Development of auditory perception. Development of auditory perception in preschool children How to develop auditory perception in a child

Polina Silantieva
Development auditory perception preschoolers with intellectual disabilities

Performed:

teacher-speech pathologist

MBDOU DS No. 5, Chelyabinsk

Silantieva Polina Vyacheslavovna

Plan:

Concept and meaning auditory perception

Peculiarities .

Development of auditory perception in preschoolers with intellectual disabilities

Concept and meaning auditory perception in general and special psychology.

In the literature on general and special psychology there are various definitions concepts perception.

Perception is the process of a person receiving and processing various information entering the brain through the senses. It ends with the formation of an image.

Auditory perception is a form of perception, providing the ability perceive sounds and navigate through them environment with help auditory analyzer .

Organ, perceiving sound and analyzing it is the organ hearing. Manifold auditory sensations associated with the characteristics and function auditory analyzer, ensuring the distinction of sounds by their height, rhythm, timbre, and their combinations (phonemes, melodies). Their perception evokes in the child elementary feelings of objects and phenomena, their movement in space. Meaning auditory orientation is very important in mental child development. Perceiving sounds emanating from various objects and subjects, children learn to understand the sounding world and respond correctly to it.

In his book Golovchits L. A writes: “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 promotes integrity perception, which is important in the cognitive process child development».

Being one of the important characteristics and properties of surrounding objects, as well as phenomena of living and inanimate nature, sound enriches the child’s ideas about the world around him. IN development child's mastery of object actions and knowledge of objects are closely related to perception sound as one of the properties of objects. During the touch process development the child is developing sound differentiations: first according to the principle “it sounds - it doesn’t sound”, further - taking into account various characteristics sound: its volume, height, timbre of complex sounds. Mastery of these characteristics contributes to a more complete objectivity 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 as visual selection perceived objects, and their localization based on spatial hearing. A child’s orientation in the environment is associated with the ability hearing evaluate and measure the spatial characteristics of the object itself. Spatial sound characteristics are among the most significant when auditory perception, determine the cognitive component of this process. Presence in space sound sources, moving sound objects, changing the volume and timbre of sound - all this provides the conditions for the most adequate behavior in the environment. Emotional and evaluative characteristics are of fundamental importance for the regulation of behavior and activity. auditory image. The form of response changes especially strongly in cases perception extreme sound signals (crying, groaning of the patient). Speaking of spatial perception, is meant as ability hearing localize sound objects in space, as well as the ability to analyze the entire complex of characteristics.

Binaurality hearing, or opportunity perceive sound with two ears, makes it possible to accurately localize objects in space. Binurality perception provides improved differentiation of simultaneously sounding objects. The temporal characteristics of sound are also important for the regulation of behavior. Dynamic, or temporary, characteristics are of fundamental importance for the formation auditory image, since the severity of the sound process over time is a specific feature of sound. Thus, the formation of spatio-temporal representations is closely related to the ability to determine the direction of the sound of an object, its distance, the duration of sounds, as well as the regulation of behavior and orientation in the surrounding world.

The greatest role auditory perception for speech and music. Auditory perception develops primarily as a means of ensuring communication and interaction between people. Sound as an object auditory perception has a communicative orientation at its core. Already in a newborn child auditory reactions have a pronounced social character: in the first months of life, the child reacts more actively to the voice of a person, and especially the mother. As auditory development By distinguishing speech, an understanding of the speech of others is formed, and then the baby’s own speech, which subsequently meets his needs for communication. Formation auditory perception oral speech is associated with the child’s mastery of the sound system (phonetic) codes Mastering one of the most important sign systems for humans (phonemic) determines the child’s active assimilation of the pronunciation side of speech. Formed on the basis of a full-fledged auditory perception Speech is the most important means of communication and knowledge of the world around us.

One of the important means of emotional and aesthetic development is music, perception which is based on auditory basis. With the help of music, the content of images, states, and sensations expressed by the composer is conveyed to the child. Music contributes to the formation of the emotional side of a child’s life and influences human behavior.

First of all perception musical sounds associated with the motor nature of the sense of rhythm. " Perception music has active auditory-motor component» (B. M. Teplov). The body's reactions to listening to music are manifested in muscle movements, which include movements of the head, arms, legs, invisible movements of the vocal, speech and respiratory apparatus.

However, not only music, but also some characteristics of speech, in particular intonation and acoustic features of speech and voice, contain emotional information that is significant for the child.

