• Buba Stojanović University of Niš, Pedagogical University in Vranje
  • Tamara Mitić Preschool Institution Pĉelica, Niš


Proper articulation and clear speaking skills represent an important condition for good communication and active inclusion of an individual into a social life. Considering more frequent rise of articulator disorders in pre-school children, prevention is necessary. To reduce these disorders it is needed to make influence during the most sensible period of children`s speaking skill development, at the time of tempestuous development of standard articulation in children, at pre-school age. If articulation deviations keep on occurring, even after a child starts the school, than it is considered to be an articulation disorder that can grow into a sever speech disorder.
The paper work points out an importance of short folk sayings, primarily tongue twisters and counting rhymes, as an important content in the process of developing audio perception of speech, therefore a proper articulation of voices in pre-school children. Insight and correction of speaking problems with the children of that age can easily be achieved by using tongue twisters and counting rhymes in the form of game, whereby active speech is developed, a child is tension relieved and learns gradually all elements of correct speaking skills. Tongue twisters and counting rhymes are oral literary creations that entertain and relax child`s spirit, and their text is suitable for discrimination of some voices and consonant`s groups. If they are planned and continuously processed in an educational group they may give significant results in a field of proper voice articulation developing, especially fricatives, affricates and nasals. This information was obtained on the basis of the research that was done in a middle pre-school group by planned drill of children`s articulation using the mentioned content.


Download data is not yet available.


1. Vasić, S. (1971). Development of articulation in children aged between 4-9 years ( Razvitak artikulacije kod dece na uzrastu od tri do devet godina) Belgrade. Nauĉna knjiga.

2. Vigotski, L. (1977). Thinking and speaking (Mišljenje i govor). Belgrade. Nolit.

3. Group of authors (2012). State of articulation of little and pre-school children in Šabac. (Stanje artikulacije male i predškolske dece u Šapcu). Collection 1 Symposium of the speech therapists of Serbia. Belgrade: Association of speech therapists in Serbia, pp. 31 – 32.

4. Kostić, M. (2004). The influence of demographic factors on disorder of artikulation (Uticaj demografskih činilaca na poremećaj artikulacije.) Belgrade: Foundation Andrejević.

5. Lexicon of educational terms (Лексикон образовних термина) (2014). ed. Petar Pijanović, Belgrade: Faculty of Teacher Education.

6. Matić, R. (1990): Children's games and activities ( Игре и активности деце), the 3rd edition Belgrade: IGRO ”Nova prosveta”.

7. Matić, R. (1980). Work on speech development of pre-school children and younger school age (Рад на развоју говора деце предшколског и млађег школског узраста). Belgrade: Economic and financial guide.

8. Milatović, V. (2009). Methodology of speech development (Методика развоја говора). Belgrade: Faculty of Teacher Education in Belgrade.

9. Manasterioti, V.(1978): (Music education at the initial stage) Музички одгој на почетном ступњу. Zagreb: Školska knjiga.

10. Milatović, V. and assoc.(2009). Practical work on speech development in a pre-school institution (Практичан рад на развоју говора у предшколској установи). Belgrade: : Faculty of Teacher Education in Belgrade.

11. Pedagogical Encyclopedia 1 (Педагошка енциклопедија 1) (1989). ed. N. Potkonjak, P. Šimleša. Belgrade – Novi Sad, Zavod za udţbenike i nastavna sredstva.

12. Dictionary of Serbo-Croatian literary language (Речник српскохрватскога књижевнога језика) (1967). Novi Sad – Zagreb:Matica srpska- Matica Hrvatska, Bk. 1, A-E.

13. Stojanović, B.(2015). Values of folk literature in teaching – theoretical and methadological approach (Вредности народне књижевности у настави - теоријски и методички приступ). Vranje: Faculty of Teacher Education.

14. Tasić, R. (2012): articulation of pre-school children (Артикулација деце на предшколском узрасту.) Collection 1 Symposium of the speech therapist of Serbia. Belgrade:Association of speech therapist in Serbia, pp. 35-36.

15. Chepishevska, S., Тrајkovski, V. (2011): Most common phonological articulation disorders in children aged between 4-6 years. Collection 1 Symposium of the speech therapists of Serbia. Belgrade:Association of speech therapists in Serbia, pp. 33-34.

16. Šimić, M. (2015). Frequency and kinds of dyslalia in children before starting the school. (Учесталост и врсте дислалија у дјеце пред полазак у школу). Zagreb: Faculty of Education and Rehabilitation Sciences, Zagreb.
How to Cite
STOJANOVIĆ, Buba; MITIĆ, Tamara. TONGUE TWISTERS AND COUNTING RHYMES IN A FUNCTION OF CORRECT ARTICULATION OF PRE-SCHOOL CHILDREN. International Journal of Education TEACHER, [S.l.], v. 8, n. 16, p. 37-49, nov. 2018. ISSN 1857-8888. Available at: <>. Date accessed: 12 dec. 2018. doi: