GUÍA METODOLÓGICA

TERAPIA DEL LENGUAJES

-2018

BACHILLER EN PSICOLGIA.
RENATO VICTOR RAMOS QUISPE.
 METHODOLOGICAL GUIDE OF LANGUAGE THERAPY.

GENERAL DATA:

Qualification:
- Speech therapy.

- Renato Victor Ramos Quispe.

Responsible :

Place of
- Ser y Crecer Moquegua Psychological Center.
execution:

DESCRIPTION OF THE PSYCHOTHERAPEUTIC PROGRAM

JUSTIFICATION
All people in some way try to communicate with the world, just like children
with their elders. These communication attempts in children are usually
successful when family members and other people are able to understand
what the child is expressing, however there are cases where the child seems
to communicate through signs and the adults around them play the role of
translators or present. speech that is poorly understood due to difficulty
articulating phonemes, forming meaningless sentences. These situations
occur in children from three years of age to adults. It is in the school process
where educators realize the difficulty of children in speaking correctly and
many times they have problems following orders because they do not
understand the instructions or achieve that others understand what he means
because he does not pronounce the phonemes correctly, thus making social
interaction difficult.

Early intervention in these difficulties is important for the correct development

of the lexicon and morphosyntax, in this way they will be able to correctly
articulate the phonemes that make up the language and express themselves
with their peers, understanding and making their point of view or perception
known in a way that is understandable to them. him and the others. The
background in this intervention involves the child pronouncing words properly,
being able to form and structure simple and compound sentences, being able
to understand verbal instructions and social instructions until increasing the
 lexicon to promote social interaction.

That is why we present this intervention program for language problems, in

order to overcome those aforementioned difficulties that make social
interaction difficult in some cases, through individualized exercises that
involve recreational activities, in this way learning is consolidated. with
pleasant activities for children, in addition to proving that play is a therapeutic
technique for the social development of the child.

GOALS

- Stimulate, strengthen and improve the components related

General: to language acquisition in the child.

- Know the level of development of the child in the different

aspects and aspects of language, to determine the language
Specifics: areas affected in each child.
- Develop an intervention program for each child, which
involves recreational activities in the sessions.

GOALS

- Ensure that the child improves his or her performance in each of the affected
areas.
- Ensure that children can understand and speak fluently in different social
contexts.

CONTENT OF THE PSYCHOTHERAPEUTIC PROGRAM

ACTIVITIES GOALS
Preliminary
 - At the beginning of therapy, parents will be asked for a
list of materials to work with the child.

- Front page; place your favorite animated character

- On the first page place a photo of the child, decorated
activities however the child wants.
- On the second sheet; full family photo

Auditory
Discriminati
on and
Auditory
Memory

- The child must be able to breathe adequately to correctly

Breathing articulate each phoneme, gain control of the air that
and blowing passes through the mouth, and coordinate the
. articulatory organs during speech.

- The child will be able to direct the mobility and

Bucophonat
ory praxias coordination of the articulatory organs for correct speech
production.
- The child will be able to perceive and interpret sounds,
Phonologica speech emissions and develop auditory memory that
l phonetics allows them to capture the structure of language.

Morpho- - The child will be able to structure and construct

syntax sentences correctly, using the usual forms of language.

- The child will be able to acquire the use of language and

Pragmatics communication as well as adequate conversational
competence.

[Link] DISCRIMINATION AND AUDITORY MEMORY

 Auditory discrimination exercises (house sounds, body sounds, musical
instruments, nature...).
Sounds are played and the child must identify each one of them, without
observing the object that produced them.

Types of sounds;
 Environmental; crumpling the paper, bouncing the ball, dragging a chair,
opening a door, hitting a pencil on the table, tearing paper with your hand,
hitting a bottle, falling objects to the floor.
 Musical instruments; whistle, flute, tambourine, etc.
 Onomatopoeic; sound of train bell, telephone, etc.
 Own body; whistles, clapping, sneezing, etc.

With the therapist's back turned when making the sound, children must name
the object that produced it.

 Intensity exercises that are high and low.

Use panpipes and the flute. Indicate that when the panpipe plays the child
must lie down on the table and when the flute plays he must jump. First you
must establish the difference between high and low sound.

 Discrimination of strong and weak sounds.

The difference between strong sound (broad and generic movement) and weak
sound (light and soft movement) is discussed. They are asked that when they
hear a strong sound they give a response (stand up, raise their arms, clap their
hands or say “strong”) and when they hear a weak sound they make a different
response (crouch down, shout or say “weak”). The child is asked for motor
responses to different musical sounds, for example if the drum is played they
are asked to take long steps, if the flute is played they are asked to jump.

Make strong and weak sounds well differentiated and separated by some time
of silence.
Alternate weak-strong with less transition of silence, then without interruption.
Alternate strong and weak with lower intensity in both contrasts, two
 instruments; drum and triangle.