Impact of sound on emotional condition the child is also associated with the characteristics of sounds. Too much loud sounds cause fatigue and irritability. Noise violates the ability to concentrate causes depression, fatigue in the child, and leads to sleep disturbances. Unexpected and unusual sounds, including those with excessive volume, have a negative impact on the emotional state, including stressful situations.

Thus, perception sounds of the surrounding world, speech and music, in which the action auditory analyzer is supported by other analyzers (visual, tactile, motor, olfactory, serves as the most important means child mental development.

Peculiarities auditory perception of preschoolers with intellectual disabilities.

Process auditory perception requires students to be able to focus on sound - auditory attention - very important feature a person without whom it is impossible to listen and understand speech. Mentally retarded children have the ability to auditory attention and perception are reduced, therefore, in children with intellectual impairment features in auditory perception such as: do not often respond to auditory stimuli, different motor reactions are not independently developed in response to the sound of various instruments, they are not differentiated by hearing sound musical instruments, onomatopoeia, household noises, sounds of nature. Often, a child with mental retardation does not correlate the toy with the corresponding onomatopoeia, does not identify familiar objects and phenomena based on their sound characteristics. Children find it difficult to determine the direction of sound, intensity and its source without relying on visual analyzer. Preschoolers cannot determine the sound sequence of onomatopoeia. Likewise, children do not phonemic hearing is developed(global distinction on hearing words that are sharply different in syllabic and sound composition, without phonetic analysis / similar in syllabic structure). Difficulty causes release given word from the proposed phrase and marking them with some action. At an older age, difficulties arise in playing a given rhythm.

Mentally retarded children often lack interest, attention to the speech of others, which is one of the reasons underdevelopment of speech communication.

In this regard, it is important develop children's interest and attention to speech, installation on perception of surrounding sounds. Work on development of auditory attention and perception prepares children to differentiate and differentiate hearing speech units: words, syllables, sounds.

Development of auditory perception in preschoolers with intellectual disabilities

Development of auditory perception comes in two directions: On the one side, perception of ordinary sounds develops(non-speech, on the other hand - perception speech sounds , i.e. a phonemic hearing. Phonemic perception- this is the ability to distinguish speech sounds, the so-called phonemes. For example, I from Y, T from D, S from SH, CH from T, etc.

Development of non-speech hearing

Nerechevoy (physical) hearing- this is the capture and differentiation of various sounds of the surrounding world (except for the sounds of human speech, distinguishing sounds by volume, as well as determining the source and direction of the sound.

From birth, a child is surrounded by a variety of sounds: the sound of rain, the meowing of a cat, car horns, music, human speech. Small child hears only loud sounds, but acute hearing increases rapidly. At the same time, he begins to distinguish sounds by their timbre. Auditory impressions that the baby is experiencing, are perceived by him unconsciously. The child does not yet know how to manage his hearing, sometimes he simply doesn’t notice sounds.

However, non-speech sounds play a large role in a person’s orientation in the world around them. Distinguishing non-speech sounds helps perceive them as signals, indicating the approach or removal of individual objects or living beings. Correct definition on hearing The sound source helps you find out the direction where the sound is coming from, allows you to better navigate in space, and determine your location.

Ability to focus on sound (auditory attention) - an important human ability that is necessary develop. It does not occur by itself, even if the child has an acute natural hearing. She needs develop from the first years of life.

Development of speech hearing

Speech (phonemic) hearing- is the ability to perceive and distinguish between hearing sounds(phonemes) native language, as well as understand the meaning various combinations sounds - words, phrases, texts. Speech hearing helps differentiate human speech by volume, speed, timbre, intonation.

The ability to focus on speech sounds is a very important human ability. Without it, it is impossible to learn to understand speech - the main means of communication between people. The ability to listen is also necessary so that the child himself learns to speak correctly - pronounce sounds, pronounce words clearly, use all the capabilities of the voice (speak expressively, change volume and speed of speech).

Ability to hear, distinguish between hearing speech sounds do not arise spontaneously, even if the child has good physical (non-speech) hearing. This ability is needed develop from the first years of life.

Auditory perception goes through the following stages (from simple to complex):

Perception from the visual support: the child hears the name of the object and sees the object or picture itself.

Auditory perception: the child not only hears the voice, but sees the face and lips of the speaker.

