Language ability is a special kind of intellectual and speech activity aimed at mastering the language as a sign-symbolic system and manifested in the creative use of previously learned language tools. The development of speech activity in ontogenesis in domestic psycholinguistics is usually understood as the development of language ability (A.M. Shakhnarovich).

In correctional pedagogy, the concept of language ability (E.N. Vinarskaya, L.P. Noskova and others) has a complex character and includes as components:

• perception of verbal information;
• tracing object and speech actions, associating object relations with linguistic ones, imitation of a child by an adult in performing various movements and actions;
• capturing analogies and regularities in speech means in relation to the language system;
• reproduction of speech statements according to the model and symbolization.

At the age of 6-7, in children with normal speech development, the formation of substructures of language ability, united by functional connections, is completed. At this stage, the links around the semantic component are the most significant. The stage of secondary integration begins. Children not only actively use different types of word connections within a sentence, between parts of an utterance, but also begin to master different types of texts.

In the context of the rapid development of intercultural communication, interest in the study of language abilities is growing.

Traditionally, when considering abilities, the role of inclinations in the development of abilities is taken into account (S.L. Rubinshtein); differences in the degree of their development are considered as a kind of combination of different abilities (B.M. Teplov); abilities are understood as neoplasms that develop throughout life (A.N. Leontiev). At the same time, special language abilities are interpreted as individual psychological characteristics of a person that characterize the ease and speed of acquiring linguistic knowledge, ensuring the speed of language acquisition and the effectiveness of language use in the communication process (I.A. Zimnyaya, M.K. Kabardov, L.A. Yakobovets ).

In recent decades, the search for ways to improve correctional and speech therapy work has led to convergence of speech therapy with psycholinguistics . Many authors began to name insufficiency in the development of language ability as the main defect in children with general underdevelopment of speech. At the same time, there is a failure in the development of communicative, rhythmic, cognitive, symbolic and other abilities, which is expressed in a decrease in the ability to assimilate standards, symbols, conditional substitutes, models.

The relevance of the problem lies in the fact that, despite the presence of a large empirical material on the problem of the structure of abilities and the significance of certain types of abilities in the implementation of a certain type of activity, the essence of language abilities and the dynamics of their development in relation to practice remains undeveloped in full .

The Federal State Educational Standard for Preschool Education notes that “the content of the program should ensure the development of the personality, motivation and abilities of children in various activities and cover the following structural units representing certain areasdevelopment and education of children (hereinafter - educational areas) ".

So, the educational area "Speech development" includes “possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonational culture of speech ... ".

The implementation of this content, in our opinion, is associated with the language ability of preschoolers.

The development of language ability acts as an indifferent attitude to the speech behavior of speaking people and to linguistic matter itself, as a special activity in the assimilation and use of speech means to establish contacts with others and designate objects, their actions and qualities.

For the systematic and effective development of language ability, we have developed a model.

A model is a schematic representation of a combination of various methods, techniques, conditions, combined into a single whole and aimed at solving a common goal and particular problems.

The foundation of the model is the following psychological and pedagogical approaches:

• person-oriented,
• communicative activity,
• complex thematic,
• structural and functional.

This model is based on the principles of organizing conditions on the development of the language ability of older preschoolers: a balance between the joint and individual activities of children, the provision of conditions for freedom of choice, compliance with the interests of pupils, the zone of actual and immediate development, the principle of speech commenting and playing around with elements of the environment, modeling of linguistic phenomena and experimentation, polyfunctionality of the use of premises and equipment.

This model reveals the conditions for the development of the language ability of older preschool children.

Conditions can be divided into four blocks:

• taking into account the psychological and pedagogical characteristics of children,
• requirements for the speech of the teacher,
• building a subject-developing environment,
• subject-practical tools.

It should be noted that the selection of these blocks is very conditional, they complement each other and closely penetrate each other. At the age of 6-7, children begin to learn the skills of sound-letter analysis and initial reading skills. The system of orientation to the phonetic side of speech is being improved. The phonological component begins to claim the leading role together with the semantic component of the language ability. Children develop a critical attitude to grammatical errors, the ability to control their speech.

The requirements for the speech of an adult can be divided into the requirements for the speech of a teacher and the requirements for the speech of other adults, such are both employees of the preschool (in addition to teachers) and members of the child's family: parents, grandparents, uncles and aunts, as well as older and younger brothers and sisters. By its essence
the requirements for adult speech will be identical for both the first and second groups of adults. The differences will be in the methods and techniques of work on the formation of the correct speech of an adult.

The quality of the speech development of a preschooler depends on the quality of the speech of teachers and on the speech environment that they create in a preschool educational institution. The developing environment creates favorable conditions for the child's learning in the process of his independent activity.

Free speech communication of a child in kindergarten occurs:

• in everyday life (morning, evening toilet, eating, and so on), while walking;
• during games;
• when getting acquainted with the environment (social life and nature in all seasons);
• in the process of labor (household, manual, labor in nature);
• during holidays and entertainment and more.

A specially organized environment has a positive impact on the development of the child's ability to self-learning, to independent speech activity. Such an environment contributes to the establishment, assertion of a sense of self-confidence, and it is this that determines the characteristics of personal development at the stage of preschool childhood.

Development environment gives the preschooler the opportunity to test and use his abilities, allows him to show independence, assert himself as an active figure.

Yes, in the center theatrical activities a child can find images of heroes for finger, table, puppet theaters, pick up attributes for dramatization and director's games, where there is always the opportunity to develop their imagination, speech, its intonation, expressiveness.

logorhythmic studio allows the child to put the correct speech, to form the skills of articulatory expressiveness of speech.

In the animation studio children in a relaxed atmosphere, in the game develop oral speech. By voicing their own cartoons, children learn to control and consciously use all the variety of means of expressiveness of oral speech.

computer class with an equipped media library, which contains games for the development of the language ability of older preschoolers, also contributes to the development of language ability. TO

Every child wants to have their own secrets, personal, not told to anyone. To do this, groups can have "chests of secrets" - here children lay out their most secret secrets, stored in chests and caskets.

To develop the language ability of older preschoolers, it is possible to use specially organized pedagogical situations, problem situations, illustration situations, exercises, language games and literary projects.