 Discrimination of fast and slow rhythm.

Slow and fast taps will be given on the table, first by the therapist and then by
the child. Once this lesson has been learned, we will proceed to play slow
music so that it walks and then fast music so that it speeds up its pace.

 Auditory figure-ground masking exercises with simultaneous stimuli.

Ask the child to close their eyes and listen to the sounds that occur naturally in
the room. They will listen for several seconds and then comment on what they
have heard. While the therapist produces a series of sounds.
Repeat that exercise but now with the sounds from outside the room. They will
comment that they have listened.

 Sound association exercises

First association of sounds of musical instruments, then phonemes with
graphemes.

 Sensitization to different tones of voice

Propose a guessing game to the children. Types of voice will be imitated (child,
man, old man, etc.) that express command, supplication, astonishment, doubt,
etc. Children must discover whose type of voice corresponds or what they want
to express.
Sounds related to moods will be presented; laughter, crying, sighing, moaning,
moaning, hissing, chirping, hiccups, gargling, yawning.

PLAY ACTIVITIES - AUDITORY GAMES

 “The jumping warbler”

The child is instructed to jump every time he hears the sound of a chirp.

 "The detective"
The child should be seated in a chair and have a box prepared with various
objects, among which is a plastic bag (located behind the child), then sounds
will be made with the bag and it is placed back inside the box. The child turns
 around and will have to remove the object that made the sound.

 “Claps”
The child is shown cards on which there are printed hands that indicate
numerals from 1 to 5 with raised fingers. The child is then told to clap
according to the number of fingers raised.

 “The March of Instruments”

The therapist plays several musical instruments (chinchín, drum, rattle, bell),
first the child will know the sound of each instrument, then the child must
identify each sound with his eyes closed.

 "The blind chicken"

The child's eyes are covered, the therapist is placed in different places, from
there she will call the girl, the girl will have to reach the therapist, identifying
the origin (location) of the voice.

MATERIALS
 Paper
 Musical instruments; flute, drum, whistle.
 Audio player
 Toys
 Readings of riddles, tongue twisters, songs.

[Link]-BREATHING/BREATHING

 Slowly inhale the air through your nose. Hold the air for a few moments.
 Expel it slowly through the mouth. Repeat the exercise three times.
 Breathe in slowly through your nose. Hold your breath for a few moments.
 Expel it through the nose in a sharp manner. Repeat exercise three
 times.
 Inhale quickly through the nose, dilating the nostrils. Hold the air
 for a few moments. Expel it slowly through the nose.
 Inhale air through your nose and blow through a straw.
 Make bubbles in a glass of water.
 Blow through the straw, placing it to the right/left of your mouth.
 Blow up a balloon.
 Blow on your own hand loosely/strongly.
 Mount the upper lip on the lower lip and blow towards the chest.
 Extinguish a candle from greater distances each time.
 Extinguish several candles in one breath.
 Blow on a candle without blowing it out. Approach it slowly and blow without
turning it off.
 Relaxation exercises through play
You can play for a while with the child, encouraging laughter, to exercise the
worked oral-facial muscles.
 Increase blow control/direction/power.

PLAY ACTIVITIES-BREATHING AND BLOWING GAMES

The breathing and blowing mechanism is exercised through exercises and

games for better verbal expression.

 “Soap bombs”
Inhale through the nose slowly and deeply and in the same way exhale the air
through the mouth making soap bubbles.

 “Bubbles”
Inhale deeply through the nose, and slowly blow on the water contained in a
glass through a straw until bubbles are made in the water in the glass.

 “The kites”
Slow, deep inhalation of air through the nose and exhalation slowly blowing on
colored paper. Chinese paper barrels are used with a thread on the head so
that they move when blowing.

 “The feathers”
Deep inhalation through the nose, holding the breath, then vigorous exhalation
of air through the mouth, blowing feathers.
  “How the whistle sounds”
Inhale deeply and exhale slowly through the mouth, blowing whistles and
emitting the sounds they produce.

 “Little races”
Inhale vigorously through the nose and exhale through the mouth when jogging
(tell him to do little races and exercise his breathing there).

 "My birthday"
Inhale through the nose, slowly and deeply, and exhale slowly through the
mouth, blowing out the flame of a candle. Tell him that we are going to play
that it is his birthday and he has to blow out the candles on the cake.

 “Chicken scarer”
Vigorous inhalation through the nose and exhalation through the mouth using a
“mother-in-law scare”, thereby causing it to stretch.

 “The clown's balloons”

Slow, deep inhalation of air through the nose and exhalation of air slowly
inflating colored balloons.

 "Clouds"
Inhale slowly through the nose and exhale the air also through the nose,
blowing cotton balls or fluffs.

