How to easily explain to a child the emphasis in words. How to explain stress in words to a child (“Home Tutor”)

As soon as children enter first grade, they face many new interesting and challenging tasks. The child copes with some quickly, while others turn into a real problem. For example, for many children it is very difficult to correctly determine the stress in a word. You will need:

• - Zaitsev's cubes.

To explain to your child what a stressed syllable is, pronounce the words drawn out, “call” the word. For example, ma-a-a-ama, Ta-a-a-anya, Mi-i-i-isha. At the same time, highlight the stressed syllable, you can even nod your head or sit down. Then show what will happen if you shift the emphasis: mom-a-a-a, Tanya-a-a-a-a, Misha-a-a-a, so that the child can feel the difference. Practice words your child knows, such as his name, pet's name, etc.
First, take simple words of two syllables and, together with your child, determine which syllable the stress falls on, the first or second. For kids, just say the words; for older children, write the words on paper or a board. When pronouncing words, tap the syllables, emphasizing the stressed syllable with a louder tap.
Explain to your child that to determine a stressed syllable, you should not divide the word into syllables. Ask him to pronounce the word, stretching out the stressed syllable, but not dividing it into parts. Explain to an older child that stress can only fall on a vowel sound.
If possible, use Zaitsev's cubes, which differ from ordinary ones in that they contain syllables rather than letters. Compose a word of several syllables, ask your child to identify the stressed word and place a cube with a drawn accent mark on it. Of course, help your child at first until he gains enough experience.
Ask your child humorous riddles, for example, who is a hippopotamus or what is a hammer, so that the child learns to “play” with emphasis. Thanks to such fun training, the child gains freedom to control sounds, which is very helpful in reading words and correctly determining stress. Related article How to correctly put emphasis in the words “ease”, “lightened”, “lightened” The baby grows up, gradually becoming acquainted with the world around him, in which everything is unusual and interesting. We, adults, are already accustomed to the routine of life, and often what is difficult for a child causes us bewilderment. When a child first sees a toy, he has no idea what to do with it. An adult needs to be nearby, show what this item is for, and, if there is difficulty, guide the baby’s actions.

You will need:

• - rattles
• - musical toys
• - dolls
• - cars
• — constructor
• - dishes
• — play set of doctor, hairdresser, salesman

Baby's first games.
When a baby is just born, he is not yet interested in toys. You can show them to him as much as you like, but you won’t see a response. It’s just that sounds and touches are of great importance for a newborn at this time.
At about 1.5-2 months, the baby will begin to see his first rattles, bright, ringing, beautiful. And in another month (each in his own time) he will start holding them. Every month new manifestations will be observed in the child’s attitude towards toys.
It is important for adults not to leave the child alone with toys, since for now he can only hold them in his hands, and there will be no play as such. Reveal all the possibilities of the toy to your baby, do it several times yourself and together. Show him how a car rolls, a ball, for example. Soon you will see for yourself that the child has learned to use this toy and performs the actions independently.

We play with children aged 1.5 - 2 years.
From the age of 1.5-2 years, you can role-play various everyday situations with children, for example, preparing dinner, welcoming guests, putting dolls to bed, etc.
You can play not only with a car, soft toys, dolls, but also with several objects at once. It will be very useful to play out simple stories with toys (for example, how a bunny came to visit a hedgehog, said hello, the hedgehog treated the bunny to tea, said goodbye to each other), and then offer more complex ones. Usually, young children enjoy watching such performances, and then begin to show them with great pleasure.
While playing with your baby, let him be in the role of mom or dad, give him the opportunity to express his love for someone and take care of him. This is important because the child receives your love, but his emotions remain uninvolved.
We play with a 3-4 year old child.
At the age of three or four years, children become more conscious. They are already able to convey in the form of a game what they saw or heard (for example, after visiting a cafe, hairdresser, doctor’s office).
From the age of three, you can stage mini-performances with your child based on the plots of books you have read and familiar cartoons, first choosing those that he loves.

You can reproduce it in parts, starting with those events that he remembered better, and therefore liked more.
Already at 3-4 years old it is worth teaching children to play with their peers. But this does not exempt an adult from being present during the game. It may be necessary to reveal actions or help resolve inevitable quarrels and conflicts (which very often arise due to children’s inability to communicate together).

