Consultation for parents in kindergarten. Didactic games to develop the perception of shape and size

Didactic games for the development of tactile sensations. methodological development on the topic

Didactic games to develop tactile sensations:

,, Wonderful bag,,

,, Determine by touch ,, (find objects that differ in one way)

,, Handkerchief for a doll, (identifying objects by the texture of the material, in this case, determining the type of fabric)

,,Find out the figure, (it is suggested to take the proposed figure out of the bag by touch)

,, Find a pair,, (the child is asked to find pairs of identical objects by touch)

Didactic games and exercises to reinforce the concept of form.

,, Find an object of the specified shape, (the child is asked to find pictures depicting objects similar in shape to the given shape)

,,What figures does ... consist of?,, (you need to determine from the drawing what geometric figures the object consists of and how many of them)

,,Find an object of the same shape,, (learn to identify shapes in specific objects in the environment)

,,Which figure is extra?,,(definition of an extra figure in a row of four geometric shapes, propose to explain the principle of exclusion)

Didactic games and exercises to reinforce the concept of quantity.

,,Compare objects by height,,

,,The longest, the shortest,,(offer to arrange the multi-colored ribbons by length, from the shortest to the longest, as an option you can offer to compare the ribbons according to several criteria)

,,Multi-colored circles,,(offer to put the circles (or other geometric figure) starting from the largest, so that the color of the previous circle is visible)

,,Which box?,,(distribute five types of toys of different sizes into five different boxes depending on the size)

,,Further is closer,,(offer to determine the position of the game and objects from the drawing: which ones are drawn closer, and which ones are further away)

Didactic games and exercises for fixing colors.

,,Which color is missing?,,

,,What color is the item?,,(offer to choose the required color for the item)

,,Assemble a garland,,(offer from memory to assemble a garland from multi-colored circles in accordance with the sample)

,,What colors are used?,,(showing an image of objects of the same color and its shades, teach to name and distinguish two shades of the same color, practice using words denoting color shades)

,,Let’s clarify the color,,(learn to distinguish and name similar colors)

DIY didactic games on sensory education for young children

Do-it-yourself didactic games on sensory education for children of the first junior group.

To develop children's imagination and the formation of visual-motor coordination based on actions with objects, a didactic manual “Flower Glade” was produced. It attracts attention with its brightness and interesting content.

Description of the manual: The manual consists of a board with glued flowers made of self-adhesive film; in the center of the flower there is a hole cut into which the necks of bottles of different sizes are glued. There are plugs screwed onto the necks.

Examples of didactic games and tasks using the “Flower Glade” manual.

Goal: consolidation of knowledge of size; colors; development of hand motor skills.

“Match the center of the flower”

“Wrap the largest center of the flower. The smallest one"

“Wrap the red center of the flower. White"

Game "Balloons"

Goal: Learn to distinguish and name colors, develop motor skills of fingers through actions with objects.

Game "Butterfly"

Goal: Learn to distinguish primary colors, learn to correlate objects by color.

Game "Snowmen"

Goal: Develop fine motor skills of the hands, consolidate primary colors. Learn to twist and unscrew corks.

Game "Let's play with clothespins"

Target; Teach children to select the right clothespins of the same color, develop fine motor skills and tactile sensations.

Didactic manual “Sensory book”

DIY didactic games on sensory education for young children

Children aged 3-4 years become more independent, the desire to assert themselves increases: “I am myself!” To do this, you need to use games that increase the child’s interest in knowledge, creating toys that can attract the child with their brightness and content. Thinking about how to interest them and at the same time consolidate the acquired skills and abilities, this book was born. By flipping through the “pages of the book,” children not only develop fine motor skills and color perception, but also consolidate their acquired knowledge.

Didactic game “Harvest”

Goal: to develop motor skills of the fingers through actions with objects, to distinguish and name colors. Fix the button fastening method.

The teacher invites the children to harvest apples, unfasten the leaves, remove the apples (unfasten the Velcro).

Didactic game “Build a house”

Goal: development of sensory perception, visual-effective attention, fine motor skills.

All parts are attached with Velcro.

Complete the task - attach the parts to their proper places.

Didactic game "Caterpillar"

Goal: to develop motor skills of the fingers through actions with objects, sensory perception, logical thinking

Game option: “Continue the row.”

Literature.

Raising a child’s sensory culture from birth to 6 years Venger L.A., Pilyugina E.G., Venger N.B. ,Enlightenment, 1988.