MATERIALS

 Candles; Big and small

 Paper balls
 Cardboard Eclairs
 Windmills
 Paper Strips
 Mirror
 Straw, sorbet
 Air bubbles of different sizes.
 Small and large balloons
[Link] PRAXIAS
 The therapist stands in front of the mirror and performs the exercises, four
times per exercise. The first sessions will be done slowly and then as skill is
acquired it will be faster and faster.
 The time spent in each session will not exceed 10 minutes and will depend on
the needs of each child. Once these skills are acquired, they will be worked in
parallel with the phoneme-based exercises.
 Facial exercises, this activity will be carried out through modeling, first by the
therapist and then by the minor, and will also receive bio-feedback through
sheets where the practices are captured.

These exercises are done individually and depend on the exercise for each
phoneme:

 Level 1
Tighten and loosen your lips without opening your mouth.
Chew several times.
Open and close your mouth quickly.
Open and close your mouth slowly.
Stick out your tongue as much as possible.
Stick your tongue out as little as possible, with only the tip showing between
your lips.

 Level 2
Open your mouth slowly and close it quickly.
Open your mouth quickly and close it slowly.
Biting the lower lip with the upper teeth.
Open your mouth, stick out your tongue and put your tongue in, closing your
mouth.
Open and stick out the tongue, keeping it horizontal.
Open your mouth, stick out your tongue and move it to the left and right.

 Level 3
Perform rapid joining and separating movements of the lips, articulating
 /dad dad/.
Articulation of /aou/ and /aei/, exaggerating the movement of the lips.
Project joined lips outward and smile.
Stick your tongue out slowly and put it in quickly.
Stick your tongue out quickly and put it in slowly.
Open your mouth, stick out your tongue and move it up and down

 Level 4
Hold a straw between your lips.
Bring the lips inward (toothless) and project them outward.
Give sound kisses and smile.
Stick out your long, thin tongue.
Stick out a short, wide tongue.
Pass the tip of your tongue along the edge of the upper incisors, describing an
increasingly larger arc that also encompasses the edge of the canines and
premolars.

 Level 5
Puff your cheeks, squeeze them with your hands and make them explode with
your lips.
Puff out the cheeks by keeping the air in the mouth by pressing the lips tightly,
despite hitting to make an explosion.
Lick your upper lip with the tip of your tongue from side to side.
Repeat the previous activity with the lower lip.
Lick your upper and lower lips with the tip of your tongue in a circular motion
from left to right and vice versa.

 Level 6
Yawning (movement of the soft palate).
Rest the tip of your tongue on the inside of your cheeks, tapping them
alternately.
Touch the top and bottom incisors on the outside with the tip of your tongue.
Repeat the previous activity, but inside.

 Level 7
Project your lips together, take them to the right and left.
 Make humming noises with your lips, imitating the noise of the airplane.
Make rotating movements with the tongue placed between the lips and the
dental system.
Touch the palate with the back of the tongue (/K/).
Touch the tip of your tongue to the upper and lower incisors on the outside and
inside, alternately.
Touch the tip of your tongue to the upper and lower molars from right to left,
alternately.

 Level 8
Touch the back of the tongue to the hard palate, imitating the gait of a horse.
Go from slow to fast pace and vice versa.
Imitation of gargling.
Rapid in and out movements of the tongue, vibrating on the upper lip.
Bend the tongue, holding it with the upper incisors and force it outwards.
Pass the tip of your tongue over the center of the palate.

 Level 9
Fold the edges of the tongue inward, forming a longitudinal channel.
Bend the tongue up and back with the help of the upper incisors.
Bend the tongue down and back with the help of the lower incisors.
Hit the upper alveoli with the tip of the tongue.
Articulate quickly: la la la la...
With the tip of the tongue directed towards the palate, initiate shock
movements against the upper incisors, ending with the tongue coming out
between the lips.

 Level 10
Vibratory movements of the lips and the entire chest and arms.
Put your tongue between your lips and vibrate your lips and tongue.
Articulate quickly: tl, tl, tl, tl; dl, dl, dl, dl; cl, cl, cl, cl,
Articulate quickly: tr, tr, tr, tr; dr, dr, dr, dr.

 Soft palate exercises

Cough
Yawn.
 Gargle with and without water.
Emit the vowel “a”.
 jaw exercises
Open and close your mouth slowly.
Open and close your mouth quickly.
Chew with lips together.
Open and close the mouth exaggeratedly imitating an opera singer.
Move your jaw from right to left, pretending that you are clowns.

PLAY ACTIVITIES - LIP STIMULATION GAMES

These exercises are performed first by the therapist, so that the boy or girl sees the
form and imitates it.