For independent theater games in each group, it is important to create conditions for playing different literary works in different types of theater. Theatricalization of works of art helps pupils to perceive the content of works more vividly and correctly. What is seen and experienced in a real theater and in amateur theatrical performances broadens the horizons of children, creates an environment that requires preschoolers to start a conversation, tell their comrades and parents about the performance. All this undoubtedly contributes to the development of speech, the ability to conduct a dialogue and convey one's impressions in a monologue.

Thus, when solving the problems of speech development of preschoolers, it is necessary to remember that the ability to communicate determines a lot in our life. Developed speech, the ability to navigate in life situations of verbal communication is the key to success in all types of human activity, and preschool age is the most favorable for the development of both communicative and linguistic abilities of a person.

Literature:

1. Diagnostics of the socio-pedagogical interaction of the subjects of the educational process of the preschool educational institution: scientific and methodological manual / ed. N.I. Levshina, V.I. Turchenko. - Magnitogorsk, 2010.

2. Zeitlin S.N. Language and child. Linguistics of children's speech: a textbook for students of higher educational institutions. - M., 2000.

3. Shakhnarovich A.M. On the problem of language ability (mechanism) // Human factor in language: language and speech production. - 1991. - S. 185-220.

4. Federal state educational standard for preschool education.

Material provided, March 2015.

All young children have some degree of difficulty in developing their language skills. These can be problems of correct pronunciation of sounds, pronunciation of all the necessary sounds in a word, and not just their parts, grammatical errors in matching words together, semantic errors, etc. It doesn't matter if it's your native language or a foreign language. The older the children get, the less these problems remain in their native speech, but when learning a foreign language, adults also face similar problems.

Parents can help a young child with these problems. And since the essence of the problems is the same for both native and foreign speech, the solutions are also the same.

Ways to develop speech skills:

1. you need to hear speech in order to distinguish sounds and words, learn to understand speech
2. you need to see how the language is spoken in order to understand how the facial muscles and tongue move to create certain sounds
3. you need to develop fine motor skills (performing small and precise movements of the hands and feet), which contributes to the development of speech centers in the brain
4. you need to develop the muscles of the face and muscles of the tongue in order to be able to control and manipulate them to produce certain sounds
5. need to practice speaking

1. Listening to speech

When mastering any language, you need to hear a lot and often speech in this language. At the very beginning of learning any language for us is an endless stream of chaotic sounds. The more we hear this speech, the more intelligible it becomes for us. We begin to distinguish sounds and their shades, we begin to catch similar combinations of sounds, and gradually we can even repeat these sounds. This is what happens to an adult when learning a foreign language, but the process of perceiving native speech in our kids is built in the same way, only children cope with this task much faster.

To help them, you need to create appropriate conditions for them. If the child does not yet speak, then speak to him as often as possible in your native language. Speak what you are doing, speak your plans and thoughts out loud. Don't know what to talk about? Don't like talking to yourself? Tell your child poems, children's counting rhymes, sing songs. Put audio recordings of fairy tales and songs. But remember that silence in your home is also needed so that you and the child rest, so that the child has time to digest everything he hears, and also so that speech does not turn into just noise effects for him in the background.

How to say?

Necessarily:

• speak often, at least small phrases, rhymes, etc.
• speak without negative emotions and irritation
• don't raise your voice at the child

Desirable:

• speak slower and more clearly than you speak to others. So the child will quickly begin to distinguish sounds, words and understand you.
• speak correctly, i.e. do not lisp, do not turn all words into diminutives, do not replace ordinary words with simplified children's versions ("machine" - "bibi"), etc. This will help him speak faster and correctly and avoid you having to retrain him later. But if you have an impulse of the soul to lisp or otherwise it doesn’t work at all, then do not deny yourself and your relatives this pleasure. It is more useful for a child to listen to such a speech “from the heart” than to be in complete silence.
• speak in the first person when you speak to yourself (“I went”, not “Mom went”) and in the second person when you address the child (“Will you?” and not “Vasya will?”). This will help the child quickly understand pronouns, and he will begin to speak grammatically correctly about himself faster. For example, in families where only the mother is with the child all the time, who speaks about herself and the child only in the third person, boys very often begin to talk about themselves in the feminine gender. Therefore, it is better not to confuse the child from the very beginning.
• talk to your child more often so that he can see your face. This is necessary for him to understand how you manage to make such sounds with the help of the muscles of your face and tongue.

Until the child speaks in his native language in sentences of 3 words, do not rush to speak with him in foreign languages ​​​​(see article). Set him to listen to fairy tales and songs in these languages, you can tell him rhymes in these languages, but for now, in everyday speech, use only your native speech so as not to harm her.

2. Visual contact

To understand how to pronounce a sound, it is not enough just to hear it, you also need to see how a person does it. It is necessary to see facial expressions, how facial muscles and tongue move.

It doesn’t matter if you are learning your native language or a foreign one, try to make eye contact with your child when talking. Especially if you see that he is following your lips, try to speak more clearly, repeat what has already been said.

If it is a foreign language, then periodically use videos where people speak this language (fairy tales, children's films and video lessons). But do not forget to speak this language yourself, try to do it correctly. Young children learn best from the skills they see in their loved ones. It is more interesting for them to repeat after their mother than after their aunt from the TV.

It is very good if the child has the opportunity to see how native speakers of this language speak the language being studied. This is possible when traveling or in special clubs.

3. Development of fine motor skills

Fine motor skills are the performance of small and precise movements with the hands and feet. From an anatomical point of view, about a third of the entire area of ​​the motor projection of the cerebral cortex is occupied by the projection of the hand, located very close to the speech zone. Therefore, the development of a child's speech is inextricably linked with the development of fine motor skills.

Older children should be allowed to sprinkle various loose substances, for example, to separate mixed buckwheat and beans. Then you need to move on to more complex tasks, where you need to assemble, make, glue, draw something. Any housework develops fine motor skills: washing dishes, floors, ironing clothes. It is not necessary to force the child to perform real duties, you can simply involve him in the process when you do something. For example, when washing dishes, give your child clean plastic dishes and a bowl of water, let him repeat your movements.

