Teaching children the correct pronunciation of sounds consists of several stages. First, you need to prepare an articulation apparatus. The child must rehearse the lip setting, the position of the tongue in front of the mirror, be able to breathe correctly during speech. When the child managed to pronounce the previously disobedient sound “c”, then work is further carried out on its improvement, that is, primary pronunciation skills are formed. At this stage, the automation of the learned pronunciation is carried out first in syllables, and then in words. Only then, when the child, without thinking twice, speaks correctly, communicative skills are formed.
In the article, we will figure out how to automate the “c” in words, how to consistently strengthen the pronunciation first in syllables, then in short phrases, then move on to introducing “c” in sentences. Automation will gradually lead to the fact that the child will inadvertently insert the learned pronunciation into independent speech. This is already happening reflexively, on a subconscious level, thanks to daily activities and exercises, which will be discussed later in the article.
C exercises
At first the children speak the isolated sound “c”, repeating after the teacher or speech therapist. This step does not have to be long. It is recommended to use onomatopoeic games only at the very beginning, when the baby has just learned how to articulate the "c" correctly. The emphasis in this case is on associations, for example, “repeat the whistling of a bird”, “say how the water is noisy”, “show how the wind blows”. In order for the child to understand the difference in sounds close in sound, add associative exercises in the game to “w” and “c”.
At the first stage, you can play the following games with your children:
- “Yula” - a speech therapist or mother unwind a spinning top, and while he is spinning, the child must repeat the learned sound “s”.
- “From hummock to hummock” - the baby is given a strip of paper with glued circles. You can offer a small toy, for example, a bunny, to help your child. He jumps from circle to circle, and the child repeats the sound “c” with each jump of the animal.
- "Talking pen" - a leaf is given to the child, on which long lines are drawn with a dotted line. The kid leads them with a pen and pulls the "c".
- “Catch the ball” - the child throws a small ball or tennis ball from one hand to the other, while “catches” “c”. You can play together. Mom throws the ball to the baby and utters the sound “c”. The child catches the toy and repeat “c” on their own.
Pure words
After this stage, automation of “c” in words has not yet been carried out. Work is ongoing on combining it in syllables.
Slot consonants such as “c” are learned by the method first in simple syllables, for example, “co”, “ce”, etc. Then, work is already done with the reverse syllables, when the vowel is the first and the consonant is the first for example, ac, mustache.
Widely used in pedagogy are pure phrases when children pronounce syllables after the teacher separately, and then sentences with the given syllable at the end.
At first, the child simply repeats all this at a speech therapist. Further, you can offer some exercises for the development of phonemic hearing and attentiveness, since children often do not hear and do not understand what kind of sound needs to be inserted into the word. We list some of them:
- "Continue the word." The teacher says the beginning of the word, and the child finishes his last syllable. To facilitate the task, the child can be offered subject or subject pictures. Such words will do:
-a fox;
-flask - sa;
-bu — ses;
-volo - sy;
-clock.
- "Swap." The adult suggests determining the place “c” in the syllable: at the beginning or at the end. When the child correctly indicated his location, the teacher asks to swap the vowel and consonant, for example, it was “sa”, but you need to convert it to “ace”. It is advisable to carry out such an exercise to develop the skills of phonemic analysis and synthesis.
Next stage of work
Automation “c” in words begins immediately after speaking it in an intervocal position and in combination with another consonant. Let us consider in more detail how the work is carried out at this stage of automation.
The inter-vocal position is the ambience of the consonant with vowels on both sides. It is easier for a child to pronounce such threefold syllables: "asa", "wasp", "isa", "mustache", "wasp", etc.
Next, syllables are spoken several times with a combination of two, and then three consonants before the vowel: “sma”, “hundred”, “ske”, “sli”, etc. Triple consonants are given to children more difficult, for example, such: “stra” , "ask", "hide", etc.
Sound Automation “c” in words
When the preparatory phase is over, and the child in direct and reverse syllables will pronounce the studied “c” well, the task becomes more complicated.
First, the teacher suggests repeating the words that contain already worked-up syllables: whether (sa), (sa) nki, (co) yka, (co) m, flask (sa), kole (co).