 “You have to laugh” - The child spreads his lips, showing his teeth.
 “The motorcycle” - The lips are asked to vibrate
 “Let's hide the lips” - The child puts his lips in until none of the edges are
visible.
 “The wrinkled raisin” - The child wrinkles his lips and spreads them quickly
 “Kisses” – You are instructed to blow kisses into the air.
 “The lip dance” – You are instructed to purse your lips to say “u” and then
stretch them to say “i” with more speed each time.
 “The lips explode” – The child presses his lips together and quickly
releases them as if saying “p”.
 “Tights, tights” – The therapist holds the child's lips together while he tries
to open them.
 “Doing like an old man” – The child purses his lips and moves them from
one side to the other.
 “The snail” - A massage is given to the child's lips in a circular shape like
the shape of a snail.

PLAY ACTIVITIES-LINGUAL STIMULATION GAMES

In these games the boy or girl repeats the therapist's action.

 “Doing like a snake” - The child is instructed to stick out and move his
tongue from right to left successively.
 “Doing like the little frog” - The child is instructed to stick his tongue in and
 out in quick succession.
 “Wave and hide” – The child is instructed to extend his tongue as far as
possible and quickly put it in his mouth.
 “Don't move your tongue” - The child is instructed to stick out his tongue
and keep it motionless for one minute, repeating the action up to 5 times.
 “The little bee tongue” - The child is instructed to move his tongue in a
circle around the honey-smeared lips.
 “Eating my invisible chocolate” - The child is instructed to push with his
tongue, his right cheek and his left cheek.
 “Pinocchio”- The child is instructed to try to touch the nose with the tip of
the tongue.
 “The slide” - The child is instructed to touch his chin with the tip of his
tongue.
 “The dancing tongue” - The child is instructed to shake his tongue quickly.
 “The windshield” - The child is instructed to pass the tip of the tongue
successively over the soft palate.

MATERIALS
 Medium size mirror
 Sheets with praxis
 Sweets; majares, lollipops, fruna, etc.
 Wooden pallets
 surgical gloves

[Link]-PHONOLOGY

 Breathing exercises
 Breathing exercises
 Logokinetic exercises (orofacial motor skills)
 Position exercises for the phonoarticulatory organs
 Isolated phoneme emission exercises
 Isolate the initial phoneme; Given a word, the child must pronounce the
phoneme in initial position. For example; The activity is modeled in a playful
 way and the children are stepped on to repeat the first sound of the words.
 Isolate the final phoneme; Given a word, the child must pronounce the
phoneme in final position. For example, children are supposed to classify
supermarket products by their final sound with the support of cards that
represent objects that are commonly found in stores.
 Compare the initial phonemes: given a series of pictures, the child must
recognize those that begin with the initial phoneme of his or her name.
 Compare the final phonemes: given a series of pictures, the child must
recognize those that end with the final phoneme of his or her name.
 Segment words into phonemes: given a word, the child must produce each
phoneme separately; Given a drawing, the child must produce each
phoneme of his name separately, register it with a mark and count them.
 Phoneme synthesis: given a spoken word broken down into its phonemes
(leaving an interval of approximately 1 second between phoneme and
phoneme), the child must recognize and pronounce it.
 Adding the final phoneme: Given a word and a phoneme, the child must add
the phoneme to the end of the word and pronounce the resulting word.
 Adding the initial phoneme: Given a word and a phoneme, the child must
add the phoneme to the beginning of the word and pronounce the resulting
word.
 Omission of the final phoneme: given a word, the child must pronounce it by
omitting the final phoneme; given a word pronounced omitting the final
phoneme, the child must recognize and pronounce that word and the
omitted phoneme; The child must pronounce a word omitting the final
phoneme, and the others must recognize and pronounce that word.
 Omission of the initial phoneme: given a word, the child must pronounce it
by omitting the initial phoneme; The child must pronounce a word omitting
the initial phoneme, and the others must recognize and pronounce that
word.
 Final phoneme substitution: given two words that differ from each other in
the final phoneme, the child must identify the substituted phoneme; Given a
word and a phoneme, the child must pronounce the word by substituting the
final phoneme for the given phoneme.
 Substitution of the initial phoneme: given two words that differ from each
other in the initial phoneme, the child must identify the substituted phoneme;
Given a word and a phoneme, the child must pronounce the word by
 replacing the initial phoneme with the given phoneme.

 syllable repetition
The syllable is repeated once the phoneme worked on is produced correctly.
The order to work with the vowels is; a,o,u,e,i.
The session will culminate with a song, which has words with the syllables
worked on.
 word repetition
The words to repeat should be placed in your workbook.
In this order; figure at the top, word written at the bottom (one written by the
therapist and another below with dots for the child to write). This image should
be in the first division of the notebook.
 Phrase repetition
In the workbook, a feature of the word is placed in the middle division. For
example; Red Apple. In the same way, first with a drawing, followed by the
written word and then the written word with dots for the child to complete.
 Repetition of verses
According to each phoneme worked on, the verses will be recited, first they
should be short and gradually increase the verses.
 Repetition of riddles
 Repetition of tongue twisters
 Drawings with the phoneme to work on that are in the initial, middle, and final
position.