Creative activities are very useful: modeling, drawing, drawing up applications and crafts. Give it a lot of attention. It would seem that these completely unrelated things with the study of foreign languages ​​will help your child speak another language. But you can draw and sculpt right during foreign language classes.

4. Development of the articulatory apparatus

The best way to develop the articulatory apparatus, i.e. facial muscles and tongue muscles, this is grimacing with a child in front of a mirror. It's fun and very productive. Puff out your cheeks, stick out your tongue, clatter like horses, make faces, make any strange sounds, pronounce all vowels and consonants emotionally. The child will have fun, and so will you. And none of you will notice that you are doing! And these classes are very effective. "Practice" regularly. For example, before going to bed and in the morning when brushing your teeth.

If your child is small, it is very useful to repeat after him any of his facial expressions. Be his mirror. It's good for him. And this is a kind of communication with him in his language.

These exercises are also useful after your child speaks his native language. They are useful for learning foreign languages. Make faces with the child in front of the mirror until the age when he is interested.

5. Speech training

Encourage your child to speak. Talk to him, ask him questions, learn funny poems and songs together (see article). No need to force the child to speak, he should want to speak himself. You can play games where it will be interesting for him to talk. Speaking should be fun and funny, then the child will train with pleasure.

This also applies to foreign languages. The more practice of oral speech, the faster you will see the effect. It's like playing sports, more training, better results.

So, create an environment for your child that will stimulate the development of his speech. He must hear speech, see how this language is spoken, develop fine motor skills, develop facial muscles and constantly train to speak. These classes will help him master both his native and foreign speech.

and school age with speech impairment

as a condition for the formation of full-fledged skills

oral and written speech

Many speech therapists note that in children with OHP, despite the course of remedial education conducted at the optimal time in a special institution, there is an inferiority in the formation of oral and written speech skills, which hinders successful learning.

In the last decade, the search for ways to improve correctional and developmental work has led to the convergence of speech therapy with psycholinguistics - the science of perception and generation of speech utterance. Many authors (O.E. Gribova, L.N. Efimenkova, S.N. Shakhovskaya) began to name the lack of language ability as the main defect in children with general underdevelopment of speech and associate with it the insufficient effectiveness of correctional and pedagogical work, i.e. believe that the reason for the latter is the incomplete adequacy of the applied methods and methods of correctional and pedagogical influence to the nature of the defect in children with OHP.

In children with OHP, the very inclinations for the development of language ability are violated. Under the language ability is understood the formation of a system of orienting actions in the language material aimed at capturing the laws of the language - the regularity and productivity of linguistic phenomena, i.e. what K.D. Ushinsky called the instinct of language - the amazing ability of a person to create an unlimited number of statements from a limited set of language units.

The ways of forming the language ability are widely discussed in modern scientific literature, there is currently no unambiguous opinion about when it appears, and what basic prerequisites determine it.

However, in the course of speech ontogenesis, many researchers single out a special stage, the main content of which is the development of the child's word creation through the combination and recombination of morphemes of the native language. These processes are closely related to the development of the material and conceptual aspects of the language, as well as the development of speech activity - the ability to adequately combine language units to express some meaning. It is this stage that is considered by a number of authors as the stage of active formation of language ability. In children with normal speech development, the formation of the language system occurs spontaneously, due to the implementation of innate programs for the development of the speech-motor analyzer under the control of the speech-auditory analyzer in the conditions of the speech environment (if these components are defective, then a speech disorder develops) fairy tale, stinker, baked potatoes. The richness and diversity of this stage testifies to the good development of the child's speech. Mastering linguistic patterns is not a mechanical learning of a language, but the deployment of a language ability, each word form is formed by the child himself. The process goes unnoticed, since most of the formations correspond to the language norm, and only the individual inconsistencies cited above indicate the presence of the process (does the child always agree when we correct him?).

The language system is located in semantic fields, all the richness of the language, the entire vocabulary is stored there, in a definitely organized system, connected by many associative links. Speech activity is realized in the mechanism of semantic fields due to the activation of the revival of associative links, the action of a dynamic stereotype.

In children with speech disorders, the language system is not formed, violations of orienting activity in the language material are traced from early childhood, the process of mastering language operations begins later and lasts longer.

Impaired functioning of the language ability in children with ONR manifests itself in the form of:

* Reduced speech activity.

* Reduced attention to the speech environment and insufficiently active observation.

* Slow development and pathological inertia of speech stereotypes, poor switchability or, conversely, the rapid fading of memory traces that have arisen.

As a result, there are difficulties in actualizing even well-known words; the learned grammatical form is not transferred to other words.

* In speech helplessness in new situations and chaotic actions when solving verbal problems.

* In violation of the programming of the statement, the lack of formation of a dynamic stereotype. The underdevelopment of the dynamic stereotype in motor alalia is the cause of the appearance of a violation in the use of learned means of communication - stuttering.

* Decrease in language ability is reflected in the insufficiency of the ability to model, substitute and symbolize. There is a whole arsenal of teaching methods for visual modeling of linguistic reality, which constitute an important aspect of correctional work. The simplest example is a visual model of the sound composition of a word. The child, who owns the external forms of substitution and modeling, has the opportunity to apply the models "in the mind", comprehend and appropriate with their help the language material presented by adults.

However, recognizing as the main defect of children with OHP a violation of the functioning of the language ability, correctional pedagogy faced the following problem: “What should be considered a mechanism for compensating for this defect?”

It all depends on the approach to understanding the essence of language ability. There are neurophysiological, psychological, psycholinguistic, pedagogical approaches.

Let us single out and consider the pedagogical approach.

From the point of view of the pedagogical approach, language ability is considered as a special kind of intellectual and speech activity, manifested in the creative use of language means. Researchers: N.V. Miklyaeva, T.V. Tumanova, O.E. Gribova, T.A. Noskova, Z.A. Repin, A.G. Zikeev emphasize: - the peculiarities of mastering the lexico-semantic patterns of the language by children with speech disorders indicate the need for special work in the system of correctional institutions. These authors, in their work on the language, point to the need to form and expand vocabulary not only as a process of quantitative and qualitative enrichment, but to a greater extent as a process of mental activity aimed at the formation of lexico-grammatical representations and generalizations.