If a child spends a lot of time with other kids, but adults often want to stay away and do not interfere in their games, then he will learn to find a common language with other children, but playing with them will be quite primitive: pushing, running, bullying.

It is important to prevent the child from getting used to commanding or, conversely, obeying and, growing up, either constantly arguing with other children (“commanders”), or unable to defend their position (“subordinates”).
If you are sending your child to kindergarten, then take the advice of other mothers about choosing an institution. Find a kindergarten that not only has a lot of toys, but also where teachers conduct classes with children and organize their joint games.
Games with a 5-6 year old child.
At 5-6 years old, a child is usually good at acting out scenes from his favorite books or cartoons and various everyday situations. Sometimes you can play with him, giving new stories or playing out various life situations and rules of behavior, for example).

A child at this age, if he does not attend kindergarten, simply needs a playmate - otherwise he will not learn to establish contact with his peers and build communication with them. An adult in this situation cannot replace a child partner, because adults cannot play long enough and communicate with the child differently than a peer would communicate.

Games for children 6-7 years old.
From 6-7 years of age, only occasional adult intervention is allowed, provided that the children have found a common language and learned to play together. If at this age they are just beginning to play together, the adult needs to help negotiate and, if they are timid, encourage them.
At this age, for joint games, children most often choose “Mothers and Daughters”, “Teacher and Children”, “Superman”, “Princesses”, etc.

Pay attention to what your child is interested in and what characters he imitates.
The more varied the content of the role-playing games that children play, the more developed their inner world and soul will be. And on the contrary, his inner world threatens to remain undeveloped and primitive if the games are monotonous.
If adults only buy robots, dolls, soft toys, and monsters for a child, this can lead to the child’s gaming experience not developing and his horizons narrowing. Therefore, always make sure that the toys are varied (monsters and monstrosities are best avoided).

Soft toys and dolls are very necessary not only for girls, but also for boys, as they help the concept of relationships between people. Soft toys calm the child, give him a feeling of warmth and comfort.

Likewise, cars, airplanes and other equipment are necessary not only for boys, but also for girls, since if a girl only plays with dolls, this can lead to a narrowing of her interests and developmental limitations. Involvement only in war games, military toys, “shooting games” and armed conflict can lead to the development of life patterns of hostility.

Excessive addiction to technical toys and rejection of dolls and soft toys often leads to the fact that the child does not know how to establish contact with people in real life.

If you are not sure about the quality of the toy, do not hesitate to ask the seller for a certificate for it. Offer children compromises when playing together, introduce the rule of giving in turns.

Do not impose your help and do not perform any actions for the child. He will ask himself if there are any difficulties, or you will see it. Sometimes a child can offer a solution to a problem that an adult could not even think of. What a wonderful Russian language it is! It is at the same time the most complex and the simplest. With the help of this language we express our feelings, for example, we confess our love, wish for happiness, etc. But a striking property of the Russian language is that not only can any phrase mislead the reader with its duality, but even one word can be understood ambiguously.

Accent in Russian is radically different from stress in some foreign languages. If in the most elegant French language it is always fixed on the last syllable, i.e. at the end of the word (for example: pardOn, bonjUr), then in Russian it can freely be either at the beginning, at the end, or in the middle, no vowel the letter is not immune from it.
Strictly speaking, stress is the emphasis of a syllable, with greater force in pronunciation and increasing the duration of the sound. Naturally, only vowels are subject to him.
The vowel sound of the syllable on which the stress falls is called stressed. When forming word forms, the stress can remain stationary (Volk - Volka - Volku) or can move from one syllable to another (list - sheet - leaves).
There are words that do not have stress; in pronunciation they are attached to previous or subsequent stressed words, usually these are prepositions, conjunctions, particles (under the mountain, to me, bring-ka).
In order to determine where to put the stress in a word, it is necessary to inflect it, for example: camelYud (masculine, singular) - camels (masculine, plural).
To find out where to put the emphasis, read the entire sentence in which this word is located and, based on the meaning, you will understand which syllable to emphasize (“Coming out of the forest thicket, I saw a beautiful castle.” - “There was a strong lock hanging on the doors.”).
Please note that in complex words, in addition to everything, there is an additional stress, it is indicated (‘). Example: VODOGRYAZELEPICAL HOSPITAL, Zheleznodorozhny. Related article How to correctly stress the word "sorrel" Division is not at all a simple mathematical operation for baby, and therefore the material should be presented in a special way. Here it is important not only to correctly explain the nature of the action itself, but also to create an environment favorable to learning.
You will need:

• -apples;
• -candies.