PLAY ACTIVITIES-VOCALIZATION GAMES

They are used to express vowels in different ways so that once learned they can
be combined with other phonemes forming correctly articulated symphonies.

 “The crying child” - The vowel “a” is uttered in a prolonged form as if a child
were crying, presenting the image on a sheet of a child crying.
 “The little mouse” – The squeal of a mouse is imitated: iiii, iiii, iiii!
 “The astonished one”- The vocalization is made as if in amazement
“ooooooooo!”.
 “The scary ghost” – The sound is emitted “uuuuuuuu!”, as if it were a little
 ghost.
 “The little monkey” - A little monkey is imitated by emitting all the vowels ah ah
ah, eh eh eh, hi hi hi, ho
 Ho ho, hu hu hu!
 “Song of the vowels” – The Crí cri song of the vowels is sung.
 “Repeat with me” - The child repeats the vowels in a serious way (hoarse)
 “Slowly, quickly” - The child emits the vowels slowly but quickly, aaaa eeee iii-
ooo- uuu.
 “The vowel train” - The child is told that in each car there is a vowel and when
he is told car one he will have to say “a” if it is car two “e” and so on.
 “The train” - The child is instructed to act like a train that is pulling out. It's oooh!
woohoo!

PLAY ACTIVITIES-ARTICULATORY GAMES

Through games they exercise the speech apparatus, capable of articulating and
pronouncing phonemes correctly.

Palatal stimulation games

 “The cake” - The child blows out and blows out candles as if they were on a
birthday cake.
 “How it sounds” - The child blows a harmonica or flute so that he or she hears
what it sounds like.
 “The policeman” – The child blows whistles, whistles or a chirp “playing the
policeman like this”
 “The little dog” - The child is encouraged to say woof-woof.
 “The straws” - Using a straw, the child blows water contained in a glass.
 “Magic bombs” - The child blows soap bombs.
 “How do you say it?” - The child repeats the word PATAKA.
 “The cheeky bladder” - The child blows into a bladder, but without bursting it.
 “The firefighters”- The boy extinguishes matches. Tell him that we are going
to put out the fire as if we were firefighters. (With supervision of the TL)
 “glup, gulp” – The child blows water into a bottle through a hose. Tell him that
the little bubbles go gulp, gulp.

GAMES THAT STIMULATE ARTICULATED WORD

 Through these, oral communication is stimulated so that it is functional and clear.

 “Aserrín”- A song is taught and every time “sawdust” is mentioned you will
have to say rín, ran, ren, rin, rum, run.
 “The little culebrita”- Little culebrits are made by twisting or rolling tissue
paper and at the same time as it is being made the sound is made “sss!”
yesss! sss!, sa!, se!, yes!, so!, su!.
 “The little fish” - A worksheet is made where a fish is captured, around it you
make fingerprints with tempera, every time you make a fingerprint it will say
“glup glup makes the fish!” Then you can also do it with other vowels glap,
glep, glip, glop, gulp.
 “The pin pin doll” - The child makes bodily expressions when he sings the
song of the pin pin doll, pon, pan, pen, pun.
 “Jump, jump bunny” - The child performs training exercises with little dots that
form zig/zag lines. As he goes over the lines, tell him to say jump, jump,
bunny, then jump like a rabbit and ca-ca, what-what, what- qui, co-co, cu-cu.
 “Serruchín”- The child makes a worksheet in which he/she paints a drawing of
a saw called “serruchín” that is cutting a piece of wood. That every time he
paints he says “ras, ras, res, res, ris, ris, ros, ros, rus, rus, I'm cutting the
wood!”
 “The chicks” - Give the girl or boy a piece of smooth duroport and tell them to
prick it with a needle and when they prick, mention the phrase “The chicks
itch when they eat their corn.” Pi, pi, piu, piu, piu, piu, pie, pie, piu, piu!.
 “The butterfly of the forest” - The child is asked to move his arms as if he
were flying a butterfly and at the same time repeat: la, la, le, le, li, li, lo, lo, lu,
lu !

GAMES THAT INCREASE VOCABULARY

The following activities can be done with toys, using books, graphs, imagination or
stimulation cards with figures, plasticine. These exercises generate more
knowledge in children.

 "Animals"
 First, a stimulation card is shown with several farm animals (dog, a cat, a
chicken, a duck, a pig, a horse), so that you can observe them all as a group,
 seeing the differences between each one (by color, shape, size).
 Then we work with the figure of the dog, the same farm dog will be taught in
isolation using a stimulation card so that it observes it and emphasizes the
word “dog”, always trying to see the lips of the dog. therapist.
 Then the therapist imitates a dog in its way of walking and the movement of its
tail so that the child does the same.
 The therapist emits the onomatopoeia of the dog (woof), place the child in front
of her and try as much as possible for him to observe and try to repeat it when
he is shown a figure of the dog.
 The child is introduced to different types of dogs through plastic toys that
represent them, and he or she observes that there are dogs of different colors,
shapes and sizes.
 The child is given a magazine to look for and identify different types of dogs
(with the help of the therapist), to tear them and paste them on a blank sheet of
paper and when he tears them, he joins and separates his lips as an initiation.
to emit the phoneme /p/.
 A dog worksheet is done. Present the illustration to the child, have him imitate
a dog on his own and then glue brown tissue paper to it with the help of the
therapist and glue a tail to its tail.
 Remember to emphasize the word “dog” and have him repeat it.
 Finally, you are presented with a picture showing a dog and several distractors
and when you ask, where is the dog? And identify the dog by pointing to it.