Quantitative accumulation of vocabulary (especially at the initial stage of learning) occurs on the basis of the selection of words according to their thematic or situational similarity. Such a construction provides a system in the dismemberment of the reality surrounding the child, creates optimal conditions for mental activity and memorization of lexical material: (example: vocabulary-thematic blocks as the main form of organizing material in speech therapy classes in kindergarten, it is desirable to keep the same form of organizing material at the initial stage learning at school).

Replenishment of the dictionary in the future is also achieved by selecting vocabulary based on the structural-semantic principle (according to a common root, prefix, suffix) and the formation of appropriate lexico-grammatical generalizations on the basis of these words.

O.E. Gribova and T.A. Noskova in the work "Formation of word-building skills in students in a speech therapy center" indicate:

In a number of children with primary speech pathology, especially of a systemic nature (OHP), the lack of formation of speech activity is due to a low level of language ability, which leads to problems in combining even mastered language units in independent speech. Word-creation processes are not so active, and in severe cases they are completely absent. As a result, the development of vocabulary is held back in children. This leads not only to a narrowing of the vocabulary, but to the difficulties of its formation. In the future, the insufficiency of word-formation processes causes the appearance of significant problems in mastering the spelling of the native language.

Thus, primary school students with general underdevelopment of speech or deficiencies in reading and writing due to general underdevelopment of speech have a high degree of probability of secondary dysorphography. Memorizing the wording of the rules and endless writing of dictations, substitution exercises (like “insert a letter”) in these cases will not help, since they do not imply an impact on the broken link. The task of speech therapy work is the formation of those activities that have suffered as a result of primary language deficiency. The authors presented various material on the formation of ideas about the morphological composition of the word and its semantics. For example, when working with the “Magic Chest”, children are given a semantic program of a derivative word, to which they select the appropriate model, their morphemic composition is compared, similarities and differences are revealed, and the meaning of the word is clarified. T.V. writes about the need to develop a special direction of speech therapy work on the formation of language operations in his work on a similar topic “Formation of readiness for word formation in preschoolers with OHP” T.V. Tumanov. She continues the same theme in the materials of the experimental study, which is called "Features of the selection of test words by younger students with OHP." The conclusions of the study are as follows: “junior schoolchildren with OHP are not ready to master the mechanisms of checking words on the basis of traditional pedagogical methods, from this point of view, the task of forming word-building capabilities in children, starting from senior preschool age, seems to be extremely relevant, traditional speech therapy work must be supplemented with a technique that allows to form a system of word-formation relations existing in the language” S.Yu. Gorbunova proposes a method of verbal forecasting, which ensures the formation of full-fledged reading in children with speech disorders. The author came to the following conclusion: “The practice of teaching reading to schoolchildren with speech disorders indicates the insufficiency of the formation of skills and abilities within the framework of the traditional approach, which mainly offers the formation of phonemic perception, skills of sound-letter analysis, syllable-by-syllabic analysis, visual gnosis - since only this does not increase efficiency mastery of the reading process. Reading, according to modern concepts, is a special kind of verbal-cogitative activity, based not only on the visual perception of information, but also on its semantic decoding. Such skills and abilities need to be specially taught to students with speech pathology. The program she developed for teaching younger students in prognostic operations consists of 2 stages. At the first stage, children learn sign language, sign operations. With the help of various icons, numbers, letters, they are taught to establish a certain pattern, an algorithm. The second stage involves the development of word-formation skills, the development of grammatical compatibility of words, the development of valencies, the expansion of the fields of the meaning of words. Anticipation develops, prediction of which word should be in the context, which combination most fully reflects the meaning. The more meanings of words the child knows, the higher the level of mastery of reading, the more it forms associative combinations with other words, the more perfect the prediction operation, the greater the completeness of reading.

N.V. Miklyaeva developed a methodology for the development of language ability in children with OHP attending the junior and middle groups of a special kindergarten. The methodology involves the joint activity of teachers and parents in the formation of attitudes towards orientation in the language material, the deployment of orientation methods, the development of a “sense of the word”. Let's consider how this task is solved - at first the work is aimed at capturing the impression of consonances, rhythmic speech material is used: poems, nursery rhymes - the child finishes the end of poetic lines, continues familiar poems; then the children guess an encrypted song in which an extra word or syllable is added to each word; then the extra syllable is added to the syllable in the word in the game "Guess the word"; then tasks are introduced to highlight words with the same pieces (morphemes), it is also proposed to guess in which word the word “snow” is hidden: snowman, snowdrift, snow maiden, winter, snowflake; further, tasks are introduced to understand the meanings of non-existent words “Show me where the kalusha is. kalushata, kalushonok”, “What is more syapka or syapochka? »

Here the following historical reference will be appropriate.

Even in the ancient "Instruction for mothers, nannies and children's pains", compiled by a certain Euphranius, it is recommended to assign to babies "not ugly or completely screeching stupid, but singing, smooth, playful - so that the baby is aunty, because the bridle of the tongue opens." Teteshkat means tossing, tossing, shaking, pinching, patting, stroking with sentences, jokes, sayings, nursery rhymes. Here he writes that the bridle of the tongue is "heavier for the male sex," referring to the earlier appearance of speech in girls.

The material is of undoubted interest, as it corresponds to the concept of early intervention in the education and upbringing of children with developmental disabilities.

D.p.n. professor A.G. Zikeev in the manual "Work on vocabulary in the primary grades of special schools" reveals the ways of working on vocabulary, methods of semantization, forms of work on word formation and inflection.

D.p.n. professor Z.A. Repina developed a methodology for the development of the dictionary through the expansion of the semantic field of the word, which makes it possible to overcome the weakness of linguistic observation, the poverty of linguistic representations and generalizations based on the activation and enrichment of the dictionary through teaching various methods of word formation, the development of the inflection function, and the expansion of the meaning fields of words of various parts of speech.

As a scientific and methodological justification for the proposed methodology of speech therapy work, it is necessary to cite the material from the research of Yastrebova A.V., presented in the educational and methodological manual "Correction of speech disorders in students of a comprehensive school." M., 1997. “As the study of the experience of speech therapy work in a general education school shows, speech therapists experience particular difficulty in corrective education of children with OHP when working on the meaning of words. It seems that there are several reasons for this.