First of all, keep in mind that at the age at which the school curriculum is usually divided, the child is still in the so-called “formal-operational” stage of development. This means that he cannot understand abstract concepts, so behind every explanation there must be a real example that can interest the child.
Before starting to study division, make sure that your child knows the multiplication table well and understands the mechanism by which this mathematical operation is carried out.
Give your child, for example, four candies and ask them to divide them equally between him and you. Then ask how many candies there were and how many people there were. Explain that the candy is divided among people, and then just show the mathematical notation for the action.
Make sure that the child understands the essence of the process by changing the number of objects and people between whom the objects should be distributed.
Show your child the connection between multiplication and division. Let him intuitively feel that this is the opposite effect. For example, showing with a real example that three multiplied by two is six, and six divided by two is three, and so on.
Constantly return to these operations, for example, playing division outside the house. Give your child problems that reflect reality. So, when buying apples, take, for example, six pieces and ask how many apples each member of your family will get. While walking on the street, invite him to share candy among all the children in the yard.
If the child does not immediately understand what is required of him, be patient and look for a way to explain better. But don’t put pressure on him, as you can cause a negative psychological reaction, which will make it difficult for the child to perceive information. In this case, the learning process will take much longer. A syllable is the minimum phonetic unit. It combines sounds of different degrees of sonority. The most sonorous ones perform a syllabic function. The unit must include a vowel sound. Without vowel sounds there can be no syllable. In spoken speech, sounds are grouped into syllables according to the following rules.

Do not mix dividing a word into syllables and hyphenating a word, these are different categories. Syllables are part of oral speech, and transfer is part of written speech, grammar. Compare: the idea is the sound of three syllables, i-de-ya. But the word cannot be moved. Look: motley - 2 syllables, but it can be translated in different ways: motley, motley.
When dividing words into syllables, take into account the law of ascending sonority: the beginning of a non-initial (not the first in a word) syllable is built from a weakly sounding one. If a word contains a combination of consonants between vowels, then the syllabic boundary should pass so that the next syllable begins with a less sonorous consonant. For example, say the word “helmet” [ka - ska].
Divide into syllables according to phonetic sound, and not according to how you write. If the syllable is open, that is, ends with a vowel sound, then the division into the syllable will take place after the vowel. For example: dog - so-ba-ka. heap - heap. The syllable boundary will pass at the junction of a sonorant consonant and a noisy one. For example, desk [par-ta].
The syllable division will take place after Y if any consonant follows it. T-shirt [may-ka].
Remember: doubled consonants (between vowels) move into the next syllable. For example, ka-ssa, dro-zhi, gah-mma. BUT, when hyphenating words with double consonants, leave one letter on the line and transfer the other: van-na, long, art.
The law of ascending sonority is not observed in the last syllables of a word: [tsvie-to’k], [l’ie-zhy’t], [go’-ls], etc.
Most often, when hyphenating a word, division into syllables is used, but there are many exceptions to this rule. Don't leave a single letter on a line. Ъ, ь, И - do not separate these letters from the previous ones. For example: detour, foil, bunny. Do not remove the final consonant from the prefix if the root of the word also begins with a consonant. Correct transfer: spill, sign. Do not remove the first consonant from the root. Correctly transfer: attach. Dividing words into syllables is one of the foundations of learning baby reading. It is this skill that allows you not only to combine letters with each other, but also to gain an understanding of how letters are made words. Understanding syllables is not always easy for a child, but parents can help the child in this matter.

