The method of sensory education as a way of developing preschool children. Sensory education of preschoolers Human sensory development

Introduction

Chapter 1. Concept and characteristics of sensory processes

Chapter 2. Emergence and development of sensory processes

Chapter 3. Characteristics of sensorimotor methods

Chapter 4. Methods of sensory education

Chapter 5. Development of the sensory sphere

1 Development of motor skills, graphomotor skills

2 Tactile-motor perception

3 Kinesthetic and kinetic development

4 Perception of shape, size, color

5 Development of visual perception

6 Development of auditory perception

7 Perception of spatial relationships

8 Perception of temporary relationships

Conclusion

Bibliography

sensory education motor skills temporary

Introduction

Sensory education, aimed at developing a full-fledged perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children, i.e., on how perfectly the child hears, sees, and touches the environment.

Many domestic and foreign scientists have devoted themselves to research in the field of sensory education of preschoolers. Outstanding foreign scientists in the field of preschool pedagogy (F. Frebel, M. Montessori,

O. Dekroli), as well as well-known representatives of domestic preschool pedagogy and psychology (E.I. Tikheyeva, A.V. Zaporozhets, A.P. Usova, N.P. Sakulina) rightly believed that sensory education aimed at ensuring a full sensory development is one of the main aspects of preschool education. The development of a sensory education system is inextricably linked with the creation of a new theory of perception in Soviet psychology (L. S. Vygotsky, B. G. Ananyev, S. L. Rubinstein, A. N. Leontiev, L. A. Wenger, etc.).

In the history of preschool pedagogy, at all stages of its development, the problem of sensory education occupied one of the central places. However, even today there is a need to study the sensory education of preschoolers.

The purpose of the work is to identify the content and methods of sensory education for preschool children based on an analysis of the literature.

The objectives of this work include:

) consider the emergence and development of sensory processes in preschool children,

) determine the content and methods of sensory education for preschool children,

1. Concept and characteristics of sensory processes

A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. Sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education.

Sensory development, on the one hand, forms the foundation of the child’s overall mental development, on the other hand, it has independent significance, since full perception is necessary for successful learning and for many types of work.

Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception and are the result of their processing. Therefore, normal mental development is impossible without relying on full perception.

In life, a child encounters a variety of shapes, colors and other properties of objects. He also gets acquainted with works of art - music, painting, sculpture. And of course, every child, even without targeted education, perceives all this in one way or another. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be superficial and incomplete. But sensations and perceptions can be developed and improved, especially during preschool childhood. This is where sensory education comes to the rescue - a consistent, systematic introduction of the child to the sensory culture of humanity. Sensory education is a targeted pedagogical intervention that ensures the formation of sensory cognition and improvement of sensations and perceptions, aimed at the child acquiring sensory experience and, as a result, mastering sensory culture.

2. Emergence and development of sensory processes

Of great importance in sensory education is the formation in children of ideas about sensory standards - generally accepted examples of the external properties of objects.

Direct, sensory knowledge of reality is the first stage of knowledge. At preschool age, sensory experience is enriched through the improvement of the work of various analyzers: visual, auditory, tactile-motor, musculocutaneous, olfactory, gustatory, tactile. The information we receive through visual observation, sounds, smells, different tastes, etc. is inexhaustible. Scientists (S. M. Vainerman, L. V. Filippova, etc.) state that in childhood no developmental optimums were found even in relation to the most elementary sensorimotor reactions, which indicates the incompleteness of both sensory and sensorimotor processes in this age phase (“senso” - feelings, “motility” - movement) development.

Perception is a process of direct contact with the environment. The physiological basis of perception is conditioned reflex activity. This is a necessary stage of cognition, which is associated with thinking, memory, attention, is guided by motivation and has a certain affective and emotional connotation.

Psychological science and practice (V.N. Avanesova, E.G. Pilyugina, N.N. Poddyakov and others) have convincingly proven that knowledge obtained verbally and not supported by sensory experience is unclear, indistinct and fragile, sometimes very fantastic, and this means that normal mental development is impossible without relying on full perception.

The ideas that are formed in children when receiving direct sensory experience and enrichment with impressions acquire a generalized character and are expressed in elementary judgments. They are supported by the knowledge that children receive about the surrounding reality, about the properties of things and phenomena. The source of expansion of sensory experience is the nature surrounding children, domestic work, construction, technology, etc.

A child’s knowledge of the surrounding world and its objects, their fundamental geometric, kinetic and dynamic properties, the laws of space and time occurs in the process of practical activity. Creating a holistic image that takes into account all the properties of an object is possible only if the child has mastered search methods of orientation when performing a task. For this purpose, he should be taught to systematically observe an object, examine, feel and examine. In the process of learning, the child must master unique sensory measures that have developed historically - sensory standards - to determine the relationship of the identified properties and qualities of a given object to the properties and qualities of other objects. Only then will the accuracy of perception appear, the ability to analyze the properties of objects, compare them, generalize, and compare the results of perception will be formed.

The assimilation of sensory standards - a system of geometric shapes, a scale of magnitude, a color spectrum, spatial and temporal orientations, a range of pitches, a scale of musical sounds, a phonetic system of language - is a complex and lengthy process. To master a sensory standard does not just mean being able to correctly name this or that property of an object: it is necessary to have clear ideas for analyzing and identifying the properties of a wide variety of objects in a variety of situations. Therefore, such great importance is given to sensorimotor actions: in order to get to know an object practically, you need to touch it with your hands, squeeze it, stroke it, roll it, etc.

The hand movements included in the examination of the object organize the visual and kinesthetic (motor) perception of children, help clarify visual ideas about the shape of the object and its configuration, and the quality of the surface. Familiarization with the shape, size, spatial and other characteristics of objects is impossible without the integration of hand and eye movements.

The leading role of sensorimotor in the perception and cognition of various objects using active touch was emphasized by B. G. Ananyev, A. V. Zaporozhets and others. The combination of the work of the skin-mechanical and motor analyzers provides information on size, shape, hardness, ratio of parts and other characteristics palpable objects.

The reflex concept of the psyche, proposed by I.M. Sechenov (1953), convincingly explains the importance of psychomotor skills in the process of perceiving space and time. It has been proven that spatial perception is ensured by the activity of the visual and kinesthetic (motor) analyzers.

Muscle sensations play a major role in the formation of the second signaling system. Auditory perception of speech is carried out with the participation of movements: in a listening person, involuntary movements of the speech apparatus can be detected with silent repetition of the words that he hears.

3. Characteristics of sensorimotor methods

Domestic science identifies two main sensorimotor methods - examination and comparison.

A survey is a specially organized perception of a subject (object) with the aim of using its results in any practical activity.

The development of a child’s sensory actions does not occur by itself, but only in the course of assimilation of social sensory experience, under the influence of practice and training. The effectiveness of this process increases significantly if the child is specially taught how to examine objects using appropriate sensory standards.

The examination can be carried out along the contour (flat objects) or along the volume (volumetric objects); it depends on the activity that the child will be engaged in. The three-dimensional shape of objects is recognized by touch, palpating movements form the basis for the image of the object in modeling.

It is important that children learn to identify essential features that are significant for a particular activity.

The general examination scheme assumes a certain order:

perception of the holistic appearance of an object;

identifying its main parts and determining their properties (shape, size, etc.);

determining the spatial relationships of the parts relative to each other (above, below, to the left, etc.);

identifying small details (parts) and determining their size, ratio, location, etc.;

repeated holistic perception of the subject.

Comparison is both a didactic method and at the same time a mental operation, through which similarities and differences between objects (objects) and phenomena are established. Comparison can be made by comparing objects or their parts, by superimposing objects on each other or by applying objects to each other, by feeling, by grouping by color, shape or other characteristics around standard samples, as well as by sequential inspection and description of the selected characteristics of an object, in a way carrying out planned actions. Initially, only a general idea of ​​the subject is highlighted, then it is replaced by a more specific and detailed perception.

The effectiveness of analytical-synthetic activity in the process of perception depends on the child’s mastery of various perceptual actions, thanks to which the image of an object becomes differentiated, that is, properties are distinguished in it. Perceptual actions (A.V. Zaporozhets) are associated with practical actions of an external motor nature. The formation of perceptual actions in ontogenesis (grasping, palpating, examination) must correspond to the psychological and pedagogical guidance of this process: from games and exercises with real objects to the use of models of objects and further to visual discrimination and recognition of the designated properties of objects. Sensory standards begin to be used without moving, aligning, tracing the contours of objects and other external techniques. They are replaced by examining movements of the eye or a palpating hand, which now acts as an instrument of perception. Only in this case will perception from the process of constructing an image (object) be transformed into a relatively elementary process of identification. These changes are determined by the formation in the child of ramified systems of sensory standards, which he begins to use, and mastery of the basic methods of examination.

So, the development of perception of sensory standards includes two main components:

) formation and improvement of ideas about the varieties of properties of objects that perform the function of sensory standards;

) formation and improvement of the perceptual actions themselves, necessary for the use of standards when analyzing the properties of real objects.

By the end of preschool age, normally developing children should develop a system of sensory standards and perceptual actions as a result of properly organized training and practice.

Sensory education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at developing visual, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.

Sensory development, on the one hand, forms the foundation of the child’s overall mental development, and on the other, has independent significance, since full perception is basic for the successful mastery of many types of activities.

