Phonetics (Greek: phonetikos relating to sound, sounding; sonorous, voiced) 1) methods of formation and acoustic properties of speech sounds in linguistics; syllable, a part of speech that is separated by a pause

Didactic foundations of children's speech therapy.
The educational, educational and correctional work system for children with speech defects is organized on the basis of general didactic laws, principles and methods.
In modern pedagogy, the following main principles are distinguished: individualization and community, systematicity and sequence (consistency), conscious activity, demonstrability, consistency, etc.
The totality (complex) of these principles and the specificity of their application to stuttering children determine all aspects of correctional education, i.e. content, methods and organizational forms.
Currently, the existence of various logopedic methodical works indicates the need to identify and develop the main network of theoretical and corrective training, taking into account the forms of speech disorders, the age of children, and the conditions of logopedic work. General theoretical teaching and private logopedic methods complement each other without words.
Thus, the main didactic rules and principles serve as a basis for working with children with speech disabilities. Knowing these basics is a guarantee of successful corrective pedagogical work with stuttering children.
Individual approach to stuttering children. Group, team speech therapy training with stuttering children has justified its positive side as many years of practice have shown.
Training with a team creates conditions for active work of all children. Demands for an individual approach do not mean that the individual is pitted against the team. Perhaps, it is possible to organize team work knowing the capabilities of each child.
An individual approach to speech therapy is a deep study of each stuttering child before speech therapy and during speech therapy, choosing corrective and pedagogical work taking into account their psychological characteristics and speech abilities.
The age of the stutterer determines the forms of didactic material and logopedic work.
Psychophysical characteristics of pre-school and school-age children, teenagers and adults from a speech therapist "Teaching and upbringing program in Kindergarten" and play activities; secondly, it requires taking into account the school program and educational activities, and thirdly, various labor activities.
Compilation of the speech therapy group is carried out by choosing children of the same age for the group, taking into account the age of stutterers. The presence of stutterers of different ages in the group makes it necessary to use special methods in logopedic work, and in order to eliminate stuttering, it is necessary to change the intensity of the content of pedagogical work.
For example, speech exercises in the form of games and educational activities take the main place in preschool children, and medical treatment takes a lesser place. In teenagers and adults, on the contrary, the main focus is on medical treatment means, i.e. psychotherapy (suggestive method) and less pedagogical work.
Introduction of the principle of individual approach in logopedic work with stutterers is important in primary and dynamic learning of children (in the course of training). Linguistic, psychological and pedagogical observations are necessary for a speech therapist. These allow stutterers to choose forms of corrective action.
Principles of systematicity and consistency in speech therapy training
The didactic principle of systematicity and consistency in logopedic training with stutterers is reflected in the logical content of this training. Education of accurate knowledge and correct speech skills in children is carried out in a strict systematic and consistent manner.
Taking into account their speech abilities, the entire educational process is carried out on the basis of transition from simple to complex, from known to unknown, from easy to difficult.
A stutterer's speech is influenced by his level of independence.
Depending on the level of development of independent speech, several stages of increasing complexity of speech can be distinguished:
1. Harmonized speech - repetition of sentences by the stutterer together with the speech therapist or after the speech therapist; Even at the most severe level of stuttering, a person speaks freely, because the sentences of another person are returned. Independent speech is minimal.
2. Reflected speech - the stutterer repeats sentences from the speech therapist. In this case, the structure of someone else's sentences is repeated. This type of speech is suitable for all stutterers.
A more difficult form of speech for later stutterers is answering questions. In this phase, work is done first on answering simple, simple questions, and then on answering complex, extended questions.
The difference between this stage and the stage of reflected speech is that at this stage independent speech is manifested, answering questions allows stutterers to use sentences with a certain construction. The most difficult thing for stutterers is to answer the questions in an extended manner.
3. Speaking - this stage makes the speech process more complicated. That is, the stutterer is not limited to one or two sentences, but has to use more sentences when speaking. There are also aids that make it easier to speak: a story, a story, a movie.
4. Independently tell the story, story, excursions, pictures, impressions received on the topic.
5. Independent speech is the most difficult form of speech for stutterers. This speech is manifested in natural conditions of entering into a free relationship with the surrounding people - questions, requests, appeals, exchange of ideas, wishes and hakazos.
Thus, free, independent speech in stutterers can be trained in the following sequence:
1) speech returned together with the speech therapist and after the speech therapist;
2) question and answer form of speech;
3) narration and story;
4) independent speech.
One of the factors influencing the state of speech of a stutterer is his different level of speech preparation. If the stutterer knows the text by heart or repeats the necessary material in advance and is familiar with it, thinks in advance what he wants to say and plans the sequence in which he wants to say it, he speaks easily. Stuttering increases when working with an unfamiliar text and when speaking without mental preparation.
Speech exercises are conducted in the following sequence:
1. memorized text;
2. text read aloud;
3. a thought-out text;
4. unfamiliar text.
One of the factors affecting speech difficulties in a stutterer is the level of complexity of the speech system.
Generally, stutterers pronounce individual sounds, often vowels, easily. Pronunciation of words after syllables becomes more complicated compared to vowel sounds. The main difficulty for them is when starting to express an idea (difficulty in starting to speak).
The freedom and volume of speech of stutterers is carried out on the basis of a clear sequence of speech exercises: speaking without making a sound, slowly, whispering, loudly and with a habitual voice.
The fluency and rhythm of the speech have an effective effect on the speech of stutterers. In chanting, rhythmic poetic speech, and long speech, syllable contractions are greatly reduced, or completely disappear. When speaking is accompanied by rhythmic movements, the stutterer feels a certain Lightness in the process of speaking. Later, the communication skills are transferred from the speech of one rhythm to the simple speech of different waves.