SECRETARIAT OF PUBLIC EDUCATION

UNDERSECRETARY OF PUBLIC EDUCATION

DIRECTORATE OF SPECIAL EDUCATION
DEPARTMENT OF EDUCATIONAL SERVICES
SCHOOL SUPERVISION No. 1
USAER No. 91

ACTIVITIES
OF LANGUAGE
IN
PRESCHOOL

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 DIFFICULTY IN THE
JOINT
• It presents problems in the pronunciation of
some phonemes, it is even more evident
with the phonemes r, rr, f, and d.
• Difficulty in differentiating and pronouncing
the sy and absence of the combinations br
or dr, cr or cl, dr or dl to mention.
• It presents a functional speech alteration
characterized by omissions, substitutions
and inversions of sounds within words.
• The muscles of the tongue and cheeks are
arranged incorrectly and therefore the
sound it produces does not match what it
would like to produce.

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 ACTIVITIES TO STIMULATE
MOTOR SKILLS
• Level 1
– Tighten and loosen your lips without opening your
mouth.
– Chew several times.
– Open and close your mouth quickly.
– Open and close the mouth slowly.
– Stick out your tongue as much as possible.
– Stick out your tongue as little as possible, only
showing the tip between your lips.

• Level 2
– Open the mouth slowly and close it quickly.
– Open the mouth quickly and close it slowly.
– Biting the lower lip with the upper teeth.
– Open the mouth, take out the tongue and insert
the tongue
closing your mouth
– Open and stick out the tongue, keeping it in a
horizontal position.
– Open your mouth, stick out your tongue and take it
to the left and right.

• Level 3
– Make quick movements of joining and separating
the lips, articulating /dápápápá/.
– 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.

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 ACTIVITIES TO STIMULATE
MOTOR SKILLS
• 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 and 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 out your cheeks, squeeze them with your hands
and make your lips explode.
– Puff out the cheeks, keeping the air in the mouth by
pressing the lips tightly, despite hitting them to
make them explode.
– Lick your upper lip with the tip of your tongue from
one side to the other.
– 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 upper and lower incisors on the outside
with the tip of the tongue.
– Repeat the previous activity, but inside.

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 ACTIVITIES TO STIMULATE
MOTOR SKILLS
• 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 the tongue to the upper and lower
incisors on the outside and inside, alternately.
– Touch the upper and lower right molars with the tip
of the tongue to left,
alternatively.

• Level 8
– Touch with the back of the tonguethe palate
hard, imitating the gait of a horse.
Go from slow to fast pace and vice versa.
– Imitation of gargling.
– Quick entry movements and
exit 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.

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 ACTIVITIES TO STIMULATE
MOTOR SKILLS
• 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.
– With the tip of the tongue directed towards the
palate, initiate shock movements against the
upper incisors, which end with the tongue coming
out between the lips.

• Level 10
– Vibratory movements of the lips and entire chest
andarms.
– 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

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 ACTIVITIES TO STIMULATE
MOTOR SKILLS
• 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 the tongue to the upper and lower
incisors on the outside and inside, alternately.
– Touch the upper and lower right molars with the tip
of the tongue to left,
alternatively.

• Level 8
– Touch with the back of the tonguethe palate
hard, imitating the gait of a horse.
Go from slow to fast pace and vice versa.
– Imitation of gargling.
– Quick entry movements and
exit 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.

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 SUGGESTED ACTIVITIES
TO PARENTS

• Play games with the child and tell them stories,

stimulating their language based on
knowledge and evocation.
• Correct in a positive way, mention the word as
it is said correctly and invite your child to
repeat it as it is.
• Promote closer contact with your child,
promote rapprochement and dialogue
between parents and children.
• Share riddles, tongue twisters and songs that
stimulate oralization and strengthening of the
apparatus
phonoarticulatory.
• Tell stories where the
dialogue based on questions and answers
related to the story.

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 1-

LINGUAL EXERCISES
(PRAXIAS)

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 LINGUAL EXERCISES
(PRAXIAS)

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 1-

LINGUAL EXERCISES
(PRAXIAS)

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 LINGUAL EXERCISES
(PRAXIAS)

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher
 1-

Prof. Angelica Maria

Villanueva Cuevas
USAER support teacher