet fever, polio, HIV infection, measles);
• injuries to the mother while carrying the baby;
• incompatibility of blood between the mother and the unborn child, which leads to the production of antibodies in the maternal body, and, as a result, the fetus releases a toxic substance that damages areas of the brain, which is subsequently reflected in its speech and hearing;
• prematurity and postmaturity of the fetus;
• maternal smoking and drug use;
• uncontrolled use of medications by the mother;
• attempt to terminate pregnancy;
• mother's exposure to hazardous work, especially in the first months of pregnancy;
• stress.

Heredity

If one of the parents started speaking late, there is a high probability that the child will have the same problems. Genetic anomalies also include a non-standard structure of the articulatory apparatus (incorrect number of teeth, their alignment, problems with bite, defects in the structure of the palate), stuttering and problems in the development of speech zones in the cerebral cortex.

Birth pathologies

Childbirth is not always favorable for the baby. The most dangerous for him are asphyxia (breathing disorders, which leads to oxygen starvation of the brain), birth injuries (narrow pelvis in the mother, the use of forceps for the birth of a child).

A child who was born with a body weight of less than 1500 g and has undergone a series of resuscitation measures, including ventilation, will also require special attention in development.

All of the above factors can cause speech impairment in a child.

Diseases of the first years of life

The first years are very significant in the life and development of a child. Therefore, you need to be wary of:

• infectious diseases, especially meningitis, meningoencephalitis, inflammation of the middle and inner ear (leads to decreased and loss of hearing, which means speech suffers);
• brain injuries;
• damage to the sky.

Unfavorable social and living conditions

Speech disorders are very often observed in those children who lack emotional and verbal communication with loved ones. This does not necessarily happen in families where parents drink or lead an immoral lifestyle. In a seemingly prosperous family, children may also be deprived of attention from their parents. Insufficient communication, especially with the mother, can be the main factor in a child’s speech impairment.

It is very difficult for a child to replace an emotional connection with a mother with something else. Be careful, parents! No toy can replace you!

So, we can summarize the first result in order to understand what is needed to prevent speech disorders in children. The most important thing is to know that speech is a complex mental process. A child begins to speak when the brain, hearing and articulatory apparatus reach a certain level of development. It very often depends on the environment. If a child does not receive vivid impressions, conditions for movement and communication are not created for him, then he will soon experience delays in both physical and mental development.

Remember that the baby really needs care and love. If he is deprived of full communication with adults or limited only to monotonous everyday situations, it is likely that the child will soon experience speech disorders.

Types of speech disorders in children

In modern speech therapy, there are two main classifications of speech disorders: clinical-pedagogical and psychological-pedagogical. They in no way exclude one another, but only help to more deeply understand the cause of the deviation and try to eliminate it as much as possible (if possible) or protect it from secondary deviations as a result of the main defect.

Clinical and pedagogical classification

The first classification is friendly to medicine. According to it, written and oral speech disorders are distinguished.

Oral speech disorders

In case of oral speech disorders, speech disorders are possible during the direct pronunciation of a statement (phonation design) and systemic (polymorphic) deviations (structural-semantic design).

Violations in phonation design

As a result of violations of phonation registration during the pronunciation of statements, the following speech characteristics are observed in the child:

• voice formation;
• sound pronunciations;
• tempo-rhythms;
• intonation.

The child understands speech correctly, but cannot reproduce it correctly himself as a result of a defect. Against this background, the following diseases are distinguished:

Dysphonia characterized by a disorder or complete absence of phonation as a result of pathology of the vocal apparatus (violation of the voice, its timbre or pitch).

Bradylalia characterized by a slow rate of speech as a result of pathology.

Tahilalia characterized by an acceleration of the rate of speech.

Stuttering- These are disturbances in the tempo and rhythm of speech as a result of muscle spasms of the speech apparatus.

Dislalia– These are speech defects with normal hearing and intact articulatory apparatus.

Rhinolalia characterized by a violation of the timbre of the voice and, accordingly, sound pronunciation, which is due to the characteristics of the articulatory apparatus.

Dysarthria- speech disorder as a result of insufficient innervation of the articulatory apparatus.

Violations in structural and semantic design

The most severe deviations are structural and semantic. As a result of damage to the cerebral cortex, a child experiences a complete or partial loss of the ability not only to reproduce statements, but also to understand. The following diseases are diagnosed: alalia and aphasia.

Alalia– absence of speech or its underdevelopment as a result of organic damage to the cerebral cortex in the area of ​​​​speech zones during the period of intrauterine development of the child or at an early age.

Aphasia- loss of speech, complete or partial, as a result of local brain damage (as a rule, the diagnosis is made after 3 years).

Writing disorders

Impairments in written language can be observed in reading or spelling. Accordingly, two diagnoses are noted: dyslexia and dysgraphia.

Dyslexia– a partial violation of the reading process, which manifests itself in difficulties in recognizing letters and their merging into syllables and words. This leads to misreading of words.

Dysgraphia manifests itself in writing disorders. During this defect, letters are mixed and skipped.

Psychological and pedagogical classification

The psychological and pedagogical classification appeared with the purpose of determining the degree of possible influence on the correction of a child’s speech disorders during the pedagogical process (classes with a speech therapist).

Phonetic-phonetic underdevelopment speech is characterized by a violation of pronunciation processes, which is associated with defects in the perception and pronunciation of certain phonemes. This only applies to communications in the child’s native language.

General speech underdevelopment observed in children in whom all components of the speech system are impaired. The baby is characterized by the following features:

• speech development later;
• vocabulary is poor;
• defects in both pronunciation and phoneme formation.

Stuttering – this is a violation only in the communicative function. At the same time, all other means of communication are formed correctly.

We should not forget that speech deviations can be combined, for example, stuttering and general speech underdevelopment.

Distribution of children into groups according to speech disorders

Respectively speech disorders in children divided into three groups:

Group 1 – children with phonetic speech disorders. They, as a rule, do not pronounce individual sounds. No other deviations are observed.

Group 2 – children with phonetic-phonemic disorders. In this case, the child not only does not pronounce sounds, but also distinguishes them poorly and does not understand the articulatory and acoustic differences. Such children are not able to analyze sounds; they have difficulty learning to read and write; in oral speech they rearrange syllables and “swallow” endings in words.

Group 3 – these are children with general speech underdevelopment. Such a child does not distinguish sounds, does not merge them into syllables, has a poor vocabulary, and there is no coherent speech. If the child is not provided with special speech therapy assistance in a timely manner, then serious problems in the communication sphere are possible in the future.

According to speech disorders in children, three levels of general speech underdevelopment are distinguished (according to R.E. Levina), if physical hearing is preserved:

First level: a child aged 5-6 years does not speak, makes only incomprehensible sounds that are accompanied by gestures.

Second level: the child uses only common words, some grammatical forms, but speech capabilities are significantly behind the norm.

Third level: the child’s phrasal speech is developed, but there are some phonetic-phonemic and lexical-grammatical defects. Enters into communication only in the presence of adults.

Speech disorders significantly affect other mental functions of the child. As a rule, such children have unstable attention, which is difficult to distribute. Thinking is also different, especially verbal-logical. Analysis and synthesis, comparison and generalization are difficult for them. Such children may have poor locomotor functions: impaired coordination, reduced speed and dexterity. It is very difficult for them to perceive verbal instructions. Fine motor skills of the hands require special attention.