The first to use words consisting of one or two syllables, the task is gradually complicated by increasing the number of syllables, as well as modifying their structure. Consider an example of task complexity:
- Dew, myself, catfish, bitches, cheese, rice, scales, carry.
- Cross, flooring, pike perch, cracker, lard, sand.
- Cheesecakes, parcel, colds, dishes, powder.
- Then more complex words are spoken, in which the sound being studied occurs several times or in combination with other consonants, for example, a chisel, string, arrow, dragonfly, sausage.
"Collect the letter"
Such a simple puzzle can be made independently while working on the automation of any consonant. From a sheet of cardboard you need to cut out a large letter, cut it into separate elements and stick a picture with each consonant at the beginning of the word on each of them. In our case, this is the letter "c". Subject pictures can be selected, as in our photo, or come up with your own.
In addition to the development of the articulation apparatus and the pronunciation of the sound being studied, children develop logical thinking and attentiveness, because you need to analyze the shape of the piece and find its place in the whole image of the letter, correctly aligning the edges.
Didactic game "Elephant in the circus"
The child is given a picture showing a circus elephant juggling with balls. Each item is painted, the name of which includes "s". The child examines and speaks out loud, than the elephant juggles. The game can be varied in every way.
To automate the “c” in words, you can choose options with different pronunciation complexity. It is interesting to place three circles on top and give the child the task of finding objects from the set of cards in the name of which “c” is at the beginning of the word, in the middle and at the end. Next, you need to lay out all the pictures in the right piles.
Game "Count the items"
To automate the "c" at the beginning of the word, you can offer children an interesting and informative game. The card depicts objects whose names begin with learned syllables:
- Su is a bag.
- Su is a chest.
- Co - juice.
- Sa - sandals.
- Co - som.
- Co - sable.
The child points with a pointer or finger to an object and calls it, then searches for the same further down the row, and when it finds it, pronounces its name aloud again. Thus, during the game, the child several times calls the teacher the word that begins on the learned syllable. In this game, not only speech is developed, but also attention. A child learns from a large number of pictures to find the same, without missing a single one.
Speech therapy game "Help the baby elephant"
Let's look at another educational game for the automation of sound "c" in words. In it, in front of the elephant, three buckets are first located. Each item is painted. It should begin with a given consonant, or end, or have the sound being studied in the middle of the word.
For instance:
- (Traffic light.
- Dog).
- Armchair.
The kit provides a whole set of subject pictures depicted on buckets. The child needs to distribute the cards in the cells. You can make such a game not drawn on cardboard, but voluminous. Make three empty plastic buckets and a stuffed toy such as an elephant or a bunny. On each of the buckets, attach a sample of the item. The child takes out the pictures one by one from the kit, names the item and locates the "c" in its name.
You can separately do the automation task "c" in the middle of the word, at the end or at the beginning. Such a game promotes the development of phonemic hearing, the ability to find the "c" in words, and correctly determine their location.
Game "Find" with "in the name of objects"
A similar goal is pursued by the teacher during the next game. It is necessary to prepare cards with several pictures to work on the automation of sound “c”. The consonant being studied must be in different places: in the middle, and at the beginning and at the end of the word.
During this game, the kid not only trains to clearly pronounce words with a difficult sound for him, but also learns to determine his place in the word. This will help in preparing the child for school, in studying literacy. The speech therapist’s task is also fulfilled, because his ward clearly and correctly pronounces the words, where “c” is present in both the direct and reverse syllables.
Automation "c" - "w" in words
In speech therapy, they often use the differentiation of those close in sounding "c" and "w". The work is carried out according to the same plan as for one sound:
- Pronouncing an isolated "c", in our case - a pair.
- The pronunciation of syllables is direct, then reverse, in combination with an additional vowel or consonant.
- Pronouncing words, and then sentences, whole phrases. The sounds chosen for work should be in one sentence. The game "What is drawn on the cap?"
The child should consider the picture and make a sentence of the type: "On the hat - a leaf."
Consonant Consolidation
The last step in the automation of “c” at the end of a word, at the beginning or in the middle is to use such phrases when studying tongue twisters, poems and sayings.
This trains not only the pronunciation of the consonant, but also develops the expressiveness of speech. They will help in memorizing tongue twisters in pictures. In this case, not only auditory, but also visual memory is involved in memorization.