Purely auditory perception: the child does not see the speaker (as well as the object, phenomenon that is being talked about, but only hears the voice.

In progress development of auditory perception can be used techniques:

– attracting attention to the sounding subject;

– distinguishing and memorizing a chain of onomatopoeias.

– familiarity with the nature of sounding objects;

– determining the location and direction of sound,

– distinguishing the sound of noise and the simplest musical instruments;

– remembering the sequence of sounds (noises of objects, distinguishing voices;

– extracting words from the speech stream, development imitation of speech and non-speech sounds;

– response to sound volume, recognition and discrimination of vowel sounds;

– performing actions in accordance with sound signals.

Work on development of auditory perception can be realized through listening, games and exercises, etc.

Literature:

Yanushko E. “Help the baby talk!”.

Nemov, R. S. Special psychology / R. S. Nemov. – M.: Education: VLADOS, 1995.

Psychological Dictionary. I. M. Kondakov. 2000.

Problems education And social adaptation children with visual impairment /Ed.. L. I. Plaksina - M., 1995

Golovchits L. A. Preschool deaf pedagogy.

Games and exercises

on the development of auditory perception in children preschool age.

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 development of cognitive skills. spheres in preschool children.

“Tell me what you hear?”

Option 1.

Description of the game. The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, the horn of a car, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer in a complete sentence. The game is good to play while walking.

Option 2. Target. Accumulation of vocabulary and development of phrasal speech, the ability to listen and determine the source of sound.

Description of the game: The teacher behind the screen knocks with a hammer, rings a bell, etc., and the children must guess what object produced the sound. Sounds should be clear and contrasting.

Option 3. Goal: Accumulation of vocabulary and development of phrasal speech, the ability to listen and determine the source of sound.

Description of the game: 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) at the same time.

“Where did you call?”

Target . Determining the direction of sound.

Description of the game. Children sit in groups in different parts of the room, each group has a sounding instrument. The driver is selected. He is asked to close his eyes and guess where they called, and show the direction with his hand. If the child indicates the direction correctly, the teacher gives a signal and the driver opens his eyes. The one who called stands up and shows a bell or a pipe. If the driver indicates the wrong direction, he drives again until he guesses right.

“Where is it ringing?”

Target. Development of orientation in space.

Description of the game. 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?”

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 a stick, if he finds it, then he sits in the place of the one who had the stick, and he goes to drive; If he doesn’t find it, he continues to drive.

"Blind man's buff with a bell."

Target. Development of orientation in space.

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 at the same time calls.

Option 2. Several blindfolded children stand in a circle. One of the children is given a bell, he runs in a circle and rings it. Children blindfolded must catch it.

Description of the game. The driver is blindfolded and must catch one of the running children. Children quietly move or run from one place to another (bark, crow like a rooster, cuckoo, etc.). If the driver catches someone, the person caught must vote, and the driver guesses who he caught.

"The mother hen and the chicks."

Target. Consolidating concepts of quantity.

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 number chickens. Each child knows how many chickens are on his card. The hen knocks on the table, and the chickens listen. If she, for example, knocks 3 times, the child who has three chickens on the card must squeak 3 times (PEEP-PEEP).

"Seller and buyer."

Target . Development of vocabulary and phrasal speech.

Game description: One child is a salesman. In front of him are two boxes (then a number, they can be increased to four or five), in each different type products, such as peas, millet, flour, etc. The buyer enters the store, says hello 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. The teacher first introduces the children to the products, places the products in a box, shakes them and allows the children to listen to the sound made by each product.

"Noisy boxes."

Goal: developing the ability to listen and distinguish noise by volume.

Description of the game: 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. Development of movement coordination.

Description of the game Children stand in a semicircle. The teacher shows the toy that they will hide. The leading child either leaves the room, 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, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if he moves away, the clapping subsides. Based on the strength of the sound, the child guesses who he should approach. After the toy is found, another child is assigned as the driver.

"Hourly"

Target . Development of orientation in space.

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 chosen and the game starts over.

"Wind and Birds."

Target . Development of movement coordination.

Description of the game. The teacher distributes the children into two groups: one group is the 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 .

"Snail"

Description of the game. 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?"

Target. Education of auditory attention.

Description of the game. 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 one of the children, who must give a voice in a pre-agreed manner: “crow”, “av-av-av” or “meow-meow”, etc. p. The driver must guess which of the children shouted. If he guesses correctly, he stands in a circle; the one who is recognized 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."