A child with speech impairments, especially severe ones, is characterized by sharp negativism, aggressiveness, touchiness, reluctance to communicate and establish contacts, and lack of self-confidence. This child needs help.

We have come to understand that speech disorders are different and can appear in any child at any stage of his development.

Let's talk about what can and should be done, starting from the first days of life, in order to prevent speech disorders in a child.

1. Constantly communicate with the child, giving the conversation as many different emotions as possible (smile, frown, be surprised, fear, rejoice, admire, etc.). In this case, the words must be pronounced clearly.
2. Mandatory for the baby finger gymnastics. How can one not recall the well-known poem “The Magpie—The Crow Cooked Porridge.” Scientists have long proven that at the tips of the fingers there are nerve centers that are closely connected with the speech areas of the cerebral cortex. Therefore, finger massages are very useful for the baby. They need to be carried out in the form of a game. To do this, poems are used in which the child is asked to repeat certain movements with his fingers. In this case, not only speech develops, but also memory, certain images are created, to which specific concepts are then assigned.

When the child grows up, playing with mosaics and construction sets, as well as drawing, modeling, lacing, screwing caps, etc. should become indispensable activities.

All this will help to avoid many speech disorders in children.

Many parents have this question:

The child is 2.5 years old, but he does not pronounce all sounds. Does he need speech therapy help?

If you look at this question from a physiological point of view, then the baby’s articulatory apparatus is most likely not yet ready. He doesn't have enough control over his tongue, or his lips, or his cheeks. This is the norm at this age. Therefore, it is not necessary to run to a speech therapist, but special attention should be paid to correctional games. Gymnastics for fingers and tongue should become mandatory. In addition, do not forget about breathing. All together will significantly improve the pronunciation of sounds.

We talked about finger gymnastics above. Now let’s try to make the tongue “obedient”.

Tongue exercises

We emphasize right away: before you start doing the exercises, try to do them first yourself, then with your child, and then teach him to do it on his own. All exercises are performed in front of a mirror. They should be done smoothly, moving from simple to complex.

So that the child pronounces well hissing sounds, it is good to perform the exercise “Fence”: teeth are closed, lips are pulled forward. Hold this position for about 10 seconds.

For pronunciation whistling sounds The “Slide” exercise is useful: open your mouth a little; rest the lateral edges of the tongue against the upper molars; the tip of the tongue is in the lower front. You need to hold it for 10-15 seconds.

The speech therapist can offer you many other complexes for different sounds. The main thing is to constantly engage with the child. Only in this case is a positive result possible in the near future.

Breathing exercises

Proper breathing is an important aspect when pronouncing sounds. It is necessary to develop the ability to speak smoothly and correctly. To do this, there are exercises that allow you to increase the time of oral exhalation from 2 s to 8 s. In addition, the child must be taught to breathe through both the mouth and nose; exhale with sound, warehouse, etc.

To do this, you can perform the “Storm” exercise. A glass of water and a cocktail straw will be needed. Now let's move on to the exercise: the mouth is slightly open, the tongue rests on the lower teeth, we take the tube into the mouth and lower it into the glass. Blow so that the water gurgles. In this case, the cheeks should not puff out, and the lips should remain motionless. The air flow after such exercises will be more purposeful and longer lasting.

Inflating balloons and soap bubbles, playing with whistles and children's musical instruments: harmonica, pipe, etc. will also be useful.

Very often, children invent their children's words with the sounds that are convenient for them to pronounce. We call the repetition of such vocabulary by adults “lisping.” So, it should be avoided. If adults begin to use such words in their speech, they will become fixed in the child’s memory for a long period, which can create problems in the further development of his speech. All words must be corrected after mispronunciation. In this case, your face should be at the child’s eye level so that he can see how you pronounce all the sounds.

A child’s speech is most intensively formed during the preschool period. This is a period from 3 to 6 years. In this case, the child’s role models are his parents.

Therefore, they should talk to the child:

• correctly, without “lisping”:
• legible, clear, with correct stress placement;
• simple (sentences consist of 2-4 words);
• with repeated words over a certain period of time (the child must remember them and learn to operate with them in his speech);
• varied in intonation, voice timbre, tempo;
• “live”, since emotions and gestures must become part of communication.

If your child is 4 years old and you observe persistent problems in his pronunciation, then you should definitely contact a speech therapist. After all, by the time school starts, a child should:

• correctly pronounce all the sounds of your native language;
• be able to do partial sound analysis;
• have a rich vocabulary, which consists of words that belong to different parts of speech;
• agree words in gender, case and number;
• compose complex syntactic structures in the form of a dialogue or monologue.

If your child has been diagnosed with a speech disorder, then sessions with a speech therapist are a must. If you do not begin to fully correct his speech pathologies, then over time secondary defects will begin to appear, which will lead to significant deviations in the baby’s development.

If your baby has dysarthria, dyslalia or motor alalia

With these diseases, the child’s pronunciation suffers. The articulatory organs, which he has not learned to control, are “to blame” for this. After all, a person can produce sounds only after several years of hard work on developing speech. This includes the brain systems and periphery, which are controlled by the central nervous system. In order for a child to begin to pronounce sounds correctly, it is necessary to combine these processes into a single whole, and only in this case the tongue, together with the rest of the speech organs, with proper breathing and coordinated functioning of the brain under the control of the central nervous system, will begin to say what is necessary.

Correction of sound pronunciation defects occurs, as a rule, in 4 stages. Each stage has its own goal, objectives and direction of work:

1. Preparatory. The purpose of this stage is to prepare for sound production and its automation. To do this, it is necessary to develop auditory perception and attention in the child. This can be achieved through the development of auditory attention, speech perception, and the formation of interest in the conversation. At this stage, it is important to teach the child to breathe correctly and develop his voice. Exercises for the lips, tongue, and the entire face are also important. A special place belongs to fine motor skills.
2. Sound production. The second stage is aimed at learning to correctly pronounce a sound in an isolated sound. To do this, articulation exercises are performed to develop the necessary muscles.
3. Its automation. The third stage consists of developing to automatically pronounce the sound correctly. It is introduced into a syllable, words, etc.
4. Differentiation. At the last stage, the child learns to differentiate sounds by ear - auditory perception; strengthens the ability to pronounce it correctly.

The speech function, as well as other higher mental functions (memory, thinking, perception, attention, etc.), is formed in a child gradually, starting from the prenatal period, and this process does not always proceed smoothly.

Deviations in speech development are possible for various reasons. These can be various pathologies during the period of intrauterine development (the most severe speech defects occur when exposed to unfavorable factors for a period of 4 weeks to 4 months of pregnancy), toxicosis, incompatibility of the blood of mother and child according to the Rh factor, viral and endocrine diseases, injuries, hereditary factors, etc.

The cause for concern may be birth trauma and asphyxia during childbirth, pathological course of childbirth, various diseases in the first years of a child’s life (skull injuries accompanied by concussion, etc.). Not least important are unfavorable social and living conditions, leading to children’s pedagogical neglect, disturbances in their emotional-volitional sphere and a deficit in verbal communication.