Firstly, we are talking about the lack of a sufficiently complete understanding among many speech therapists about the various manifestations of such a complex systemic defect as the general underdevelopment of speech. Thus, characterizing the level of development of the lexical means of the language of children with OHP, most speech therapists (especially those who do not have a special defectological education) note mainly its limitations. However, as proved in the course of special studies, the limited vocabulary is only a quantitative characteristic of the students' vocabulary, which, by the way, increases noticeably in the learning process.

The second feature of the vocabulary of children with general underdevelopment of speech, which is one of the essential (diagnostic) signs of this speech anomaly, manifests itself in the form of difficulties in mastering the semantics (meaning) of words. This results in numerous errors in the use of words: substitution and confusion according to acoustic similarity and functional purpose; unlawful expansion or narrowing of the meaning of words; naming the whole object instead of its part, etc. These errors constitute a qualitative characteristic of the vocabulary of children with OHP.

In addition, some speech therapists do not focus enough on special techniques for correcting the lexical means of the language in this group of students. The latter leads to the fact that at the 2nd stage of speech therapy classes, work is carried out mainly to enrich the vocabulary of children, and mainly by the same methods that are used by the teacher in the classroom. This creates a certain contradiction in the activities of a speech therapist teacher: on the one hand, work on the word is carried out at all stages of correctional education, on the other hand, many students still have difficulties in mastering the word after completing the training.

That is why we consider it necessary to emphasize once again that the main content of this aspect of correctional education should be work on mastering the meaning of the word, expanding the system of connections behind the word, that is, both the subject side of the word, and its conceptual and other semantic connections in the context of meanings, which are assigned to him in the language system. Practical assimilation of the lexical meanings of words in speech therapy classes is realized in the process of mastering various types of statements. Only in these cases, the meaning of words in various semantic variants is assimilated systematically. (A.V. Yastrebova. 1997)

Based on the analysis of the views on the problem presented by various authors, it seems possible to assume that the following material can serve as one of the ways to solve the problem under consideration.

on the generalization of the pedagogical experience of the innovative

activities of the educator

MDOU "Kindergarten No. 98 of the combined type"

Manukhova Galina Nikolaevna

"Development of speech abilities of preschool children through cognitive creative activity"

Substantiation of the relevance and prospects of the experience. Its importance for improving the educational process.

Practical activities on the topic "Development of speech abilities of preschool age through cognitive creative activity" have been conducted since 2011. The federal state educational standard sets requirements for the development of personality, motivation of children's abilities in various activities.

Speech development includes the possession of speech as a means of communication and culture; enrichment of the active dictionary; the development of coherent, grammatically correct dialogic and monologue speech, the development of speech creativity.

The development of children's speech and vocabulary, mastering the riches of the native language is one of the main elements of personality formation, the development of the developed values ​​of national culture, is closely related to mental, aesthetic development, is a priority in language education and teaching preschoolers.

The formation of the possibilities of verbal communication of preschoolers involves the inclusion in the life of a child in kindergarten of specially designed communication situations (individual and collective), in which the teacher sets certain tasks for the development of speech, and the child participates in free communication. In these situations, the vocabulary expands, ways of expressing the intention accumulate, conditions are created for improving the understanding of speech. When organizing joint special games, the child is provided with the opportunity to choose language means, an individual "speech contribution" to the solution of a common problem - in such games, children develop the ability to express their own thoughts, intentions and emotions in constantly changing situations of communication.

Almost everyone can speak, but only a few of us speak correctly. When talking to others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes a person from other representatives of the living world, and it is through communication with other people that a person realizes himself as a person.

It is impossible to judge the beginning of the development of a child's personality without assessing his speech development. In the mental development of the child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks.

At the present stage, one of the topical issues of pedagogy is the search for new forms and methods of teaching and educating children. With increased attention to the development of the child's personality, the possibility of updating and improving his speech development is associated. Along with the search for modern models of education and upbringing, the best examples of folk pedagogy are also used in working with children - this is the use of fairy tales. The fairy tale as a treasury of the Russian people finds its application in various areas of work with preschool children with speech disorders. The child's acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to fairy tales. Deep humanity, extremely precise moral orientation, humor, figurativeness of the language are the features of the fairy tale.

The relevance of the work lies in the fact that every year the number of preschoolers with general speech underdevelopment increases. This form of speech anomaly is characterized by the fact that with normal hearing and intelligence in children, the formation of each of the components of the language is delayed: phonetics, vocabulary, grammar. Pure and correct speech of the child is one of the most important conditions for its comprehensive development. The richer the vocabulary of a preschooler, the easier it is for him to express his thoughts, to establish meaningful and full-fledged relationships with peers and adults, the more actively his mental development is carried out. Therefore, it is so important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of the language.

Conditions for the formation of the leading idea of ​​experience, conditions for the emergence and formation of experience.

The leading pedagogical idea is to master the native language as a means and way of communication and cognition.

The work experience is aimed at the development of the speech of preschool children. The main goal is the formation of speech functions that encourage the child to master the language, its phonetics, vocabulary, grammatical structure, to master the formation of speech, dialogue and, as a consequence, a monologue. Achieving the designated goal involves solving the following tasks:

learning the language as a means of communication;

Respect for the personality of each child;

display of initiative in statements;

Formation of respect for the native language;

generalization of existing personal experience in the form of an oral statement;

mastering the means and methods of constructing a detailed text;

Consolidation and development in children of speech communication skills, speech communication;

formation of skills for constructing coherent monologue statements;

development of skills of control and self-control over the construction of coherent statements;

· targeted impact on the activation and development of a number of mental processes (perception, memory, imagination, mental operations).

The main conditions for the successful development of the speech of a preschooler are:

It is interesting to organize the life of a child;

Encourage the child to talk constantly;

Create an appropriate environment, environment (well-speaking parents do not always speak children);

Do not forget about gifted children, we determine the fate of the child with speech, of all the talents, the most important talent is communication;

Give children the same starting opportunities.

The development of speech covers the following blocks.

1. Development of the dictionary.

Mastering the vocabulary is the basis of the speech development of children, since the word is the most important unit of the language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others.

5. Orders and assignments. There is another methodical technique, also connected with the conversation, to which great educational importance is attached, these are methodically thought-out instructions that are given to children.