Didactic manual “Finger dry pool”

Dry pool - used for simultaneous active stimulation on various points of the hands, fingers, palms; sensorimotor development, the formation of basic sensory standards: shape, size, material, weight, sound; fostering perseverance and patience in work; relieving emotional stress. It’s very simple to make: fill the Kinder Surprise capsules with various fillings (rice, peas, beans), cover them with thermal film for Easter eggs, put them in a small deep plastic container, and hide the Kinder Surprise toys at the bottom.

Ask your baby to look for various small objects or toys in the dry pool. By plunging as deeply as possible into the filler, the child’s hands are massaged, the fingers become more sensitive, and their movements become coordinated.

This manual can be used in music classes.

Didactic game “Beads from salt dough”

Goals:

​ ∙strengthening and development of fine motor skills, hand-eye coordination;

​ ∙developing the ability to combine colors;

​ ∙development of concentration; development of perseverance, accuracy, children's creativity, a sense of beauty in one's own work and the work of other children;

​ ∙learning how to work from a sample and create your own product.

This benefit can be done by the child himself, with a little help from an adult. Dough modeling really helps develop a child's motor skills. After all, a baby can change the shape of an object from a spherical shape to a square or triangular one. And, taking a piece of dough in his hands, he can feel its weight, heaviness and viscosity.

Description of the preparation of the manual:

Prepare salt dough (mix 1 cup of “Extra” salt, 1 cup of flour, 0.5 cups of cold water, leave for 2-3 hours in the refrigerator), form balls, make holes in them using a cocktail straw, leave until completely dry. The beads are ready!

Didactic manual “Place the eggs in your houses”

Goals:

​ ∙develop the ability to distinguish and correctly name the 4 primary colors;

​ ∙learn to combine a testicle with a cell, perform correlating actions (color guide); act purposefully, sequentially: from left to right, without skipping cells; develop fine motor skills of the fingers.

Description of the tutorial: Paint the cells of the egg container with the main colors and varnish them. We tie the Kinder Surprise capsules in the appropriate color.

The result is a bright and beautiful manual.

Children must arrange the eggs into houses according to their color.

If possible, name the color of the eggs and the color of the houses.

Didactic manual “Place the pencils in cups.”

Goals:

​ ∙develop the ability to distinguish colors;

​ ∙learn to combine a pencil with a glass; act purposefully, sequentially: from left to right; develop fine motor skills of the fingers.

Description of the tutorial: Cut out rectangles and pencil shapes from ceiling tiles. We cover the rectangles to the middle with squares of self-adhesive film of different colors. We paste the pencils with the corresponding colors. Fast, beautiful, economical!

DIY: “Tactile box”

The tactile box is a teaching tool designed for young children.

Made from an ordinary shoe box, beautifully decorated with self-adhesive paper.

The box is filled with pieces of fabric of different textures: wool, fur, silk, guipure, etc. It also contains small objects: pebbles, soft toys, ribbons, zippers, laces, etc.

Children examine all the objects in the box with great interest with their hands.

The teaching aid “Tactile Box” helps children, using touch, to explore the world around them from a completely unusual point of view.

To ensure that kids don’t lose interest in the box -

From time to time you have to update the contents of the box and come up with different fillers.

The tactile box can be filled with objects that have completely opposite properties, for example: sandpaper, an iron key, pieces of foam rubber, a porcelain figurine, etc.

This manual can be used in direct educational activities, as well as in children’s independent activities (provided that it contains items that are safe for the life and health of children).

Didactic game “Find the extra traffic jam”

Means: corks of different colors and sizes.

Goal: development of logical thinking.

​ ∙ Consciousness of an emotionally positive mood.

​ ∙ Development of interest and motivation to action.

​ ∙ Acquaintance with sensory standards: acquaintance with different

​ ∙ Properties of the object: size (large, small), shape (circle), color; developing the ability to alternate objects by color and size.

​ ∙Development of motor skills of the hand: formation of the ability to perform actions with objects.

​ ∙Developing the skill of jointly completing a task: developing cultural communication skills;

​ ∙Development of the ability to understand and correctly perform tasks;

​ ∙Formation and activation of the child’s vocabulary: development of the ability to look at a picture, name the objects depicted on it, their qualities and actions;

​ ∙Development of perception: visual, tactile.

​ ∙Development of visual - effective, imaginative thinking, attention, memory, imagination.