Parents need to pay attention to the child’s development of the need to speak. Often, when communicating with a small child, adults try to understand and fulfill his requests, without waiting for him to try to express them.

Depending on the duration of exposure to unfavorable factors and which part of the brain is damaged, speech defects of various types occur. Problems with speech can be just one of the manifestations of a general disorder of the nervous system and be accompanied by intellectual and motor impairment.

Currently, speech disorders have been studied very well and many of them are successfully corrected. The main thing is to contact a specialist in time in order to diagnose them in a timely manner and understand: speech impairment is the only problem or is it a consequence of other serious diseases (autism, hearing impairment, central nervous system function, deviations in intellectual development, etc.).

For parents concerned about a child’s speech delay or impairment, it is very difficult to understand how serious their child’s problem is and what needs to be done. As a rule, they hope that everything will go away on its own and waste precious time.

Main types of speech disorders

Speech disorders can be divided into four main types:

Violation of sound pronunciation;

Violation of the rhythm and tempo of speech;

Speech disorders associated with hearing impairment;

Speech underdevelopment or loss of previously existing speech.

Violation of sound pronunciation

The most common disorder of sound pronunciation is dyslalia, in which there is either the absence of some sounds (the child misses them in words), or their distortion (the child pronounces them incorrectly), or the replacement of one sound with another.

Dyslalia can be functional or mechanical.

With functional dyslalia, there are no disturbances in the structure of the speech apparatus (jaws, teeth, palate, tongue). It is observed during the period when the process of assimilation of sounds occurs. Functional dyslalia can occur due to the general physical weakness of the child due to various somatic diseases (especially during the period of active speech formation), mental retardation (minimal brain dysfunction), delayed speech development, impaired phonemic perception, limited communication, and imitation of incorrect speech. In this case, it is necessary to develop the ability to listen to sounds and actively communicate with the child. Gymnastics can be effective to strengthen the muscles of the tongue.

With mechanical dyslalia, a violation of sound pronunciation is caused by anatomical defects of the organs of articulation, such as irregular teeth structure, absence of incisors or their anomalies, bite defects, pathological changes in the tongue (too large or too small tongue), shortened frenulum.

Sound pronunciation disorders caused by labial anomalies are less common, since congenital defects (deformations) are corrected surgically at an early age. If there are anatomical defects, consultation (and in some cases treatment) of a surgeon and orthodontist is necessary.

Dyslalia can also develop when communicating with children who have not formed the correct sound pronunciation. Being in a bilingual environment has an influence, as well as the attitude of adults towards incorrect pronunciation (many of them do not correct the child’s speech, believing that after some time he himself will learn to speak correctly).

Defects in sound pronunciation in children can be caused by underdevelopment of phonemic hearing (it is difficult for a child to distinguish sounds that are similar in acoustic characteristics: sh-zh, s-z, etc.), decreased physical hearing, and insufficient mental development.

But it is necessary to distinguish complex dyslalia from other similar disorders, in which lateral pronunciation of many phonemes may be observed, the appearance of excess saliva at the time of speech is noted, it is difficult for the child to hold the tongue in the desired position for a long time, the mobility of the tongue, the strength and accuracy of movements are changed.

A more serious disorder of sound pronunciation, resulting from organic damage to the central nervous system, is dysarthria. With dysarthria, not only the pronunciation of individual sounds suffers. Such children have limited mobility of speech and facial muscles. The speech exhibits fuzzy, blurred sound pronunciation, the voice is quiet, weak, and sometimes, on the contrary, harsh; the breathing rhythm is disturbed, speech loses its smoothness, the pace of speech can be accelerated or slowed down.

The causes of dysarthria are various unfavorable factors that can affect in utero during pregnancy (viral infections, toxicosis, pathology of the placenta), at the time of birth (prolonged or rapid labor causing hemorrhage in the baby’s brain) and at an early age (infectious diseases of the brain and brain). membranes: meningitis, meningoencephalitis, etc.).

This disorder can be observed in a severe form (as part of cerebral palsy), or in a mild, so-called erased form of dysarthria (dysarthric component). Children with this diagnosis receive comprehensive speech therapy and medical care in special institutions. In a milder form, disturbances in the movements of the organs of the articulatory apparatus, general and fine motor skills, as well as sound pronunciation can be traced - speech is understandable to others, but unclear.

Children with erased forms of dysarthria do not always immediately attract attention, but they can be distinguished by certain features. They slur their words, eat poorly, refuse to chew solid food because it is difficult for them to do so (such children must be gradually taught to chew solid food - this will contribute to the development of the muscles of the tongue and cheeks). Many skills that require precise movements of different muscle groups are difficult and need to be developed. A child’s education is carried out in different areas: the development of motor skills (general, fine, articulation), correction of sound pronunciation, formation of the rhythmic and melodic side of speech and improvement of diction.

Your baby needs to learn how to rinse his mouth. To do this, you must first learn to puff out your cheeks and hold the air, and then move it from one cheek to the other; suck in your cheeks, while your mouth is open and your lips are closed.

It is necessary to develop fine motor skills of the hands using special exercises. It is necessary to teach the child to fasten buttons (first large, then small) on the doll’s clothes or on a removed dress or coat. At the same time, the adult not only shows the movements, but also helps to make them with the hands of the child himself. To train the ability to lace shoes, various lacing aids are used.

Children with this disorder experience difficulties in visual activities. Therefore, it is necessary to teach them to hold a pencil correctly, regulate the pressure when drawing, and use scissors.

Difficulties are also noted when performing physical exercises and dancing. Children are taught to maintain balance, stand and jump on one leg, correlate their movements with the beginning and end of a musical phrase, and change the nature of movements according to the beat. Parents need to know that if correctional work is not started on time, this can later lead to reading (dyslexia) and writing (dysgraphia) disorders. To achieve results as quickly as possible, the work should be carried out together with a speech therapist; consultations with a psychoneurologist and a specialist in physical therapy are also necessary.

I would like to dwell on one more speech sound pronunciation disorder - rhinolalia, the main difference of which is the presence of a nasal tone in the voice. A nasal tone of speech (nasality) occurs when the stream of exhaled air passes almost entirely through the nose. In this case, sound production is disrupted, which depends both on the activity of the muscles of the soft palate, pharynx and tongue, and on the deformation of the hard palate (cleft), alveolar process, incorrect placement of teeth (in the presence of a cleft lip), and on the violation of the shape of the wing of the nose (nostrils).

The occurrence of clefts is influenced by genetic factors - unfavorable heredity (the presence of clefts in direct or indirect relatives); biological - maternal diseases during pregnancy (influenza, ARVI, mumps, toxoplasmosis); chemical - contact with harmful substances (pesticides, acids); poor environmental conditions; influence of alcohol, nicotine, drugs; uncontrolled use of medications, in particular oversaturation of the fetal body with vitamin A and drugs of the cortisone group.

Usually, this disorder is corrected at an early age through surgery. Basically, speech therapy classes begin immediately after plastic surgery of the palate.

Violation of the rhythm and tempo of speech

Let us dwell on one of the most common types of disturbances in the rhythm and tempo of speech - stuttering. This disorder is characterized by convulsive spasms of the speech muscles. It manifests itself in two forms - the so-called developmental stuttering and reactive stuttering.

