Formation of auditory perception in preschool children. Development of auditory perception of preschool children with special needs in preschool age

One from the most important conditions full mastery of speech – correct auditory perception of the surrounding reality. And if the child has difficulties with the latter, then this can automatically affect his ability to speak. How is this issue addressed in speech therapy? And how you can prevent the occurrence of such a deviation - we will consider in this publication.

General speech underdevelopment: its physiology and manifestations

A large number of defects in auditory perception are formed in conjunction with general speech underdevelopment (GSD).

The main symptom of OHP is disruption of the functioning of all elements of the speech apparatus

ONR may be accompanied by deviations from the norm in sound pronunciation, grammar, vocabulary, and also be characterized by a lack of coherent speech .

INall this is explained by specialized specialists manifestations

• underdevelopment of neurophysiological structures,
• cognitive processes,
• psychomotor disorders,
• emotional,
• sociocultural development of the child.
  

In addition, children suffering from OHP have a lot of deviations in psychological, auditory and sound perception, which is associated with impaired blood circulation and improper functioning of the cerebral hemispheres.

In particular, researchers note that, as a rule, with such disorders, the level of activity of the right hemisphere does not correspond to age standards, and often the nerve impulses of the left hemisphere of the brain in preschool children are symmetrically reflected in the opposite.

However, it has been proven!

Incomplete development of auditory perception entails underdevelopment of speech skills, with the phonemic element being the fundamental component.

Three levels of general speech underdevelopment

Highlight three levels, which correspond to different degrees of speech complications .

I level

Characterized by phonemic ambiguity. Articulation is unstable, auditory recognition of sounds is difficult. Syllable perception and their reproduction in the word system is limited. Intonation is inaccurate, stress is placed incorrectly.

Level II

Sound perception is still insufficient, but some differentiated phonemes are already distinguished. At the same time, the incorrect structure of the syllable and its incorrect sound content interfere with the understandable pronunciation of words.

Level III

It is characterized by the presence of an acceptable developed speech function with understandable phrases, but with the presence of lexico-grammatical, as well as phonetic underdevelopment. The child perceives specific sounds, but if their individual pronunciation no longer causes difficulties, then their use in a lexical unit is not always successful.

Stages of sound perception formation taking into account ONR

1. P complete inability to differentiate sounds + the child does not perceive speech addressed to him.
2. The baby is able to distinguish acoustically different phonemes, but is not able to differentiate similar ones . The presence of problems in speaking explains a different understanding and sensation of speech than in an adult.
3. A preschooler identifies sounds according to their distinctive features . In addition, both a correctly and incorrectly spoken word can be compared with an object-subject. This stage is characterized by persistence of tongue-tiedness, but signs of correct pronunciation are becoming more and more obvious.
4. The child’s speaking skills are practically consistent with his age norm. . However, phonemic differentiation is still not strong enough. This manifests itself in the process of mastering and pronouncing words still unknown to him.
5. The process of formation of phonemic perception is completed : speech becomes correct. Experts say the main indicator of this is the child’s ability to distinguish between correct and incorrect pronunciation.
   

The cause of problems with auditory perception in most cases is the child’s inability to differentiate sounds.

In general, experts are of the opinion that insufficient phonemic awareness may be associated with the inability to distinguish sounds that are similar in acoustic and articulatory characteristics. Children actively replace them, and as a result, the word itself and its structure are noticeably distorted.

How to develop auditory perception in a child

According to specialized experts, helping your baby develop hearing will help maintaining a melodic environment . But moderation is good in everything, and you shouldn’t go too far, including, for example, playing music around the clock.

Remember!

The voices of parents and immediate relatives, as well as classics and melodic compositions, have the most beneficial effect.

Besides, auditory perception is perfectly developed by the sounds of nature : rain, birdsong, wind blowing, etc.

In general, very It is useful to teach a child to hear what is happening around him , and, perhaps, there is nothing better than doing it in natural conditions.

Practical exercises should not be excluded either. , they help develop not only hearing, but also analytical warehouse mind, creative thinking, memorization skills.

The first thing to do is to teach your baby to identify where the source of the noise or sound is located. . He begins to master this skill already in the third month of his life. To help him with this task, purchase a rattle that makes a pleasant sound. With its help, you can consolidate your baby's new skill and achieve the development of his auditory attention.

Another important recommendation on the topic of auditory development is that parents need to talk more with their child . Hearing his native speech, his mother’s voice, speech algorithms begin to form in his head. A little later, an understanding arises of how sounds are connected.

Don't exclude musical toys from your toolkit , which help to develop not only auditory perception, but also form musical taste.

How to help a child develop hearing, what games will be effective - watch the video:

Conclusion

Among preschoolers, there are often cases when auditory perception is impaired. It is important to know: even minor deviations of this nature can cause serious damage to a child’s speech practice. Having discovered the first signs of OHP, you should promptly consult a specialist for help, before the deviations lead to more serious forms of pathology: alalia, rhinolalia, dysarthria.

§ 1. The importance of the development of auditory perception

The development of auditory perception in a child of early and preschool age ensures the formation of ideas about the sound side of the surrounding world, orientation towards sound as one of the most important characteristics and properties of objects and phenomena of animate and inanimate nature. Mastery of sound characteristics contributes to the integrity of perception, which is important in the process of a child’s cognitive development.

Sound is one of the regulators of human behavior and activity. The presence of sound sources in space, the movement of sound objects, changes in the volume and timbre of sound - all this provides the conditions for the most adequate behavior in the external environment. Binaural hearing, i.e. the ability to perceive sound with two ears, makes it possible to quite accurately localize objects in space.

Hearing has a special role in speech perception. Auditory perception develops primarily as a means of facilitating communication and interaction between people. In the process of developing auditory perception, as the auditory differentiation of speech becomes more precise, an understanding of the speech of others is formed, and then the child’s own speech. Formation of auditory perception oral speech associated with the child’s assimilation of a system of sound and phonetic codes. Mastery of the phonemic system and other components of pronunciation is the basis for the formation of a child’s own oral speech and determines the child’s active assimilation of human experience.

The perception of music is based on an auditory basis, which contributes to the formation of the emotional and aesthetic side of a child’s life, is a means of developing rhythmic ability, and enriches the motor sphere.

Disruption of activity auditory analyzer negatively affects various aspects of the child’s development, and above all causes severe speech impairment. A child with congenital or early acquired deafness does not develop speech, which creates serious obstacles to communication with others and indirectly affects the entire course of speech. mental development. The hearing condition of a hearing-impaired child also creates obstacles to his speech development.

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Introduction

child perception hearing

Children are born with great potential to experience the world in all its beauty, to live, develop and create in it. This also applies to those who, for some reason, have lost, to one degree or another, the ability to see, hear, or move.

The human body, in particular its “commander-in-chief” - the brain, the entire nervous system is ready to overcome the consequences of disorders, to compensate for existing deviations in psychophysical development. Parents, teachers, and those around them do an extraordinary amount to create optimal conditions for the full development and education of children with special needs. They are taught to “see” with their hands and “listen” with their eyes.

Among children with special needs of various categories, there are those who have hearing impairment. According to world statistics, per 1000 newborns there are from 3 to 6 babies with congenital hearing loss. Further, this number begins to increase due to the influence of factors of various etiologies. Among children with hearing impairment, those who have completely lost it, are totally deaf, are extremely few, approximately 5%. The rest have remnants of hearing of different levels.

The problem of the development and use of the preserved function of auditory perception in children with hearing impairment was, is and remains relevant.

Its solution depends on many factors: material, social conditions; organization, content, teaching methods; scientific substantiation of the problem of compensation and the like.

A path that will provide a deaf person with full verbal speech may be decisive for the family and society. Alternative ways that provide communication problems - sign language, fingerprinting, pictography, etc., can be used, but do not solve the problem of direct oral communication with a person who is not specially prepared for this and who has good hearing.

The task of developing and using auditory function in children with hearing impairment has always been in the field of vision of teachers of the deaf and has been worked on in different ways.

Thus, methods and techniques for studying the state of auditory function were developed; justified medically pedagogical classification according to the state of hearing and speech development; the state and features of listening perception of all speech material (phonemes, words, etc.) were studied. Much attention was paid to the creation of various technical means, increasing the ability of a child with hearing loss to perceive spoken word and master sufficiently developed oral speech.

Methods for the development and use of hearing remnants in the educational process, in particular in work on oral speech, were studied and developed (Rau F.F., Boskis R.M., Beltyukov V.I., Vlasova T.A., Neiman L. V., Kraevsky R., Kuzmicheva A.P., Nazarova L.P., Pongilska A.F. and many others. These issues are also covered in foreign literature (Erber N., Hudgins C., Kelly J., Ling D., Tsster, A.M., Wedenberg E., etc.).

Despite the fact that in recent decades, schools for children with hearing impairment have established special hours for individual work, developed programs, expanded opportunities for the use of high-quality technical aids, etc., there have been significant positive changes in increasing the efficiency of auditory perception and there was almost no improvement in the quality of oral speech of a child with hearing loss.

This determines the relevance of the topic under consideration.

Purpose of the study: to develop a program for the development of auditory perception in children with hearing impairments.

Research objectives:

1. Consider the causes of hearing impairment and their classification

2. Describe the features of the psychological and physiological development of children with hearing impairment

3. Specify special conditions for the development of children with hearing impairments

Chapter 1. Causes of hearing impairment and their classification

Hearing is the body’s ability to perceive and differentiate sounds using a sound analyzer. This ability is realized through the human auditory system or auditory analyzer, which is a set of neural structures that perceive and differentiate sound stimuli and determine the direction and degree of distance of the sound source, that is, which provide complex auditory orientation in space.