4. Methods of sensory education

At preschool age, the stage of direct assimilation and use of sensory standards begins. The education program in a preschool institution clearly defines the amount of sensory knowledge and skills that children of each age level must master. Sensory education here is closely intertwined with the development of the child’s thinking, since the assimilation of individual topics (for example, a system of forms) goes beyond the scope of sensory education, which significantly complicates this work. At the same time, it is important that familiarization with standards does not simply take place by showing them and naming them, but includes children’s actions aimed at comparing different standards, selecting identical ones, and consolidating each standard in memory. At the moment of actions with standards, children are required to memorize and use these names, which ultimately leads to the consolidation of ideas about each standard and to the ability to perform actions based on them according to verbal instructions.

Familiarization with each type of standard has its own characteristics, since different actions can be organized with different properties of objects. Thus, when becoming familiar with the colors of the spectrum and, especially, their shades, children’s independent acquisition of them (for example, obtaining intermediate colors) is of great importance. In becoming familiar with geometric shapes and their varieties, teaching children how to trace a contour with simultaneous visual control of hand movements, as well as comparing figures perceived visually and tactually, plays a significant role. Familiarization with magnitude includes arranging objects (and their images) in rows of decreasing or increasing magnitude, in other words, creating serial rows, as well as mastering actions with conventional and generally accepted measurements. In the process of musical activity, patterns of pitch and rhythmic relationships, etc., are learned.

Throughout preschool age, children become familiar with increasingly subtle varieties of reference properties. Thus, there is a transition from familiarization with the relationships of objects by general size to familiarization with the relationships by individual extents; from familiarization with the colors of the spectrum to familiarization with their shades. Gradually, children learn the connections and relationships between standards - the order of colors in the spectrum, the grouping of color tones into warm and cold; dividing figures into round and rectilinear; unification of objects along individual lengths, etc. Simultaneously with the formation of standards, the actions of perception are improved. Teaching children how to examine objects goes through several stages: from external indicative actions (grasping, palpating, overlaying, tracing a contour, etc.) to the actions of actual perception: comparison, comparison of the properties of various objects with sensory standards, grouping according to a selected feature around standard samples, and then - to the performance of increasingly complex visual and oculomotor actions, sequential examination (i.e., visual examination) and a detailed verbal description of the properties of an object. At the initial stage, it is very important to explain the methods of action: how to look, listen, compare, remember, etc. - and direct the children’s activities to independently use these methods in relation to different content.

Children, with whom the examination work is carried out sequentially, identify and name a large number of characteristics of each object. This is the analytical mental activity of the child, which in the future will allow him to peer deeper into objects and phenomena, notice essential and non-essential aspects in them, and modify them in the right direction. As a result of systematic familiarization with objects and their images, children begin to develop observation skills.

These tasks are solved in special classes to familiarize themselves with the outside world, in the process of didactic games and exercises, in productive activities (appliqué, drawing, modeling, design, modeling), in the process of labor in nature, in the everyday life of children. The most effective types of activities are those that present increasingly complex tasks to the child’s perception and create conditions conducive to the assimilation of sensory standards.

Practice shows that by the end of preschool age, the actions of perception become sufficiently organized and effective to give a relatively complete picture of the subject. The image of an object is increasingly differentiated, closer to the real object, enriched with the name of its properties and qualities, information about possible varieties of the object.

The child begins to quickly recognize familiar objects, notices their differences and similarities, while performing basic perceptual actions in the mind. This means that perception has become an internal mental process. Perceptual actions that are performed in the mind create the conditions for the formation of thinking. Thinking, in turn, is aimed not at knowing the external features and properties of objects, as in perception, but at knowing the hidden connections between objects and phenomena, at establishing cause-and-effect relationships, generic, species and some other internal interdependencies. Perception also contributes to the development of speech, memory, attention, and imagination.

If favorable conditions for the development of perception are not created in preschool age, then the mental processes associated with it will form at a slow pace, which will complicate the development of educational activities at primary school age.

By the end of preschool age, children can:

distinguish the shape of objects: round, triangular, quadrangular, polygonal;

measure and compare the length, width, height of objects using a conventional measure;

distinguish between primary colors and shades;

express in words the location of an object in relation to oneself, to other objects (left, right, above, below, in front, in front, behind, between, next to);

navigate on a sheet of paper (left, right, top, bottom, middle);

know the days of the week, the sequence of parts of the day and days of the week.

Based on the requirements that a modern school places on a child entering first grade, it becomes clear that this knowledge and skills are not enough. A more complete understanding of objects, objects and phenomena of the surrounding world is facilitated by knowledge of the so-called “special properties” of objects; This includes the concepts of weight, taste, smell. Without the development of tactile sensations, many qualities and properties of an object (for example, the texture of a material) simply cannot be known, and the lack of ability to navigate on a sheet of paper (and other limited surface) can cause certain school difficulties. Therefore, sensory development should be carried out in close unity with psychomotor development. The development of motor skills ensures the development of other systems. In order to effectively determine the shape, volume and size of an object, the child must have well-developed coordinated movements of the muscles of both arms, eye muscles and neck muscles. Thus, three muscle groups provide the function of perception.

It is known that the accuracy of movements when examining objects is achieved through the development of fine motor skills of the hand, the formation of oculomotor (visual-motor) coordination; for full spatial orientation, you should control your body, be aware of the location of its individual parts (head, arms, legs, etc.) in static and dynamic modes - there are many such examples.

These facts allow us to talk about the unification of the processes of sensory and psychomotor development of children. It becomes possible to expand the range of tasks of sensory education:

improve motor functions;

improve gross and fine motor skills;

develop graphomotor skills;

develop tactile-motor perception;

develop auditory perception;

improve visual perception;

promote the perception of shape, size, color;

develop the perception of space and time.

Each age period has its own tasks of sensory development, and they should be solved by developing and using the most effective means and methods of sensory education, taking into account the sequence of formation of the perception function in ontogenesis.

So, a child’s readiness for schooling largely depends on sensory development. Research conducted by Soviet psychologists has shown that a significant part of the difficulties that children encounter during primary education are associated with insufficient accuracy and flexibility of perception. But the point is not only that a low level of sensory development sharply reduces the child’s ability to successfully learn. It is equally important to keep in mind the significance of a high level of such development for human activity as a whole. And the origins of sensory abilities lie in the general level of sensory development achieved in the early periods of childhood.

5. Development of the sensory sphere

5.1 Development of motor skills, graphomotor skills

One of the psychological basis factors for the development of higher mental functions in children is the development of gross (or general) and fine (or manual) motor skills. Motor skills are a set of motor reactions characteristic of childhood.

Systematic exercises to train finger movements are a powerful means of increasing brain performance. The results of the study show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills. Psychologists say that finger exercises develop a child’s mental activity, memory and attention.

The development of motor skills influences the development of other systems. In particular, numerous studies (G. A. Kashe, T. B. Filicheva, V. V. Tsvintarny, etc.) have proven the dependence of speech development on the degree of formation of fine hand movements. Scientists from the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences (E. N. Isenina, M. M. Koltsova, etc.) confirmed the connection between intellectual development and finger motor skills.

Immaturity in the development of motor functions is manifested in stiffness, awkwardness of movements of the fingers and hands; movements are not clear and coordinated enough. This is especially noticeable in activities such as manual labor, drawing, modeling, working with small parts (mosaics, construction sets, puzzles), as well as when performing household manipulative actions: lacing, tying bows, braiding, fastening buttons, hooks. Therefore, in preschool age, not only special work is required to develop gross and fine motor skills, but also targeted work on the formation of complexly coordinated movements and basic graphic skills.

The following exercises are useful for the formation of finely coordinated graphic movements:

hatching in different directions with different pressure forces and amplitude of hand movement;

painting a sheet in different directions with and without limiting the surface to be painted;

tracing the drawing along the contour, copying;

drawing by reference points;

completing images;

ruling;

graphic dictations.

The problem of developing graphic skills in children requires constant attention from the teacher, since this is not just a motor act, but a complex psychophysiological process, which is ensured by the joint work of a number of analyzers: speech motor, speech auditory, visual, kinetic and kinesthetic.

The development of manual motor skills is the basis for the formation of graphic skills. Classes should be accompanied by special finger gymnastics, combining the development of all fingers and three types of hand movements: compression, stretching and relaxation. Gymnastics should be performed at least twice for 2-3 minutes each session. All finger gymnastics exercises are performed at a slow pace, 5-7 times, with a good range of motion; each hand separately, alternately or together - it depends on the direction of the exercise.

Initially, similar and simultaneous movements are given, aimed at developing coordination and coordination of movements, and only as they are mastered, more complex movements of different types are included. For the development of fine motor skills, exercises for sorting beads, buttons, rolling wooden, plastic, rubber balls with spikes between the palms, working with small construction sets, and puzzles are useful. Simple movements help remove tension not only from the hands themselves, but also from the lips, and relieve mental fatigue. The hands gradually acquire good mobility and flexibility, and the stiffness of movements disappears.

5.2 Tactile motor perception

A child cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception, since it is this that underlies sensory cognition. “Tactile” (from Latin tactilis) - tactile.

Tactile images of objects are a reflection of a whole complex of qualities of objects perceived by a person through touch, sensation of pressure, temperature, pain. They arise as a result of the contact of objects with the outer coverings of the human body and make it possible to know the size, elasticity, density or roughness, heat or cold characteristic of an object.

With the help of tactile-motor perception, first impressions are formed about the shape, size of objects, location in space, and the quality of the materials used. Tactile perception plays an exceptional role when performing various labor operations in everyday life and wherever manual skills are needed. Moreover, in the process of habitual actions, a person often hardly uses vision, relying entirely on tactile-motor sensitivity.