There is no need to rush too much into the question of how to teach baby divide words on syllables. First, the baby must memorize the alphabet and understand the principle of connecting letters with each other. The mistake of many parents is that they try to teach their child to add single letters; this prevents the further division of words into syllables. Accordingly, the process of mastering reading also slows down. The child must read both letters of the syllable in a single merger. This allows you to avoid problems associated with misunderstanding the basic principle of putting words together from syllables.
Once these skills are established, focus your attention baby not on words x, but on the sounds he pronounces. Phonetics affects the quality of reading almost more than knowledge of the letters themselves. Invite your child to watch his mouth in the mirror as he pronounces words. This way he will be able to understand that the shape of the lips changes precisely when pronouncing syllables, and not individual letters.
If the baby cannot understand how syllables add up to words, we can suggest a fairly simple method. To do this, the child must be asked to hold his palm in the neck area, under the jaw. The feeling of pressure on the hand allows you to feel the movement of the mouth during pronunciation. The simplest word for setting up an experiment is “mom” or other terms that are accessible and familiar to children’s ears. But also more complex words no less easily laid out on syllables, you just need to be a little patient.
It is necessary to start such training with two-syllable words, since they can be divided into syllables easiest way. Gradually move on to those words m, which consist of three or more syllables, for example “milk” or “cow”. To prevent the lesson from seeming too boring, divide the words into syllables Children are best taught in a playful way. Words arranged into syllables and taken from the usual counting rhymes are perceived much easier. The rules for setting stress in the Russian language are complex and confusing, which gives rise to a lot of problems with mastering orthoepic norms. Adverbs are particularly difficult - there are no rules for “calculating” the correct pronunciation for this part of speech. Therefore, in words such as “white-hot” it is recommended to simply memorize the emphasis.

In accordance with the rules of the modern Russian literary language The emphasis in the word “dobela” is on the last syllable, on the vowel “A”:

• white-burnt hair,
• wash the stain white,
• grind the yolks white,
• White hot iron.

This emphasis is given in many reference publications - both special spelling dictionaries, and spelling dictionaries, and explanatory ones. However, in some dictionaries (as correctly, published back in the 20th century) you can also find the “pre-White” norm. This type of pronunciation can also be found in some poems by Russian poets - and it is often confusing.

The fact is that spelling standards can change over time. This happened with the word “white” - once the emphasis on the first syllable was considered correct, but now the pronunciation "dobela" is already considered obsolete. Some spelling dictionaries (for example, the reference book “Russian Word Accent” or the spelling dictionary edited by I.L. Reznichenko) even specifically focus the reader’s attention on this, citing, along with the literary norm “dobelA”, the old version of pronunciation, marking it “outdated.” and warning against making mistakes.

How to remember the correct accent “dobelA”

The Russian proverb “You can’t wash a black dog/you can’t wash it white” will help you get rid of doubts about the pronunciation of the word “white-white.” In the word “dog” the emphasis is also placed on the third syllable, and the rhythm of the phrase “dictates” the stress in the word “dobelA”.

Words whose stress is similar to the word “white”

In the Russian language there are a number of similar adverbs (with the prefix “do-” and the suffix “a”), the stress in which will also fall on the last syllable:

• naked,
• red-hot,
• until late,
• additionally
• drunk,
• before dawn,
• before dark,
• before dark,
• daughterA.

At the same time, it cannot be said that stress on the last syllable in such adverbs can be considered a rule: in words such as "clean"

The issue of correct pronunciation and speech perception arises most acutely during the period when a child is preparing for school. And this concerns not only the pronunciation of sounds, but also the placement of emphasis. How can parents teach their child to put the correct emphasis on words if he is constantly confused?

Why is it important?

The placement of stress directly affects the child’s future academic performance. After all, if the accents are placed incorrectly, this entails other troubles:

• new concepts included in a preschooler’s vocabulary will be perceived incorrectly by him, which threatens low grades for literacy;
• the baby does not have a direct connection between the spoken words and the concepts they mean, and this complicates the development of intelligence;
• Difficulties will inevitably arise when learning writing and reading skills.

Modern psychologists say the main reason for this phenomenon is the lack of communication with parents, when the baby himself “figures out” what and how to say. The second reason is the communication of parents with the child in his “children's language”. After all, children learn by imitating in everything the example of the adults around them. If they constantly “lisp” with him and distort his speech, then in the future the child’s incorrect pronunciation will have to be corrected with the help of specialists.

Therefore, it is important to follow two important rules.

1. You should always speak correctly with a preschooler, giving the right example, pronouncing all the words clearly, without distortion.
2. The speech environment should be as active as possible: the baby is told everything that is happening, what they are doing, going to do, where they are going, what they see, what is needed for what, etc.