Educational game for developing fine motor skills “Feed the piglet” with your own hands

Remedy: a soft toy (pig) and a bottle the size of the soft toy. Get mixed feed - beans, peas, corn flakes, etc.

Game "Colorful Sticks"

Target. Teach children to distinguish primary colors, practice arranging sticks into boxes of the corresponding color, develop visual perception and fine motor skills.

Equipment: Wooden sticks painted in four primary colors, boxes of similar colors, complemented by images of animals.

Dictionary. Blue, red, green, yellow.

Progress of the game.

The teacher places boxes of four colors on the table and shows the multi-colored sticks that the bear scattered. Children participants are asked to put all the sticks into boxes of their own color. The teacher examines the sticks, drawing the children's attention to the fact that the color of the stick and the box are the same. Then the children complete the task.

The child who is the first to select sticks of his color and name it correctly wins.

Gradually the number of sticks increases.

Notes. Take ice cream sticks and paint them in primary colors. Cut the kefir boxes and cover them with multi-colored paper. Paste a picture of a funny animal on the back side.

Games for kids 2-3 years old

GUESS THE TASTE Cut small pieces of vegetables and fruits (apple, pear, plum, orange, cucumber, carrot, radish, turnip, etc.) into a plate. Invite your baby to close his eyes and chew a piece. Ask what kind of taste it was (sweet, sour, bitter, salty) and what the name of what he eats is called.

MELT THE ICE Take 2 ice cubes from the refrigerator, give one to your child, and take the other for yourself. Invite your child to melt the ice and comment on how it happens (cold, solid, liquid).

WHO FLYS? Explain to your child: “I will name different objects, animals, birds. If I name something that flies, raise your hands; if I name something that doesn’t fly, clap your hands. – Rocket?.. – Dove?.. – Table?.. etc.” Give your child time to think. Games are played in a similar way: “What’s going on?” etc.

FIND THE SAME Prepare 5 large and 5 small circles. Mix the circles, show them to the child with the words: “These circles are different.” Show first the large, then small circles one at a time (“These are large circles, and these are small”). Fold large circles in one direction, and small ones in the other. Explain your actions. Place two small circles next to each other, emphasizing that they are the same. When sorting the third pair of circles, ask where the big circle should go and where the small circle should go. The child lays out circles. As options you can use a square and a triangle, a circle and a square, etc.

WHERE IS A CIRCLE AND WHERE IS A SQUARE Prepare 5 circles and 5 squares, mix them, explain that the toys are different.

Start grouping by shape, then ask your child to sort the shapes into two groups.

Options: rectangle and triangle, 2 types of buttons, etc.

SELECT A FIGURE Prepare pictures on which geometric shapes are drawn - square, circle, rectangle, triangle, oval, as well as several of the shapes themselves.

Invite your child to match the figure to its image in the picture. Show your child how to do it, and then ask him to complete the task himself.

BIG AND SMALL Prepare large and small versions of one item: spoons, cups, buttons, toys, etc. Ask your child to choose the bigger one from each pair. You can ask your child to sort objects into two groups - large and small.

Option 1: Ask your child to find and show you large and small pairs of home furnishings. Option 2: offer your child two pencils - a large one and a small one. Ask them to draw a line with a large pencil. The task can be complicated: let the child draw a large path with a large pencil, and a small one with a small one.

HIDE AND HIDE Prepare 5 large and 5 small circles, squares, triangles, rectangles, ovals.

Ask your child to “hide” the small figures behind the large ones (be sure to show that it is easy to cover a small figure with a large one, and then the small figure will not be visible).

WONDERFUL BAG Objects with different properties are placed in a linen bag: a ball of thread, a toy, a button, a ball, a cube, a matchbox. The baby should be able to identify the objects in the bag one by one by touch. It is advisable that he describe their properties out loud. Young children can put objects into the bag themselves to help them remember better. Older children are given already filled bags.

WHO DO YOU WANT TO BE? Bring plenty of old clothes. Talk to your baby and find out who he wants to be - how he wants to dress. Help me choose clothes that match the character, make hats for a doctor, a fireman, a salesman, a builder. Let the child show how the person he portrays behaves, what he says, what he does.

FIND OUT BY WEIGHT Prepare several items, approximately the same in size, but different in weight. You can glue cubes, triangles, rectangles from paper and take similar, but solid figures from lotto, construction kit, etc. Invite your child to pick up a couple of objects that are similar, but different in weight. You can start by dividing all items into two groups - “light” and “heavy”. Discuss these signs with your child.