The training and education of people with hearing impairments is the focus of deaf pedagogy. Deaf pedagogy (from the Latin Surdus deaf) is a pedagogical science that studies the characteristics of the development, training and education of persons with hearing impairments. The subject of deaf pedagogy is the processes of development, training and education of persons with hearing impairments at different age periods their development.

Exist different views on the causes of hearing impairment. Currently, three groups of causes and factors that cause hearing pathology or contribute to its development are most often distinguished.

The first group includes causes and factors of a hereditary nature, which lead to changes in the structure of the hearing system and the development of hereditary hearing loss. Hereditary factors play a significant role in the occurrence of hearing impairment in children. According to R.D. Gorle, B.V. Konigsmark, hereditary factors account for 30-50% of childhood deafness. At the same time, the authors emphasize that in two thirds of cases of hereditary hearing loss, the presence of syndromic hearing loss is noted in combination with diseases of almost all organs and systems of the body (with anomalies of the external ear, diseases of the eyes, the musculoskeletal system, with pathology of the nervous, endocrine systems and so on.). Hereditary factor becomes important if hearing is absent or reduced in one of the parents. The possibility of having a deaf child in such a situation is extremely high. Hearing diseases can be inherited by both dominant and recessive traits. Recessive traits do not appear in every generation.

The second group consists of factors of endo- or exogenous influence on the fetal hearing organ (in the absence of a hereditarily determined background), which causes the manifestation of congenital hearing loss. Among the causes of congenital hearing loss, the most common are infectious diseases of the mother in the first half of pregnancy. In terms of infectious diseases, rubella is the most dangerous; influenza, measles, scarlet fever, infectious parotitis, toxoplasmosis and others also negatively affect the development of the auditory analyzer and its functioning. One of the factors that lead to the occurrence of this pathology is intoxication of a pregnant woman; consumption is especially dangerous. medications, in particular antibiotics. Also to this group harmful effects include the use of alcohol, nicotine, drugs, poisoning chemicals, food and the like. This group also includes injuries to the mother during pregnancy (especially in the first three months), incompatibility of the blood of the mother and fetus according to the Rh factor or blood group, which causes the development hemolytic disease newborn

The third group consists of factors that affect the child’s hearing organ during one of the periods of its development and lead to the occurrence of acquired hearing loss. These reasons are quite varied. Most often, hearing impairment is caused by the consequences of acute inflammatory process in the middle ear (acute otitis media). In some cases, hearing loss occurs as a result of damage to the inner ear and the trunk of the auditory nerve; it occurs due to the transition of the inflammatory process from the middle ear. Also, the etiologies of persistent hearing impairment in the postnatal period include infectious diseases of the child, among which the greatest danger is meningitis, measles, scarlet fever, influenza, and mumps. According to some authors, more than 50% of hearing impairment in children occurs as a result of the use of ototoxic antibiotics during treatment, which include streptomycin, monomycin, neomycin, kanamycin, etc. Injuries can also lead to hearing impairment, especially in the area of ​​the auricle in the temporal lobes. parts of the head, diseases of the nasal cavity, especially adenoid growths and the like.

Determining the causes of hearing impairment is quite difficult in some cases. This is explained, firstly, by the possible outpouring of several harmful factors at once, Secondly, the same cause can cause hereditary, congenital or acquired hearing loss.

Children with hearing impairments of all groups may also have additional primary disorders. various organs and systems. Several forms are known hereditary disorder hearing, which is combined with impairments of vision, skin, kidneys and other organs (Usher, Ahlström, Wardenburg, Alport, Pendrel syndrome, etc.). With congenital deafness or hearing loss resulting from rubella in the mother in the first two months of pregnancy, visual impairment (cataracts) and congenital cardiopathy (Grieg's triad) are usually observed. With this disease, the born child may also experience microcephaly and general brain failure.

At the same time, complex, complex disorders, including disorders of hearing and other systems, can arise under the influence of various causes and in different time. Therefore, when complex violations In addition to hearing impairments, children may also experience the following:

Violation of the vestibular apparatus;

Various types of visual impairment;

Minimal brain dysfunction that leads to mental retardation;

Diffuse brain damage that leads to mental retardation;

Disturbance of the brain systems, which leads to the occurrence of cerebral palsy or other changes in the regulation of motor activity;

Local disorders of the auditory-speech system of the brain (cortical and subcortical formations)

Diseases of the central nervous system and the whole body that lead to mental illness(schizophrenia, manic-depressive psychosis, etc.);

Serious illnesses internal organs heart, lungs, kidneys, liver, which lead to a general weakening of the body;

Possibility of deep socio-pedagogical neglect

Classification of hearing impairments

The need to differentiate people with hearing impairments is determined by the practice of constructing educational and correctional development processes with them. Carrying out a clear diagnosis and identification of groups of children with similar conditions will make it possible to more effectively organize work with them, identify those who need specially organized training, and those who can study in secondary schools if the necessary conditions are created there. Some classifications are based on both the ability of children with hearing impairments to perceive spoken language at different distances and the criteria for loudness in decibels.

In correctional pedagogy, the following groups of children are distinguished in accordance with the degree of impairment of auditory function and the time of occurrence of the deviation: deaf, with reduced hearing (hard of hearing) and late-deafened.

Deaf children are children with complete absence hearing or its significant decrease, in which perception, recognition and independent mastery of oral speech (spontaneous speech formation) is impossible.

Complete loss of hearing is rare. The child's residual hearing allows him to perceive individual intense sounds, phonemes, which are pronounced very loudly at the auricle. With deafness, independent perception of spoken language is impossible. Children can perceive spoken speech using an auditory analyzer only with hearing aids.

L. V. Neiman notes that the ability of deaf children to distinguish surrounding sounds depends primarily on the range of frequencies that are perceived. Depending on the volume of frequencies perceived by the state of hearing, four groups of deaf people are distinguished. There is a strong relationship between deafness group and the ability to perceive sounds. Children with minimal hearing (groups 1 and 2) are able to perceive only very loud sounds at a short distance from the auricle (steamboat whistle, loud scream, drum beats). Deaf children from the third and fourth groups are able to perceive and distinguish a significantly larger number of sounds at a short distance, which are more diverse in their sound characteristics (the sound of musical instruments, toys, animal voices, the sound of a telephone, etc.). Deaf children of these groups are even able to distinguish speech sounds - several well-known words and phrases.

There are congenital and acquired deafness. Congenital deafness is caused by various adverse effects on the auditory analyzer during intrauterine development. Acquired deafness can occur at any age. Occupational deafness is also observed, which occurs as a result of prolonged exposure of the hearing organs to noise stimuli and vibration during professional activities.

According to audiometric studies, deafness is not only a hearing loss of more than 80 dB, but also its impairment or loss at different frequencies. Particularly unfavorable is the loss or decrease in hearing in the frequency range that includes spoken speech.

Deafness as a primary defect leads to a number of abnormalities in the development of the psyche. Speech development disorder or its absence as a secondary defect negatively affects the development of the entire cognitive sphere deaf children. This is explained by the fact that it is through spoken language that most of the information about objects and phenomena of the surrounding reality is transmitted. The absence or significant damage to the auditory analyzing system, which should perceive this information, negatively affects the formation of cognitive activity and competence of such children. The absence of speech or its significant underdevelopment negatively affects not only the formation of verbal-logical thinking, which is directly related to it, but also the development of visual-figurative and practically effective thinking, and mental processes in general. Despite the fact that in the mental development of such children, visual-figurative forms of cognition acquire greater importance than verbal-logical ones, visual images do not receive the necessary verbal support in the minds of such children in the form of explanation, characterization of their properties and qualities.

Due to a lack of awareness of information about the outside world and its features, the reactions of such children to the surrounding reality are primitive, spontaneous, and often do not correspond to socially accepted standards. In particular, others form the wrongful opinion that such children have mental retardation or mental retardation.

In addition, lack of hearing and significant underdevelopment or immaturity of speech are often insurmountable obstacles in the formation of the social status of such a child. Children with normal psychophysical development often do not perceive it, refuse joint activities, play with it due to the inability to establish contacts, lack of adequate understanding of each other. Such children, having full intelligence, are aware of their pathology; against this background, they may develop disturbances in the emotional-volitional sphere in the form of neuroses, affective reactions, negativism, apathy, selfishness and egocentrism are formed.

Complex secondary disorders, the main of which are the absence of speech and the delay in the formation of verbal and logical thinking, lead to the characteristic, atypical development of the personality of a deaf child.

Late-deafened people are people who lost their hearing at an age when their speech was more or less formed. The level of speech preservation depends on the age at which the child lost his hearing, the development of his speech and the conditions under which the child’s personality is formed.

If hearing impairment occurs between the ages of 2 and 5, but the child does not receive qualified assistance, he loses the sound composition of speech, vocabulary, and the ability to construct phrases. If you lose hearing after 5 years, your vocabulary and ability to express yourself correctly will be preserved. The main direction of correctional and developmental work in this case is to provide the child with feedback, the ability to auditory-visual-vibrational perception and understanding of the oral speech of those around her; in preserving the phonemic, lexical and grammatical aspects of one’s own speech.