Description of the game. 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 at that moment says: “Kwa-kwa-kwa.” The driver must determine who the frog is by his voice.

“Who is attentive?”

Target. Development of phrasal speech.

Description of the game. 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.

The child has.

"PA"

Target . Develop auditory attention, auditory discrimination of sounds of different durations. Description of the game. First, the adult explains the task to the child, then the exercise is performed only by ear. The adult says to the child: “Listen and repeat. I will say “pa” once, “pa-pa” twice and “pa-pa-pa” three times. If the child copes with the exercise, you can complicate the task. To do this, we pronounce syllables with different durations: pa - short, pa _____ - long. For example: Pa, pa_____, pa-pa______, pa______pa-pa, pa-pa________pa, pa-pa-pa______ The child must repeat syllables of different durations after the adult.

"Bear TOP-TOP."

Target . Develop auditory attention, determining the pitch of sound.

Description of the game. An adult says in a low voice “TOP-TOP-TOP” and points to the beat as the big bear walks. Then the adult says “top-top-top” in a high voice and shows the movements of the little bear. After this, the adult asks the child to show the corresponding bear. Try to encourage your child not only to listen, but also to speak the sound “top” in a high or low voice, thereby developing the child’s ability to control his voice with the help of his developing hearing.

"Loud - quiet drum».

Target . Develop auditory attention, determining sound volume.

Description of the game. The adult hits the drum with different forces, drawing the child's attention to the difference in sound - loud and quiet sound - and naming them. These sounds correspond to pictures of a large and a small drum. The child listens and shows the picture.

"Top - Bottom"».

Target. Develop auditory attention, determining the direction of sound.

Description of the game. To determine the localization of sound in space, an adult presents the child with non-speech (for example, a rattle, a bell, a squeaker) and speech (“A”, “W”) sounds coming from above and below. To do this, you can stand behind the child and raise and lower your hands with a sounding toy. The sound should sound several times so that the child can determine where it is coming from.

"Top - bottom and right - left."

Target . Develop auditory attention, determining the direction of sound.

Description of the game. The exercise is carried out similarly to the previous one. This is a more difficult exercise because the sound can come from four directions: top, bottom, right, left. Remember to switch roles: let the child make sounds and you show the direction.

Sections: Speech therapy

Insufficient development of the processes of phonemic analysis and synthesis is still one of the leading causes of educational maladjustment. The dysontogenesis of this part of speech activity is based on pathological mechanisms that are different in their psychological structure and brain organization. In the theory and practice of speech therapy, the issue of development and correction of phonemic functions has been widely developed. Analyzing the methods used to work with preschool children in educational institutions, the diagnostic data of children who were examined at the City Psychological and Pedagogical Center, and our own work results, the idea arose of describing a system for the development of auditory perception in preschool children, which would take into account existing practical developments with sufficient expansion of the propaedeutic period in the development of phonemic processes.

The theoretical justification for these techniques and methods is based on the research of L. S. Vygotsky that in the first stages of development complex mental processes, when formed, rely on and depend on more elementary functions that underlie and constitute, as it were, a “base” for the development of more complex mental structures. The scientist attached decisive importance to the process of perception for the development of speech, believing that a child cannot develop speech without developing perception. A child can speak and think only by perceiving. The development of various types of perception creates the basis for generalized differentiated perception and for the formation of images of the real objective world, creates the primary basis on which speech begins to form (it is known that the vocabulary “lexical” code of a language is organized associatively and not a single word exists in memory in isolation. And the more diverse associations, the stronger it is in memory). The auditory modality of the perception process is considered as a differentiated process of sound discrimination. If we briefly dwell on the physiological, morphological and psychological foundations of hearing, then: the temporal lobe of the right hemisphere receives and stores in its memory information about all non-speech sounds from the rustle of paper to the melodies of folk songs and symphonic music; rear, upper sections The left temporal lobe performs purely speech functions in right-handed people; they differentiate the characteristics of phonemes, ensuring phonemic perception of speech, and control the speech of the speaker himself. In addition, the left temporal lobe stores information about the utterance heard for some time. That is, psychologically it is possible to distinguish between two objective systems that have a significant impact on the encoding of a person’s auditory sensations into complex systems of auditory perception. The first of them is the rhythmic-melodic system of codes, the second is phonemic (or the system of sound codes of the language). Both of these factors organize sounds perceived by humans into complex systems of auditory perception. Research in the field of neuropsychology and special psychology has shown that disturbances or immaturity of these functions in children can arise due to for various reasons: due to the “organic features” of this area of the brain and due to the immaturity of the relationship between the analyzer systems (auditory-motor connections, etc.). From a survey of preschool children according to the international conference dedicated to the 90th anniversary of the birth of A. R. Luria, 42% of children were in the group with disorders based on the type of combination of syndromic changes.