For this purpose, various types of activities are used that directly or indirectly contribute to the development of tactile-motor sensations:

modeling from clay, plasticine, dough;

applique from different materials (paper, fabric, fluff, cotton wool, foil);

applique modeling (filling the relief pattern with plasticine);

paper design (origami);

macrame (weaving from threads, ropes);

drawing with fingers, a piece of cotton wool, a paper “brush”;

games with large and small mosaics, construction sets (metal, plastic, push-button);

collecting puzzles;

sorting small objects (pebbles, buttons, acorns, beads, chips, shells), different in size, shape, material.

In addition, practical activities evoke positive emotions in children and help reduce mental fatigue. A fully organized tactile environment allows, through the development of tactile sensitivity, to expand ideas about various objects and objects of the surrounding reality.

5.3 Kinesthetic and kinetic development

Kinesthetic sensations (from the Greek kineo - moving and aesthesis - sensation) - sensations of movement, position of parts of one’s own body and muscle efforts produced. This type of sensation occurs as a result of irritation of proprioceptors (from Latin proprius - own and capio - take, accept) - special receptor formations located in muscles, tendons, joints and ligaments; It is they who provide information about the movement and position of the body in space.

The role of kinesthetic sensations in mental activity was highlighted by I.M. Sechenov, who believed that the “muscular feeling” is not only a regulator of movement, but also the psychophysiological basis of spatial vision, time perception, objective judgments and inferences, abstract verbal thinking.

Kinesthetic sensations are closely related to the work of taste, pain, temperature, and visual receptors located on the surface of the body and perceiving irritations from the external environment. This is especially clear in the sense of touch, which is a combination of kinesthetic and cutaneous sensations, in which visual, auditory, vestibular analyzers, etc. play an important role.

Muscular-motor sensitivity is an important component not only of the process of touch, but also of the process of spatial orientation (B. G. Ananyev, A. A. Lyublinskaya). The motor analyzer makes it possible to “measure” an object using parts of your body as measurements. It also serves as a communication mechanism between all analyzers of the external and internal environment during orientation in space. The use of visual control in this case leads to the accuracy of movements and their assessment, the adequacy of the degree of muscle tension.

Kinesthetic sensitivity is basic for the formation of intersensory connections: visual-motor in the process of spatial vision, auditory-motor and visual-motor in writing, speech-motor in pronunciation, tactile-motor in the process of interaction with the outside world.

In the preschool period, the most significant improvement in the ability to differentiate muscle tension occurs, thanks to which the child successfully masters some coordinated symmetrical movements (in particular, movements of the upper limbs), but cross movements still continue to cause significant difficulties for him.

A.V. Zaporozhets emphasized the importance of conscious formation of motor action. By the age of 5-8 years, children can normally perform fairly complex motor actions based on preliminary verbal instructions. This means that the process of learning to consciously perform movements should include clear, accessible, element-by-element verbal instructions and demonstration of action.

Improving the accuracy of movement and mastering the skills of control and self-control are carried out in the process of longer training and the inclusion of higher cognitive processes in it, developing the skills of analyzing one’s internal sensations. This requires special exercises to develop hand-eye coordination with and without objects, physical exercises to develop symmetrical muscle strength of the body, and coordination of movements of the upper and lower extremities and other parts of the body. This helps to improve adaptation in space and its more confident development, increasing the child’s performance, static and dynamic endurance.

All postures and movements are fixed in the child at three levels:

visual - perception of the execution of movements by other people;

verbal (conceptual) - naming (verbalization) of these movements (command to oneself or others) or understanding the command of other people;

motor - independent execution of movements.

Teaching children to master various movements and poses involves working in different areas:

formation of ideas about the diagram of one’s own body;

familiarity with different qualities of movements (fast - slow, soft - hard, heavy - light, strong - weak, etc.);

training in movement techniques (selective, soft, smooth, clear, fixed, slow, etc.);

mastering expressive movements and forming a positive image of one’s body in motion;

mastering different methods of nonverbal communications (facial expressions, pantomimes, etc.);

working with rhythm;

working with imaginary objects;

mastering the elements of relaxation, release of muscle tension, stress relief, emotional liberation.

The use of all possible forms of organization for children (individual, pair, group exercises and games related to physical activity) contributes to the correction of the child’s psychomotor sphere.

5.4 Perception of shape, size, color

Traditionally, familiarizing children with the properties of objects involves highlighting shape, size, and color as special properties of objects, without which full-fledged ideas cannot be formed.

At preschool age, one becomes familiar with the basic standards of shape (circle, oval, square, rectangle, triangle, polygon), size (long - short, high - low, thick - thin), color (primary colors of the spectrum, white, black) in the process practical and play activities. The identification of these properties at the initial stage of acquaintance, when children do not yet have generally accepted standard ideas, occurs through the correlation of objects with each other. At a higher level of development, recognition of shape, size, and color is achieved in the process of correlating the properties of objects with learned standards.

Shape is defined as the external outline, appearance of an object. The perception of form, regardless of the position of the figure in space, its color and size, is facilitated by mastering the practical actions of superimposing figures, applying, tracing along the contour, feeling, and comparing elements of figures. In the future, children are able to recognize the shape of objects visually and mentally thanks to a combination of external and internal perceptual actions. Familiarization with complex forms occurs by highlighting familiar features or details.

These skills are developed in games and exercises for grouping objects by shape, recognizing familiar shapes in a drawing, determining the shape of objects located from different angles, etc.

Quantity is considered as the size, volume, length of an object, i.e. these are the parameters that can be measured. Analytical perception of size is associated with the identification of different dimensions: length, width, height, thickness. The perception of various parameters of size, as well as shape, is carried out through the practical actions of applying, applying, trying on, feeling, measuring, and grouping objects according to a selected characteristic. Considering that the development paths for the perception of size and shape are the same, it is advisable to conduct games and exercises for the perception of size in parallel with games for the perception of shape.

The perception of color differs from the perception of shape and size primarily in that it cannot be determined tactilely, through trial and error, since color must be seen. This means that color perception is based on visual orientation. Color is defined as the light background of something, coloring. Inaccurate recognition of color and color shades inherent in objects reduces children’s ability to understand the world around them and impoverishes their sensory and emotional basis.

Work to familiarize children with color is carried out in several stages. The first games and exercises involve choosing familiar objects based on the model, sharply different in color - the dominant feature. The concept of color is given as an example of two or three contrasting colors.

The next stage of work is tasks based on visual rapprochement, i.e., trying on objects by color (find a similar color from a sample). Convergence allows you to see the presence or absence of a so-called color difference (sharp or close) between two colors.

The last stage in the development of color perception in children is the formation of the ability to compare colors, their combinations and shades, select the necessary color combinations and, what is very important, create them according to their own plans. Children develop color discrimination skills through numerous games and exercises that are creative in nature and aimed at developing aesthetic perception.

Shape, size and color are the defining characteristics of objects, the consideration of which helps to use them more fully in life.

5.5 Development of visual perception

Visual perception is a complex job, during which a large number of stimuli acting on the eye are analyzed. The more perfect the visual perception, the more diverse the sensations are in quality and strength, and therefore the more complete, accurate and differentiated they reflect the stimuli. A person receives the bulk of information about the world around him through vision.

Visual perception is a complex process that includes various structural components: volition, purposefulness, visual-motor coordination, visual examination skills, analytical and synthetic activity of the visual analyzer, volume, constancy of perception.

The accuracy and effectiveness of visual perception and the preservation of a visual image in memory ultimately determine the effectiveness of the formation of writing and reading skills. Violations of visual perception lead to difficulties in identifying figures, letters, numbers, their size, the relationship of parts, clearly differentiating the differences and similarities of similar configurations or mirror elements, etc. It should be noted that the immaturity of visual perception often lies in the fact that it is a deficiency not a single visual or motor function, but a deficit in the integrative interaction of these functions.

Insufficient development of visual perception in older preschool children leads to a lag in the formation of spatial orientation. In visual-spatial perception, the oculomotor system plays an important role - speed, accuracy of oculomotor reactions, the ability to converge the gaze of both eyes, binocular vision. The oculomotor system is involved in the analysis and assessment of subsequent changes in such spatial properties as the position of objects in the field of view, the size and distance of objects, their movements, and various relationships between objects. Individual characteristics of the development of visual perception and visual memory largely determine the nature of work with preschool children. The most accessible for students' perception are real objects and their images, more complex are schematic images, signs and symbols. Lastly, materials with a superimposed, under-drawn image are used.

The following exercises contribute to the development of visual analysis and synthesis, voluntary visual attention and memorization:

identifying changes in a number of items;

finding a “dropped out” or “extra” toy or picture;

finding differences in two similar plot pictures;

finding unrealistic elements of ridiculous pictures;

memorizing 4-6 objects, toys, pictures, geometric shapes, letters, numbers and reproducing them in the original sequence.

Work to activate visual functions should be built taking into account the requirements of hygiene and the prevention of visual impairment. The reasons for decreased visual acuity are different, but the main one is eye strain during exercise. Experts believe that children need to regularly perform a set of exercises to relieve eye strain and provide an opportunity for rest for the eyes.

5.6 Development of auditory perception

The ability not just to hear, but to listen, concentrate on sound, and highlight its characteristic features is a very important human ability. Without it, you cannot learn to listen carefully and hear another person, love music, understand the voices of nature, or navigate the world around you.