Developmental stuttering is usually noted in early childhood, when the child does not speak well enough and has poorly formed articulation of the tongue, lips and cheeks. And if during this period the baby is taught to pronounce difficult words (frying pan, snowman, policeman, etc.), he may begin to stutter.

The basis for the occurrence of such stuttering is overexcitation of the speech areas of the brain. Therefore, the first measure aimed at restoring normal speech should be a “silence regime” for 7-10 days. We must try to exclude all types of emotional influence, completely limit the child’s speech, communicate in a whisper and reduce conversations with the baby to a minimum. Sometimes this helps, but in some cases the disorder is quite persistent.

As soon as a child develops a stutter or something similar to it (it is difficult for the child to start speaking, he finds it difficult to pronounce complex words, repeats the same syllable, etc.), you need to contact a speech therapist and strictly follow all his instructions.

Reactive stuttering (develops as a reaction to some strong influence) is most often the result of fear, mental trauma (severe conflicts in the family) or debilitating long-term illnesses.

Children with a weakened nervous system who have a predisposition to this speech disorder (stuttering in close relatives) begin to stutter. Such children often show signs of a neurotic state: poor appetite, restless sleep, night terrors, urinary incontinence, etc.

A child who stutters must be under the supervision of a neurologist. He needs both medical and speech therapy help. The main thing is not to fix the baby’s attention on this defect, not to imitate him and not to repeat incorrectly pronounced words after him. Your task is to teach him to speak more slowly. Most likely, the child is in a hurry not only to speak, so it is necessary to normalize the baby’s entire motor mode using calm games. The atmosphere in the family should also be smooth and calm.

Parents need to remember that if a child is easily excitable, whiny, sleeps restlessly, etc., they should not read to him too much, tell him long tales, or rush to teach him difficult words and complex phrases. This especially applies to children who have speech impairments that are acceptable for a given age. Against the background of untrained articulation, an abundance of new words will easily lead to a “disruption” of nervous activity. In other words, the level of speech development should correspond to the level of development of the baby as a whole. When this does not happen, there is a risk of stuttering.

It should be kept in mind that stuttering may recur after treatment. There are age periods in which the onset of the disease or its recurrence is most likely (from 2 to 6 years). The reasons for relapse are the same as the reasons that originally caused stuttering: conflicts in the family, overwork, infections that weaken the body. Consequently, the recurrence of stuttering can be prevented if people around them try to create a calm environment for the child.

Speech disorders associated with hearing loss

Already in the first year of life, you can draw your own conclusions about the level of speech development of the child. You should pay attention to humming." If at 3-4 months it does not become more complicated and does not turn into babbling, but gradually fades away, this may indicate serious hearing impairment. The child’s hearing should be examined as soon as possible, contact an otolaryngologist, and have an audiogram done.

How to test your child's hearing at home?

The simplest method of testing hearing is to study it using whispered and ordinary conversational speech. Being at a distance of 5-6 meters from the baby (his back is to you), whisper words that are well known to him. Children with full hearing usually hear whispers. If the child cannot hear at such a distance, you need to gradually approach him until he can repeat all the words you said.

During the examination, it is necessary to take into account the general condition of the baby: fatigue, attention, readiness to complete the task. A tired child is easily distracted, does not perceive the meaning of the task assigned to him, and may give inaccurate answers. In the case when the baby does not yet speak oral language and does not understand verbal instructions, you can use sounding (tambourine, whistle) and voiced (bird, barking dog, etc.) toys.

If the child does not hear the whisper, move away from him at the same distance and say other words familiar to him in a voice at normal conversational volume. This method makes it possible to determine at what distance the baby hears normal speech. If you suspect that he has difficulty hearing, you should consult an otolaryngologist. If a young child hears speech at normal conversational volume at a distance of 3-4 meters (that is, physical hearing is normal), his speech development can be helped at home (19).

In case of hearing impairment, early corrective work has the greatest positive effect. If a hearing aid is indicated for your child, it must be used - with the help of the device, speech will be able to develop quite successfully. You need to talk to your baby slowly, so that he has the opportunity to see your face, facial expressions, articulation while you pronounce words - this will develop the ability to read lips.

Speech underdevelopment or loss of previously existing speech

There is a violation of speech activity - alalia, which can occur as a result of late maturation of nerve cells in the speech zone of the left hemisphere or as a result of early damage to these cells due to infections, intoxications, birth injuries, shortly after birth. There is motor alalia, when the child’s speech is poorly developed, and sensory alalia, when understanding the speech of other people is impaired. The most common form of alalia is a mixed form with a predominance of motor or sensory disorders. The speech of children suffering from alalia develops late, their vocabulary is replenished slowly, they do not change words according to numbers, cases, there are no connections of words in the sentence, so at 7-8 years old the child speaks like a 2-3-year-old child (“Katya is walking in kindergarten” ). It is difficult for them to pronounce sounds in a sequence, so they read poorly and do not understand what they read well. In such children, both general motor skills are insufficiently developed (they are inactive, awkward, slow) and finger movements.

With this diagnosis, logorhythmic exercises and exercises for the development of finely coordinated hand movements are very effective (we give examples of such tasks below). Not only a speech therapist, but also a psychologist, defectologist, psychoneurologist and other specialists (physical therapy, massage) should take part in working with such children.

If speech was already formed, but was lost due to focal damage to the speech areas of the brain, then we can talk about another speech disorder - aphasia. Even a very severe form of this disorder goes away relatively quickly in children if the main cause of the speech disorder is eliminated - a brain tumor is removed, hemorrhage after an injury has resolved, etc.

An important part of correctional work with non-speaking children are games and exercises aimed at improving the movements of the organs of the articulatory apparatus, relieving their muscle tension, and developing the ability to feel and control their movements.

In relation to young children (up to 5 years old), who master speech skills at a later date, specialists often use the diagnosis of SRD (speech development delay). This diagnosis can be made either independently or as a sign of some serious disorder. To understand this, you need to have an idea of ​​the age-related characteristics of speech development, which will be discussed further.

When to seek professional help

By the end of the first year of life, with intact hearing, the child begins to develop understanding of speech. If this does not happen, that is, the baby does not engage in the work of imitating the actions and speech of adults, and is not active in activities with toys, then one can suspect underdevelopment of the intellect.

In this case, the semantic side of speech will suffer more, so the main help should be aimed at developing cognitive interests.

If a child at 2 years old has normal hearing, but speech is not developed, he needs active communication with adults through gestures and any sounds, and then in the near future the baby will have to develop words.

The child is 2 years 7 months old and he still doesn’t speak? It is necessary to start special classes to create the need for conversation. At this age, if the baby has problems with speech, he needs to be shown to specialists and examined.

Adults should never reproach a child for experiencing certain difficulties in the process of verbal communication, as this can cause fear of having to speak and fear of making a mistake. The child must be encouraged and supported in the slightest attempts to use words. You should specifically create situations in which the baby will be forced to say something.

If, with intact hearing and normal intelligence, by the age of three the child does not have phrasal speech or uses incorrect sentences, we can talk about systemic speech disorders (in understanding the meaning of words, changing them, using them).