The methodological basis for correction today remains the classical and developing provisions of the domestic neuropsychological school about compensatory processes in children, the principle of chronogenicity of the localization of mental functions, the integrativeness of interanalyzer connections and the “mysterious” role of the children's right hemisphere.

The proposed system of methods and techniques is an extended propaedeutic course, which is preparatory for the further formation and correction of phonemic processes in preschool children (3-5 years old), promoting the development of auditory attention, auditory memory, and phrasal speech. Some of the exercises described are familiar to any speech therapist, others are little used in classical speech therapy and are a little unusual. Methods and techniques are divided into several blocks. The article provides theoretical justifications for the proposed exercises in all sections, relevant explanations and simply interesting facts from various scientific and popular studies. Examples of exercises for each block are given in Application.

The blocks are sets of exercises of various directions: work on auditory subject images, ideas; differentiated perception of everyday sounds, sounds, noises, timbre, pitch differences of musical toys, instruments; perception of rhythms, longitude (duration) of sound; pause; development of auditory memory, successive functions; localization of sound in space.

The exercise system can be used as a fragment or a whole group lesson, in compliance with all the usual principles of methodological work with preschool children. The duration of the lesson is no more than 25 - 35 minutes. The requirement for delivery remains consistency in the presentation of the material: from simpler tasks to more complex ones. The room in which the lesson is held must be spacious, have work tables and enough free space.

Block 1. Work on auditory subject images and ideas.

The real world is given to a person at the beginning of his life in sensations and ideas. And only later do they get reflected in the word. The relationship between the processes of perception and speech, their mutual influence is widely known and indisputable. Thus, using the terminology adopted in speech therapy, the purpose of this section should be the development of phrasal speech and the accumulation of vocabulary. It is necessary to attract children's attention to the world of sounds in general, to move them a little from the visually peculiar computer perception into the world of a variety of real, tangible sound sensations and images. One cannot ignore the possibility of developing sound associations, children's fantasy and imagination, and the possibility of manual creative activity. And the activity itself begins to bring pleasure due to the fact that it becomes creative, associated with individual “finds” and “discoveries”, above the usual user level. The principle of significance organizes all activity, including the activity of any assimilation of knowledge. Direct interest is always accompanied by a feeling of joy and ease of accomplishment. Feelings can be considered an indicator of significance. Therefore, immediate interest gives significance to the activity being performed. “What matters is what is interesting!” - wrote M. F. Dobrynin. This statement applies to the individual in general, but to an even greater extent can be applied to children with “organic characteristics.” It is the immediate interest, the initial ease in completing the assigned tasks that makes it possible to obtain a stable positive “attitude” for further studies.

Block 2. Differentiated perception of everyday sounds, sounds, noises, timbre, pitch differences in musical toys and instruments.

Our hearing perceives tones and noises. Tones are regular rhythmic vibrations of air, and the frequency of these vibrations determines the pitch of the tone. Noise is the result of a complex of overlapping oscillations, and the frequency of these oscillations is in a random, non-multiple relationship with each other. Timbre is usually called that side of sound sensation that reflects the acoustic composition of complex sounds. From the acoustic side, any sound composition is a consonance formed by partial tones. The impression of timbre is obtained when a complex of sounds is perceived as one sound. As already mentioned, the pitch of the sound reflects the frequency of vibrations. However, the problem of height is one of the most difficult problems in the study of the sensation of sound. Comparing two sounds, we find that they differ not only in pitch in the proper sense, but also in some features that are characteristic of the timbre side (high sounds are always lighter, lighter, while low sounds are darker, dull, heavy) . In noisy speech sounds, pitch is perceived in total; undifferentiated timbral components are not differentiated from pitch components themselves. This undifferentiation of the two components of height is a specific feature of noise and speech hearing. This determines the combination of timbre-pitch parameters in the program. It is also important to note that timbre is a property of each sound as such, pitch is a property that characterizes sound in its relation to other sounds. The foregoing indicates a highly specific organization of auditory perception systems, the richness and mobility of human sound codes. Thus, in the sound sensation we distinguish four aspects: pitch, timbre, volume, duration. From the acoustic side, speech sounds are characterized by a wide variety of pitch, dynamic, and timbre characteristics. From the point of view of auditory sensation, a word is uniquely determined by its phonemic composition. In Russian and most other European languages, phonemes represent certain timbral qualities, so for these languages, the leading ones in the sensation of speech sounds are some specific timbral moments that underlie the distinction of phonemes. Thus, the system of speech sounds is a set of timbral characteristics. The differences between them are sometimes quite subtle for acoustic perception. In children with various degrees and forms of brain dysfunction, there is both general undifferentiation, fragmentation of auditory perception, and selective deafness to subtle acoustic differences and signals.