Human hearing is formed on a healthy organic basis from a very early age under the influence of acoustic (auditory) stimulation. In the process of perception, a person not only analyzes and synthesizes complex sound phenomena, but also determines their meaning. The quality of perception of extraneous noise, the speech of other people or your own depends on the development of hearing. Auditory perception can be represented as a sequential act that begins with acoustic attention and leads to an understanding of meaning through recognition and analysis of speech signals, supplemented by the perception of non-speech components (facial expressions, gestures, posture). Ultimately, auditory perception is aimed at the formation of phonemic (sound) differentiation and the ability for conscious auditory-verbal control.

The phoneme system (from the Greek phone - sound) is also sensory standards, without mastering which it is impossible to master the semantic side of language, and therefore the regulatory function of speech.

Intensive development of the function of the auditory and speech motor analyzers is important for the formation of speech and the formation of the child’s second signal system. Differentiated auditory perception of phonemes is a necessary condition for their correct pronunciation. The immaturity of phonemic hearing or auditory-verbal memory can become one of the causes of dyslexia (difficulty in mastering reading), dysgraphia (difficulty in mastering writing), and dyscalculia (difficulty in mastering arithmetic skills). If differentiated conditioned connections in the area of ​​the auditory analyzer are formed slowly, this leads to a delay in the formation of speech, and therefore a delay in mental development.

The development of auditory perception, as is known, proceeds in two directions: on the one hand, the perception of speech sounds develops, i.e., phonemic hearing is formed, and on the other, the perception of non-speech sounds develops, i.e. noise.

The properties of sounds cannot, like varieties of shape or color, be represented in the form of objects with which various manipulations are performed - moving, applying, etc. The relationships of sounds unfold not in space, but in time, which makes it difficult to isolate and compare them. The child sings, pronounces speech sounds and gradually masters the ability to change the movements of the vocal apparatus in accordance with the characteristics of the sounds heard.

Along with the auditory and motor analyzers, an important role in the act of imitation of speech sounds belongs to the visual analyzer. The formation of pitch, rhythmic, and dynamic elements of hearing is facilitated by musical and rhythmic activities. B. M. Teplov noted that musical ear as a special form of human hearing is also formed in the learning process. Hearing determines a more subtle differentiation of the sound qualities of the surrounding objective world. This is facilitated by singing, listening to a variety of music, and learning to play various instruments.

Musical games and exercises, in addition, relieve excessive stress in children and create a positive emotional background. It has been noted that with the help of musical rhythm it is possible to establish balance in the activity of the child’s nervous system, moderate an overly excited temperament and disinhibit inhibited children, and regulate unnecessary and unnecessary movements. The use of background music during classes has a very beneficial effect on children, since for a long time music has been used as a healing factor, playing a therapeutic role.

In the development of auditory perception, movements of the arms, legs, and the entire body are essential. By adjusting to the rhythm of musical works, movements help the child to isolate this rhythm. In turn, the sense of rhythm contributes to the rhythmicity of ordinary speech, making it more expressive. Organizing movements with the help of musical rhythm develops children's attention, memory, internal composure, activates activity, promotes the development of dexterity, coordination of movements, and has a disciplinary effect.

So, the assimilation and functioning of his speech, and therefore his overall mental development, depends on the degree of development of the child’s auditory perception. A teacher-psychologist must remember that the development of general intellectual skills begins with the development of visual and auditory perception.

5.7 Perception of spatial relationships

Perception and awareness of spatial relationships is a necessary condition for the organism’s adaptation to its environment. Spatial characteristics are nothing more than the establishment of relationships and interconnections between objects and phenomena. In this case, the following parameters are distinguished: the size of objects and their images (diagrams), shape, length, location of objects relative to the perceiving object and relative to each other, three-dimensionality.

Spatial orientation is a special type of perception, which is ensured by the unity of the work of the visual, auditory, kinesthetic and kinetic analyzers. Determining the correct position in space requires an appropriate level of development of analytical-synthetic thinking.

In the process of specially organized systematic and consistent work in correctional classes, children develop the following skills:

navigate your own body diagram;

determine the location of objects in near and far space;

simulate the spatial arrangement of objects;

focus on the field of a sheet of paper;

move in a given direction and change it.

Solving the problems of forming spatial orientation begins with the child’s orientation in the diagram of his own body, initially along the vertical axis. Orientation in space is initially carried out according to the location of surrounding objects relative to the child himself. At the same time, it is important to form in children a clear distinction between the right- and left-sided organization of the environment. Thanks to repeated actions of the right (for left-handed people - the left) hand, children develop visual-motor connections that ensure the identification of this hand as the leading one. The ability to differentiate between the right and left sides of the surrounding space depends on this in the future.

When navigating in space, the child first learns the differentiation of the relationships of objects and their parts vertically (on, above, below, above, below, etc.). At the next stage, the relationships of horizontal space are analyzed - positions of proximity: close, closer, far, further. The study of the horizontal arrangement of objects begins with the positions “next to”, “about”, and only in the process of special training does the perception and verbal designation of such relationships as “behind” (behind, behind), “in front” (in front, in front), and then emphasis is placed on right- and left-hand orientation (right, left).

The next stage of work is the formation of quasi-spatial representations (determining the location of objects relative to each other: on the table, under the table, in the closet, near the window, etc.) and their verbalization in the form of answers to individual questions, reports on actions taken, planning of the upcoming practical activities.

Spatial orientation skills allow you to determine a person’s location in three-dimensional space based on his chosen reference system (the reference point can be his own body or any object from the environment). Spatial concepts are of great importance in orientation, thanks to which the child can choose the desired direction and maintain it while moving towards the goal.

A special place in children's education is occupied by the formation of the ability to navigate in the space of a sheet and on the surface of a desk. First of all, children are given concepts about different sides, angles and parts of a sheet, and they are taught how to orient themselves on the plane of a sheet.

5.8 Perception of temporary relationships

Temporal representations and concepts have their own characteristics:

impossibility of perceiving time by the senses: time, unlike other quantities (length, mass, area, etc.), cannot be seen, touched, felt;

less specificity of temporal representations compared to other (for example, spatial) representations;

high generality, low differentiation;

the ability to measure time only indirectly, i.e. those measurements that are made over a certain time interval: by the number of movements (clapping 2 times - approximately 1 s passed), by moving the hands along the watch dial (the minute hand moved from number 1 to number 2 - 5 minutes have passed), etc.;

the abundance and variety of time terminology (then, before, now, now, before, after, quickly, slowly, soon, long, etc.) and the relativity of its use (What yesterday was tomorrow, tomorrow will be yesterday).

Temporary orientations are formed on the basis of the following skills:

perceive time intervals: time (parts) of the day; week, month; seasons, their sequence and main features;

measure time using a clock;

determine the passage of time (quickly, long, often, rarely, yesterday, today, tomorrow, a long time ago, recently);

denote temporary representations with words and use learned concepts in everyday communication.

It is very difficult to imagine time as an objective reality: it is always in motion, immaterial. And children, not being able to see it directly, often doubt its existence. Therefore, children’s acquaintance with units of time measurement should be carried out in a strict system and sequence, relying on visual aids included in subject-based practical activities and didactic games. The use of fiction of the appropriate orientation can be of great help. Based on observations of external changes in the world around them, personal experience gained through actions and emotional experiences, students form ideas about time intervals, periods and other characteristics, then systematize and generalize this knowledge.

Conclusion

Based on the results of the study and analysis of specialized literature, it is advisable to draw a number of conclusions:

Sensory culture is a set of perceived and felt phenomena of reality at the emotional level.

A person’s knowledge of the world around him begins with “living contemplation” - perceptions, sensations, ideas. All this creates a totality of sensory culture.

The development of sensory perception in preschool age affects thinking, speech, aesthetic perception of the world around us, imagination, and, as a consequence, the child’s creative abilities. After all, only a child who is sensitive to the slightest shades of colors or sounds is able to truly enjoy the beauty of a musical or artistic work, and subsequently create it on his own.

The formation of their cognitive activity and the implementation of sensory education, as the basis for the comprehensive development of the child, is important for improving the quality of educational work in preschool institutions in preparing children for successful learning at school.

The importance of a child’s sensory development for his future life confronts the theory and practice of preschool education with the task of developing and using the most effective means and methods of sensory education in preschool age. The main direction of sensory education should be to equip the child with sensory culture.

Sensory education of a preschooler will be most effective if purposeful objective activity is organized, taking into account all modalities of sensory perception.

At the present stage, every teacher needs to be able to organize such a subject-development environment in a child care institution that will contribute to the education of sensory culture from an early age, since this is one of the most important indicators of the development of a child’s harmonious personality.

Bibliography

Babunova T.M. Preschool pedagogy. Tutorial. M.: TC Sfera, 2007. - 208 p.

Wenger L.A., Pilyugina E.G., Wenger N.B. Raising the sensory culture of a child from birth to 6 years. : Book. For kindergarten teachers garden; Ed. L.A. Wenger. - M.: Education, 1988.- 144 p.

Wenger, L.A. Didactic games and exercises for the sensory M.: Prosvesh;enie, 1978. - 140 p.

Wenger L. A., Venev I. D. Development of color perception in preschool childhood. - In the book: Formation of color perception in preschool children, Ed. A.V. Zaporozhets and L.A. Wenger. M., 1969. - 178 p.

Gabova M.A. Technology for the development of spatial thinking and graphic skills in children 6-7 years old. Practical guide. - M.: ARKTI, 2008. - 136 p.

Dyachenko O.M. Development of the imagination of preschoolers. - M.: Pedagogy, 2007. - 108 p.

Kozlova S.A., Kulikova T.A. Preschool pedagogy: Proc. A manual for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing center "Academy", 2000. - 416 p.

Krasnoshchekova N.V. Development of sensations and perceptions in children from infancy to primary school age: Games, exercises, tests. - Rostov n/d: Phoenix, 2007. - 216 p.