If there is hearing loss in the period after the child masters written speech, with the organization of individual assistance, vocabulary and oral speech can be preserved for a sufficiently long time. high level. Late-deafened adults need similar assistance in ensuring the skills and abilities of auditory-visual-vibratory perception of oral speech and maintaining the clarity of their own speech. Considerable attention requires developing their confidence, willingness to communicate, and courage in meeting their communication needs.

Hearing loss in such children can be different - total, or close to deafness, or such that is observed in persons with reduced hearing. At the same time, in mental development, a severe mental reaction to the fact that they do not hear many sounds or hear them distortedly, and do not understand the addressed speech, comes to the fore. This sometimes leads to a complete refusal to communicate with peers and even loved ones, sometimes to the onset of mental illness.

If such children have sufficient residual hearing, then correctional work with them can be done using hearing aids and developing lip reading skills. Since they already know the characteristics of sounds, this process happens faster for them, of course, provided they overcome the psychological barrier.

If total deafness occurs, it is necessary to use dactylology, written language and, possibly, gestures. Provided that a favorable environment is created for the upbringing and education of a late-deaf child, the development of his speech, cognitive and volitional qualities approaches normal.

Children with reduced hearing (hard of hearing) are children with partial hearing impairment, which does not prevent them from independently accumulating a certain vocabulary (often incomplete, somewhat distorted), mastering to a certain extent the grammatical structure of speech, although in general it leads to pronounced speech development disorders .

A child is considered hard of hearing if he begins to hear sounds in the range of 20-50 dB or more (first-degree hearing loss) and if he hears sounds with a height of 50-70 dB or more (second-degree hearing loss). Accordingly, the range of sounds in height varies among different children. In some children it is almost unlimited, in others it approaches the high-altitude hearing of the deaf. Some children who speak as hard of hearing are diagnosed with third-degree hearing loss, like the deaf, and the ability to perceive not only low-frequency sounds, but also medium-frequency sounds (in the range from 1000 to 4000 Hz) is noted.

When characterizing the mental development of this category of people, it is necessary to note certain deviations from the norm. And the point here is not only that the child does not hear well, that he has a physical disability, but that this deficiency leads to a number of disorders and developmental deviations. What comes to the fore here, of course, is speech underdevelopment. Options for speech development with this deviation are quite diverse and often depend on the individual psychophysical characteristics of the child and the social and living conditions in which he is raised and studies. But at the same time, defective development is caused by poor hearing, which leads to a change in the process of general development: hearing impairment, general underdevelopment of cognitive activity - underdevelopment of speech.

Speech underdevelopment takes on the character of a secondary deviation, which arises as a functional one against the background abnormal development psyche as a whole. Since speech is a complex system with the help of which information encoded in words is transmitted and received, a child with hearing loss experiences its insufficiency from very early development.

Poverty vocabulary, the curvature of speech development against the background of a disturbed auditory analyzer is reflected throughout the entire course of cognitive activity. Such a student has significant difficulties in developing reading and writing skills in the first stages of education, in mastering new texts, understanding and comprehending them. Distortions, insufficiencies, and abnormalities in vocabulary often create the impression that the child has mental retardation or, at best, a significant gap in knowledge about the world around him. This makes social interaction difficult for such a child. Since such children have full intellectual sphere and realize that they are anomalous and problematic; this has an even more negative impact on the formation of social interaction skills. Difficulties in verbal communication are the main cause of conflict situations with peers, the formation of disturbances in the emotional-volitional sphere, manifestations of aggressiveness, and selfishness.

Features of the psychological and physiological development of children with hearing impairment

One of important characteristics and the properties of many objects and phenomena of living and inanimate nature, there is sound, which in this capacity contributes to the formation of the child’s ideas about the world around him. Mastery of objective actions and knowledge of objects turns out to be closely related to the perception of sound as one of the properties of things. During the child’s sensory development, sound differentiations are formed: first, according to the principle “sounds - does not sound”, later - taking into account volume, timbre, pitch. Mastery of these characteristics contributes to a more complete objectivity of perception and its integrity.

Sound is one of the regulators of human behavior and activity. Regulation of behavior associated with a person’s orientation in space is characterized by both the selection of visually perceived objects and their localization based on spatial hearing. So, a child’s orientation in the environment depends on the ability of hearing to evaluate the spatial characteristics of objects. It is the spatial characteristics of sound that determine the cognitive component of auditory perception. The presence of sound sources in space, their movement, changes in volume and timbre of sound - all this provides the conditions for the most adequate behavior in the environment. Dynamic or temporal characteristics are of fundamental importance, since the severity of the sound process over time is a specific feature of sound. For the regulation of behavior, the emotional and evaluative characteristics of the auditory image are important. The form of the response changes especially strongly when extreme signals are perceived (crying, screaming, moaning).

The most significant role of auditory perception is for speech and music. Auditory perception develops primarily as a means of facilitating communication and interaction between people. Sound as an object of auditory perception is based on a clear communicative orientation. Already from the first months, the child’s auditory reactions are bright. social character: the child reacts especially actively to the voice of a person, and above all - the mother. In the process of developing auditory speech recognition, an understanding of the statements of others is formed, and later, the baby’s own speech subsequently ensures the satisfaction of his need for communication.

The formation of auditory perception of oral speech is associated with the child’s mastery of a system of sound (phonetic) codes. The assimilation of the most important sign system for a person - phonemic - determines the development of speech as the main means of communication and knowledge of the world around us.

One of the important means of a child’s emotional and aesthetic development is music, sounds of nature, intonation and timbre of the voice.

Depending on the characteristics of objects that produce sounds, they differ from each other to a greater or lesser extent, which makes it possible to recognize an object using sound. We know the book or what fell from the table in the next room. The sound also reflects individual properties of objects, for example, size: we recognize whether the book that fell was large or small, etc. In addition to size, the material from which objects are made is recognized by sound, namely: cardboard, wood, metal, glass, etc. d. The sound reveals important signs of internal structure, such as the presence of cavities in an opaque object. The sound reveals defects in the object (for example, a crack in a glass).

Thus, sound has a subject-cognitive meaning. The sound an object produces varies depending on the distance separating us from the source of the sound. This allows you not only to recognize the object that sounds, but also to determine how far away it is. Thanks to this equipment of the auditory analyzer, namely the spatial arrangement of both auditory receptors located on two opposite sides of the head, we are able to accept the directionality of the sound source. So, by hearing you can determine the location of an object, in other words, localize it in space.

Not only objects are cognized by hearing, but also processes, phenomena and events: the operation of machines, the activities of people, the movement and movement of objects. It is wrong to think that we know only the peculiar sounds inherent in various objects, processes, and phenomena. We perceive the characteristically complex, diverse sound of the overall environment, for example, forests, fields, seashore, factory, big city, etc. ; we can analyze it and determine the presence of various objects, their placement, movement, and also recognize what processes are occurring in the environment. It is possible to perceive many invisible objects by hearing. So, for example, not a single bird is visible in the forest during the day, but the spring hubbub not only indicates their presence: it is a choir, where each voice sings its own special song, with the help of which you can find out which bird it belongs to.

So, the reality around us is reflected thanks to the sounds emanating from it much more fully than when perceived with the help of vision alone. Sounds signal the presence of invisible objects and processes in visual perception in a given area of ​​the environment. The presence of sounds weakens the meaning of the inevitable “fragmentation”.

The importance of hearing turns out to be when it is necessary to quickly respond to sudden changes in the environment, about which it is primarily the sound that makes one aware. Without the perception of sound, changes in the surrounding world remain perceived until the last second, as a result of which difficult and even dangerous situations are created.

Not only sounds that arise independently of us, but also sounds generated by our activities, emanating from objects with which we come into contact, and which we use to regulate our behavior.

The operation of a machine, car, airplane, or combine is consciously controlled by hearing, since the nature of sounds and their changes signal the processes that take place inside them.

Hearing frees you from the need to frequently inspect your environment to determine whether significant changes are occurring in unseen parts of it. When we are busy working in a quiet room, the auditory analyzer turns out to be a kind of “sentinel” analyzer. It reflects changes that occur in a fairly wide environment, which is not visually perceived at this time. These changes are recognized and taken into account, which makes it possible to react immediately only to strictly special changes, to others - later, during a work break, and to others - for a long time, after all the work has been completed.

Thus, the perception of the sounds of the surrounding world, speech and music, in which the activity of the auditory analyzer is supported by the visual, tactile, motor, and olfactory, is an important means of development of the child’s psyche.

Patterns of mental development of children in sensory conditions deprivation

A limited influx of information when one or more analyzers are disrupted creates unusual conditions for the development of the child’s psyche. Back in the thirties, L. S. Vygotsky put forward a thesis about the complex structure of the abnormal development of the psyche of a child with a defect and pointed out a certain ratio of symptoms included in this structure. The primary symptom, occurring in childhood, prevents normal development the child’s psyche and leads to secondary deviations.

Of fundamental importance is the fact that secondary deviations in the development of mental processes are specific to a particular primary defect. Those processes are disrupted for the second time, the development of which normally depends on the primarily affected function. During abnormal development, the primary defect and secondary symptoms are in a natural interaction. Not only does the primary symptom create conditions for the occurrence of secondary symptoms, but secondary symptoms also increase the primary symptom.