The speech of such children develops better in the process of some kind of activity, so it is necessary to play together, involve the child in housework, read books that are simple in content, and give comments to everything that the child sees and does. When communicating with your baby, you should use simple, laconic sentences, and words for repetition should be used in different case forms.

If a four-year-old child’s sound pronunciation is significantly behind the norm, that is, there are numerous substitutions in speech: instead of hissing ones, whistling ones are pronounced (sh-s, zh-z, sch-s), the sound p is replaced by l, l or y, replacement of hard consonants with corresponding soft - this indicates a violation of phonemic hearing and, accordingly, the need to conduct classes for the purpose of its development.

There may also be a distorted pronunciation of individual consonant sounds: p throat; p single-impact (that is, pronounced without vibration of the tip of the tongue); l bilabial, similar to English w; whistling sounds s, z, z, pronounced by inserting the tip of the tongue between the teeth.

These speech defects are not age-related and will not disappear on their own, so parents do not need to postpone their correction to a later date, so as not to reinforce incorrect pronunciation in speech. To set the sound, you should contact a specialist, and the parents themselves can help the child develop the ability to use the set sound. At first, the baby can pronounce the sound as it should in some words, but still replace it in others. The role of adults is to correct the child and ask him to repeat the word correctly. When reinforcing sounds, the words that the child pronounces correctly are used.

By the age of five, undeveloped coherent speech, low speech activity, lack of curiosity, and poor vocabulary may indicate mental retardation.

A child with mental retardation needs to activate his cognitive interests, for which he needs to read more books about nature, about animals, and encourage him to retell texts.

To summarize the above, I would like to note that it is necessary to pay attention to problems that may appear already in the early stages of a child’s development. If your baby is in his second year and he doesn’t babble, is inactive, doesn’t communicate well, and is a little emotional, all this should alert parents. Such a child should be shown to a neurologist, otolaryngologist, speech therapist, an EEG - electroencephalography of the brain, and, if necessary, an audiogram to test hearing. It is better to prevent problems that may arise later than to face them.

What are speech disorders? What are its causes, signs, types, diagnosis and treatment? What could cause this symptom? Definition: Speech disorders or speech disorders are problems and deviations in speech and impairments in verbal communication and other related areas, in particular speech motor skills. The symptoms of these disorders range from inability to perceive speech to logorrhea or speech incontinence. In addition, these symptoms can appear in both children and adults. In this article we will talk about the signs, types and classification of speech disorders, how to diagnose and treat these disorders.

Causes of speech disorders

The causes of speech disorders are many and varied, and vary depending on the trigger of the disease. Among organic reasons, which include all those associated with damage to the speech organs, can be distinguished:

• Hereditary causes: when speech disorders are inherited from parents.
• Congenital causes: when speech disorders are caused by taking medications or complications during pregnancy.
• Perinatal reasons: Speech disorders are caused by complications during childbirth.
• Postnatal causes: Speech disorders appear after birth, for example as a result of premature birth.

In addition to organic, there are also functional reasons, i.e. pathologies of the organs involved in speech. Endocrine causes are mainly related to the psychomotor development of the child. Causes, Related environment, can also occur and influence speech - a person’s linguistic characteristics are influenced by his environment. And finally psychosomatic reasons also play an important role in the development of speech disorders, since our thoughts have power over us and can provoke abnormal oral speech. Conversely, difficulties and speech disorders can negatively affect thinking. All this makes it difficult to speak correctly and understand speech.

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Symptoms of speech disorders

Depending on the type of speech disorder and the area affected, there are various symptoms that indicate a possible speech disorder. Speaking about the classification of common symptoms of speech disorders, the following types of symptoms can be distinguished:

• Symptoms of expressive language disorder: In this disorder, the vocabulary is very limited, and the person has difficulty remembering and pronouncing long phrases.
• Symptoms of expressive-receptive speech disorder: in addition to the symptoms observed in the previous case, there are also problems associated with perception, understanding of speech, words or phrases.
• Symptoms of a phonological disorder: characterized by the inability to use individual sounds when speaking; there are errors in pronunciation, reproduction and/or use of sounds.

In addition, perhaps one of the most noticeable disorders is stuttering - a violation of the fluency, rhythm and organization of speech.

Although speech is a complex process, and there are many different speech pathologies, certain signs can be identified that generally indicate the possible development of a speech disorder. Talking about speech disorders in children, the following signs can be noted:

• Expressive language disorder: This problem may be evidenced by the child’s meager vocabulary compared to children of his age and underdeveloped speech. It is difficult for a child to remember new words, he confuses the tense forms of verbs, uses generalizing words in conversation (things, this, etc.) instead of specific names, speaks little, pronounces meaningless phrases, although he is able to pronounce words correctly, uses certain sentence structures or constantly repeats the same phrases when speaking.
• Receptive language disorder: with this speech disorder, the child often does not feel interested in talking in his presence, it is difficult for him to follow directions or understand what is said to him, asked, and also understand what is written.

Below you can watch a video about the development of human speech. Don't forget to turn on subtitles in Russian.

Speech disorders: classification and types

Speaking about the general classification of existing types of speech disorders, we can highlight the following:

1- Dysarthria:

These are pronunciation disorders caused by damage to the muscles of the speech apparatus.

2- Dyslalia:

Dyslalia is a sound pronunciation disorder characterized by the absence, substitution, confusion, or distortion of phonemes and sounds in spoken speech. There are several types of dyslalia:

• Physiological dyslalia: Children often pronounce sounds incorrectly - this is due to the insufficient development of speech organs in childhood. This is absolutely normal and should not alarm parents - unless the problem does not go away on its own over time.
• Audiogenic dyslalia: As the name suggests, this disorder is associated with a child's hearing impairment, which prevents him from correctly recognizing, imitating and reproducing sounds. It is logical that if a person has difficulty hearing, he will also have difficulty speaking.
• Functional dyslalia: Long-term physiological dyslalia, which has already been preserved when the speech apparatus has been formed, can develop into functional dyslalia. With this type of dyslalia, the structure of the organs is not disturbed, but the child mixes, distorts or replaces sounds.
• Organic or mechanical dyslalia: this type of dyslalia is also called dysglosia. They are associated with structural defects of the speech organs. Let's take a closer look.

3- Dysglossia

Dysglosia (not to be confused with diglossia or a variant of bilingualism) is a speech disorder, as we mentioned above, associated with defects (clefts) of the organs involved in speech. The following subspecies are distinguished:

• Lip dysglossia: associated with changes in the shape of the lips, cleft lips. The most well-known pathologies of this type are cleft lip and cleft palate.
• Dysglosia of the jaw: caused by irregularities in the shape, clefts of the upper, lower or both jaws.
• Dental dysglossia: speech disorder due to gaps between teeth or improper positioning of teeth.
• Language dysglosia: caused by clefts and other tongue defects. Pathologies that may be the causes of these disorders are ankyloglossia (short frenulum of the tongue), macroglossia (abnormally large tongue), and unilateral or bilateral paralysis.
• Nasal dysglosia: associated with pathologies that do not allow air to enter the lungs correctly.
• Palatal dysglosia: caused by cleft palates.