This is how you continue working with the other animals, with the chicken, the cow
among others and after you have memorized them, they will all be placed together
one by one on a cardboard that will have the background of a farm and thus you
will become familiar to understand that they all they are animals. This will always
be emphasized.

 "The fruits"
The fruits are made known through stimulation cards so that they can then be
identified and known by their color, flavor, size and shape.
 "Home"

The parts that make up a house are taught using the stimulation cards (graphed
with each part of the house) and each part will be worked on as a semantic field so
that the child knows and identifies each one of them, what is in them and that they
all together they form a house.
  This is how other semantic fields are worked on, such as toys, the family, the
house, sweets, school, the market, etc.

MATERIALS
 Medium size mirror
 Sheets with praxis
 Sweets; majares, lollipops, fruna, etc.
 Wooden pallets
 surgical gloves
 Sheets of different phonemes
 Various drawings

[Link]-SYNTAX
The child will be able to structure and construct sentences correctly, using the
usual forms of language.

 Understanding and executing orders known to the students, for example

prohibitions: When they do something inappropriate, say a resounding “no”
while stopping them in what they are doing.
 Greetings (with your hand), so that you can do them.
 Respond to “gimme” after giving him a toy.
 Ask him to point out some object or situation on a sheet...
 Exercises for carrying out orders that involve a single proposition.
 Using the classroom context, ask students to point to their nose with the
command “touch your nose.”
 Exercises for carrying out orders that involve two and three propositions.
 Using the classroom context, ask the entire group for orders such as: “let's
touch our noses and close our eyes.” Pick up the pencil that is on the floor...
 Exercises for carrying out orders that imply temporal succession. Using the
classroom context, ask the entire group for orders such as: “Give me the ball
and then open the door” (it should be done in the same chronological order as
the sentence). “Before you open the door, give me a kiss”; “bring the chalk to
me after you have erased the blackboard” (they must be done in the reverse
chronological order of the phrase).
 Obey two spatial orders: “up – down”. Give verbal commands such as: “put
your arms up”; “put your arms down”; “place the chair under…”; “put the red
 circle close to the ball”...
 Personal pronouns. Introduce the “I” through presentation formulas, for
example: I am María, then following the model, the students will introduce
themselves to their classmates: I am Juan, I am Rosa, I am...
 Sentential adverb: “yes”, “no”. It can be presented through questions such as:
do you want?, is it a ball?, are you a child?
 Identification of objects and actions. They must be worked from the questions:
what is it?, who is it? and what does it do? Faced with a series of objects,
people, animals,... ask: what is this? Ex: a dog.
 What are you doing? bark, baby,…
 Simple sentences: Subject+Verb. In front of a picture with drawings of
animals, he is pointed out, for example, to a dog and asked to say “what it is
and what it does…”, if he does not recognize it, he is helped by saying: the
dog barks.
 Regular verb forms: Present. Using the presentation formula “I am María”, “I
am Jorge”... He is asked what does Jorge do? If the answer is in the infinitive,
he is presented with the correct model: Javier eats, Jorge paints.
 Plurals of words ending in a vowel and an invariable consonant.
 Placing the child in front of several objects: story/stories, pencil/pencils, we
will tell him/her to point out: the story and the…., the pencil and the pencils.
You can continue this same activity, using this same formula: the…, the…
 Identification of qualities: adjectives. It would be convenient to start working
with adjectives with antonymic meaning: big - small, tall - short,..., later we will
move on to adjectives with an ending: sad, sweet, happy,... using: what is it
like? or how is it? For example, a pencil: what is it like? The child must
answer: the pencil is big.
 Regular verb forms: Past, future. We will introduce the temporal concepts of
“before, now, after”, “yesterday, today, tomorrow”, using the verbs linked to
the indicated terms.
 Starting from the present: Pepe eats, Pepe paints... we ask the students what
does Pepe do now? He will answer: paint. At another time you will be asked
what Pepe did before? If you do not know how to answer, the teachers will
provide you with the correct model: Pepe painted. Same with the future.
 Acquisition of adverbs. It would be convenient to start working with adverbs
with antonymic meaning: many - few, above - below, inside - outside, in front -
behind, above - below,...using: how much?, where? For example, how many
are there? Students must answer: many or few, or where are they?, inside, in
 front of...
 Concordance exercises. Sentences are presented that are syntactically well
or poorly constructed, for example by manipulating the agreement rules, the
students will indicate those that are correctly constructed and/or correctly
construct those that are not. Ex: There are many “hoops” on the ground.
 Now I “ate” a sandwich.
 Sentence structuring. Starting from the presentation of a picture using the
syntactic construction formulas already presented, we will encourage you to
construct sentences in the following way:
Who or what is it? a rabbit,…