Games to help

If a problem does arise, you can begin to correct it much earlier than the age of six - after about 4 years, when the child learns to compose complex sentences and actively expands his vocabulary. By this time, the child needs to be taught to perceive syllables in a playful way (for example, by clapping his hands for each syllable when pronouncing words).

After this, you can teach your child to put emphasis in a playful way. It's fun and doesn't feel like "boring required lessons."

What kind of games should these be? Here are some examples.

• "Call the word." To call someone, the baby will have to draw out the stressed syllable. Show him how to call him: “maaaa-ma”, “koooosh-ka”, “ka-cheeee-li”. Let the child call out objects in which the accent is placed incorrectly. First they take words of two syllables, then three, etc.
• "Hammer". When the baby speaks, tap each syllable on the table with a toy hammer (or better yet, on the knee, so that the child feels that the hammer hit is stronger on the stressed syllable).
• “Guess what the word is?” Pronounce words with the wrong accent, showing your baby that the word is becoming unrecognizable (for example: what is a “wheel”?). Let him correct you. Children often make such mistakes in names. You can practice on them, first distorting the child’s name.
• "Overkill." Invite your preschooler to go through all the stress options in the word (milk, milk, milk), and then choose the one in which the word is recognizable and understandable.
• "Cry and Whisper." Say the problem word. Let the baby shout it first and then whisper it. This avoids chanting all the syllables.
• "Color the letter." If a preschooler already knows how to read, you can invite him to paint over the accented letter.

Show your child that there are words that differ precisely in stress, while having the same spelling (atlas - atlas, circles - circles, castle - castle). This is not only interesting, but also the preschooler will develop a clearer understanding of what emphasis is for.

Paying such attention to stress in words, the child must understand that the stressed syllable will be longer, and the stress can only fall on the vowel sound, because only it can be “sung.”

To make it easier for a preschooler to find a stressed syllable, there is no need to pronounce words, “cutting” them into syllables. The word should sound together, with the stressed syllable extending.

Usually children begin to understand the “melody” of words quite quickly. You just need to pay some attention to this issue, teaching your child how to use it correctly in a playful way. After all, then those around him will be able to understand him more easily, and he will study more successfully at school, feel comfortable in communication, and increase self-esteem.

Article by Lev Sternberg

It would seem that there is nothing easier than explaining to a child about stressed and unstressed vowels. Unstressed vowels are pronounced quietly and briefly, stressed vowels are pronounced longer and louder - what is there not to understand? And yet, many children understand about stress with great difficulty, and some children do not understand at all, no matter how hard it is. The reason for this turns out to be the specific thinking of the child, which forces him to take every word literally.

Firstly, children do not understand why this thing is called “accent”. Do we hit or hit anyone? It would probably be more correct to say “pressing” or “strengthening”, because we press with our voice, we make our voice stronger.

Secondly, how can we put this emphasis-pressure-intensification? Does he have legs? Or maybe it would be better to plant it, or even put it down? If adults always say that the emphasis is falling, then maybe let it lie where it fell?

Well, yes, of course, adults mean that you need to put an accent SIGN. And you can put this SIGN in a written word above a letter.

But here’s the problem: for some reason adults ask the child to put the SIGN of the accent not in the written word at all, but orally, in the spoken word, in which there are no letters and therefore there is simply nowhere to put the SIGN. And about the fact that in a spoken word you need to PRESS your voice, STRENGTHEN your voice on some sound - adults somehow don’t explain anything about this to the child.

In addition, when adults try to explain to a child what is in a word, for example, MOON the emphasis should be on A- at this time, adults catastrophically confuse letters and sounds. In the written word MOON there really is a letter A, and you can put an accent mark above it. However, in spoken word MOON the child does not hear a sound A, but hears the sound (syllable-fusion) ON, and the amplification of the voice begins already on the consonant part of this sound (merging syllable). ()

So what should we do? How to explain to a child about the correct emphasis - pressing - strengthening, and where it should stand, sit, lie?

Yes, in general, everything is simple. No child will make a mistake if you ask him: “How to pronounce a word correctly? -

Moon or moon
Porridge or porridge
Cloud or cloud
Street,Street or Street
Raspberries ,raspberries or raspberries
Silence, silence or silence”

Any child will unmistakably choose the correct option. That is, in principle, all children feel the stress itself (increasing the voice) correctly; it is only the terms that adults use for explanation that are incomprehensible to them.