HIDE THE SHEET Prepare a sheet of paper, one half of which is colored green and the other half yellow. Explain to your child that paper has two colors. Give your baby 6-8 paper cut out leaves (some yellow, others green). Putting a yellow leaf on the yellow half of a sheet of paper, explain that the leaf is “hidden” and is not visible. Then place the yellow leaf on the green half and emphasize that it is now very visible. Ask your child to “hide” the leaves so that they are not visible. If the baby finds it difficult, you can give him more contrasting colors - a red and blue sheet of paper and similarly colored fish, flowers, etc. Gradually complicate the task facing the child by giving him objects of similar color tones (blue and purple, orange and yellow, etc.). You can also “hide” objects of three or four colors. Discuss the progress of the task with your child each time.

FIND YOUR COLOR Give your child 3 figures of different colors (circles, squares, etc.). Invite him to walk around the house and find objects of the same colors. The child can place their mugs on objects of the same color.

BEADS Take 4 large round and 4 large square beads of the same color, a thin cord or a thick thread. Explain to your child that the beads have different shapes and you need to string them one by one - a ball, then a cube. Options: stringing beads of the same shape and color, but different sizes, or the same shape and size, but two colors.

PUZZLE Cut some bright object picture into 3 parts. First, invite your child to assemble it according to the model, and then independently.

SEALING THE HOLES Take any picture or photograph from a magazine, book (the image should be understandable to the child), cut out squares, circles, triangles from it. Paste the picture “with holes” onto a sheet of white paper and invite the child to cover the “white spots” formed in the picture with figures cut out of it.

WHAT IS MISSING? Place on the table 5-6 toys familiar to the baby: a hare, a bear, a rooster, etc. Ask him to look carefully and turn away, and remove one toy yourself. Ask: “What is missing?” The game can be complicated by introducing more objects into it. Option: “What has been added?”

DO IT AS IT WAS Place 5 toys familiar to the baby (car, cube, etc.) on the table. Invite your child to see what is where and turn away, warning him that you will move one toy. Then ask them to tell you what has changed. Gradually the task can be made more difficult.

GUESS WHAT I AM DOING Invite your child to guess what actions you will perform. Show, without words, how you wash your face, brush your teeth, etc., and the child names the actions. Then switch roles.

LET'S DRAW Paste images of objects and animals onto a blank sheet of paper and ask the child to connect them with lines. Another task: attach paper to the table and place a cube on it, and then ask the child to push this cube with a pencil. The pencil will leave a mark on the paper - show it to your child.

WHAT IS THIS? Sometime during a walk, after noisy games, sit down with your baby on a bench and try to play this game. Choose three objects, for example, a blade of grass, a small pebble and a leaf. Let your baby choose one of these objects and move it up and down your hand until you, with your eyes closed, feel what it is. Now it’s the baby’s turn to close his eyes. Choose one and move it along his hand. The kid must guess what you chose. If necessary, help him with a hint. Such games require serious mental effort and promote the development of sensory perception.

MAGIC BAGS - A GAME FOR SENSORY DEVELOPMENT

This very simple game will teach your baby to remember the shape and properties of an object with his fingers, recognize it by touch, think, see with his eyes closed, develop speech, vocabulary, and the tactile abilities of small fingers.

How to make this educational toy? From red material I sewed 2 small identical bags with an elastic band. I sewed shiny butterflies, flowers and circles on them; children generally like everything shiny. In the apartment I found pairs of identical small-sized objects, different in properties - smooth, rough, round, sharp, soft. In total, I found paired items: - a large and a small ring - balls of the same size, but one is smooth, the other is rough - bottle caps of different sizes - a kinder toy - a hair tie - a pacifier - and other little things... I laid out this stuff two bags each.

You can play like this:

Mom puts her hand into the bag and takes out an item. Names its properties and lets the child touch it if necessary. And then he will forgive you for finding the same one in your bag. But with one condition: don’t peek into the bag! We play until all the items are out of the bag. If the child does not guess the item, we return it back to the bag and try again. It is very important to play not only with your right hand, but also with your left hand.

You can play differently - mom puts her hand into the bag, feels for the object, names it, takes it out of the bag and shows it. So we take out all the items and then put them back. And your baby must then repeat everything himself. This is an option for older children.