How is? big, white,… (A white rabbit)
What are you doing? eat (A white rabbit eats)
That eats? grass… (A white rabbit eats grass)
Where do you eat? in the garden, under the tree,…
(A white rabbit eats grass under the tree)
 Activities in which you must separate sentences into their constituents
 syntactic. Who? As? What are you doing? Where? etc
 Replace the different syntactic groups of a sentence with other given ones, for
example: – Mom paints (the window, a painting, the green paper...). – (Dad,
Pepe, María...) paint the window. – Mom (opens, paints, takes...) the window.
 Grammatical closing activities: – Ana is a...(girl). – Tobi is a...(dog)
 Order words or syntactic groups that are presented in the form of disordered
pictograms. Another possible variant would be: relating a drawing to a
sentence (or vice versa). Students must relate a drawing with its
corresponding sentence, chosen from two or three of which only one is
correctly constructed.
 Acquisition and use of links (articles, determiners, and prepositions).
 The most common connections used in the Infant stage are: and, to, with, of,
for, for, the, the, the, the, in, to, of, a, one, one, ones, ones, but, because, its.
These links are generally used spontaneously, but without being aware of
their use.
 We present a sheet with different drawings, the boys and girls are asked to
point to the drawings with the prohibition of naming them directly, for
example: point out the drawing that is between the sun and the
moon____________; ______________which is under the table. etc
 Relate a drawing to a sentence by manipulating the different connections, for
example: ______ of chocolate” “The girl eats cookies with chocolate”
 “_______________________________ after the chocolate”“
 Category of words. Using different sentences in which the function words
have been changed, indicate which of them corresponds to a drawing. For
example, the girl writes on the table; the child writes between the table; the
child writes the table...
 “Cloze” type activities. Students are told a sentence where a word is missing
and where a group of words from the same category can be provided so that
they can choose the correct one. He will say the complete sentence
incorporating the appropriate word. Ex.: “The boy ________ combs his hair.”
(of, be, my).
 Logic series or comics. We can use material that is already published.
 They are comics represented in several drawings that must be ordered
according to the chronological development of the story. At the end you are
asked the cause of the conclusion.
 Cardboards with drawings are distributed and must be placed from left to right
according to the teachers' instructions: “The child is jumping, before jumping
he has played with the ball for a while. After jumping, he comes home and
watches TV. Before watching TV, drink a glass of milk..."
 The next exercise will consist of asking a series of questions. “What does the
girl do after..., before...? This activity will be started by the teachers and then
it will be the students who take their place, forcing them
 so use “before…” “after…”
 We will start from a spontaneous speech and apply the rules of the logical
series to it. The experience of a trip to the countryside, for example, can help
us. First we ask them to tell us how the day of the excursion went; We will get
a lot of loose ideas. Then we will ask them in groups to paint an idea of that
exit. Some can paint “leaving school”, others “riding the bus”, “a view of the
countryside”, “lunch time...”. Afterwards, together we will organize the material
and we will use it in the same way as the “logical series” material, thus
expressing “A day in the field” chronologically.
 Next, he will analyze a story that is told to him and construct it graphically.
 Starting from the previous activity, we work on another variant. They will be
given a sheet, indicating that, now, we are going to do it differently.
 The therapist asks:
– Where did the accident occur? The students paint the road and the
mountains.
– Who had an accident and where? The students paint a crossroads and
 a truck.
- What happened? The students paint the shock.
- What happened after? The students paint the car, the truck and the
crane.

PLAYFUL ACTIVITIES
STRUCTURING AND LOGICAL SEQUENCE GAMES OF THE LANGUAGE

The logical and ordered structure of the language is taught through short stories,
stories, costumes or dramatizations that allow you to later integrate it into your own.

 “The Scary Bear”

The children are told a short story about a bear who was afraid of water because
he didn't know it, but one day when he slipped he fell into a pool and since then
he likes water. This story has 3 sequences. The child will be given the 3 images of
the sequences and he will have to place them in the order that the therapist
showed them to him.

 "It's me"
The child's mother is asked for two photographs of the child. One from when he
was a baby and one where he appears as he is currently.
Show the photos to the child and emphasize that in the first photograph there was
“baby” and pretend to lull a baby and give him a pacha (toy) and then show him
the other one where he has already grown up and emphasize the meaning of “
grow” telling him that he already walks, he already eats on his own. Then
rearrange the figures and have him order the photos from when he was little and
then how he is now. The therapist can show the pacha so that the child
associates it with “baby” and an illustration where a child eats on a plate and has
him order what happened before and after.
 "What happened?"