Take for practice any word consisting of several syllables, for example ROCKET. Say the word syllable by syllable, accompanying the pronunciation of each syllable with a wave of your hand. Show your child how hard the hand swings on the stressed syllable: rocket. Hand movements will help the child feel the rhythm of the word with his whole body. In this word, the stress (intensification of the voice) was in the middle of the word. Now give your child a task so that he can independently come up with incorrect reinforcements: at the beginning of the word ( Rocket) and at the end of the word ( rocket), accompanying this increase in voice with a strong wave of the hand. Do the same exercise with a few other words.

When a child learns to read and understands where each letter is in a written word, then it will be easy to explain to him about the SIGN of the accent and how it is PLACED in a written word above the desired vowel letter.

© Lev Sternberg,

Favzana Ayupova

An important stage in teaching preschoolers sound analysis is the distinction between vowels and consonants, hard and soft consonants. First of all, linguistic intuition, a flair that can and should be exercised, should be involved in distinguishing sounds. The most convenient object for awakening sound intuition, which is necessary for a preschooler to easily distinguish between vowels and consonants, are stressed vowel sounds, which are the easiest to draw out, the pronunciation of which is not interfered with by anything. I would like to offer you games for highlighting and intonating stressed vowel sounds. (Ideas for some games were taken from E. A. Bugrimenko, G. A. Tsukerman, I. R. Kalmykova)

The easiest way to teach a child to identify stressed vowel sounds is through play. "Call a Friend". You remind the child that you are your friend, who is far from you, by calling out “MarIIIina!” (But in no case “Marina!”) Then all the toys in the room scatter, and you help the child call them correctly: KUUUubik, book, bunny. And the child will hear this long, percussive sound.

To form the syllabic structure of words and the skill of highlighting a stressed vowel, I play a game "Find the stressed syllable" (in one-syllable, two-syllable and three-syllable words).

Children are offered a playing field with syllable stress patterns and object pictures with 1-3 complex words. (A large card with subject pictures is cut along the lines).

Small cards are dealt equally to the players. One by one, the children pronounce their words (the names of the pictures, determine the stressed syllable and find the corresponding syllable-stress pattern on the playing field and cover the pattern with an object picture. If the child makes a mistake, the right to move passes to the next player. The one who first placed his cards on the playing field wins.

Sound kingdom. Palace of Vowel Sounds.

Purpose of the game: continue to teach children to use their voice to highlight stressed vowel sounds in words - names of objects denoting food, dishes, kitchen utensils.

Progress of the game:- Listen, guys, to a fairy tale about a dispute between the inhabitants of the palace kitchen. One day they argued about which of them was the most important.

“I’m the most important,” Bread crunched its golden brown crust, “No one sits at the table without me!”

No, I'm the most important! - Water began to gurgle, - Without me, not a single dish can be prepared!

No, I’m more important,” objected Salt. “If they forget to put me in the pan, then no one will eat the food.”

They argued and decided: the king of the kitchen will be the one who can summon as many subordinates as possible. And in the Sound Kingdom, words with the same accents served each other. They even had the same uniform. All words with an accented “A” - wore red uniforms, all words with an accented “E” - wore b (EEE) light uniforms, with an accent “O” - f (OOO) light uniforms. (Educators should not forget that we are playing sound games.) Children begin to name words, emphasizing the stressed sound with their voice: “chAAAinik”, “polotEEEntse”, “morkOOOovka”, they call it a separate stressed sound “A”, and the teacher places a little man in a red uniform next to the water.

At the end of the game, they count who has how many subordinates, and put a crown on the inhabitant who managed to gather more subordinates. He becomes the king of the kitchen.

Masters of Sound Affairs

They will teach children to identify stressed sounds in words.

Each master has his own hammer. The master “EH” will hit the sound “E”, and it will sound long and loud. Brother “UH” hits only the sound “U”, “AH” hits the sound “A”, “OH” hits the sound “O”. The masters have a lot of work, because there are a lot of words, not a single word is left without emphasis. And the brothers are also great debaters: how they greet the word, they begin to argue - who should hit with the hammer? Help them reach an agreement.