Metieva L.A., Udalova E.Ya. Development of the sensory sphere of children. M.: Enlightenment. 2003. - 144 p.

Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. Textbook for students. universities - 7th ed., stereotype. - M.: Academy, 2002. - 456 p.

Nemov R.S. Psychology. Textbook for students of higher pedagogical educational institutions. In 3 books. Book 3. - 2nd ed. - M.: Education VLADOS, 1995. - 640 p.

Poddyakov N. N. Sensory education of a child in the process of constructive activity. Theory and practice of sensory education in kindergarten. M., 1965. - 108 p.

Semago N.Ya. Methodology for the formation of spatial concepts in children of preschool and primary school age. - M.: Iris-press, 2007. - 112 p.

Sensory education in kindergarten: A manual for educators. / Ed. N.N. Poddyakova, V.N. Avanesova. - M.: Education, 1998. - 145 p.

Usova A.P., Zaporozhets A.V. Pedagogy and psychology of sensory development and education of a preschooler. - In the book: Theory and practice of sensory education in kindergarten. M., 1965-156 p.

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A child enters preschool age at 3 years old, when he begins to perceive the world with his own eyes. This period of development of a little person’s personality ends before entering the school stage, usually 7 years.

Fundamentals of sensory education methods for preschoolers

A child enters preschool age at 3 years old, when he begins to perceive the world with his own eyes. This period of development of a little person’s personality ends before entering the school stage, usually 7 years. This is a fairly long period for a child’s body, so age can be divided conditionally into the following stages:

• junior preschool;
• secondary preschool;
• senior preschool.

In a short period of his life, a child makes a real breakthrough in his psychological development. At this stage of growing up, the baby separates from his parents, he begins to feel and perceive the world on his own. The child especially sensitively feels the need not just for a parent nearby, but for a mentor and teacher. And the better parents cope with this important task, the more they know about the psychological needs of their baby, the more comfortable the process of adaptation to adulthood will be for the child.

Contents of psychological development of preschool children

Children of this age awaken an interest in communicating with peers: the child stops performing actions exclusively together with his parents and strives for independence. Three key points can be noted in the behavior of preschool children:

• expanding the child’s social circle;
• involvement in role-playing games;
• formation of a system of values ​​and imaginative thinking.

Children begin to establish their first social contacts; they isolate themselves from the adult. Children of this age make their first conscious decisions, their ambitions and desire to be first, to be a leader in a peer group are manifested.

The child actively imitates the life of adults, trying to be like them, and adopts behavior patterns within the framework of role-playing games; their tasks can be different: daughters and mothers, games in the hospital, school, store, etc. During the game, the child models behavior in one or another life situation similar to the behavior of his parents. In addition, other children are also involved in the game, which also contributes to the baby’s social adaptation.

At this stage of growing up, the child begins to form his own value system, the content of which is based on the moral standards accepted in the family. The child begins to perceive the world not as straightforwardly as before: by the senior preschool age he is already able to look at himself from the outside. His speech becomes mediated and planned.

The main tasks of parents in the preschool period of a child’s development are to accompany his psychological and moral development so that school does not become stressful for him. One of the key aspects of successful preparation for school is sensory education.

What is sensory education

During the preschool period, children's senses actively develop; children, with the help of developed figurative and visual thinking, receive a lot of information about what surrounds them, learn the shape of objects and their properties. It is to improve these skills that sensory development is highlighted separately in the educational process.

Sensory education (from the Latin “sensus” - “sensation, feeling”) is the development and improvement of the development of sensations, perceptions and ideas in preschoolers. These processes are the first stage of sensory knowledge of the world; on their basis, sensory knowledge of the world and subsequently mental education are formed, therefore the timely development of sensory feelings in children is extremely important. Solving this problem will allow the child to perform successful psychological activities in the future.

The basis of sensory education is the improvement of his knowledge and skills regarding the external properties and sizes of objects and phenomena, space and time. The child begins to adequately perceive shapes and sizes, distances, distinguish colors, estimate weight and temperature, and develops an ear for music.

Features of sensory development in preschool children

The child’s sensory development occurs due to his successful assimilation of sensory traditional standards. The standards used are colors (the primary colors of the rainbow), geometric shapes, the metric system of measures, and its content. As a rule, by the age of three, a child knows several primary colors, can choose one from two objects, distinguishes between a circle and a square, knows the words “more” and “less”, readily names different types of animals and imitates sounds, and preschoolers of this age solve easy logical questions. tasks.

In addition to knowing the established standards, the child needs to understand the principle of their operation. Children of primary preschool age do this mainly by touch: their actions are indicative in nature, they examine objects for a long time before drawing one conclusion or another.

By the age of five, these skills are improved, and the processes of sensing and perceiving the surrounding world develop. Exploring objects through play (construction, drawing), the baby begins to more subtly distinguish colors, shapes of objects, their correspondence or difference. Tactile contact is accompanied by visual, auditory, and olfactory contact.

Another indicator that the baby’s sensory skills are developing at the proper level is speech. By the age of 5-7, a child should have developed a vocabulary that allows him not only to name objects, but also to give them definitions and designate their characteristics. Also, children of this age actively develop their imagination: the child can create the content of images of objects that he has not yet encountered, endow them with properties, and think out hidden details.

Methods of sensory education

In order for the process of sensory education of the baby to be successful, it is necessary to integrate various methods into games and his normal daily activities. The method of sensory education of a child involves several basic methods; let’s look at each of them.

Survey

This is the initial level of sensory education; it begins when the baby picks up his first rattle. Children's toys are made in bright colors and have standard shapes so that the child can remember basic sensory standards. And if before the onset of preschool age children simply manipulate objects, then by preschool age they begin to carry out a real examination of objects, carefully study the shapes, distinguishing sizes, colors, geometric shapes, and their content.

Teaching preschoolers to examine objects is necessary to identify the properties of a particular object, so that in the future the child will have personal experience. Each subject is completely individual, but the examination rules and methodology are generally similar:

• study of the general, holistic view of the subject;
• dividing an object into separate main parts and identifying the main features (shape, color, material, etc.);
• studying the location of parts in space (are they located on the right or left, above or below, etc.);
• study of the smallest details and their location in space.

After these manipulations, the child once again examines the general appearance of the object, summarizing the information received and consolidating it with tactile sensations.

Special attention should be paid to exploring nature. Nature provides enormous material for studying the structure of the world and the properties of certain objects. In winter, snow is of particular interest to children. For example, if younger preschoolers need to touch it in order to draw a conclusion about the properties of snow, then older preschoolers can determine whether the snow is sticky or loose only by its external characteristics.

Autumn is rich in colors, watching the leaves fall from the trees, the child learns the change of seasons. Looking at different fallen leaves: from ash, oak, birch, poplar, he begins to remember the types of trees. In summer there are even more bright colors, as well as smells: smell the flowers with your child, study the colors. An excellent way for a baby’s sensory development would be a trip to the sea, lake or river, where you can go into the water and walk barefoot on the sand. The child will be able to analyze these tactile sensations and remember the properties of the phenomena. Spring is the period of the birth of a new life; pay your child’s attention to how the birds sing when returning from warm countries, or how the snow melts and turns into water again.

Didactic games

Didactic games will help in the rational use of toys. These are educational activities conducted in the form of games, allowing you to develop the child’s logical skills, develop motor skills, and analytical abilities.

Thanks to such games, children gradually, in the form of games, learn sensory standards, develop fine motor skills, logical skills and analytical abilities. There are a lot of didactic games, but they can be divided by impact zones:

• for the development of a child’s speech (games with descriptions of drawings or objects);
• for hearing development (“guess by voice”);
• for the development of taste (“guess by taste”);
• for the development of fine motor skills (puzzles, construction sets, etc.).

The role of didactic games in the sensory education of a child is colossal. Fascinated by the game, he gladly fulfills all requests and conditions of the game, learning occurs easily and in a fun way. Thanks to these games, children begin to structure their speech competently, it becomes more figurative. This technique helps to build their understanding of the nature of different objects, and games for developing motor skills are an excellent way to develop logical skills and increase the mobility of fingers.

You can come up with a didactic game for your child yourself.

Just pay attention to this:
1. what aspects of sensory education need additional development;
2. what games are most attractive to the baby.

Creative activity

Developing sensory education through creativity is an excellent technique for examining objects and instilling in a child a sense of beauty from a very early age. In addition, fantasy and imagination develop; the child, looking at the source materials, begins to imagine the final version.

In order for the creative process to be productive, you need to constantly talk with the child and ask him to talk about what he is doing. If you are drawing a house, ask your child what kind of house it is and who lives in it. Discuss the drawing itself in detail: what parts it consists of, what color it is, how they are located in relation to each other.

The development of fine motor skills has a beneficial effect on the overall development of the child and the improvement of his speech. Invite your child to make several figures or a whole panel from plasticine. The child, carried away by the game, independently thinks through the details and composes a whole story, endowing the characters with one quality or another.

In preschool age, children react very sensitively to the words of adults, because they see them as mentors and follow the example demonstrated in everything. Words are very important in the development of sensory skills, they produce a consolidating effect - the child receives new knowledge, but only with the help of an adult can he systematize it and label it with one word or another, give it a name.

Methods of sensory education for children with intellectual disabilities

Children with diagnosed developmental disabilities show a lack of interest in the world around them and a low level of development of tactile skills. They move poorly and chaotically, their coordination is impaired. Corrective and developmental work on sensory education is carried out with such children, aimed at developing the perception of different properties and shapes of objects.