The child is given a task. It is desirable that such an assignment has a practical, conscious meaning for the child. In doing so, he must:

1) listen carefully to what they say;

3) remember what was said;

4) fulfill the order;

5) give a verbal answer about what has been done;

6) finally help.

Thus, attention, intellect, memory, motor skills, and speech are attracted to activity.

Instructions for older children should be practical in nature: they can be varied, should gradually become more complex and, if possible, end with an accurate speech report.

6. Reading. At a certain stage, artistic reading, as such, dissociates itself from the story and acts as an independent factor in the child's mastery of living Russian speech. Expressive artistic reading brings to the consciousness of children all the inexhaustible wealth of the Russian language, contributes to the fact that children begin to actively use this wealth. This is possible only if the artistic image and word are presented to children in their living, undisturbed integrity.

7. Didactic games. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game.

Thus, a didactic game is a game only for a child, and for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks, to make it gradual. A didactic game is the formation of a sustainable interest in learning and the removal of tension associated with the process of a child's adaptation to the school regime. It forms a mental neoplasm, educational activity, general educational skills, skills of independent study work.

All didactic games can be divided into three main types:

Games with objects (toys, natural material);

Desktop printed;

Verbal.

The use of didactic games increases the efficiency of the pedagogical process, in addition, they contribute to the development of memory, thinking in children, having a huge impact on the mental development of the child.

8. The use of information and communication technologies. The Internet can be considered as part of the information and communication subject environment, which contains the richest information potential. Our kindergarten is connected to the Internet. This allows you to use the educational resources of the Internet to search for sources, texts, various methodological materials, newspaper and magazine articles, GCD abstracts, and others.

9. Learning poems. From birth, a child begins to be interested in the world of sounds, to respond to it, and early to show a pronounced sensitivity to the perception of rhythm. He comprehends the laws of rhythm easier and faster than the world of shapes and colors. That is why songs and poems in the appropriate selection always impress children.

A good poem is the same music. The smallest children comprehend its rhythm, are able to enjoy the consonance of its stanzas, the beauty of construction. These musical auditory perceptions are sometimes associated only partially with the understanding of the content poured into them.

10. Individual work. Given the level of achievement of children, the teacher determines the content of work with him. The selection of tasks that differ with a common cognitive goal and general content by varying degrees of difficulty helps to maintain the sustainable interest of children of different levels of knowledge, skills and abilities throughout the lesson. At the same time, children of a high level of development can be offered material with a complication, and children of a lower level of development can be offered simplified material. For them, repeatability of operations is planned, much attention is paid to consolidating the material covered.

Performance analysis.

Comparing the results of practical activities based on the diagnosis of children, we can say that the ongoing work in this direction indicates that qualitative changes have occurred over the past two years. The diagnostic results showed that at the beginning of the school year (September 2011) 38% of children had a low level in all four areas, 42% had an average level and only 20% had a high level. By the end of the next year of study (May 2013), the diagnostic sections showed the following: 36% - high level, 56% - medium and 8% - low.

Thus, judging by the indicators, the development of speech creativity through cognitive development is of great importance in teaching preschool children. In the process of educational activity and free speech activity, children develop non-standard thinking, freedom, emancipation, individuality, preschoolers develop love for their native Russian language, a sense of respect for their people, for their homeland is born.

Difficulties and problems in using this experience.

Before starting work on the above topic, a diagnostic was carried out, which included an examination of both pupils and parents. The results showed the lack of a system of speech development, low level of knowledge, lack of material, technical and methodological base. Kindergarten children had a rather low level of vocabulary, grammar, even sound culture did not meet the norm at this stage. Most modern families, when questioning and talking, have a low level of writing creative stories, the language is very poor, and there is no means of expression at all. The sentences in the story are primitive.

The main difficulties in using this experience lie in the fact that parents hardly work with children, read little, do not retell, so children do not have speech creativity.

Experience in the "Development of speech abilities of preschool children through cognitive creative activity." adopted by the teachers of the MDOU "Kindergarten No. 98 of the combined type" and can be distributed among preschool educational institutions.

MBOU "Bolshemengerskaya secondary school" Atninsky municipal district of the Republic of Tatarstan

Report

on the topic of:« DEVELOPMENT OF SPEECH, FORMATION OF SPEECH ABILITIES AND SKILLS IN CHILDREN»

Primary school teacher: Lotfullina Landysh Farisovna

“Speech is a channel for the development of the intellect…

The sooner the language is learned, the easier it will be.

And knowledge will be more fully assimilated.

N.I. Zhinkin

A person improves his speech all his life, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in mastering speech fall on the children's age and school period. From the very beginning, speech arises as a social phenomenon, as a means of communication. Somewhat later, speech also becomes a means of knowing the world around us, planning actions. As the child develops, he uses more and more complex language units. The vocabulary is enriched, phraseology is assimilated, the child masters the laws of word formation, inflection and word combinations, diverse syntactic constructions. He uses these means of language to convey his complicating knowledge, to communicate with people around him in the course of his activity. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.

For the successful development of speech, the formation of speech skills in children, it is necessary to create certain conditions.

Second condition is the creation of a speech environment. The richness, diversity and correctness of his own speech largely depend on what kind of speech environment he has. Speech helps the child not only to communicate with other people, but also to learn about the world.

Mastering speech is a way of knowing reality. The richness, accuracy, meaningfulness of speech depend on the enrichment of the child's consciousness with various means and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, developing speech needs not only linguistic but also factual material. The student will tell well or write only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. It is also a condition for the speech development of students.

First requirement content of speech. Only then will the student's story be good, interesting, useful both to himself and to others, when it is built on knowledge of facts, on observations, when deliberate thoughts and sincere experiences are transmitted in it.

Second requirement - consistency, consistency, clarity of speech construction. A good knowledge of what the student is talking about or writing about helps him not to miss anything significant, it is logical not to move from one part to another, not to repeat the same thing several times.

The next requirement is speech accuracy. Speech accuracy is understood as the ability of a speaking writer not only to convey facts, observations, feelings in accordance with reality, but also to choose the best language means for this purpose. Accuracy requires a wealth of linguistic means, their diversity, the ability to choose synonyms in different cases that are most suitable for the content of what is being told.