It is known that the exclusion or decrease in the activity of the hearing organs as a result of congenital or acquired deafness or hearing loss in early childhood deprives the child of one of the most important sources of information and modifies it cognitive activity. Hearing impairment also negatively affects the formation of the child’s personality, which takes place in special conditions. L. S. Vygotsky considered sensory deprivation (lack of hearing or vision) as a kind of “social dislocation.” He believed that “a person’s eye and ear are not only physical organs, but also social organs,” therefore “a deficiency of an eye or ear” is, first of all, a loss of important social functions, pathological degeneration of social functions, displacement, peculiar deformation of all systems of behavior.

The pathophysiological basis for the influence of hearing impairment on the neuropsychic state of a child is the well-known provisions of I.M. Sechenov and I.P. Pavlov, who indicated that the functional state of the central nervous system depends on the level of afferentation flow. That is, the activity of the central nervous system is supported by associative stimuli and at the same time depends on the number of all stimuli and their irradiation. First of all, this is a continuous relationship of information coming from outside world, own programs of motor actions, innate or acquired during the learning process, as well as existing information stored in the child’s memory as “past experience”.

When one of the analyzers “falls out,” compensatory mechanisms are activated, which in a certain way help to recreate a holistic picture of the world, but such compensation is not complete.

The uniqueness of the auditory analyzer lies in the fact that it plays a decisive role in the development of speech (primarily as a means of communication). Any education, intellectual development are possible only if there is a second signaling system, and this in turn is the basis for the development of thinking and the formation of mental activity.

Congenital or early acquired deafness or hearing loss, as a severe primary defect, leads to pronounced secondary deviations, peculiarities of personality formation and the uniqueness of the course of mental processes.

Chronic psychological trauma, which, of course, is sensory deprivation, leads to disorders not only in the psychological sphere, but also affects the somatic state of children. Thus, according to V. Kovalev, due to the fact that hearing impairment is very often the result of infectious diseases And toxic lesions CNS, in clinical picture cerebrasthenic and psychoorganic symptoms are common; as shown in the study by Matveeva V. and Bardenstein L., deaf children do not have ongoing progressive brain diseases, but scattered neurological microsymptoms of a residual nature were found in the form of convergence insufficiency, partial strabismus, tremor of the eyelids and fingers, swaying in the Romberg position, nasolabial fold , decreased or increased tendon reflexes, expansion of reflexogenic zones. This symptomatology in each individual child was not represented by all of the given symptoms, but by a combination of 2-3 symptoms. With age, pathological symptoms usually decrease.

According to Bardenstein L., in almost all studied deaf children, certain vascular-vegetative disorders are observed in the form of pale skin, increased vascular pattern on the chest and temples, bright red dermographism, acrocyanosis, local and general hyperhidrosis, pulse lability, dizziness , headaches. These phenomena were most pronounced at the age of 7-15 years and were somewhat reduced until the age of 17-19 years. It can be assumed that the group of pathological phenomena associated with defects sensory systems and chronic somatic diseases is heterogeneous in genesis: in the formation of pathological personality traits, both underlying factors (deafness, residual insufficiency, possible physical disabilities) and environmental disorders (educational defects, psychogenics) take part, which are difficult to combine with each other in each individual case . Targeted clinical studies of the influence of sensory deprivation on the psychophysiological state of children began only in the second quarter of the twentieth century, but we still cannot create a holistic picture of the characteristics of the physical and mental state deaf and hard of hearing child.

Thus, according to A. Adler, many deaf people develop neuroses and other deviations as a consequence of the action of “innate” forces. But such an interpretation, of course, cannot reveal the true etiopathogenesis personality disorders. I.Solomon notes that various neurotic disorders in the deaf, they are more common during certain age crises (3-4 years, 6-7 years, 13-14 years). The distribution of sensory-deprived people into two groups according to the dominance of certain psychopathological characteristics in each of them is interesting. Thus, I. Solomon includes children with the phenomena of unsociability and suspicion in the first group. They experience enuresis and uncontrollable actions in the form of nail biting, hair pulling, and the like. The other group included children with developed crying, irritability, affective lability and a tendency to aggressive actions.

According to V. Gilyarovsky, deafness often leads to significant personal deformations with a tendency toward paranoid attitudes. The cause of pathological changes in character is painfully altered reactivity combined with a gradually emerging feeling of inferiority.

T. Bilikiwecz considers the main cause of characterological disorders in the deaf not only auditory, but also social deprivation. V. Kovalev and A. Lichko attach great importance to the improper education of deaf and hard of hearing children, which leads to the formation of asthenic and hysterical personality traits.

According to Korsunskaya B., Myasishchev V., sensory deprived children have a syndrome of retardation of mental development due to partial delay in intellectual development, etiologically associated with deafness and lack of speech (although according to Rozanova T., Rau M., the deaf do not have strict determinism and the development of the intellect of the deaf occurs on a sign basis). Electrophysiological studies have shown that when performing various thinking operations, in most cases, a friendly embrace of excitation of the muscles of the articulatory apparatus and the muscles of the hand is observed. This indicates the existence within the speech motor analyzer of the deaf of a single functional system that combines the activities of articulatory and finger kinesthesia. Gradually, the main role begins to belong to articulatory kinesthesia, but finger kinesthesia still does not lose its importance, and dactylic speech contributes to the mastery of the language of words, positively influencing the reproduction of the structure of the word. The conditioned reflex connections that arise between the articulum and the dactylemam are a kind of replacement for auditory control over pronunciation.

In deaf children, mental development retardation syndrome is observed, the core of which is a secondary partial delay in intellectual development, etiologically associated with deafness and its consequence - the absence of speech formation in the first years of life. It is expressed in a typical delay in verbal abstract-logical thinking, with the preservation of concrete forms of thinking. The syndrome also includes individual symptoms of emotional-volitional immaturity: instability of hobbies, interest, satiety, lack of independence, emotional lability with a tendency to affective outbursts, etc. We can say that these properties are only a manifestation of partial mental infantilism. These symptoms are most pronounced at the age of 7-11 years and decrease gradually as they grow older. Retardation syndrome becomes the background against which extreme neuropsychic disorders develop.

But, although the intellectual development of the deaf has fairly good prospects, retardation syndrome, especially in preschool age, has many symptoms of emotional-volitional immaturity (instability of interests, lack of independence, suggestibility, emotional lability with a tendency to affective outbursts), at the same time does not determine the full personality characteristics and are qualified by many authors (Matveev V., Lichko A.) ​​as manifestations of partial mental infantilism.

The following specific patterns of mental development of children with hearing impairment can be identified.

1. Reduced ability to receive, process, store and use information.

Towards visual information with normal intelligence it lasts up to 10-11 years.

2. Difficulty in verbal mediation.

3. Slowing down the process of concept formation.

4. disproportion in the development of individual mental processes.

5. The rate of mental development is reduced in the first years of life, and accelerates with age.

6. The level of mental development depends on personal qualities and correctional and developmental impact.

Special conditions for the development of children with hearing impairments

In the theory and practice of deaf pedagogy, there were two opposing points of view on the issue of the development of auditory perception and its role in the teaching and upbringing of children with hearing impairments. In some cases, auditory perception was clearly underestimated. There have even been unfounded concerns that special auditory exercises may have an adverse effect on the development of lip reading skills in children. The result of such underestimation was the complete neglect of auditory work in schools for children with hearing impairments, which in turn affected the quality of education, in particular the state of pronunciation, in deaf and hard of hearing children.

In other cases, the possibilities for developing auditory perception were extremely exaggerated, which led to the transformation of auditory work into an end in itself. The auditory work was tasked with “bringing out the state of practical deaf-muteness,” that is, transforming deaf children into hearing ones. Naturally, such a task turned out to be impossible, which in practice led to disappointment and a decline in interest in auditory work.

Observations show that, under the influence of life experience and in the process of language learning, the auditory perception of deaf and hard of hearing children develops to some extent even without special auditory exercises. It is often noted that upon entering kindergarten and school, a deaf child reacts only to a loud voice in the auricle itself or cannot find any traces of hearing, and upon repeated examination in the middle or at the end of the year, he is able to distinguish some non-speech sounds (bell , the sound of a bugle), and sometimes certain elements of the language based on the language material covered.

An important prerequisite for the development of auditory perception in children with impaired hearing is the formation of verbal speech in them. The mechanism of development of auditory perception in in this case should be understood as the establishment of conditional connections between auditory and kinesthetic stimuli corresponding to certain elements of language accessible to the hearing of a deaf or hard of hearing child. At the same time, in the process of speech formation, the actual auditory differentiations are refined.

A significant role in the development of auditory differentiation, in establishing connections between auditory and speech kinesthetic stimuli, i.e., in the development of auditory perception in children with hearing impairments, belongs to special auditory exercises.

The works of a number of Soviet scientists (S.V. Kravkov, B.M. Teplov, A.N. Leontiev) established the great importance of special exercises for the development and improvement of the functions of various analyzers, in particular the auditory analyzer.

As the experience of teaching deaf people with hearing loss, as well as hard of hearing children, has shown, the auditory perception of non-speech sounds and elements of speech under the influence of special exercises aimed at their comparisons and differences becomes more differentiated.

In our opinion, the main tasks of developing auditory perception and forming pronunciation in children with hearing loss are:

Maximum development of residual hearing

Strengthening the auditory component in conditions of auditory-visual speech perception

Expanding the concept of environmental sounds

Using the polysensory basis of environmental perception for orientation

Maximum use of residual hearing for the formation of pronunciation and further development of speech

Improving communication skills on an auditory-visual basis, perception and speech production

Aesthetic education based on musical and rhythmic material

Use of sound amplification equipment in various acoustic conditions.