To achieve results, it is necessary that the classes be systematic and comprehensive. During classes, it is necessary to work on all types of the child’s life activity: routine, games, activities, walks. This will make it easier for children to adapt and perceive the world around them. It is important that when contacting objects, examining and studying them, the child experiences emotions. With systematic work, children develop sensory stimuli, they begin to recognize and respond positively to the objects they have studied. All actions must be accompanied by loud, accessible and intelligible speech, and all manifestations of independence in the baby must be encouraged.

Conclusion

For normal, age-appropriate mental development, the baby needs to fully study the properties and nature of the objects around him, be able to describe them and identify the differences. It is necessary to start working with a child from early childhood, but it is preschool age that allows you to consolidate and systematize the child’s existing skills, develop them and improve them.

At the first stages of sensory education, children become familiar with sensory standards and study them. Then, when, through examination, they receive much more information about the structure of the world, they begin to use their existing knowledge to identify new qualities of objects and phenomena.

We can rightfully call sensory education, laid down in preschool age, the foundation of a child’s mental development, his intelligence and learning abilities. Knowledge of the world occurs in the process of play, the child perceives the learning process with curiosity, he is involved in the process.

To summarize, the following methods can be called the main methods of sensory development:

• examination of objects;
• didactic games;
• creative activities.

Non-standard ways of sensory education include, for example, going to the zoo. In combination with the correct actions of parents or the leader of the excursion, the content of such a trip will not only bring extraordinary impressions, but will also be able to immediately systematize the information received. Learns that some animals live on land, others live under water. It is very important not just to tell, but to conduct a dialogue with the child, ask him questions that force him to activate his brain activity. Such a trip to the zoo will help develop a child’s love for animals and interest in wildlife and fauna.

To help parents, bookstores and children's stores sell sets for educational games, educational games, and books. For example, one of these books has a new cover on each page - one page is covered with wool, another has fishing line whiskers resembling animal whiskers, etc. You can make such benefits yourself.

Literature

Psychologists have written and compiled a huge number of manuals on sensory education for children of different ages. One of the most interesting practical guides is the book by E. Davydova "The fairytale world of the sensory room". In it, as the main tool for sensory development, she suggests using a specially equipped room, which simultaneously contains a huge number of sounds and images: the murmur of a stream, music, birdsong, snow, rain, various lighting, etc. Having a child in the room activates several organs of sensory development at once.

In another manual, compiled by practicing teacher N. Kirpichnikova, you can find a lot of useful advice on planning sensory education. Activities are distributed depending on the age of the preschooler; the book presents many practical ideas that can be used in working with your child.

A wide variety of basic didactic games for child development can be found in the classic manual for kindergarten teachers “Didactic games and exercises for sensory education of preschoolers”.

In the first years of a child’s life, parents need to make every effort to ensure that the baby can train the abilities of his senses. To do this, it is very important to provide him with the full range of first impressions, thanks to which his psychophysical development will occur much faster and more efficiently. In other words, it is necessary to actively use methods aimed at the sensory development of the child, which we will talk about today.

Experts say that a child is born with natural abilities to understand the world through the perception of objects and phenomena. However, for a complete development of natural abilities the growing baby no longer has enough. Therefore, in the first years of a child’s life, parents need to make every effort to ensure that the baby can train the abilities of his senses, as well as improve them in the future.

To do this, it is very important to provide him with the full range of first impressions, thanks to which his psychophysical development will occur much faster and more efficiently. In other words, it is necessary to actively use methods aimed at the sensory development of the child, which we will talk about today.

What is sensory development and education?

Sensory development(sensory) is the process of forming certain ideas about the properties of objects: their size, shape, color, position in space, tastes, smells, etc. When a baby first encounters the diversity of shapes, colors and events around him (and this happens almost in the very first days of his life), it is important not to miss this time, to help him get used to this world and push him to self-improvement.

It is these goals that are fundamental in the sensory education of a child - a systematic, consistent introduction to the so-called sensory culture. Of course, even without the help of parents, the child, one way or another, knows the world as it is, but this knowledge, without proper sensory development, may turn out to be false or incomplete.

According to experts, sensory development, on the one hand, is the foundation for the overall mental development of the baby, and on the other hand, has a completely independent meaning as a way of developing sensations, perceptions and ideas in children. And it is precisely the early age that is most favorable for the accumulation and systematization of ideas about the world around us and the improvement of the activity of the child’s sense organs.

Types of sensory sensations

Sensory sensations classified into:

• visual (visual);
• tactile;
• olfactory;
• auditory;
• taste.

It is in accordance with them that the child develops concepts about:

• size;
• form;
• color;
• sounds;
• taste;
• smell.

Main tasks of sensory

The main tasks of the sensory child development are:

• formation of correct sensory standards;
• formation of correct perceptual reactions (sensory perceptions);
• acquiring the skills to independently use a system of standards and correctly respond to perceptual processes.

It is important to understand that the sensory education of a child must take into account his age characteristics. With normal development, children under six months, as a rule, observe the movement of objects, make grasping movements, and show interest in bright toys and loud sounds. Over time, the baby begins to become interested in smells and tastes.

From one to three years, a child acquires basic knowledge about the signs of things around him. It is at this age that he develops concepts of shapes, colors, sizes, tastes and smells. In the fourth year of life, the main ideas about the characteristics of objects are mastered, as well as the consolidation sensory standards. This is the beginning of an analytical perception of objects and events surrounding the child.

Reference system for young children

Sensory standards for children at an early stage of development are considered to be:

• nine primary colors of the spectrum;
• five geometric shapes (square, triangle, rectangle, circle, oval);
• three sizes (sizes) of an object: large, medium, small;
• musical notes, sounds of the native language;
• four tastes (sweet, bitter, salty, sour);
• two temperature definitions (warm, cold);
• five types of smell (sweet, bitter, fresh, light, heavy).

Depending on the age of the baby, requirements sensory education require the following knowledge and skills.

For ages 1.5-2 years:

• understanding and ability to name 3-4 colors, as well as correctly select them according to the sample;
• orientation in the sizes (magnitudes) of objects, the ability to disassemble and assemble a three-dimensional matryoshka doll;
• the ability to correctly assemble a colored pyramid of 4-6 rings of different sizes;
• the ability to correctly correlate the configuration of three-dimensional figures with flat ones;
• have basic drawing skills (draw horizontal, vertical, short and long lines, and also clearly explain what he drew).

For ages 2-4 years:

• understanding and ability to name 6 colors, as well as correctly select them according to the pattern;
• orientation in 3-5 contrasting values ​​(sizes);
• the ability to assemble a colored pyramid of 6-8 rings of different sizes;
• the ability to correctly form a whole object from 4 parts (cut pattern, folding cubes);
• the ability to clearly distinguish between three-dimensional objects in shape (cube, ball, pyramid, etc.) and flat objects in outline (square, triangle, rhombus, circle);
• the ability to draw short and long lines of different locations within a sheet of paper.

When and in what form is it necessary to accustom a child to sensory culture?

It has been scientifically proven that early sensory education has a positive effect on the level of intelligence and the quality of mental development of the child as a whole. Therefore, accustom your baby to sensory culture you need to start as early as possible (the ideal option is from the age of one, when the baby is most inquisitive and tries to look at, touch, and feel everything).

But it is naturally impossible to force a child to develop and improve himself at this age. All classes must be conducted in the only form accessible to his understanding - the form of a game. However, the game should not tire the baby, otherwise he will quickly lose interest in it. 10-15, and in some cases even 5-7 minutes are enough for the child to take away something useful for himself from the lesson.

Examples of simple play exercises for children's sensory development

For children from 1 to 2 years:

• Having laid out multi-colored cubes, balls and pyramid elements in front of the baby, we ask him to select and sort the objects by color or shape;
• Having disassembled the pyramid and shown how it is assembled, we ask the baby to repeat your actions;
• touch the child’s hand with objects with different textures (mitten, feather, washcloth, toy, etc.), describing the properties of the object and the sensations from its touch. Then ask the child to close his eyes, repeat the touches, and invite the child to guess the object based on the sensations from its touch;
• Show your child your smile by commenting on it with the word “kind.” Make an angry face by calling her "evil." Ask your baby to repeat your facial expressions;
• If the child knows what vegetables and fruits look like, collect a set of them and put them in an opaque bag. Give it to your baby, let him try, without looking or taking it out, by touch to identify and name the vegetable or fruit he is touching, and also to describe its shape, color and taste. The same can be done with other objects familiar to the baby.

For children from 2 to 4 years:

• Start teaching your child the letters of the alphabet. When prescribing or showing him the letters, ask him to name them. The same game can be played with numbers;
• pour various fillings (buckwheat, peas, beans, sugar) in pairs into opaque bags, bags or balloons, and ask your child to sort the items by touch, finding a corresponding pair with the same content for each bag;
• Tell and show your child how puzzles are put together. Ask him to assemble a simple picture on his own;
• interest the baby in associations. Ask him to name a few words associated with the word you named. For example: winter (cold, snow, frost), night (sleep, dark, late), lemon (yellow, sour, oval, etc.).

Child sensory development with the right approach, it not only shapes his consciousness and ability to assess current events. By working with your child and introducing him to sensory culture, you open up unlimited opportunities for him to demonstrate potential talents, as well as self-realization at the stage of adulthood. In addition, early sensory skills are the basis for strengthening the child’s social behavior skills, the roots of which are in communication with parents.