4- Dysphemia

Dysphemias are speech disorders characterized by impaired articulation with repeated interruptions and repetitions caused by poor ideomotor brain coordination. An example of dysphemia is stuttering.

5- Aphasia

This type of speech disorder can manifest itself at any age, since it is associated with local damage to the parts of the brain involved in speech and represents the absence or impairment of already formed speech.

• : Broca's aphasia or efferent motor aphasia is caused by damage to the motor speech center or Broca's center and adjacent areas. Characterized by great difficulties with articulation and telegraphic speech (very short phrases). Speech expression suffers the most (hence why it is also called expressive aphasia), while speech understanding is preserved or suffers less.

• Wernicke's aphasia or sensory aphasia: speech impairment caused by damage to the left temporal lobe, adjacent to the auditory cortex. It is characterized by fluent but uninformative (paragrammatic) speech, impaired phonemic hearing, and problems distinguishing the sound composition of words. Sufferers of this disorder also have difficulty understanding speech.

• Conductive or wire aphasia: This type of motor aphasia is caused by damage to the arcuate fasciculus and/or other connections of the temporal and frontal lobes. The disorder is characterized by an impairment in the ability to repeat words and sentences, while maintaining understanding and fairly fluent spontaneous speech. Conductive aphasia often causes problems with reading, writing, and remembering names.

• Transcortical sensory aphasia: this type of speech disorder is caused by damage to the connections between the parietal and temporal lobes and is associated with impaired comprehension of single words, although the ability to repeat is relatively intact.
• Transcortical motor aphasia: This speech disorder is caused by subcortical lesions in areas below the motor cortex and is associated with disturbances in spontaneous speech, while memory for names is not affected.
• Anomic aphasia: associated with lesions in various areas of the temporal and parietal lobes and is characterized by disturbances in the pronunciation of individual words.
• Global or total aphasia: complete loss of the ability to speak and understand speech. All language functions are impaired.

6- Dyslexia

Neuropsychological

7- Specific speech disorder

Specific language or language development disorder is a delay in the learning and use of language or the inability to use it in the absence of brain damage, normal mental development, adequate sensory development and the absence of psychopathology. Often children with a specific language disorder also show signs of dyslalia and the other disorders mentioned above.

8- ADHD or Attention Deficit Hyperactivity Disorder

ADHD is associated with language impairment and also causes learning and communication problems. Research shows that children with ADHD experience difficulties with syntax and phonological organization of speech. They also have problems with semantic organization and auditory memory. Currently, tools have been developed for neuropsychological testing of ADHD, neuroeducational programs to address learning difficulties in school, and games for cognitive stimulation of children with ADHD.

Neuropsychological

9- Dyscalculia

Despite the fact that this disorder does not affect speech (as much as others), in this case the understanding of another language - mathematical - suffers. Dyscalculia affects the ability to work with numbers and understand mathematical terms. People suffering from dyscalculia do not understand the logic of the mathematical process. Currently, there are professional instruments for neuropsychological testing of dyscalculia and games for cognitive stimulation of children with dyscalculia.

Diagnosis of speech disorders

To diagnose a speech disorder, you need to follow certain recommendations and conduct special tests. It is important to focus on studying cases of speech disorders in children to try to identify problems that may lead to the development of pathology and follow a series of strategies.

Before making a diagnosis, it is necessary to request information first of all from the parents and the school where the child is studying. These are the most important sources of information about the child’s behavior and the development of his problems. Then you need to talk to the child himself, use recordings, and conduct audiometry. In addition, to complete the diagnosis, it is necessary to conduct neuropsychological and specific tests, as well as a survey of parents, caregivers and teachers.

Speech disorders: how to help your child at home

As we have already learned, there are no definite and clear symptoms of speech disorders, since they are very diverse, of varying degrees of severity and bring various problems to the people who suffer from them. Below we will give some general tips that you can use at home if your child has a speech disorder.

Since we are primarily talking about communication problems, try to communicate with your child as much as possible. Listen to music together, sing, listen to him and definitely don't interrupt him, give him time to say what he wants, be patient.

Reading is also very useful, and it is better to read in an interactive form. Discussing what you read, drawings, coming up with different endings to a book - all this is very useful for the development of speech.

And finally, the most important step is to identify what exactly is the child's problem? and then contact the appropriate specialist.

For more specific diseases such as dyslexia, dyscalculia, ADHD, specific speech disorder, a different, more in-depth intervention is required. Which one exactly - you can find the answer by following the links provided above.

Speech disorders: how to help your child at school

In educational institutions, it is important to use special programs to detect speech difficulties, which makes it possible to apply early intervention if necessary. There are neuro-educational platforms that can be very helpful.

Teachers play a vital role in the normal development of a child as they mediate the learning process and facilitate the child's adaptation to school.

With the help of a suitable educational program, you can achieve successful learning

"Guide to teaching children with oral and written language disorders" makes the following recommendations:

The educational institution must provide conditions conducive to the development of speech and social interaction of students.
Help should come primarily from teachers.
School counselors should support this function, not replace it.
It is necessary to include in the curriculum subjects that promote the development of oral speech.
The management of the educational institution must ensure the coordinated work of all teaching staff, both teachers working with oral and written language disorders, and support staff, to maintain a unified approach and work together.

Translation by Anna Inozemtseva Spanish

The younger the child is, the more receptive the little person is to new knowledge and skills. Speech disorders in children are best corrected in kindergarten or during preschool classes. Today we will look at where speech problems come from, what they are and how they are corrected.

Speech disorders are said to occur if a child's speech skills do not correspond to his age. Many disadvantages are difficult to overcome on your own. Pedagogical science - speech therapy - helps to cope with them.

It’s worth remembering: no matter what childhood speech disorders are, they definitely need to be dealt with and not left to chance. Mild speech problems may disappear completely. With reasonable effort and practice, this will happen faster. Moderate and severe violations are subject to partial correction.

Hopeless cases occur only with complex defects of the articulatory apparatus, psyche or brain structures, but there are options here too.

The child will have to adapt to life in society, and our task is to help him do this as painlessly as possible. Intelligible, clear speech and the ability to formulate thoughts influence socialization. Although we try to fight it, children with speech disorders are often teased, we must try to avoid this. It is important that the child is understood by his peers and others, this affects his self-esteem and desire to adapt to society.

How to work with children with speech disorders

First, a few words about educational literature. It will not just give speech therapy rhymes, games and tongue twisters, but will help you understand the very principle of learning and systematize the understanding of the teacher or parent. About how much effort you will have to put in, how often to conduct classes and what results to expect. Several links to useful manuals for teachers, speech pathologists, and speech therapists:

• A manual on teaching and raising a preschool child with speech problems.
• Retraining program for teachers who will provide psychological and pedagogical support for children with speech disorders according to the Federal State Educational Standard.
• “Formation of speech and theater skills in preschoolers with speech impairments”– an excellent guide with scripts for correctional theatrical performances.

These training manuals will be good not only for teachers, but also for parents who want to do additional or ongoing work with preschoolers:

• Collection of games “Learning to listen and speak by playing” (games at home and in class, while walking on the street).
• Benefit "Speech therapist lessons" teaches how to correct deficiencies in sound pronunciation. Thanks to the clearly described techniques, it is also suitable for non-professionals.