Speech only then affects the reader and listener with the necessary force when it is expressive.Expressiveness of speech - this is the ability to clearly, convincingly concisely convey a thought, this is the ability to influence people with intonations, the selection of facts, the construction of a phrase, the choice of words, the mood of the story.

Clarity of speech It is accessibility to those people to whom it is addressed.

The speaker must take into account the intellectual capabilities, the spiritual interests of the listener. Speech is harmed by excessive, overloaded terms.

The pronunciation side of speech is also extremely important: good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy - the pronunciation norms of the literary language, the ability to speak and read expressively, loudly enough, to master intonations, pauses, logical stresses. And expressiveness. And the clarity of speech also implies its purity - the absence of unnecessary words, vernacular and expressions.

Based on this, it is possible to formulate the general tasks of the teacher in the development of students' speech:

Provide a good speaking environment for students

Ensure the creation of speech situations that determine the motivation of students' own speech, develop their interests, needs and opportunities for independent speech

To ensure the correct assimilation by students of sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, to activate the use of words, the formation of forms, to ensure the formation of specific skills in the field of speech development

Conduct special work on the development of speech, linking it with the lessons of the Russian language, reading, the material studied on them

To create in the class an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for a good speech.

1. Every teacher of a modern school, from the very first days of teaching a child, strives to teach him to express his thoughts well and correctly, speak and write clearly.

I started this goal with an observation diary in which I noted the problems that arose in the students' speech.

From my observations, I singled out the most serious ones, these are:

Violation of sound pronunciation

Difficulties in expressing your thoughts

Misunderstanding the question and not matching the answer to it

Poor vocabulary

Hence the need arose for a more in-depth study of the topic of speech development. Since the development of speech is a long process. She built her work according to the principle from simple to complex, consistently taking into account the individual characteristics of children.

I have identified several areas:

Development of the articulatory apparatus

Development of auditory memory

Enrichment and activation of the dictionary

Development of coherent speech

If a child weakly distinguishes sounds by ear, pronounces them distortedly or replaces them with others, then, of course, he will not be able to clearly imagine the word itself.

And therefore, I determined the initial task: the development of the speech apparatus, to eliminate violations in sound pronunciation.

In each literacy lesson, I included speech warm-ups, which consist of several stages, including different exercises:

Respiratory

Articulatory

Differentiated exercises

Dictionary

When performing breathing exercises, I set the following tasks:

Develop the ability to log in

Develop the ability to breathe correctly

Learn to control your breathing

The task of the second stage speech warm-up is to warm up the muscles of the tongue, lips, cheeks, to provide them with the greatest mobility when speaking.

To do this, I included exercises for the development of articulation, for example, “scapula”, cup, football”

Third stage speech warm-up is based on reading vowels or combinations, syllables and words.

All work with them is devoted to the automation of one of the sounds that have an acoustic = articulatory similarity and one type of development of the voice of breathing.

Depending on the task, vowels or syllables are read with different voice power, with different accents and tempos.

Words are selected taking into account the presence of letters denoting oppositional sounds. Where is it supposed to

- reading words similar in sound to mouth, but different in meaning

-reading words formed by building up

\u003d reading single-root words with different and the same prefixes

To ensure pronunciation and memorization, I use different comic rhymes, tongue twisters.

Fourth stage speech warm-up, determined the following tasks:

- give a sample of a clear pronunciation at a different pace

-learn to control your language

Tongue twisters are used, so they usually contain the maximum number of difficult places for pronunciation, but thanks to repeated repetition, you can achieve purity of pronunciation.

In addition, it is necessary to alternate easy tongue twisters with difficult ones. After a clear articulation of sounds and slow correct reading, they are memorized. Each warm-up is given 5-7 minutes at the beginning of the lesson.

2. Further observation of the children's speech revealed difficulties in retaining groups of words perceived by ear in memory. They managed to remember only the first and last word they heard, could not remember all the elements of the sentence, so they answered at random, got lost during a conversation with several interlocutors speaking at a fast pace. They could not remember the names of objects, actions, dates, adjectives. Often they were replaced by other words related directly or indirectly to the search words.

All these problems spoke of a violation of auditory memory in children. The main thing in overcoming this problem is not only phonemic hearing, but also

Visual memory

Prediction and planning of perceived speech based on the visual perception of objects

Restoration of ideas about the qualities of an object or action

The relationship of an object with the category to which it belongs, the retention in memory of varying degrees of complexity of numbers.

To expand the volume of auditory-speech memory, I use exercises with subject pictures.

To train the auditory penny words are perceived by ear, and then reproduced in the same order, or a change is introduced on repetition. And the children should remember what they heard and point out the changes.

Of particular importance are exercises for compiling short sentences, according to the scheme (who? What is doing? Where? Where?) in sequence from simple to complex. The goal is to limit verbosity, to accustom them to control, planning an utterance based on a simple plot picture, after which there is a transition to compiling simple texts based on a series of pictures.

3. Work on the dictionary This is the basis of all work on the development of speech. Without a sufficient vocabulary, the student cannot build a sentence, express his thought.

This work consists in its refinement, enrichment and activation.

Vocabulary work is planned so that it combines all these types of work on words. She included the interpretation of words using dictionaries, the compilation of phrases, sentences, the selection of words with the same root, synonyms, amonyms, work with proverbs, sayings.

As I study words, I make blocks by topic. In the lessons of consolidation I offer such tasks

Explain the meaning of words

Find out what the word is from the description.

Combine several words and make sentences

Write a story about a topic.

To enrich the vocabulary, I additionally introduce other words that are not included in the program, for example, (getting acquainted with the word - sparrow - an idea of ​​\u200b\u200bother birds is given. Or yes. Homework, find new words on a specific topic yourself and tell in class.

4. One of the important types of vocabulary work in the classroom is the activation of the dictionary.

The word is considered activated if the student used it at least once during the story.

V.A. Dobrolyubov noted that schoolchildren need to be taught the ability to reveal the meaning of a word, to correctly understand its meaning. Understanding a word depends on many reasons, primarily on the degree to which the child needs this word. The child should have a motive by which he strives to know the meaning of the word in order to understand what he read, to find out the name of the object or new phenomenon that interested him. When a student has the appropriate motivation, he is ready to learn this word, use it in his speech.