One day the brothers found themselves in the forest and met wild animals. And again they argued about who had more work. Help the brothers: whose words are “bearEEED”, “foxAAA”, “tIIig”, “wolfOOOk”? (There are many game options: Sound masters may find themselves fishing, in a toy store, harvesting fruits, traveling on different types of transport, buying clothes, shoes, etc.)

Game-experiment “Wizard – emphasis”

Target: in practice, show children the power of the sound of a stressed syllable.

I light a candle, bring it to my lips and say the word: “drum”. Why did the flame flicker three times? Because the word has three syllables, three shocks. Why did it go out when pronouncing the third syllable? We conclude: that the last syllable is stressed, and the stressed syllable is pronounced with force, the pressure of exhaled air increases.

In the second half of the year, when we have mastered the initial reading skills, to understand the mobility of stress, I play the following games with the children:

“Various words – the same and different”

Target: help children understand that stress in a word plays a very important role: it helps to distinguish words; by changing the place of stress, we can change the meaning of the word.

Children are offered pairs of words:

iris – iris

carnations - carnations

castle - castle

flour - flour

mugs - mugs

arrows - arrows

Children read the words and say that the words are the same. I suggest reading the words first with the emphasis on the first syllable, then on the second syllable. Has the meaning of the word changed? I suggest choosing pictures in pairs that correspond to the meaning of the words.

The game helps children understand that changing the emphasis can change the meaning of a word.

Game "Casting"

helps children understand the mobility of stress.

In Russian, stress can fall on any syllable. And there are languages ​​in which the stress falls on the same specific syllable. For example, in French the stress falls on the last syllable: Paris, fitter, coat, miner. The French, when learning to speak Russian, often pronounce words in the French way.

And now I offer a game

"Casting".

You have been invited to act in a movie, where you will play the role of a Frenchman who speaks Russian poorly, with the emphasis on the last syllable. Casting for the role of the Frenchman is announced. Read the words on the slide as a Frenchman would read them: pike, chicken, cuckoo, fly, fish, raspberry, lily.

What awe parents feel when their baby begins to babble his first words! But over time, caring mothers and fathers begin to think about how to teach their baby to pronounce words correctly, especially with regard to the issue of stress placement. How to make the learning process interesting for a child? What are the features of working on pronunciation for young children? Let's consider the theoretical and practical aspects of the problem.

At what age should you start?

If the child already knows how to write, then learning can be based on graphic analysis of the word

According to research on children's readiness to start school, about 75% of those who are not ready have speech problems. In particular, they put stress on words incorrectly.

According to teachers and psychologists, you need to work with your child on correct speech production from an early age, and not wait until school starts and then spend a lot of effort retraining the child. Of course, before the age of 3 there is no point in systematic pronunciation exercises. After all, at this age, all children speak “their own” language. However, by the age of 4, the baby’s vocabulary allows him to construct complex sentences; the baby begins to actively use and expand his passive vocabulary, transforming it into an active one. From this moment on, it is worth paying attention to the correct placement of accents. If you don’t work with your child, then:

• words that are just entering into everyday speech will be misunderstood, as a result of which your child faces bad grades due to illiteracy;
• there will be no clear connection between the word and the concept, which will significantly complicate the further intellectual development of the baby;
• There will be difficulties with learning to read and write.

Why does a child put accents incorrectly?

The main reason is lack of communication with parents. Or talking with kids in their children's language. The latter is highlighted by psychologists and speech therapists as a key obstacle to the development of a child’s speech. The fact is that children learn absolutely everything through imitation - imitation of adults. And if you lisp with your son or daughter, then be prepared for the fact that he will not begin to speak correctly without the professional help of a specialist. Therefore, ALWAYS speak to your child correctly, pronouncing all words clearly and slowly. And, of course, be sure to talk to the baby, even to the point of commenting on your own actions. The sooner you adopt these two principles, the sooner the child will speak correctly.

How to teach?

Be sure to teach your child to identify stressed syllables in words

There are several ways to teach your child the correct accent. You shouldn’t limit yourself to just one; it’s better to periodically resort to different types of activities. This way, the child will not have a feeling of heavy duty from these lessons, but will retain interest in work.

Games

Try to accompany the word with the image it means.