The set of exercises and tasks offered in the application allows you to develop the ability to consciously analyze auditory sensations of varying degrees of complexity (without touching on specific phonemic processes for now).

Block 3. Perception of rhythms, longitude (duration of sound).

Auditory perception is fundamentally different from both tactile and visual perception, since auditory perception deals with a sequence of stimuli occurring over time. The temporal lobes receive and process auditory speech and non-speech signals that unfold in time or contain certain temporal data. Rhythm is some specific organization of a process in time. Rhythmic movement may involve periodic repetition, but may also occur without it. However, periodic repetition in itself does not create rhythm. Rhythm assumes quality necessary condition one or another grouping of stimuli following one another, some divisions of a time series. We can talk about rhythm only when a series of stimuli evenly following each other is divided into certain groups, and these groups can be the same or unequal. Required condition rhythm is the presence of accents, that is, stronger or more prominent in some other respect and irritation. The perception of rhythm usually includes these and other motor reactions (this can be visible movements of the head, arms, legs, swaying of the whole body, rudimentary movements of the vocal, speech, respiratory apparatus, etc., that are not manifested). Thus, we can say that the perception of rhythm has an active auditory-motor character. When examining older preschoolers for readiness for school, half of the children, 46.8% (Sadovnikova I.N.), had pronounced kinetic and dynamic disorders.

In practical speech therapy there are various methodological developments on the logorhythmic education of preschool children. These materials perfectly illustrate the statements of B.M. Teplova that the sense of rhythm has not only a motor, but also an emotional nature. Therefore, outside of music, the sense of rhythm cannot awaken or develop. Classes involve the inclusion of sets of games and exercises with the aim of developing auditory attention, tempo, rhythm of movements, perception of metrical, transitive, accents, and so on. It is interesting to compare the possibility of developing a sense of rhythm with the also very often repeated idea that a sense of rhythm is inherent from birth in almost every person. All of the above is considered in connection with the concept of auditory-motor coordination. Studies of auditory-motor coordination often reveal difficulties in analyzing non-speech stimuli in a significant proportion of preschool children with speech impairments. And the reason for erroneous completion of tasks of this type is the lack of clear connections between the motor system and the auditory analyzer. Here are some options for children to complete tasks to develop auditory-motor coordination:

The rhythm is played slowly, in the form of scattered beats.

The alternation of blows conveys the unevenness of pauses and tension.

Following verbal instructions, I caught the rhythm on the fourth attempt and relied on visual representations. Performing calculation - extra elements, does not notice errors.

Reproduction of the rhythm - no difference between strong and weak strokes, on the second attempt - execution without errors.

As shown general results examinations, difficulties in analyzing complex auditory stimuli are also found outside of any speech activity in children. Children fail to reproduce a given rhythmic structure. The lack of development of auditory-motor coordination makes it difficult for speech therapists to further work, for example, on the syllabic-rhythmic structures of words, where everything is built on the already formed ability to maintain the rhythmic pattern of a word, accent (stress), position of the accent, and the ability to reproduce the pattern.

The same block of time parameters for analyzing auditory sensations includes exercises to develop the perception of longitude and sound duration. In the subsequent work of the speech therapist, this is a comparison of the length of vowel sounds (work on the concept of stress); differentiation of whistling and hissing consonants (s, z, sh, zh, shch,) with short stops (ts, t,); the initial stages of sound analysis - the difference in the duration of the sound of vowels and consonants, phonetic differences in consonant sounds (frictional and stop).