There is more specific literature designed for teachers who constantly work with children with special needs and disabilities. That is, with those who have more severe speech defects. Here are some useful sources:

• Offline webinar on psychological and pedagogical support for children with speech impediments in kindergarten.
• Comprehensive educational program for children 3-7 years old with severe speech impairments.
• Summary of group speech therapy sessions in a compensatory group for children 4-5 years old with severe speech disorders.

Where do speech disorders come from?

Speech disorders are problems with verbal communication, speech motor skills, and related areas. They are very diverse: some are associated with the inability to speak, others with speech incontinence. They arise due to physiological, neurological or mental problems, due to pedagogical neglect. Any speech disorder is not a reason to stigmatize a child, much less shame him.

Difficulties with speech can be organic, that is, caused by damage to the speech organs. They are like this:

• Hereditary, when the problem was passed on from parents. It happens that one of the parents at one time began to speak later, has peculiarities in the bite or setting of the teeth, and this is passed on to the children.
• Congenital (intrauterine) pathologies. Caused by the difficult course of pregnancy or taking medications, hypoxia, infectious disease of the pregnant woman, blood incompatibility, prematurity or postmaturity, maternal stress or intoxication.
• Perinatal (caused by complications during childbirth). Priority attention should be given to children who suffered asphyxia or head trauma due to a narrow birth canal, were born weighing less than 1.5 kg and were resuscitated.
• Postnatal (caused by diseases in the first months or years of life). Speech disturbances can cause infections (meningitis, otitis media), head injuries and palatal injuries.
• Social and everyday, when the child lacks emotional and verbal communication with loved ones. These are not necessarily families with drinking parents - it happens that quite successful mothers and fathers simply do not have enough time for their children.

Also, speech disorders can be of an endocrine nature (due to the characteristics of the child’s psychomotor development), functional (defects or characteristics of the speech organs), psychosomatic or caused by the environment.

What should parents be wary of in their child’s speech?

Symptoms of speech disorders can be different: a poor vocabulary (the baby does not remember words well, confuses endings, speaks little, uses generalizations), poor understanding of words or phrases, and inability to reproduce certain sounds. The most famous defect is stuttering, which disrupts the rhythm and fluency of speech.

According to experts, the problem can be identified very early. You need to communicate with your baby from the first moments of his life, even when he is not able to consciously react. If a child does not show similar communicative activity as other children of his age, you should pay attention. But this in itself is not a diagnosis; you don’t need to beat yourself up right away.

The features listed in the table may indicate problems with speech in children.

The last indicator - the end of the 29th month - is close to the time when it is time for the child to go to kindergarten. Violations, if any, are already noticeable by this point. If these problems occur, you should visit a consultation:

• otolaryngologist (perhaps the baby speaks poorly because he cannot hear);
• neurologist (check for organic damage to the central nervous system, speech centers of the cerebral cortex);
• child psychologist, psychiatrist, defectologist (find out the state of the child’s non-verbal intelligence);
• speech therapist (will conduct a final diagnosis).

Types of speech disorders (classification from a medical point of view)

Speech problems in preschool children can be classified according to clinical-pedagogical and psychological-pedagogical indicators. The two classifications should be considered together: together they help to understand the cause of the violation and determine ways to eliminate it.

The clinical and pedagogical classification is closer to the medical one, and we’ll talk about it now. She divides speech deviations into oral and written. The first can be phonational or systemic.

With phonation, the source of the problem can be improper voice formation, sound pronunciation, tempo, and intonation. That is, the child understands speech directed to him 100%, but cannot reproduce it. The following phonation disorders are classified (in alphabetical order):

• Bradylalia is a slow rate of speech.
• Dysarthria is a disorder due to insufficient innervation of the articulatory apparatus.
• Dysglosia - difficulties with pronunciation due to palatal, jaw, and other clefts.
• Dyslalia is a deviation with full hearing and intact speech apparatus.
• Dysphonia is a complete or fragmented disorder of phonation due to an abnormality of the vocal apparatus.
• Stuttering is a disruption in tempo due to spasms of the jaw muscles.
• Rhinolalia is a specificity of voice timbre and sound pronunciation due to articulatory features.
• Tahilalia - the child is frequent with words.

Systemic deviations are more severe. They are formed due to lesions in the cerebral cortex. The child partially loses the ability to correctly repeat words and phrases and understand their meaning. There are two types of violations:

• Alalia is the inability to speak or underdevelopment due to damage to the speech areas of the cerebral cortex formed during fetal development or after birth.
• Aphasia is a complete or partial loss of speech due to brain damage (stroke, etc.). More often, the diagnosis is made explicitly after the 3rd birthday.

Among the above, severe speech disorders can be identified - persistent deviations of the speech system with preserved hearing and intelligence. These include sensory and motor alalia, severe variants of dysarthria, rhinolalia, stuttering, aphasia and other deviations. Such problems can influence the formation of the psyche.

Impairments in written speech can be noticed in older kindergarten or in the first grades of school. This is dyslexia (the child incorrectly identifies letters and forms words from them, difficulties arise with reading), dysgraphia (when writing, letter signs are mixed, rearranged or omitted).

Speech disorders (psychological classification)

To determine how much the defect can be influenced and corrected, a psychological and pedagogical classification was invented. Correction occurs during speech therapy sessions.

Deviations from the point of view of psychology and pedagogy are:

• Phonetic-phonemic - the child pronounces phonemes incorrectly because he also perceives them incorrectly.
• General speech underdevelopment - there are problems with all components of the articular system. The child develops speech late, it is poor, and it is difficult for him to pronounce some sounds.
• Stuttering – communication means are developed correctly, the problem is only in their use.

According to this classification, children can be divided into 3 conditional groups:

1. They don’t pronounce individual sounds, there are no other problems.
2. There are problems in the perception of sounds and their reproduction. Children do not distinguish some sounds, do not see articulatory and acoustic differences. They rearrange syllables when speaking, write and read poorly, and “swallow” the endings of words.
3. They have general speech underdevelopment. They do not put sounds into syllables, have a small vocabulary, and do not speak coherently. If a speech therapist does not begin to treat such children on time, they may have huge communication problems.

Speech disorders affect the mental functions of a preschooler. The attention of such children is often characterized by instability. They have difficulty generalizing, comparing and analyzing, and perceiving verbal instructions. Such children are characterized by poor coordination, they are slow and awkward, and have underdeveloped fine motor skills. A child with severe disabilities lacks self-confidence, is touchy, and has difficulty establishing contacts.

Prevention of speech disorders: what should be done?

Speech problems vary and can develop at any stage of a child’s development. In many cases they can be averted. For example, from the first days of life it is imperative to communicate with a newborn. And, to the best of your ability, give communication different emotional shades (rejoice, surprise, worry, etc.).

Speech is a complex mental process. The baby will begin to talk when the brain, hearing and articulatory apparatus have reached a suitable level of development. This depends largely on the environment and health status. The child must develop, communicate and receive vivid emotions, otherwise he may develop physical and mental delays.

Sometimes communication with loved ones for younger preschoolers is limited only to monotonous everyday situations. It is not surprising if speech disorders arise against this background.