As you know, play is the main activity for children of preschool and primary school age. Why not use this feature to teach accent placement? Moreover, these games do not require additional funds, so they are convenient to play on the road or while walking.

• “Calling words.” Invite your child to take turns calling any surrounding objects by name. For example, “DEEEEErevo”, “KachEEEEli”, “SAAAAdik”. Choose two or three syllable words to begin with, then complicate the task.
• "Names" Very often children make mistakes in names. Therefore, together with your child, pronounce the names of acquaintances and friends.
• "We decorate words." This game is suitable for those children who already know how to read. Write words on cards and ask your child to color in the accent letter. By the way, this activity also trains reading skills.
• "Knock with a hammer." Sit next to the child and, while pronouncing the words, ask him to tap each syllable on his knee with a hammer, and on the stressed syllable the tap should be a little stronger than on the others. For fear of bruises, you can also knock on the table.
• "Guess the word". Tell your child words with the wrong accent; his task is to correct you and pronounce them correctly.

Counting rhymes and rhymes

Counting rhymes and short rhymes are a great way to remember the emphasis in words

It is not necessary to learn rhyming lines by heart; you can simply pronounce complex words. For example:

A painter is painting our walls.
Shelves makes tableYar.

Like our Martha
Everything is striped scarves.

For older children, counting rhymes can be more difficult to choose:

Aty-Bati, humpbacked bridge,
sings under the bridge gypsies,
A dancers ran away
the cockroach scared them.

Once the shaggy gorilla
crocodile called.
He was not friends with the gorilla,
pick up straight away put.
He better not call,
Who they're calling, so lead.

Children in the nursery indulged,
the teachers cursed:
"Not have fun, strap
you will be put on pot".

One two three four five.
To give us a game start,
let's all get up alphabet:
Ani, Vanya, Kolya, Rita.
Who doesn't know alphabet,
that calculation is ours will make it easier.

Exercises

Always check your child's work carefully

Exercises on the correct placement of accents should also be in the nature of a game, otherwise the baby will get bored.

• "Repeat after me". The child needs to shout out the word you say. It is precisely raising the tone of the voice that makes it possible to avoid the drawn-out pronunciation of all vowels, which many children “suffer from.”
• “Underline the stressed syllable.” For children who can write, you can try dictating words; their task is to write them down and add accents.
• "Correct mistakes". Pronounce words with the wrong accent so that your baby can correct you. It’s good if this exercise includes words that are not yet known - this way your little one will expand his vocabulary and train his linguistic intuition.

Zaitsev cubes

By putting words together using Zaitsev's cubes, the child learns to correctly identify the stressed syllable

If possible, use Zaitsev cubes. Their peculiarity is that on each side there is not a letter, but a syllable. Compose the words yourself and ask your child to put a special cube on the stressed syllable, or make the task more difficult: let the child put the syllables into words himself, highlighting the stress. This way you will also train your reading skills.

Video: Placing stress in words

"Folk" methods

If we talk about the so-called “folk” methods of teaching stress in words, then here we will not talk about the most ancient method - the belt, but about funny and effective advice from experienced parents.

• "Fists." Sit the child at the table, place his fists face to face so that they are close to the chin, but do not touch it. Now let him start reading out loud - on the stressed syllable, the chin will touch the fist. This is an excellent technique to show that every word has stress and teach them to identify it by ear.
• "Overkill." Offer to pronounce a difficult word for the child with different accents. For example, milk - milk - milk. Let your student choose the most sonorous option. As a rule, children feel the melody of a word.

Ours in first grade simply put stress on each syllable one by one:

shirt-shirt-shirt!

Ekaterina AL

We need to say out loud:
Hey horse
hey soap -

and the emphasis is audible.

https://deti.mail.ru/forum/obuchenie_i_vospitanie/rannee_razvitie/kak_rebenku_pravilno_objasnit_kak_stavit_udarenie/

These methods have been tested by entire generations of parents, and are also actively used in lessons by primary school teachers.

Teaching a child to place correct stress in words is not an easy task, but it is achievable. You just need to gradually introduce useful activities, introducing the baby to language and words. Of course, all classes should be accompanied by reading aloud, reciting poetry and singing. The sooner children hear correct, varied speech, the faster they begin to feel the melody of the language.