What other items can be put in a magic bag: - an eraser (round, triangular, square, rectangular) - a pencil - a ball of thread - a AA battery - magnetic letters, magnetic numbers - three-dimensional geometric shapes, flat geometric shapes - a piece of leather (usually such pieces hang on leather bags, upon purchase, along with the price tag) - a piece of fur - a string - refrigerator magnets - perfume bottles - coins - candies - a cube - a pebble - small toys (car, matryoshka, dog) - comb for a doll - toy spoon - buttons (round or square) - natural material (shells, cones, acorns, chestnuts), etc. and so on. – the list can be continued endlessly.

The easiest way to play with babies is with one bag. Place figures of animals known to the child - a cow, a giraffe, a snake. Ask to pull out the snake. Then a giraffe, then a cow. You can ask them to guess what kind of animals are hidden in the bag. Children two or three years old enjoy the very process of animals appearing from a mysterious bag.

For experienced players, we continue the game - we train not only tactile, but also visual memory - we invite our favorite doll or any other toy to play with us, and put in front of it all the objects taken out of the bag. The child tells the horse what objects were taken out, they are remembered, and you can even count everything. Then the child closes his eyes, and meanwhile the doll hides one object in a bag. We must name the missing item. Gradually the number of items must be increased. Now you can change places, the mother closes her eyes, and the baby hides the toy.

In stores you can find ready-made sets with cubes, balls, cylinders, etc. We invite the little ones to arrange the figures in pairs, and for the older ones to take out a specific figure and find objects near them that are similar in shape. Identical figures can be of different sizes - one is larger, the other is smaller. The figures can also be divided into two halves; when you take out one half, you need to find the other half by touch.

Another version of the game is competitive. Suitable for playing with several children. We give each child a bag and put identical sets of objects. The presenter pulls out, say, a cylinder and shows it to all participants. Whoever pulls out the same figurine faster is the winner.

The “magic bag” game can be used to develop speech, in particular, to expand a child’s vocabulary and develop thinking. First, try to feel one of the geometric shapes in the bag, now describe it in words. “I came across a figure that doesn’t have a single corner.” The guys guess what kind of figure this is. They especially like to change. The older the children, the more complex the descriptions can be. It is important that all the guys be in the place of the leader in this game. After all, for some it is easy to describe objects and tell stories, but for others it is difficult. The skill appears during training.

By playing with bags with your child, you will develop his memory, logic, observation, fine motor skills, speech, and vocabulary. This simple game directs the child to active activity, perfectly develops sensory abilities, trains visual memory, teaches counting, and introduces the properties of an object. Besides all of the above, this is simply an interesting and exciting game.

Didactic manual: Let's play...

I suggest everyone for children from 2 to 7 years old to make such a bright, funny and useful construction set on their own in just a few minutes.

And so we need:

• Universal napkins

• Scissors

• Pencil

• Stencil of geometric shapes

You can cut out various figures from multi-colored napkins and make interesting applications, lay out patterns, flowers, houses, trees, etc., to the extent of your imagination and imagination...

This guide will help:

To develop children's thinking, attention, imagination, perception of oral and visual information.

Improve all types of counting.

Learn to generalize and compare objects by size.

Develop fine motor skills of the fingers.

Form ideas about geometric shapes and shapes.

Strengthen the ability to classify objects according to general qualities

(shape, size, color).

Develop children's speech, the ability to draw simple conclusions.

Strengthen and expand spatial understanding.

Game options –

“Collect beautiful beads” - if desired, children choose different geometric shapes and arrange them in a certain sequence, thereby collecting beads.

“Write down the numbers. “- the teacher says a number, and the child must lay out the number from any figures that he chooses.

“Write the letter. "- the child lays out the letter.

“Lay out an object” - the child lays out, for example, a house (the child himself chooses geometric shapes, then the sun, etc. Subsequently, you can lay out a whole “picture” (develops the child’s creativity).

“Find a pair”, “Find the same...” - learn to select geometric shapes different in size, shape, color, compare and find similarities and differences. Develop observation skills.

"What changed? » practice correctly naming geometric shapes and develop visual memory.

“Pick a figure” - consolidate children’s ideas about geometric shapes and practice naming them.

“Three squares” - teach children to correlate three objects by size and indicate their relationships with the words: “big”, small”, “medium”,

biggest", "smallest".

“Geometric Lotto” - teach children to compare the shape of the depicted object with a geometric figure and select objects according to a geometric pattern.