And I started this work from the first days of training, since literacy is the first necessary step. During this period, it is necessary to enrich the speech of students not only quantitatively, but also qualitatively. She built her work in this way.

First, I studied and analyzed texts and illustrations, picked up exercises to clarify and enrich the dictionary, which introduce children to simple cases of polysemy, homonyms, synonyms, antonyms, I chose words and expressions from the texts that need to be worked on. I picked up different poems, didactic material that has rich opportunities to refine and expand students' vocabulary.

Systematic work on the development of speech in all lessons gives positive results.

- children's speech became clear, understandable,

-Children express their thoughts coherently

- able to listen carefully and consciously, correct their own statements and others.

- Vocabulary has become more active

- fewer mistakes are allowed for the replacement, omission and distortion of words

Pupils constantly participate in poetry competitions for any holiday and take only prizes.

Introduction to a new word.

1. Guessing the rebus (riddles)

Name a new vocabulary word? /the street/

2. Give a description using the diagram:

/ there are 3 syllables in the word, the first syllable is stressed, unstressed vowel and)

4. What is a street?

5. Pick up words with the same root

/street, street, lane, lane/

6. What can be the street?

Make up and write down a few phrases.

/wide street, clean street, busy street/

7. Make a sentence with one of the phrases.

8. When they say so:

Every dog ​​has his day.

Green street.

Consolidation of the studied vocabulary words.

Working with the Animals block

Za-ts, k-rova, m-two, l-titsa, s-tank

1. Explain the spelling of the studied words.

/can be checked with signal cards/

2. Which of these words can be said cheater, birdie. Why?

Who are they talking about: man's true friend? Why?

The name of which of them is formed from the fact that he loves ect?

Explain the wordhare, cow.

/ This is a wild animal, lives in the forest. It has long ears and fast legs. Eats grass and tree bark. His enemies are the wolf and the fox.

This is a pet. Lives with a person. Gives milk, from which sour cream, cottage cheese, butter are made. It feeds on grass./

3. Make a sentence with these words, using their gentle sound.

/The dog Bug lies at the porch. A little hare sits under a bush. A bear came out for a walk with a little bear cub.

You can complete the task:

Complete the sentences using these words.

/Swift-footed ... is saved from the fox.

Clubfoot…. owner of the forest.

Redhead ....visited our chicken coop /

4. Come up with a short story on the topic "In the village"

What words will you use?cow, dog Why?

Exercises to increase the volume of auditory-speech memory.

1. Listen to a series of words, and then try to play it out loud in the same order (house, tree, sun, wind)

Mom, brother, uncle, sister, wife

May, summer, Wednesday, spring, September

- Which group of words was easier to remember? Why?

2. Listen to pairs of words:

Chicken-egg, milk-cow, lock-key, winter-snow, coffee-tea, mother-daughter.

And now I say the first word of the pair, and you say the second.

Memorize and reproduce rows of three words

lilac-vase-flowers

window-roof-house

Children-mom-dad

Chair-table-chair

Milk-grass-cow

Rails - sleepers-train

3. Listen to the text carefully.

Mom asked her son to go to the store and do some shopping:

Bakery - bread, cake, biscuits

In meat - cutlets, sausages, sausage

In vegetables - cucumbers, tomatoes, cabbage

What did you need to buy in each department?

How to work on a proposal

1. Reduce the offer.

The teacher pronounces a sentence - the children comprehend it. The sentence is repeated - students remember. After the sentence is reduced to the minimum number of words.

Olya is reading an interesting book to her grandmother.

Olya reads a book to her grandmother.

Olya reads to her grandmother.

Olga is reading a book.

Olga is reading.

What changed when supply was reduced?

2. Rearrange the words

The teacher says a sentence and suggests changing the word order. As a result of the work, it turns out what changes and how.

/ This morning Masha went to school.

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

Masha went to school this morning.

3. Exercise: “Listen, remember, answer: Is everything right?”

Snow fell, Alyosha went out to sunbathe.

The boys went to the forest on skis to pick strawberries.

The peasant took a saw and went into the forest to cut down a tree.

This exercise is aimed at attention to the text, consciously mastering what is being read, the ability to build a statement exactly in accordance with the plan.

4. Add an offer.

It is proposed to increase it by successively adding one or two words.

Serezha teaches.

Serezha is learning lessons.

Brother Seryozha teaches lessons.

The exercise forms the ability to quickly grasp the meaning, remember, build a statement.

5. Finish the sentence

The girl walked...

Boy painted...

Over the summer we decided...

Complicated version:

The children met an old lady who…

I want to…

It was so dark in there...

These exercises teach to listen and understand the interlocutor, to be able to understand complex constructions and use them in speech.

6. Ask a question and answer.

The teacher asks the children to put a question on the content of the statement and answer it.

The sparrow settled in the birdhouse.

(Who settled in the birdhouse?

What did the sparrow do? Where did the sparrow live?

7. Correct mistakes.

Bullfinches sit on birch trees.

They are covered in snow.

8. Write a story from the beginning

In the morning Lena went to the sea. The girl saw a bird in the white foam of the waves. She was splashed by a wave ...

Lexical exercises.

Call it in one word.

Squirrel, bird, worm. - .... (animals)

Tree, grass, flower-..(plants)

Choose words with opposite meanings.

Big small)

Night-…(daytime)

How do you understand the expression?

Spinning, spinning like a squirrel in a wheel.

So fox cubs learn to catch prey (hunt)

Find similar words in the text.

For the word animals, select words and expressions with a similar meaning.

(forest dwellers, forest dwellers, animals)

Preparatory tasks.

1. Read the poem. Make a word drawing for it.

In the sun on the edge,

The fox stuck out its ears.

Well, don't be afraid to sleep oblique

Side by side with this fox.

-What do the words mean - in the sun, fox, oblique?

-Make sentences with each meaning.

Read the sentences, changing the word fox according to the meaning.

(A fox is running through the forest. .... beautiful fur. We are approaching ... .. We want to look ... better. But ... it’s hard to watch. The cunning cheat quickly disappeared from sight.

What words can replace the word fox in the text so that there are no repetitions ?

-Find the word in the text that the author uses, replacing the word fox with it?

(cunning trick)

Why is it called that?