Block 4. Pause

The separation into a separate block is dictated by the peculiarity of this acoustic stimulus for auditory perception. The role of pauses in speech is very significant. The ratio of pauses to sound in Russian speech is 16% - 22% (L.A. Varshavsky, V.I. Ilyina). Naturally, the main information of the message is expressed in sounding segments of speech. But the segments not filled with speech phonation also carry signal and linguistic information. They can report the relationships between parts of the speech signal, warn about a change in the subject of the utterance, indicate the emotional state of the speaker, and, finally, they are an expression of certain properties of sound. A pause is a perceived phenomenon, a conscious perception of the cessation of sound. A break in sound is the same real acoustic stimulus for the receptor (as speech phonation itself). A break in sound is perceived according to the basic laws of sound perception; the duration of the break is phonemic.

Block 5. Development of auditory memory, successive functions

Auditory perception deals with a sequence of stimuli occurring over time. Physiologist I.M. Sechenov points out that one of the main types of synthetic activity that a person possesses is the combination of stimuli entering the brain into sequential (successive) series or rows. Auditory perception primarily deals with this type of synthesis and this is its main significance. For some time they store information about auditory (speech, non-speech) signals in their memory temporal lobes brain It is known that as a child develops, the volume of auditory short-term memory increases. What factors influence this process? Forgetting processes are also similar in children and adults. What is developing? Methods (strategies) for memorizing and reproducing material are developing. Children 3-5 years old remember much better in the game (i.e. involuntarily). The knowledge of a 6-year-old child allows him not to remember in pure form, but to associate new information with existing information. Thus, a child of older preschool age can use special recall techniques. Children with speech development disorders often show insufficiency of various forms of memory. With age, the problem tends to increase. The lack of formation of voluntary memorization can lead to difficulties at the initial stage of learning.

The formation of a functional basis for future reading and writing presupposes, in general, the development of the child’s successive abilities. Exercises that develop the ability to analyze, memorize and reproduce the temporal sequence of phenomena should be addressed to all analyzers. The article discusses possible options for the development of successive functions using the example of auditory signals (stimuli). Structurally, these tasks are included in blocks I, II, III, IV, being at the same time an indicator of success in completing the system.

Block 6. Localization of sounds in space.

To the general features of auditory perception noted above in children with various forms brain dysfunctions, it is necessary to add the difficulties encountered in the ability to sensitively localize sounds (sound stimuli) in space. These difficulties occur with dysfunction of the parietotemporal cortex. (In these cases, sounds from both peripheral receptors begin to reach the cortex unevenly, as a result of which the “binaural effect” is disrupted, which makes it possible to clearly localize sounds in space). Therefore, this system of exercises involves the inclusion of special gaming techniques.

The development of auditory attention is the intended purpose for all blocks of the program. Speech significantly influences the development of perception processes, clarifies and generalizes them. Therefore, in all classes, whenever possible, it is necessary to require children to give phrasal, detailed answers, according to a model and independently, to pay attention to new, unfamiliar words.

LITERATURE.

A.R. Luria "Sensations and Perceptions"; Moscow University Publishing House, 1975
L.S. Tsvetkova “Methodology for diagnostic neuropsychological examination of children”; M, 1997
E.G. Simernitskaya "Neuropsychological methodology for express diagnostics"; M, 1991
B.M. Teplov - Selected works; M., Pedagogy, 1985
M.K. Burlakova "Correction of complex speech disorders"; M., 1997
G.A. Volkova “Logorhythmic education of children with dyslalia”; S-P., 1993
Bezrukikh M.M. Efimova S.P. Knyazeva M.G. "How to prepare a child for school? And which program is better"; M., 1994
IN AND. Seliverstov "Speech games with children"; M., Vlados Institute, 1994
Sat. "Scientific creativity of Vygotsky and modern psychology"; M., 1981
A.N. Kornev "Dysgraphia and dyslexia in children"; S-P., 1995

Preschool age is the period of most intensive development 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 disabilities speech development, which undoubtedly affects the preparation of children for school, and subsequently the quality of mastering 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 a wonderful 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 we are responsible right hemisphere brain

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.

Auditory and speech motor analyzers have great importance for the development of speech, the formation of the second human signaling 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, to get acquainted on a suitable day for this early spring with the first thawed patches, the properties of snow, features of the weather 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 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. On 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. In our kindergarten a selection of weekend projects has been created for parents with 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.