The child is shown several graphs (3 pairs of cards) of cause and effect. The first one
that has a child climbing a tree and its partner where the child fell; the second a child
hot under the sun and his partner where he is drinking water and in the third a child
kicking a foot ball and in the partner the ball into the goal. Then rearrange the cards
and teach him one of the causes and have him look for the correct effect.

VERBAL EXPRESSION GAMES

These serve so that girls and boys can express themselves verbally through games
that are entertaining and require language training.

 “The butterfly” - A children's song is taught by words and then by phrases that
the child then tries to repeat.
 “The Three Little Pigs” - This story is told, the pictures are shown, questions are
asked about the story and the characters.
 “Rina la rhyme” - The child repeats various rhymes and makes a worksheet in
which they have to match rhyming words.
 “Pablito y el clavito” - The child repeats the rhyme of “Pablito y el clavito” several
times to stimulate the phoneme “l”.
 “Guess Guess” – The child is given characteristics of some object or animal and
asked to guess what they are being told about.
 “The little bird” - The child is taught a short poem and has him recite it using
mimes.
 “The Little Ant and the Cricket” - A fable is told, it is instructed to say what
happened to the characters, what they were like, and ask other questions about
it.
 “The trunk of my toys” - A box with toys is shown. The child mentions the name
of each one, and is also asked the name of his favorite toys.
 “The zoo” - A sheet is shown where different actions are observed. The girl or
boy is asked to tell us everything they see on the sheet.
 “Let's go shopping or go to the supermarket” - Ask the boy or girl if they have
gone to the supermarket with their parents, ask them what they have seen their
parents sell or buy there.

RHYTHM GAMES

The objective is to stimulate movements in a coordinated manner through different

recreational activities so that it is later integrated into the language.

 Paro – I separate.- The child separates words into syllables using claps.
 Let's dance.- He is made to listen to music and dance to the rhythm of the
songs.
 The dog and the cat.- By means of rhythmic strips, when observing a dog, it will
say wow, and when it sees a cat, it will say meow.
 Sounds of my body.- The child keeps the rhythm using the sounds of his body.
 My Fingers.- The child is instructed to move his fingers according to the sound
 he hears.
 The chick and the duck.- By means of rhythmic strips, when observing a duck it
will say quack and when it sees a chick it will say tweet.
 Imaginary rope.-The child jumps alternating feet following different sequences.
 Clapping.- The child will clap following the rhythm of different sequences that will
be shown.

MATERIALS
 Sheets
 Stories
 Bond leaves
 Pencil
 Colors

[Link]
 A. HUMAN RESOURCES
 Psychology professionals.
 Language therapists.
 Students of the educational institution.
 Parents of family.
 educational teachers

B. MATERIAL RESOURCES
Stationery supplies (bond sheets, colors, markers)
psychological tests
Observation sheets
Copies of record for intervention
A-4 squared notebook
Impressions
Fragrance
surgical gloves
02 bags of wooden pallets, cotton
Sweets (01 bag of majar, lollipop, toffee)
3 large mirrors
Short stories in books and videos
colored hats
Toys (drum, flute, bell, triangle, rain)
C. TECHNOLOGICAL RESOURCES
A music player
video projector

[Link]

RODRÍGUEZ GARCÍA, A. (2008). Oral language stimulation program –

Speech therapy. Innovation and Educational Experiences.
 ROMERO, E. Oral language stimulation workshop. Hearing and
language teachers blog.

 ROMERO, R., AND JURY, T. (2005). proposal of activities for the

 stimulation of oral and language language in early childhood
education support materials for teachers . Seville: Junta de
Andalucía, Ministry of Education.

 ROSA SENSAT 1971 Basic children's vocabulary. Document 1. Pink

Team
Sensat. Barcelona
 RUZO NOYA, R. Oral Language Stimulation Program in Education
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several (1996).
Stimulation of Oral Language in Early Childhood Education. Basque
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 SÁNCHEZ PARDO, M. (2013). Oral language stimulation program
and prevention of speech difficulties in Early Childhood Education
 SANCHEZ, B. 1971 Oral Language. Diagnosis, teaching and recovery
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simple language delay. University of Valladolid

 SERRANO GONZÁLEZ, M. (2006). Stimulation of oral language in

Early Childhood Education. Digital magazine: “Research and
Education”, no. 22.
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Decree of
Curricular development. Basque government. Vitoria-Gasteiz
 SOS ABAD, A. Miguel 1986 Practical speech therapy. You are Abbot.
Madrid
 TOMATIS, AA 1979 Education and dyslexia. Cepe. Madrid
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Buenos Aires
 VV AA 1983 Curriculum design for the preparation of Development
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Individual. MEC Publications Service. Madrid
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