In the course of work on the development of auditory perception and the formation of pronunciation, the understanding of children with reduced hearing about the sounds of the environment is enriched, orientation in the world of sounds is improved and the possibilities of aesthetic education through musical means are expanded.

The development of auditory perception and the formation of pronunciation should occur under the condition of constant use of sound amplification equipment for collective use and individually selected hearing aids (if there are no medical contraindications for this). At the same time, it is recommended to develop the ability to perceive on an auditory basis, without the use of sound amplification equipment for collective use and individual hearing aids.

Hence, individual sessions on the development of auditory perception and the formation of pronunciation, as a compensatory and adaptive component, should occupy their due place in the content of correctional and developmental work with students with hearing impairments, both in specially organized education and inclusive ones.

Among the main methodological provisions for organizing auditory-pronunciation work is the correspondence of the sound material to the child’s auditory capabilities. The development of auditory-pronunciation capabilities of both hearing-impaired and deaf students directly depends on the state of their auditory function. Despite this, in the course of work on the development of auditory perception, the hearing status of each student must be taken into account.

The next methodological principle for organizing auditory-pronunciation work is the importance of sound material, both speech and non-speech. At the initial stages of work, in order to develop auditory differentiations, it is advisable to select sounds that have a specific meaning and correlate with certain objects or actions. So, if the work is aimed at distinguishing or recognizing non-speech sounds from musical/sound toys or objects, then the child must become familiar with them visually, hold them in his hands, and try to reproduce the sound independently. When working on differentiating speech sounds, the teacher must include them in words and phrases and provide both auditory and visual reproduction of them in the form of written tables and visual displays of objects or actions to represent these words.

Sound material must be consistent and practiced under conditions of gradually increasing difficulties.

The criterion for determining the level of complexity of sounds is the acoustic proximity of the sounds that are being compared. Therefore, the closer the sounds are to each other, the finer they are and the more difficult it is to differentiate them, the further they are, the coarser they are, and, accordingly, easier to differentiate. Today, it is a well-known fact that it denies total deafness - the remnants of hearing to one degree or another in all children with hearing impairment. Therefore, work on the development of auditory perception should be carried out with all categories of children with hearing impairments - both deaf and hard of hearing, both with hearing aids, and with children who have medical contraindications to hearing aids.

Modern sound amplification, both individual and collective, opens up all or almost all available auditory hearing speech and non-speech sounds to a child with hearing impairment. Because the fact of the positive influence of residual hearing on the formation of spoken abilities and speech of the deaf and hard of hearing is indisputable. Consequently, as experience shows, in deaf children who have significant residual hearing (II, III, IV), the development of auditory perception helps to successfully overcome or prevent (subject to early correctional and developmental work) defects in the voice and pronunciation of vowels and most consonants, and also whole words and phrases. Difficulties arise only with reproducing the pitch of the voice, since the hearing range of most deaf people, in particular groups II-III, is insufficient for this.

In group I deaf people, who have relatively small hearing remnants, they must develop auditory perception to distinguish between acoustic and non-speech sounds, primarily to expand the concept of environmental sounds and use the multisensory basis of environmental perception for orientation.

The main methodological provisions that determine the structure of classes for the development of auditory perception are the following.

1. Compliance of the sound material with the hearing abilities of children.

The state of the auditory function in deaf and hard-of-hearing children is far from the same, and therefore the capabilities they have for distinguishing between certain sound stimuli are also different. In this regard, when conducting classes on the development of auditory perception, the hearing status of each student should be taken into account, especially when working with sound-amplifying equipment.

Since usually in each class there are students with different hearing impairments, for special auditory training It is advisable to form a group of children with approximately the same hearing status or, even better, to conduct individual lessons.

2. Significance of (signal) sound material.

Both non-speech and speech sounds used to develop auditory differentiations should, if possible, be of a specific nature and correlated with some object or action. If the sounds made by toys or other sounding objects are differentiated, then the child must see these objects, hold them in his hands, and make them sound. If speech sounds are differentiated, then, if possible, they are included in words and phrases, and the words themselves are presented not only aurally, but also visually in written form, as well as in the form of showing the object or action itself denoted by this word, in kind or in an image. In cases where speech sounds cannot be differentiated and cannot be included in words, it is permissible to compare them in isolated form or in warehouses, however, even here it is necessary to resort to some kind of visualization - showing the corresponding letter or composition on the board or in the student’s notebook.

Gradual transition from coarse differentiations to more subtle ones. Sound material offered to children in auditory classes must be processed in a certain sequence, by moving from coarser differentiations to more subtle differentiations, i.e., in order of gradual increase in difficulty. The criterion for judging the degree of complexity of differentiation is, first of all, the greater or lesser acoustic proximity of the sounds being compared: the closer the sounds are compared to each other, the finer, the more difficult the differentiation; the farther they are from each other, the rougher it is, and therefore the easier the differentiation.

Exercises for the development of auditory perception are carried out mainly with vision turned off, for which the sound source - the teacher's mouth or a sounding object - is covered with a special screen or the child is placed with his back to the sound source. When carrying out such exercises, tactile and vibration sensations should also be excluded. To do this, it is necessary to prevent the child from coming into contact with those objects that vibrate under the influence of resonance (for example, a table top). When speaking into a child's ear, you should shield yourself with a piece of paper and the like. However, when familiarizing children with the material of future auditory exercises, as well as in case of difficulties during these exercises, visual and tactile-vibrational (lip reading, reading signs or inscriptions on the board, showing sound objects, touching the larynx when pronouncing sounds) are used to help auditory perception and etc.). Work on the development of auditory perception should be carried out with all children who have remnants of hearing. Due to the unreliability of the results of primary testing of auditory function in deaf children entering school without preschool preparation and kindergartens, auditory training in the preparatory class and in the first year of kindergarten should be carried out with all children. In classes on the development of auditory perception, it is necessary to regularly use sound-amplifying equipment, which allows you to bring the sound source closer to the child’s ear and makes it possible to conduct frontal classes with a group of students without unnecessary strain on the teacher’s voice. However, this kind of work should alternate with exercises without the use of sound-amplifying equipment, especially when conducting auditory training with hearing-impaired children, so as not to deprive children of training in the perception of sounds in a natural environment, without equipment. In addition, it must be borne in mind that even the most advanced equipment produces some distortion of sounds. Therefore, children should be taught to perceive non-speech sounds, as well as elements of language available to them in natural conditions, adjusting their volume, changing the strength of sounds and distance from the sound source in accordance with the auditory data of children.

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Preschool age is the period of the most intensive development of speech, the effectiveness of which depends on the normal functioning and interaction of various analytical systems. Auditory system– one of the most important analyzing systems. Through auditory perception, the child’s ideas about the world around him are enriched. Cognition of objects and phenomena is closely related to the perception of sound as a property of objects.

Developing auditory perception is critical to the emergence and functioning of spoken language. Currently, there is a steady increase in the number of children with various deviations in speech development, which undoubtedly affects the preparation of children for schooling, and subsequently on the quality of learning school programs.

Research by domestic scientists R.E. Levina, N.A. Nikashina, L.F. Spirova and others show that “underdevelopment of phonemic perception in the future entails serious deviations in the formation of correct sound pronunciation, as well as writing and reading (dyslexia and dysgraphia).

It is known that a child learns to speak by hearing. He hears the speech of adults and extracts from it what is understandable and utterable to him. Since the human auditory analyzer has a rather complex structure, it provides different levels of auditory perception. Let us clarify once again the functional roles of each of them.

Physical hearing is the most elementary level of auditory function. Thanks to it, we hear various sounds of the world around us that deaf people cannot hear. Physical hearing is provided by the primary fields of the auditory cortex of the brain, also called the cortical ends of the analyzers.

Non-speech hearing, non-speech auditory gnosis, including musical gnosis, is realized by the secondary fields of the temporal cortex of the right hemisphere of the brain. It opens up the possibility of distinguishing all kinds of natural, object and musical noises.

Speech hearing or, otherwise, speech auditory gnosis, – a higher level than physical hearing: this is the level of phonetics. Such hearing can also be described as phonetic. Its location is in the secondary fields of the temporal cortex of the left hemisphere.

You can have an excellent ear for music and a very poor ear for speech, that is, poorly understand speech.

Phonemic hearing is the highest in the hierarchy, designed to differentiate phonemes, including oppositional ones.

If phonemic hearing is insufficient, phonemes mix, merge with each other in words, and the words themselves often merge with each other. As a result, audible speech is poorly perceived (decoded). Phonemic hearing is based on the ability to distinguish between non-speech (natural and object) noises, for which the right hemisphere of the brain is responsible.

The ability not just to hear, but to listen, focus on sound, highlight it characteristics- an exclusively human ability, thanks to which knowledge of the surrounding reality occurs. Auditory perception begins with acoustic (auditory) attention and leads to an understanding of the meaning of speech through recognition and analysis of speech sounds, supplemented by the perception of non-speech components (facial expressions, gestures, posture). Therefore, acoustic-perceptual perception is the basis for auditory perception, and these processes are inextricably linked with each other.

The auditory and speech motor analyzers are of great importance for the development of speech and the formation of the second human signal system.

The ability to focus on sound (acoustic (auditory) attention) is an important human ability that needs to be developed. It does not arise by itself, even if the child has naturally acute hearing. It needs to be developed from the first years of life.

The development of acoustic attention proceeds in two directions: on the one hand, the perception of speech sounds develops, that is, phonemic hearing is formed, and on the other hand, the perception of non-speech sounds, that is, noise, develops.