“What kinds of shapes are there?” - introduce children to new shapes: oval, rectangle, triangle, pairing them with already familiar ones: square-triangle, square-rectangle, circle-oval.

“Who has what shape” - teach children to group geometric shapes (ovals, circles) by shape, distracting from color and size.

“Make an object” - practice composing the silhouette of an object from individual parts (geometric shapes)

With educational games, the baby will have fun, and if you turn on good, pleasant music, it will create a light, relaxed atmosphere. By solving simple, educational game tasks, the child will be happy with his results and achievements. And a good mood is the key to successful development!

GOOD LUCK, CREATIVE SUCCESS!

MAGAZINE Preschooler.RF

The process of cognition of the surrounding world, as is known, is based on sensory perception.

I present to your attention –

Games for the development of sensory perception

(Work of analyzers).

The purpose of this block of games: To develop sensory perception, to exercise in the perception and description of the variety of sensations, to highlight individual ones, to determine the analyzer involved in this type of perception, to develop skills in sensory examination of objects of the material world.

"World of Sounds"

Material: tape recording of the noise of the sea, forest, etc. Progress of the game: invite children to listen to the recording. Children listen to the sounds, only then speak about what they heard and felt (the howling of the wind, the rustling of leaves, the singing of birds, the buzzing of bees, etc.). The first level complication is to determine the place where these sounds can be heard. The complication of the second level is to identify in the variety of sounds that are reproduced by objects of living nature. Which ones are inanimate? Are there sounds of “man-made” origin there?

"Know by smell."

Material: objects of the material world with a pronounced smell (perfume, spices, vegetables, fruits, etc.), a scarf or handkerchief made of opaque fabric. Progress of the game: the child is blindfolded and asked to determine by smell what object was given to him. Then describe the nature of your olfactory sensations and put this object on one of the trays according to the criteria “edible” or “inedible”.

"Wonderful bag"

Material: bag made of opaque material, small objects (up to 10 pcs.) Progress of the game: by touch, without looking into the bag. Determine what is hidden there, describe your tactile sensations.

"Guess who called"

Progress of the game: the driving child stands with his back to the group of children. One of the children calls him by name. The driver must guess who called him. A complication is the game “Kolobok”. The rules are the same, but the driver takes on the role of Kolobok, and the one who calls him can change the timbre of his voice. The following dialogue is played out: “Kolobok, Kolobok, I’ll eat you!” “Don’t eat me, Sasha (Petya, etc.), I’ll sing you a song.”

"Magic Sounds"

Material: objects made of various materials (metal, glass, wood, etc.), opaque screen. Progress of the game: the teacher behind the screen taps one of the objects with a wooden stick, and the children must identify the material that makes a similar sound. The complication of the first level is not only to identify the material, but also to name as many objects as possible from this material. The second level complication is to name phenomena or objects of the natural world that produce sounds similar in sound to man-made materials. For example: the clink of glass - the clink of drops...

“What vegetable or fruit did you eat?”

Material: a plate with chopped pieces of fruits and vegetables. Progress of the game: the child closes his eyes. An adult puts a piece of fruit or vegetable in his mouth. The child must determine by taste what he was treated to. The complication of the first level is to determine not only the product, but also the method of its processing (raw, boiled, salted, etc.). The complication of the second level is to name as many other products as possible, the taste of which is similar to the one you were treated to.

“What would happen if they disappeared from the forest...”

The teacher suggests removing insects from the forest: - What would happen to the rest of the inhabitants? What if the birds disappeared? What if the berries disappeared? What if there were no mushrooms? What if the hares left the forest? It turns out that it was no coincidence that the forest gathered its inhabitants together. All forest plants and animals are connected to each other. They won't be able to do without each other.

“Which plant is gone?”

Four or five plants are placed on a table. Children remember them. The teacher invites the children to close their eyes and removes one of the plants. Children open their eyes and remember which plant was still standing. The game is played 4-5 times. You can increase the number of plants on the table each time.

“Where does it ripen?”

Goal: learn to use knowledge about plants, compare the fruits of a tree with its leaves. Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing.

"Guess what's in your hand?"

Children stand in a circle with their hands behind their backs. The teacher places fruit models in the children's hands. Then he shows one of the fruits. Then he shows one of the fruits. Children who have identified the same fruit in themselves run up to the teacher at a signal. You cannot look at what is in your hand; you need to recognize the object by touch.