Currently, the sensory culture of children is at a low level, so it needs to be developed and supported in every possible way. The most optimal period for this is early age. Sensory education must begin from the first month of life. Everyone knows that children absorb information provided to them much faster than, for example, older children. Therefore, experts recommend starting to work with children as early as possible, so that in the future it will be easier for them to adapt to society. Today, in our article, we will look at what sensory education is, why it is necessary, and also find out how to use it correctly.

Why do you need to work with young children?

Sensory education is the key to a child. He will need this foundation in the future for successful adaptation to secondary school. If a child does not perceive objects sufficiently, he may have difficulties with writing and performing various products in labor lessons.

The main tasks of children's sensory development are:

• creating good conditions for the overall development of the child;
• promoting the development of the sensory and psychomotor environment in children through knowledge of the world, colors and shades, as well as the sizes of various objects;
• selection of effective games, exercises, and general development activities;
• involving fathers and mothers in the development process;
• use of illustrated textbooks;
• creation of a sensorimotor corner in a preschool educational group;
• compiling a card index of games for general education.

Preparatory activities

The development of the baby is directly dependent on how the playroom in which the child lives is arranged. The task of mom and dad is to provide a convenient, comfortable and safe place in the house where the little person will feel calm and protected. The baby should have his own corner in the room, fully equipped for outdoor games and good rest. With the help of parents, preschool institutions carry out the following activities:

• replenishing the group with play and sensory materials;
• purchasing additional kits for conducting experiments in water and sand, containers of various shapes, and tools for transfusions of liquids;
• purchasing insert boards with shapes, sets of three-dimensional bodies, educational games;
• updating the music corner with toys that make different sounds;
• purchasing a safe plastic construction set;
• production of board and educational games.

Where does sensory development begin?

While introducing children to a variety of subjects, classes were used both in a group and individually, and games were held to explore surrounding objects, which give impetus to studying the world around them. To develop sensory motor skills, it is necessary to introduce children to such properties of objects and phenomena as:

• color spectrum;
• configuration;
• size;
• quantity;
• location in the environment.

It is necessary to carry out work aimed at teaching children the perception of objects in general, their assimilation of sensory standards, such as a system of geometric shapes, a scale of magnitude, a color spectrum, spatial and temporal orientations, and the phonetic system of language, which is a rather complex and lengthy process. In order to get acquainted with any object, the child needs to touch it with his hand, squeeze it, stroke it, roll it.

Introducing children to objects

At the time of introducing children to quantities and consolidating knowledge about them, the following methods and techniques are used:

• comparison of several objects during the game by applying them to each other;
• the use of specially designed toys in the form of pyramids, nesting dolls, inserts, and so on.

During such games, which are aimed at developing tactile function, babies learn to grab, pinch and feel. The use of massage balls gives quite good results.

Exercises to develop tactile functions

The fingers protrude, and the most important efforts are devoted to improving the sensitivity of their receptors. To do this, a wide variety of types of activities are used that help improve tactile and motor functions. These types of activities are:

• modeling;
• applique;
• applique modeling;
• formation from pieces of paper and construction kit;
• drawing;
• sorting small items;
• formation of figures from objects of various kinds.

Once a week, you can conduct classes aimed at mastering exercises to develop tactile sensitivity and complex coordinated hand movements. Improved sensory perception is now the basis for improving all areas of modern human activity.

Tasks for improving a child’s sensory motor skills

In order to achieve maximum results, specialists have done a lot of work. To improve sensory perception, the following tasks were set:

• selection of materials for development;
• diagnosing the degree of sensory development in children.

Sensory education is the ability to practically navigate various parameters, such as configuration and size, absorb the shade of an object, and form a complete object. All this is mastered gradually. A big obstacle to achieving your goal is early age. Sensory education needs to be planned and coordinated with the main training so that this type of work does not turn into an additional activity. That is, a successful combination of activities to understand the size, shape and color of a particular object is possible only if a certain physical level of development of the child is present.

In the development of sensory skills, hand mobility plays an important role during the actions of placing objects. Teachers should pay attention to how the child plays with mosaics, paints, and sculpts from plasticine. The comparison of sensory and motor skills is considered the most important condition for the mental development of a child. A thorough analysis of the training completed requires special attention.

Sensory education is carrying out games and exercises taking into account the specific characteristics of each baby. Classes should begin with tasks that involve joint actions of parents and child. In the future, the adult may change his location: be close to the baby, sit opposite him. Any movement of the child must be commented on and voiced.

Sensory education is an important stage in the life of a little person, which affects:

• normal functioning of vision, touch, hearing, smell;
• elimination of muscle tone and mental emotional stress, which is achieved in a relaxed state and comfortable state of health;
• encouragement to autonomous and experimental activities.

Sensory skills for the little ones

Sensory education of young children is a technique designed to arouse interest in a toy or some educational aid that is made of wooden material. These can be nesting dolls of large and small sizes, pyramids, insert cubes, boards with holes of various sizes or shapes, with a set of tabs, tables with mosaics, and so on. Specifically, toys made of wood are very important for the development of a child’s sensory senses, because they have a good texture and are stable during manipulation and performing the simplest movements with them.

How to properly implement sensory education? The development of young children depends on their environment. Everything that is around the baby affects:

• normal functioning of vision, touch, hearing;
• functionality of motor functions and stimulation of mobility activity;
• elimination of muscle tone and mental emotional stress, which is achieved when children are in a relaxed state and feel comfortable;
• formation of a positive psycho-emotional background and increasing the child’s ability to work;
• activation of processes such as thinking, attention, perception and memory;
• increasing the incentive for children to engage in autonomous and experimental activities.

Proper development of infants

Why is sensory education so important? From the very first months of life, children of preschool age perceive the environment through their sense of smell and touch. For this reason, from birth until the fourth month, emphasis must be placed specifically on these sensory systems.

The formation of the infant's visual system begins at an early age. Sensory education by six months includes exercises that train the child’s motor activity. For this purpose, there are the simplest, but quite important methods:

• Touch - constant physical contact with the mother, sleeping together with her, laying the baby on various surfaces that do not cause allergies, finger exercises, which can be started as early as three months, carrying the baby in your arms, bathing mother and child together.
• Smell - the child must perceive the smell of his mother’s body, for this reason the woman does not need to use perfume during close physical contact with the child. At the end of six months, it is necessary to allow babies to smell mild and pleasant odors.
• Vision - do not bring your own face too close to the baby so that he does not develop strabismus. It is necessary to show white, black and plain objects from the age of two months, demonstrate multi-colored and bright toys, help to study one’s own reflection in the mirror, observe the landscape outside the window, talk, listen to pleasant music and much more.
• Taste - after introducing the first complementary foods, it is necessary to diversify the menu.

At this stage, there is no sensory development of children through play activities yet. It's more like demonstrating, learning and observing. The perception of the world through games begins as early as one year of life.

Development from one to three years

Sensory education of preschool children is a targeted improvement of all channels of perception. Moreover, everything happens at a very fast and intense pace. The main activity at this stage of development is considered to be subject-related. It is aimed at attracting various colorful objects. At this age, sensory education is a very important point. The development of children through play is considered just an additional action, although it cannot be done without it. A distinctive feature of this period is that the child’s sensory system develops quickly. It is necessary to give children the following items: a pyramid, a sorter, an insert frame, and magic bags for memorizing text.

During this time the child must:

• learn to remove and put on rings of different sizes on the rod;
• take objects of various sizes out of pockets and put them back;
• be able to identify shaggy, soft, smooth and rough surfaces;
• know geometric shapes such as square, circle, cube and ball;
• by the age of three, distinguish the taste of main products and give preference to certain ones;
• dance to the music.

Orientation towards objects at this stage of life is considered the main one, because it has a great influence on improving the personality and mental state of the child.

Children from 4 to 6 years old

The most important role is given to children of preschool age, because during this period assistance is needed in preparing for the newest stage of life - study. Now the games that are considered the most entertaining and very effective are coming to the fore. At the same time, the child not only masters the simplest toys, but takes part in role-playing games. It should be noted that children are very interested in such activities. Didactic games for sensory education are aimed directly at ensuring that children can easily adapt to the proposed conditions.

The importance of a child’s sensory development in preschool age

So, we continue to look at sensory education by age. Preschoolers should be able to form an idea of ​​the external properties of an object, distinguish its shape, color, size, position in space, smell, taste and much more. The meaning of sensory development during this period is difficult to underestimate. Such skills form the foundation of a child’s overall mental development. From the moment of perception of objects and phenomena around, cognition begins. All its other forms, such as memory, thinking and imagination, are formed on the basis of perception. For this reason, normal development of intelligence is impossible without full perception.

In kindergartens, children are taught drawing, modeling, design, are introduced to natural phenomena, and are given games for sensory education. Future schoolchildren begin to learn the basics of mathematics and grammar. Obtaining knowledge and skills in these areas will require close attention to the most diverse properties of objects. Sensory education is a long and difficult process. It is not limited to a certain age and has its own history. Sensory education of children from an early age is a technique that helps to correctly perceive certain objects in space.

Let's summarize

• In the first year of life, the child is enriched with impressions, namely watching moving beautiful toys that are selected specifically for such an early age. Sensory education means that the baby, grasping objects of various configurations and sizes, learns to perceive them correctly.
• At 2-3 years old, children are already trying to independently identify the color, shape and size of objects, and are accumulating ideas about the main types of shades and configurations. Also at this age, didactic games for children on sensory education are held.
• From 4 to 6 years old, children develop specific sensory standards. They already have a certain understanding of colors, geometric shapes and the relationship between objects in size.

Work with your children, and they will definitely delight you with their successes in the future!

Irina Kolchurina
Sensory development of preschoolers

Sensory development preschooler ov.