Non-speech sounds play a significant role in a child’s orientation in the world around him. Distinguishing non-speech sounds helps to perceive them as signals indicating the approach or removal of individual objects or living beings. Correct determination of the direction of the sound source (its localization) helps to navigate in space, determine your location, and direction of movement. So, the noise of the engine indicates that a car is approaching or moving away. In other words, well-identified and consciously perceived sounds can determine the nature of the child’s activity. In ordinary life, all sounds can be perceived only by ear or based on vision - auditory-visually. In addition, the level of development of speech hearing directly depends on the development of non-speech hearing in children, because all characteristics of non-speech sounds are also characteristic of speech sounds.

The main quality of auditory images is subject-relatedness. Sound perception games give an idea of ​​noises of different nature: rustling, creaking, squeaking, gurgling, ringing, rustling, knocking, birdsong, the noise of trains, cars, animal cries, loud and quiet sounds, whispers, etc.

Nature is a living book, with which the child is in direct contact, providing the broadest opportunities for the development of auditory perception. Children learn about the surrounding reality through their own experience. Children's activities in the natural environment (excursions, observations, hikes) provide the opportunity to observe various natural and everyday noises, such as the sound of the wind, the sound of drops, the creaking of snow. As a rule, when organizing excursions into nature, teachers set limited tasks: for example, on a suitable day in early spring, to get acquainted with the first thawed patches, the properties of snow, the particular weather conditions and flora. However, in such observations it is advisable to include tasks aimed at developing auditory perception. For example: we go into the garden, look for places where the snow has already melted, where the ground is visible. These are thawed patches. Let's take a closer look at them: there are large and small, round and angular. Children run, search, and find thawed patches. Let's take a closer look at what's on them. Here are dry brown leaves, let's take them and listen to how they sound. There are many topics for such observations.

Icicles on the roof near the southern wall of the house, hanging in the form of a luxurious fringe of ice. How many concepts can be taught to children using this original material: the shine of ice, the rainbow tints of its colors in the rays of the sun, the size of icicles, their length and thickness, the feeling of cold from a broken icicle penetrating through warm mittens, the ringing fall of drops and bursting ice.

When observing snow falling in winter, listen to its creaking, the silence of windless weather, and the cries of birds. etc

Each such excursion, which is a walk for children, gives them a lot of impressions and perceptions that are not provided for in your plan, but the plan must be outlined exactly what you will introduce the children to and to what extent. When planning walks and excursions, do not forget to include tasks for the development of auditory perception and auditory memory.

To consolidate the knowledge acquired by children during excursions and walks, it is advisable to hold a conversation, for example:

Look at the pictures with the children, ask them to pronounce the sounds they heard on their walk today. Ask the children questions:

• How do the sounds of rustling leaves differ in dry weather from damp?
• Which of the proposed pictures can be combined with one sound?
• Find objects in the house with which you could depict the sounds you heard today.
• Remember and pronounce other sounds of nature (this task can be organized as an exercise “Guess what the sound is like?”) In practical activities: together with your child, draw objects of the surrounding world and natural phenomena, the sounds of which you heard during a walk together.

In addition, to develop auditory perception, it is necessary to include joint activities with children, exercises for the development of fine motor skills, for example:

The north wind blew:
“Ssssss”, all the leaves
Blown it off the linden tree... (Move your fingers and blow on them.)
They flew and spun
And they sank to the ground.
The rain began to patter on them:
“Drip-drip-drip, drip-drip-drip!” (Tap your fingers on the table.)
The hail hammered on them,
It pierced all the leaves. (Knock on the table with your fists.)
Then the snow fell, (Smooth movements of the hands forward and backward.)
He covered them with a blanket. (Press your palms firmly to the table.)

The consolidation of sound discrimination skills is also facilitated by a specially organized subject environment in the group: a corner with various whistling, noisy, rattling, creaking, rustling, etc. objects, each of which has its own characteristic “voice”, a selection of audio materials.

In a specially organized corner it is advisable to place objects that make various sounds:

• cans of coffee, tea, juices, filled with peas, seeds, pebbles, wood chips, sand;
• rustling of a whisk made from scraps of tape, paper, polyethylene, etc.;
• cones, rustling sea shells, knocking wooden sticks of different thicknesses different breeds;
• vessels with different amounts of water (like a xylophone);
• whistles and pipes made of clay and wood.
• audio recordings of natural noises and a selection of games for them, for example: “Who is screaming, what does it sound like?”,

Playing with these sounding objects helps children discover well-known objects from a completely new perspective. I begin introducing children to sounding toys gradually. At the initial stage, to distinguish non-speech sounds (as well as speech material), visual, visual-motor, or simply motor support is required. This means that the child must see an object that makes some kind of unusual sound, try to extract a sound from it in different ways, that is, perform certain actions. Additional sensory support becomes optional only when the child has formed the necessary auditory image

The development of a child’s ability to distinguish non-speech sounds by ear is carried out in the following areas:

• sounds of nature: the sound of wind and rain, rustling leaves, murmur of water, etc.;
• sounds that animals and birds make: a dog barking, a cat meowing, a crow croaking, sparrows chirping and pigeons humming, a horse neighing, a cow mooing, a rooster crowing, a fly or beetle buzzing, etc.;
• sounds that objects and materials make: the knock of a hammer, the clinking of glasses, the creaking of a door, the buzzing of a vacuum cleaner, the ticking of a clock, the rustling of a bag, the rustling of cereal, peas, pasta, etc.; transport noises: car horns, the sound of train wheels, squeaking brakes, the hum of an airplane, etc.;
• sounds made by various sounding toys: rattles, whistles, rattles, squeakers;
• sounds of children's musical toys: bell, drum, tambourine, pipe, metallophone, accordion, piano, etc.

It is advisable to hold “Fairytale Minutes” every day in the group, where children could listen to various audio fairy tales. As a result, children develop phonetic hearing

Together with educators, parents must also participate in the development of auditory perception. Our kindergarten has created a selection of weekend projects for parents and children on the development of non-speech sounds, such as the sound of the wind, the sound of a drop, the creaking of trees, etc. With the help of these projects, parents are involved in the process of developing auditory perception and environmental education of preschoolers.

The formation of acoustic-perceptual gnosis in children will be successful when the efforts of educators and parents are combined.

Close and comprehensive interaction between specialists can provide children not only with full verbal communication, but also, ultimately, prepare them for successful education in secondary school.

Development of auditory perception

in preschool children.

Speech therapist GBDOU No. 28

Vasileostrovsky district

St. Petersburg

Ivanova Oksana Yurievna. 2013

From birth, a person is surrounded by many sounds: the rustling of leaves, the sound of rain, the singing and chirping of birds, barking dogs, car horns, music, people’s speech, etc. All these sounds are perceived by the child unconsciously, merging with others that are more important to him. The baby does not yet know how to distinguish these sounds, sometimes he simply does not notice them, cannot compare and evaluate them by volume, strength, timbre. The ability not just to hear, but to listen, to focus on sound, to highlight its characteristic features is an exclusively human ability, thanks to which knowledge of the surrounding reality occurs.

Auditory perception- Very an important feature of a person; without it, one cannot learn to hear and understand speech, and therefore speak correctly.

Auditory perception begins withauditory attention– the ability to focus on sound, identify it and relate it to the object emitting it, which leads to understanding the meaning of speech through recognition and analysis of speech sounds.All sounds that a person perceives and analyzes, and then reproduces, he remembers thanks to auditory memory.

In order for the child to learn to speak correctly and clearly and to be well oriented in spaceauditory perception, attention and memory need to be purposefully developedsince the early childhood. Everyone knows that children love to play, so it is better to do this in a playful way step by step and in a certain sequence..

You should start withpreparatory games, which involve preparing the child’s hearing organs for the perception of the correct sound and the correct articulatory pattern, neo b needed to reproduce it. Therefore, hearing development games come first. Butthere are different types of hearing: biological and speech. The selection of games follows a strict sequence: first for development of lots of attention,i.e. the ability to distinguish non-speech sounds by their sound-frequency properties- Stage 1 . Then for development of speech hearing, i.e. the child’s ability to distinguish people’s voices, understand the meaning of the speaker’s phrase– Stage 2. And only with Before this, we should move on todevelopment of phonemic hearing,i.e. the ability to hear the constituent parts of a word.- Stage 3.

I will dwell in detail on stages 1 and 2, and you can learn about the work of stage 3, aimed at developing phonemic awareness, in my next article “Development of phonemic awareness in preschool children.”

Specially selected didactic games make it possible to act on a sound signal, learn to distinguish many objects and objects of the environment by characteristic sounds and noises, correlate one’s actions with signals, etc., and therefore correct deficiencies in auditory perception.

Stage 1

Let's start with the perception of non-speech sounds, which goes from an elementary reaction to the presence or absence of sounds to their perception and discrimination, and then to their use as a meaningful signal for action. Sound perception games should give an idea of ​​noises of different natures: rustling, creaking,squeaking, gurgling, ringing, rustling, knocking, the noise of trains, cars, loud and quiet sounds, whispers. In these games, the baby learns to distinguish the “sound” of familiar objects, everyday sounds (phone ringing, doorbell ringing, water running from a tap, clock ticking, the sound of a washing machine running), musical instruments (bell, drum, pipe, metallophone, etc. .), voices of animals, birds. The purpose of the games is to acquaint the baby with the special world of sounds, to make them attractive and meaningful, talking about something important. At the initial stage, visual-motor support is required to distinguish non-speech sounds. This means that the child must see an object that makes some kind of unusual sound, and try to extract the sound from it himself different ways, that is, to perform certain actions. Additional sensory support becomes optional only when the child has formed the necessary auditory image.