"Flower shop"

Goal: to consolidate the ability to distinguish colors, name them quickly, and find the right flower among others. Teach children to group plants by color and make beautiful bouquets. Progress of the game: Children come to a store where there is a large selection of flowers. Option 1. On the table is a tray with multi-colored petals of different shapes. Children choose the petals they like, name their color and find a flower that matches the selected petals in both color and shape. Option 2. Children are divided into sellers and buyers. The buyer must describe the flower he has chosen in such a way that the seller can immediately guess what kind of flower he is talking about. Option 3. Children independently make three bouquets of flowers: spring, summer, autumn. You can use poems about flowers.

Fairy tale game “Fruits and vegetables”

Visual material: pictures of vegetables. The teacher says: “One day a tomato decided to gather an army from vegetables.” They came to her with peas, cabbage, cucumbers, carrots, beets, onions, potatoes, and turnips. (The teacher puts pictures of these vegetables on the stand one by one) And the tomato told them: “There were a lot of people willing, so I set the following condition: first of all, only those vegetables will go to my army whose names have the same sounds as mine.” poommiidoorr.” - What do you think, children, what vegetables responded to his call? Children name, highlighting the necessary sounds with their voices: gorrooh, morrkoo, potato, turnip, cucumber, and explain that these words have the sounds p, p, as in the word tomato. The teacher moves pictures depicting the named vegetables on the stand closer to the tomato. Tomato conducts various training sessions with peas, carrots, potatoes, and turnips. Good for them! And the rest of the vegetables were saddened: the sounds that make up their names in no way fit the sounds of the tomato, and they decided to ask the tomato to change the condition. Tomato agreed: “Have it your way!” Come now, those whose names have as many parts as mine.” - What do you think, children, who responded now? Together we find out how many parts there are in the word tomato and in the name of the remaining vegetables. Each answer explains in detail that the words tomato and, for example, cabbage have the same number of syllables. Pictures depicting these plants also move towards the tomato. “But the onions and beets were even more saddened. Why do you think, children? The children explain that the number of parts in the name is not the same as that of a tomato, and the sounds do not match. - How to help them. Guys? What new condition could a tomato offer them so that these vegetables would join his army? The teacher should lead the children to formulate the following conditions themselves: “Let those vegetables come whose names have an emphasis in the first part” or “We accept into the army those whose names contain the same sounds (onions, beets).” To do this, he can invite the children to listen and compare where the stress is in the remaining words - the names of vegetables, and compare their sound composition. “All the vegetables became warriors, and there was no more grief!” – the teacher concludes

Distribution of fruits by color

The teacher invites the children to distribute the fruits by color: put fruits with a red tint on one dish, yellow ones on another, and green ones on the third. The game character (for example, Winnie the Pooh) also participates in this and makes mistakes: for example, he puts a yellow pear with green fruits. The teacher and children kindly and delicately point out the teddy bear’s mistake and name shades of color: light green (cabbage), bright red (tomato), etc.

Distribution of fruits by shape and taste

The teacher invites the children to arrange the fruits differently, according to their shape: round - on one dish, oblong - on another. After clarification, he gives the children the third task: distribute the fruits according to taste - put sweet fruits on one dish, savory ones on another. Winnie the Pooh is happy - he loves everything sweet. When the distribution is over, he puts the dish with sweet fruits next to him: “I really love honey and everything sweet!” “Winnie the Pooh, is it really good to take all the delicious things for yourself? - says the teacher. – Children also love sweet fruits and vegetables. Go wash your hands, and I’ll cut the fruits and vegetables and treat everyone.”

"Tops-Roots"

Children sit in a circle. The teacher names vegetables, the children make movements with their hands: if a vegetable grows on the ground, in a garden bed, the children raise their hands up. If the vegetable grows on the ground, the hands are lowered down.

"Find out and name"

The teacher takes plants from the basket and shows them to the children. Clarifies the rules of the game: here are the medicinal plants. I will show you some plant, and you must tell me everything you know about it. Name the place where it grows (swamp, meadow, ravine) And our guest, Little Red Riding Hood, will play and listen about medicinal herbs with us. For example, chamomile (flowers) is collected in the summer, plantain (only leaves without stems are collected) in the spring and early summer, nettle in the spring, when it is just growing (2-3 children’s stories)

"Not really"

All questions from the presenter can only be answered with “yes” or “no”. The driver will go out the door, and we will agree on what animal (plant) we will wish for him. He will come and ask us where this animal lives, what it is like, what it eats. We will answer him with only two words.