The tips of human fingers contain nerve endings connected to different parts of the cerebral cortex, including speech. It is very important to perform finger exercises and massage the fingertips in the form of a game. This develops both speech and memory. During the development of the child, it is also necessary to pay attention to finger motor skills: organize games with construction sets, plasticine, give lacing and busy boards.

How to deal with “unruly” tongue?

Often a child does not pronounce all sounds due to the fact that his articulatory apparatus is simply not mature. You can do corrective games and exercises at home or with a speech therapist, gymnastics for the tongue and fingers, and breathing exercises. By the way, whistles and soap bubbles are not just fun, they also help develop articulation.

There are various exercises for pronouncing whistling, hissing sounds, and the letter “r”. You must first try them yourself and make sure that the child sees the articulation of an adult - how exactly this or that phoneme is pronounced.

If a child is unable to pronounce a sound, he often comes up with a simpler substitute. And the adults begin to lisp along with him. There is no way to do this. “Incorrect” words and sounds are remembered for a long time, and it is very difficult to eradicate them later.
The most important stage in the development of speaking is preschool, namely 3-6 years. You should talk to your child at this time:

• no baby talk;
• clearly, in order and legibly;
• short simple sentences;
• periodically repeating new words so that the little person remembers them;
• with different intonation and tempo, emotionally.

Corrective work with a speech therapist

By the age of 6-7 years, a child should correctly pronounce sounds, operate with a rich vocabulary (consisting of different parts of speech), construct consistent sentences (gender, number, cases), conduct dialogues and monologues. If there are any persistent disorders at 4 years old, it is better to consult a speech therapist.

If your child has impaired pronunciation (motor alalia, dysarthria or dyslalia is observed), you need to teach him to control the organs of articulation. This is really a lot of work for a child, because the central nervous system, brain and peripheral nervous system are involved. Sound pronunciation is corrected in 4 stages:

• Preparatory – the ability to hear sound correctly.
• Sound production is the skills of correct pronunciation of a single sound through articulation exercises.
• Automation - honing pronunciation, introducing sound into syllables.
• Differentiation – consolidation of auditory and articulatory skills.

In the main groups of kindergartens classes are conducted with speech therapists. There are speech therapy kindergartens for children, where increased attention is paid to the development of the articulation apparatus. Speech therapy sessions are even more necessary if a serious pathology is detected. There is a special adapted preschool program for children with severe speech impairments.

Help is provided in schools for children with speech disorders, speech therapy rooms at clinics, specialized institutions and medical centers.

Sincerely, Tatyana Sukhikh! Till tomorrow!

Speech disorders are a collective term to denote deviations from the speech norm accepted in a given language environment, completely or partially preventing verbal communication and limiting the possibilities of a person’s social adaptation.

Among the causes of speech disorders, biological and social risk factors are distinguished.

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Types of speech disorders in children,

reasons for their appearance.

Speech is the highest mental function.

Speech disorders are a collective term to denote deviations from the speech norm accepted in a given language environment, completely or partially preventing verbal communication and limiting the possibilities of a person’s social adaptation.

Among the causes of speech disorders, biological and social risk factors are distinguished.

Biological reasonsthe development of speech disorders are pathogenic factors that act mainly during the period of intrauterine development and childbirth (fetal hypoxia, birth injuries, etc.), as well as in the first months of life after birth (brain infections, injuries, etc.).Intrauterine hypoxia (insufficient blood supply to the brain) of the fetus. The reasons for it can be different: toxicosis, threat of miscarriage, increased blood pressure, somatic diseases of the mother (diabetes mellitus, nephritis, diseases of the cardiovascular system). Infectious diseases of the mother during pregnancy (rubella, influenza, scarlet fever, measles, infectious hepatitis, tuberculosis, herpes, syphilis, HIV infection).Injuries received by the mother during pregnancy, falls and bruises (especially in the abdominal area).
Incompatibility of blood between mother and fetus.Violations of the terms of gestation. Smoking. Alcohol, drugs, taking medications.

Hereditary predisposition, genetic diseases. Features of the structure of the speech apparatus can be inherited, for example, incorrect fit and number of teeth, bite shape, predisposition to defects in the structure of the hard and soft palate (cleft palate), as well as features of the development of the speech zones of the brain and even stuttering.
Social and psychological factorsrisks are associated mainly with mental deprivation of children. A negative impact on speech development can be caused by the need for a child of primary preschool age to simultaneously master two language systems, excessive stimulation of the child’s speech development, an inadequate type of upbringing of the child, pedagogical neglect, i.e., lack of proper attention to the development of the child’s speech, and speech defects of others. As a result of these reasons, the child may experience disturbances in the development of various aspects of speech.
Severe fear or stress, mental illness can cause stuttering, delayed speech development, mutism (the child stops talking to others due to mental trauma).

A preschooler’s speech is not perfect, and the listed unfavorable factors can easily disrupt its development. In childhood, there are several so-called critical periods of speech development:

at 1-2 years, the speech areas of the brain intensively develop;

at 3 years old the baby masters phrasal speech;

at the age of 6-7 he enters school and masters written language.

During these periods, the load on the child’s central nervous system increases, which creates predisposing conditions for impaired speech development or the so-called “breakdown” of speech (stuttering). However, it is necessary to remember the unique compensatory capabilities of the child’s brain. If parents and specialists managed to detect the problem early and provide the child with qualified assistance in a timely manner, it can be reduced and even eliminated.

Researchers of children's speech talk about the variability of the boundaries of a child's speech development. This means that each child has his own individual pace of learning. The first words can appear between the ages of 9 months and 1 year 3 months, with boys slightly later than girls.

If at 2 years old the baby does not babble or utter AT LEAST a few words, and at 3 years old does not speak phrases, this is a serious cause for concern.

Types of speech disorders.

Speech delay

This means that with normal development of intelligence and a good understanding of the speech of others, the baby’s speech development is delayed. Having begun to speak, such a child quickly catches up with his peers. A child with a delay in speech development may begin to speak completely unexpectedly, without special training, and in the future his speech develops like that of his peers. Some children make a sudden transition from a small set of words to phrasal speech.
However, many children need a “push” to start talking. Such an incentive can be play sessions in a group with peers who can already speak, speech development classes with a speech therapist. Don't wait patiently for your child to speak on his own. It is better to consult with specialists: they will give you useful recommendations on how to overcome the delay in the child’s speech development.

Impaired pronunciation of certain sounds.

Stuttering – a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus.

When a child stutters, forced stops or repetitions of individual sounds and syllables are observed. Stuttering most often occurs in children with a weakened nervous system between the ages of two and five years.

Phonetic-phonemic underdevelopment of speech (FFN)- disruption of the processes of formation of the pronunciation system of the native language in children with various disorders, due to defects in the perception and pronunciation of phonemes;
General speech underdevelopment(OND 1 - 3rd level, mildly expressed general underdevelopment of speech), which combines speech disorders, i.e. those cases when in children, for various reasons, the formation of all components of the speech system related to the sound and semantic aspects is impaired.

Reading and writing disordersare considered as delayed consequences due to the immaturity of phonemic and morphological generalizations:
dyslexia (Alexia) - partial (complete) violation of reading processes,
dysgraphia (agraphia) - partial (complete) specific violation of writing processes.