Here are some examples of games and exercises:

“Tell me what you hear?”

Option 1.

Target :

Game description . The teacher offers the children A close your eyes, listen carefully and determine what A What sounds did they hear (the chirping of birds, the horn of a car, the rustle of a falling leaf, the conversation of passers-by, etc.). D e You must answer in a complete sentence. The game is good to play while walking.

Option 2.

Target. Accumulation of vocabulary and development of phrasalspeech, the ability to listen and determine the source of sound.

Equipment: A screen, various sounding objects: a bell, a hammer, a rattle with pebbles or peas, a trumpet, etc.

Game description: The teacher behind the screen knocks with a hammer, rings the bell, etc., a. Children must guess what object produced the sound. Sounds should be clear and contrasting.

Option 3.

Target: Accumulation of vocabulary and development of phrasalspeech, the ability to listen and determine the source of sound.

Equipment : screen, various objects.

Game description: The teacher invites the children to determine what they hear. Various sounds are heard from behind the screen, for example: the sound of water pouring from glass to glass; rustling paper - thin and dense; cutting paper with scissors; the sound of a key falling on the table; referee's whistle; alarm clock ringing; the sound of a spoon hitting the side of a glass; the clink of glasses; clap hands; knocking wooden or metal spoons together; tapping your knuckles on the table, etc.

It is possible to hear two or three different sounds (noises) simultaneously.

“Where did you call?”

Target . Determining the direction of sound.

Equipment : A bell (or a bell, or a pipe, etc.).

Description of the game. Children sit in groups in different parts of the room, in each group there is some kind of sound A tool. The driver is selected. He is asked to close his eyes and guess where they called and show him A hand control. If the child points correctly A board, the teacher gives a signal and the driver opens s opens his eyes. The one who called gets up and shows the ringing O check or pipe. If the driver indicates the wrong direction, he drives again until he guesses right.

“Where is it ringing?”

Target .

Equipment : Bell or rattle.

Game description . The teacher gives one child a bell or rattle, and asks the other children to turn away and not look where their friend will hide. The person who receives the bell hides somewhere in the room or goes out the door and rings it. Children look for a friend in the direction of the sound.

“Where did you knock?”

Target . Development of orientation in space.

Equipment . Stick, chairs, bandages.

Description of the game. All children sit in a circle on chairs. One (the driver) goes into the middle of the circle and is blindfolded. The teacher walks around the entire circle behind the children and gives one of them a stick, the child knocks it on a chair and hides it behind his back. All the children shout: “It’s time.” The driver must look for the wand, if he finds it, then sits down in the place of the one who had the wand, and he goes drive ; If he doesn’t find it, he continues to drive.

"Blind man's buff with a bell."

Target. Development of orientation in space.

Equipment. Bell, bandages.

Description of the game.

Option 1.

The players sit on benches or chairs in one line or in a semicircle. At some distance, facing them, stands a child with a bell. One of the children is blindfolded and must find the child with the bell and touch it; he tries to get away (but not run away!) from the driver and when This is m calling.

Option 2.

Several children with blindfolds A They stand in a circle. One of the children is given into the hands of O bell, he runs in a circle and rings. Children with head I with closed eyes they must catch it.

Target . Find comrade by voice and determine n A the direction of sound in space.

Equipment: Bandages.

Game description . The driver is blindfolded and must catch one of the running children. D e They quietly move or run from one place to another at goe (bark, crow like a rooster, cuckoo, etc.). If the driver catches someone, he will be caught n The driver must vote, and the driver guesses who he caught

"Quiet - loud!"

Option 1

Target . Development of coordination of movements and senses rhythm.

Equipment. Tambourine, tambourine.

Game description The teacher knocks on the tambourine quietly, then loudly, and very loudly. According to the soundtambourine, the children perform movements: to a quiet sound they walk on their tiptoes, to a loud sound - in full step, to a louder sound - they run. Whoever makes a mistake ends up at the end of the column. The most attentive will be ahead.

Option2.

Target : distinguishing music by volume; correlating actions with the power of sound. Equipment : tape recorder, audio cassette. Game description : Children stand in a circle. Alternately quiet and loud music sounds. Children walk on tiptoes to quiet music, and stomp their feet to loud music.

Options: Invite children to use their own variations of movements that correspond to the strength of the music. Use a large and a small drum: the large one is loud, the small one is quiet. Respond to the loud sound of a bass drum by playing loudly on a metallophone, and respond to quiet sounds by playing quietly on a metallophone. Draw wide and bright stripes for loud music, and narrow and paler stripes for quiet music. A circle of one color indicates loud music, another color indicates quiet music. Find a toy, focusing on the loud or quiet sound of the bell.

"The mother hen and the chicks."

Target. Consolidating concepts of quantity.

Equipment e. Chicken hat made of paper, small cards with different numbers of chickens drawn.

Game description: Two tables are put together. 3a the hen (child) sits down at the table. Chickens also sit near the table. The chickens have cards with different numbers of chickens on them.

Every child knows how many chickens there are on his farm. R point. The hen knocks on the table, and the chickens listen. If she, for example, knocks 3 times, a child who has three chickens on the card must squeak 3 times

(PEEP-PEEP).

"Seller and buyer."

Target . Development of vocabulary and phrasal speech.

Equipment e: Boxes with peas and various cereals.

Game description : One child is a salesman. In front of him are two boxes (then the number, they can be increased to four or five), each containing a different type of product, for example peas, millet, flour, etc. The buyer enters the store, greets him and asks for some cereal. The seller offers to find her. The buyer must determine by ear which box he needs the cereal or other required product. Teacher, pre-service teacher And thoroughly introduces children to the products, places the products in a box, shakes them and gives them the opportunity to e Here you can listen to the sound made by each product.

"Noisy boxes."

Target : development of the ability to listen and distinguish noise by volume. Equipment: a set of boxes that are filled with various objects (matches, paper clips, pebbles, coins, etc.) and, when shaken, produce different noises (from quiet to loud). Game description : The teacher invites the child to shake each box and choose the one that makes the loudest (quieter) noise than the others.

"Find a toy"

Target.

Equipment. A small bright toy or doll.

Game description

The children are standing all around. The teacher shows the toy that they will hide. A child driving or leaving the room A you, or steps aside and turns away, and at this time the teacher hides a toy behind one of the children’s backs. At the signal “It’s time,” the driver goes to the children, to O who quietly clap their hands. As the waters I the one approaching the child who has hidden and G Rushka, children clap louder, if it moves away, the clapping subsides. Based on the strength of the sound, the child guesses who he should approach. After the game is found w However, another child is appointed as the driver.

"Hourly"

Target . Development of orientation in space.

Equipment. Bandages.

Game description: A circle is drawn in the middle of the site. In the middle of the circle stands a blindfolded child (sentinel). All children from one end of the playground must quietly make their way through the circle to the other end. The sentry is listening. If he hears a rustle, he shouts: “Stop!” Everyone stops. The sentry follows the sound and tries to find the one who made the noise. The one who made the noise leaves the game. The game continues. After four to six children are caught, a new sentry is selected, and G ra begins again.

"Wind and Birds."

Target . Development of movement coordination.

Equipment. Any musical toy (rattle, metallophone, etc.) or musical recording and chairs (nests).

Description of the game. The teacher distributes the children totwo groups: one group is birds, the other is the wind; and explains to the children that when a musical toy (or music) is loud, “wind” will blow. The group of children that represents the wind should run freely, but not noisily, around the room, while the other (birds) hide in their nests. But then the wind subsides (the music sounds quietly), the children pretending to be the wind quietly sit down in their places, and the birds must fly out of their nests and flutter.

Whoever is the first to notice a change in the sound of the toy and moves to a step receives a reward: a flag or a twig with flowers, etc. The child will run with the flag (or twig) when the game is repeated, but if he is inattentive, the flag will be given to the new winner .

“Tell me what it sounds like?”

Target . Development of auditory attention.

Equipment. Bell, drum, pipe, etc.

Game description . Children sit on chairs in a semicircle. The teacher first introduces them to the sound of ka and play the toys, and then invites everyone in turn to turn away and guess the sounding object. To complicate the game, you can introduce additional musical instruments, for example, a triangle, a metallophone, a tambourine, a rattle, etc.

"Sun or rain."

Target . Development of coordination and tempo of movements.

Equipment. Tambourine or tambourine.

Description of the game. The teacher says to the children: “Here th It's time for you and me, let's go for a walk. There is no rain. Weather choir O The sun is shining and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to its sounds. If it starts to rain, I'll start banging on the tambourine. And when you hear, you should quickly go into the house. Listen carefully to how I play."

The teacher plays the game, changing the sound of the tambourine 3-4 times.

"Guess what to do."

Target. Development of movement coordination.

Equipment. Two flags for each rebbe n ku, tambourine or tambourine.

Description of the game. Children sit or stand half-sitting at homo. Each person has two flags in their hands. The teacher loudly hits the tambourine, the children raise the flags up and wave them. The tambourine sounds quiet, the children lower the flag and ki. It is necessary to ensure that children are seated correctly and perform movements correctly. Change the sound strength no more than 4 times, so that children can easily perform two and marriage.