Period preschool childhood is a period of intense sensory development child - improving his orientation in the external properties and relationships of objects and phenomena, in space and time.

Perceiving objects and acting with them, the child begins to more and more accurately assess their color, shape, size, weight, temperature, surface properties, etc. Meaning sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. Outstanding foreign scientists in the field preschool pedagogy(F. Froebel, M. Montessori, O. Decroli, as well as well-known representatives of the domestic preschool pedagogy and psychology (E. I. Tikheyeva, A. V. Zaporzhets, A. P. Usova, N. P. Sakkulina, etc.) rightly believed that sensory education aimed at ensuring full sensory development, is one of the main aspects preschool education.

Sensory development of a preschooler includes two interrelated aspects - the assimilation of ideas about the various properties and relationships of objects and phenomena and the mastery of new actions of perception, which allow a more complete and dissected perception of the world around us.

Diverse sensory experience preschoolers obtained in the process of teaching elementary mathematics. They are faced with various properties of objects, their spatial arrangement.

Assimilation sensory standards for preschoolers carried out in new types of activities and special training: in the process of drawing, appliqué, sculpting, designing, i.e. productive activity. Sensory standards are ideas developed by humanity about the main types of properties and relationships. The child learns generalized

abstract standards of shape, color, size, etc., enshrined in a word. The word-name fixes sensory standard, consolidates it in memory, makes its application more conscious and accurate. By the end preschool childhood, the child knows and uses the names of color standards, geometric shapes, and sizes (big, small, smallest). Moreover, at first children learn only some standards: circle and square, red, yellow, green and blue colors. Much later, ideas about triangle and oval, orange, blue and violet colors are formed. When some standards have been mastered, the child, when perceiving new objects, seems to interrupt them to the standards known to him. For example, preschooler, who has ideas about a square, but does not know a trapezoid and a rectangle, perceives these figures as squares if their differences from the square are not too great. Having learned red and yellow colors as standards, he perceives orange as yellow or red.

The child not only gets acquainted with individual standards of shape and color. He learns that the same shape can vary in the size of the angles and the length of the sides; colors vary in shades; he gets acquainted with color combinations.

Development of sensory children's mathematical abilities

First junior group (2-3 years).

By manipulating objects, children of the second year of life get acquainted with a variety of properties: size, shape, color. In most cases, the child initially completes the task by accident, and autodidactism is triggered. A ball can only be pushed into a round hole, a cube into a square hole, etc. The child is interested in the moment the object disappears, and he repeats these actions many times.

At the second stage, through trial and error, children place inserts of different sizes or different shapes in the corresponding nests. Here, too, autodidacticism plays a significant role. The child manipulates objects for a long time, trying to squeeze a large round insert into a small hole, etc. Gradually, from repeated chaotic actions, he moves on to preliminary trying on the inserts. The baby compares the size or shape of the insert with different nests and looks for an identical one. Preliminary fitting indicates a new stage in child's sensory development.

Eventually children begin to match objects visually: They repeatedly look from one object to another, carefully selecting inserts of the required size and shape.

The pinnacle of achievement for children in the second year of life is completing tasks and matching dissimilar objects by color. There is no longer that autodidacticism that took place when correlating objects by size or shape. Only repeated purely visual comparison allows the child to complete the task correctly. The movement of children's hands also becomes more complex. If previously the child simply laid out objects

or placed rather large earbuds in the corresponding sockets, then now, so that "plant" fungus into a small hole, subtle movements of the hand are required under the control of vision and touch.

Tasks for grouping objects by size, shape, and color become available to children when they can remember the conditions for performing the action. Children remember that they must not only reverse two types of objects and place them in different places, but also take into account their shape, size and color.

Initially, children are offered additional landmarks: lay out small circles on a narrow path, large circles on a large path, etc. Kids quickly get used to tasks with two conditions and later move on to grouping objects without additional guidelines.

For children of the third year of life, tasks are provided, during the implementation of which the ability to group homogeneous objects by size, shape, and color is consolidated. Often both grouping and matching are included in one game-activity.

Assignments for sensory education are included not only in the subject, but also in elementary productive activities - drawing, laying out mosaics. Taking into account the increased capabilities of children, they are asked to choose two types of objects out of four possible ones.

Children place tabs of different sizes and shapes in two ways. In the first case, objects of one type are first selected, then the remaining inserts are laid out in nests. This method is not only simpler, but also more time-efficient. In the second case, children take the inserts in a row and find the corresponding nest for each. It is advisable that every child learn both methods. Children who do not speak the second method will subsequently

find it difficult to alternate objects according to one or another attribute.

When laying out a mosaic, the child not only takes into account a variety of sensory properties of objects, but also performs rather subtle movements of the fingers.

For outdoor play, it is important to provide children with a variety of material: molds, scoops, buckets, different in shape and size, dolls and cars of two contrasting sizes, natural material. While playing with sand and water, reinforce children’s ideas about shape and size.

When dressing and undressing, in everyday situations, in games with educational toys, use adjectives denoting color, size, shape.

The classes include appliqué, modeling, and design. Introduce children to geometric forms: ball, cone, cylinder; circle, square, triangle. It is also important to include didactic books for younger children on topics "Form", "Color", "Size". Strengthen your understanding of these words.

Second junior group (34 years).

The games and exercises offered for children of the second younger group are designed mainly for initial familiarization with the six colors of the spectrum, five geometric shapes, and the relationships of three to five homogeneous objects in size. It is important that preschoolers received clear ideas about these properties, learned to recognize them in different situations and options (which suggests a generalization of color, shape, relationship of magnitudes).

Particular attention at this age is paid to the assimilation and correct use of the names of properties and objects (colors, shapes, sizes). Some of the tasks are aimed at teaching children to apply the acquired concepts when examining and designating the properties of real things.

After becoming familiar with the six colors of the spectrum preschoolers begin to get acquainted with light shades of flowers. The teacher makes sure that children’s ideas about the colors of the spectrum are clarified and generalized (any color may have different shades).

Familiarizing children of the second younger group with magnitude involves, in addition to mastering the relationships of quantities, development eye - the ability to select objects of the same size by eye.

Thus, all proposed tasks can be divided into the following types:

1) tasks aimed at developing ideas about six colors, five shapes, relationships between three and five quantities and mastering the corresponding names;

2) the task of using learned concepts to examine and designate the properties of real objects;

3) tasks to form ideas about light shades (two shades of each color);

4) tasks for development of the eye.

It is advisable that when choosing games and exercises, the teacher

used the specified types of tasks.

At this age, it is recommended to conduct holiday activities on sensory development: September 5 - Luppa - lingonberry; September 13 - Kupriyan; September 23 - Peter and Pavel - mountain ash; October 1 - Arina-rosehip. ; from October 2 - Zosima - protector of bees to October 10 - Savvaty - beekeeper - bee destiny.

Continue working with sand and water on walks and in groups. Introducing children to the names of the simplest forms.

In sculpting classes, such as for bears, sculpt bowls and cups of different sizes. When designing, build high and low towers on the table from cubes, and for classes, applique gluing from

pre-cut squares of different colors for the high and low towers

(Houses). The top of the tower can be made of a triangle. Consolidate understanding of the corresponding names of geometric shapes. After completing the main part of the work, the child can stick or draw a character next to each house for which this house is suitable in size. He can also draw curtains and flowers on windows, doors and stairs, etc.

In ecology classes, you can do it individually or as a group work. Three green spots of irregular shape (lawns) or in three vases the child must collect flowers that have different colors and sizes, but the same shape (for example, cornflower, chamomile, tulip).

Middle group (45 years).

In the middle group, games and exercises that help children learn about the various properties of objects become more complex in several ways. Preschoolers continue to get acquainted with the colors of the spectrum and their shades of lightness, use the acquired knowledge to determine the color of objects. In the fifth year of life, children learn the names of colors indicating lightness, become familiar with the location of color tones in the spectrum and their relationships, learn about the possibility of obtaining some colors by mixing others, and identify the color blue.

Familiarization with the form involves the introduction of two new figures in addition to the five already known figures and, what is especially important, the children’s assimilation of ideas about the varieties of triangles and ovals. One of the most effective types of tasks are tasks for children to independently make figures. New are also tasks on the relationship between visual and tactile examination of forms.

In the fifth year of life, children are taught to analyze complex (composite) forms, arrange them into elements corresponding to geometric patterns. 9

In the middle group, introducing preschoolers with the size, it is recommended to offer them more complex ones than in the previous age group, tasks: highlight the height, width of objects and other size parameters.

After children have mastered the program material, they perform complex tasks where they need to simultaneously focus on two features of an object - shape and color.

Senior group (5-6 years).

Children continue to learn shades of color based on lightness, and subtle gradations of such shades are introduced (up to four or five).

Children of the sixth year of life must master ways of examining the complex shape of objects, learn to give a consistent verbal description of it and recognize it by verbal description.

In this period preschoolers perform actions, requiring the ability to distinguish by eye quite complex varieties of the same geometric shape.

Tasks for analyzing a complex shape and breaking it down into its component elements become more complicated due to the transition from the analysis of images consisting of elements of different shapes to the analysis of images including elements of the same shape and size.

In the older group, children's knowledge about the size of objects expands. Pupils complete tasks to construct rows of ten elements, arranged in descending order (or buildup) one of the magnitude parameters, establishing correspondence between two or three rows.

When working with older children, significant attention should be paid to creative tasks that awaken the children’s imagination and imagination. These are tasks for obtaining new shades of color, for inventing and folding figures from mosaic elements according to one’s own design. 10