“Find out by the sound.”

Target . Development of phrasal speech.

Equipment . Various toys and objects (book, paper, spoon, pipes, drum, etc.).

Game description . Children sit with their backs to the e future It produces noises and sounds from different objects e tami. The one who guessed what the presenter is doing is making noise, raises his hand and, without turning around, tells him about it.

You can make different noises: throw a spoon, an eraser, a piece of cardboard, a pin, a ball on the floor; knock an object against an object, leaf through a book, crush b at magician, tear it, tear the material, wash your hands, sweep e melt, plan, cut, etc.

The one who guesses the most different noises is considered T being the most attentive and receives chips as a reward orlittle stars.

"Who is this?"

Target . Consolidating concepts on the topic “Animals and birds”. Formation of correct sound pronunciation.

Equipment Pictures depicting w and animals and birds.

Game description .. The teacher holds in his hand several b to pictures depicting animals and birds. The child draws out one picture so that the other children do not see it. He imitates the cry of an animal and its two And zheniyami, and the rest of the children must guess what animal it is.

Stage 2 is games for speech hearing development- the child’s ability to distinguish between people’s voices and understand the meaning of the speaker’s phrases.By listening to words and playing with them, the child develops his hearing, improves his diction, trying to bring the sound of his speech closer to what he hears from others.

examples of games and exercises:

Target : Identify a comrade, but to the voice. Development of movement coordination.

Description of the game.

Option 1 .

Children stand in a circle. One of them becomes (as assigned by the teacher)

in the center of the circle and closes his eyes. The teacher, without naming, points his hand at one of the children, who says the name of the one standing in the center. The driver must guess who named him. If the person standing in the center guesses right, he opens his eyes and changes places with the one who called him by name. If he makes a mistake, the teacher invites him to close his eyes again, and the game continues. The teacher invites the children to run around the playground. At the signal “Run in a circle,” the children take their places in the circle. One child remains in the center of the circle; children walk in a circle and say:

We had a little fun

Everyone was settled in their places.

Guess the riddle

Find out who called you!

The game is repeated several times.

Option 2.

equipment: bear (doll)

Game description .Children sit in a semicircle. In front of them, at some distance, a child with a teddy bear sits with his back to the children. The teacher invites one of the children to call the bear. The driver must guess who called him. He stops in front of the caller and growls. The one who is recognized receives a bear, sits on a chair with it and leads it around.

"Snail"

Target. Recognize a comrade by voice.

Game description . The driver (snail) stands in the middle of the circle and is blindfolded. Each of the playing children, changing their voice, asks:

Snail, snail,

Stick out your horns

I'll give you sugar

Piece of pie,

Guess who am I.

"Guess who?"

Target. Education of auditory attention.

Game description . Children stand in a circle. The driver goes into the middle of the circle, closes his eyes and then walks in any direction until he comes across an o d one of the children, who must give a voice in a pre-agreed manner: “crow”, “av-av-av” or “meow-meow”, etc. The driver must guess which of the children is And chal. If he guesses correctly, he stands in a circle; the one you recognize A whether, will be the driver. If he doesn’t guess correctly, then he remains to lead 3 more times, and then another one changes it.

"Frog."

Target. Recognize your friend by their voice.

Game description . The children stand in a circle, and one blindfolded stands inside the circle and says;

Here's a frog along the path

Jumps with his legs stretched out,

I saw a mosquito

She screamed...

The one he pointed to speaks at this moment; “Kwa-kwa-kwa.”

"Catch the Whispers"

Target . Develop hearing acuity.

Description of the game.

Option 1.

Playing times break into two equal groups and form one e Rengu. The leader moves away to a certain distance and, on the contrary, gives commands in a clear, intelligible whisper (perceptible only if everyone actively listens) (“Hands up, to the sides, around” and others, more complex). Gradually moving further away, the leader makes his whisper less perceptible and complicates the exercises.

Option 2.

some kind of movement, and then in a barely perceptible whisper pronounces the name (surname) of the person who must perform it. If the child does not hear his name, the leader calls another child. At the end of the game, the teacher announces who was the most attentive.

"Potty"

Target . Strengthening the concepts of “hot-cold”. Development of hand coordination.

Equipment: Ball,

Game description: Children sit in a circle on the floor and roll the ball to each other. If a child rolls the ball and says, “Cold,” the second child can touch the ball. But if they tell him: “Hot,” then he should not touch the ball.

Whoever makes a mistake and touches the ball receives a penalty point and must catch the ball while standing on one or both knees (at the discretion of the driver),

“Who is attentive?”

Target. Development of phrasal speech.

Equipment : Various toys: cars, dolls, cubes.

Game description . The teacher calls one child and gives him a task, for example: take a teddy bear and put it in the car. The teacher makes sure that the children sit quietly and do not prompt each other. The tasks are short and simple. The child completes the task and then says what he did. Gradually, the distance from the children to the teacher’s table increases from 3 - 4 to 5 - 6 m. The winners are revealed.

"Bring the toys"

Target . Development of spatial orientation and quantitative concepts.

Equipment . Small toys.

Description of the game. The teacher sits down at the table with the children and asks each one in turn to bring several toys, which are laid out on another table:

- “Marina, bring two mushrooms." The girl goes, brings two mushrooms and says what she did. If the child is doing well A ran on an errand, the children applauded as a sign of encouragementIf he completed the task incorrectly, the children point out the mistake and count the toys they brought with him. When children carry the toys, they can play with them.

"Listen and follow"

Target : Developing understanding of verbal instructions and phrasal speech.

Equipment: Various small items or toys (forfeits).

Description of the game.

Option 1.

The teacher calls performs several different movements (one to five) 1-2 times, without showing them. The child needs to do two And events in the order in which they were A called. And then list the sequence of exercises yourself. For correct, accurate completion of a task, the child is rewarded: for each A A correctly executed action is a point (forfeit). Nabra V The one with the most points is the winner.

Option 2.

The teacher gives two or three children tasks at the same time: “Petya, run”, “Vanya, go into the hall, open the window there”, “Kolya, go to the buffet, take a cup and bring Tanya some water”, etc. The rest of the children watch correct execution. Wrong b but the one who completes the task pays a forfeit.

"Clap"

Target . Development of quantitative concepts.

Game description: Children sit in a circle on the sky b shom distance from each other. The teacher agrees with them that he will count to five, and as soon as he says the number 5, everyone must clap. There is no need to clap when pronouncing other numbers. Children, together with the teacher, count loudly in order, at the same time n but bringing your palms together, but not clapping them. Teacher 2-3 r A for playing the game correctly. Then he starts "oh And fight": when pronouncing the number 3 or some other number (but not 5), he quickly spreads and joins his hands, as if he wants to clap. Children who repeated the teacher’s movements and clapped their hands take a step out of the circle and continue to play, standing behind the circle.

"Lotto"

Target. Learn correctly, correlate the word with the image of the object.

Equipment. Any children's lotto (“We play and work melting", "Picture Lotto", "Loto for the little ones").

Game description . The children are dealt big cards,and the teacher takes the little ones and names each of them in sequence. Speaks clearly, repeats 2 times. The child who has the named object raises his hand and says: “I have...” - and names the object.

In a more simplified form, this game is played in “pictures for kids.” Children receive five or six squats of this lotto and lay them out on their cards (you need to take two lottos). The teacher asks: “Who has a dog?” Whoever has a picture of a dog picks it up and names it.

For the first two or three games, the teacher sits in front of the children so that they can see his articulation, but then he sits behind them, and the game continues by ear. The teacher puts the cards missed by the children to the side. In the future, the child can be taken as a leader.

“Who is flying (running, walking, jumping)?”

Target . Accumulation and clarification of words denoting an object and the actions of objects.

Game description: At the beginning of the game, the teacher should be the driver; later, when the children get used to the game, the child can be the driver. It is necessary that the child who will drive has a sufficient vocabulary.

All children sit or stand in a semicircle, the driver faces them. He warns the children: “I will say: a bird flies, a plane flies, a butterfly flies, a crow flies, etc., and you raise your hand every time, but listen carefully to what I say; I can say And wrong, for example, a cat is flying, then hands“You can’t take it,”

At the end of the game, the teacher names the more attentive children.

At the beginning of the game, the teacher speaks slowly, stops V chanting after each phrase, letting the children think whether the object is correctly correlated with its action. In the future, you can speak quickly and, in the end, introduce another complication - the driver himself and the second time it raises the puka, regardless of whether we should do it or not.

"Remember the words"

Target. Accumulation of vocabulary, development of memory.

Description of the game. The presenter names five or six words, the players must repeat them in the same order. Missing a word or rearranging is considered a loss (you have to pay a forfeit). Depending on the speech h According to the children's abilities, words are selected of varying complexity. The winner is the one who lost the least forfeits.

Well-developed speech hearing - necessary condition, ensuring normal and timely assimilation of sounds, correct pronunciation of words, and mastery of speech intonation.

The use of the proposed games will allow the child to enrich and expand his understanding of the sounds of the surrounding world, will allow him to develop and form not only auditory perception, but will also contribute to the development of other cognitive processes, such as thinking, speech, imagination, and this in turn is the foundation for the formation of cognitive spheres in preschool children.

Literature

1. Ilyina M.N. Child development from the 1st day of life to 6 years. – St. Petersburg, 2001
2. Seliverstov V.I. " Games in speech therapy work with kids» (a manual for speech therapists and kindergarten teachers)
3. www.defectolog.ru