“Where are the snowflakes?”

Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, drop, etc. While moving in a circle, the following words are said: Summer has come. The sun shone brighter. It's getting hotter, where should we look for a snowflake? With the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words: Finally, winter has come: Cold, blizzard, cold. Go out for a walk. Where should we look for a snowflake? The desired pictures are selected again, and the choice is explained. Complication: There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.

"Wonderful bag"

The bag contains: honey, nuts, cheese, millet, apple, carrots, etc. Children get food for the animals, guess who it is for, who eats what. They approach the toys and give them treats.

"Where the fish hid"

Goal: to develop children’s ability to analyze, consolidate the names of plants, and expand their vocabulary. Material: blue fabric or paper (pond), several types of plants, shell, stick, driftwood. Description: children are shown a small fish (toy) that “wanted to play hide and seek with them.” The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes. “How to find a fish?” - asks the teacher. “Now I’ll tell you where she hid.” The teacher tells what the object “the fish hid” looks like. Children guess.

"Name the plant"

The teacher asks to name the plants (third from the right or fourth from the left, etc.). Then the condition of the game changes (“Where is the balsam?”, etc.) The teacher draws the children’s attention to the fact that the plants have different stems. - Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other? —What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like?

"Magic Screens"

Goal: to develop in children the ability to organize objects by property, understand the conventions of notation, analyze, and compare objects. Material: “Screen” with three “slot windows” into which tapes with symbols of properties are inserted. Ribbons are strips depicting objects with varying degrees of pronounced properties (for example, a large, medium and small apple). Rules and course of the game: the teacher or one of the children inserts an image of the object in the first “window”. He suggests choosing a “family” - building an ordered row. For example: large circle, then medium, small; dark spot – light, very light, etc. At the beginning of mastering the game, the content is specially designed: a property is selected, pictures with a clear manifestation of this property are selected. In the future, you can use images with multiple properties. For example, in the first “window” there is a red apple, in the second and third “windows” there are apples of different shape, color, and size. Children discuss how to build a series, which property to choose.

"The Fourth Wheel"

You already know that not only do insects and birds fly, but we also have flying animals. To make sure you don’t confuse insects with other animals, we’ll play the game “Odd Four”: hare, hedgehog, fox, bumblebee; wagtail, spider, starling, magpie; butterfly, dragonfly, raccoon, bee; grasshopper, ladybug, sparrow, chafer; bee, dragonfly, raccoon, bee; grasshopper, ladybug, sparrow, mosquito; cockroach, fly, bee, cockchafer; dragonfly, grasshopper, bee, ladybug; frog, mosquito, beetle, butterfly; dragonfly, moth, bumblebee, sparrow. Word game I will read the words to you, and you think which of them are suitable for an ant (bumblebee, bee, cockroach). Vocabulary: anthill, green, flutters, honey, evasive, hardworking, red back, apiary, annoying, beehive, shaggy, ringing, river. Chirping, cobweb, flat, aphids, pest, “flying flower”, honeycomb, buzzing, needles, “jumping champion”, motley-winged, big eyes, red-whiskered, striped, swarm, nectar, pollen, caterpillar, protective coloring, repellent coloring. Game option: what words are suitable for a vegetable (fruit, etc.)

"Earth, water, fire, air"

The players stand in a circle, with the leader in the middle. He throws the ball to one of the players, while pronouncing one of four words: earth, water, fire, air. If the driver said “earth,” the one who caught the ball must quickly name the person who lives in this environment; the player responds to the word “water” with the name of fish, and to the word “air” with the name of bird. When you hear the word “fire,” everyone should quickly turn around in a circle several times, waving their arms. The ball is then returned to the driver. The one who makes a mistake is eliminated from the game.

“The droplets are going around in circles”

The teacher invites the children to play an interesting and magical game. But to do this you need to turn into small drops of rain. (Music sounds like rain) the teacher says the magic words and the game begins. The teacher says that she is Tuchka’s mother, and the guys are her little children, it’s time for them to hit the road. (Music.) The droplets jump, run, and dance. Mama Tuchka shows them what to do. Droplets flew to the ground... Let's jump and play. They got bored jumping around alone. They gathered together and flowed in small cheerful streams. (The droplets will form a stream, holding hands.) The streams met and became a big river. (The streams are connected into one chain.) Droplets float in a large river and travel. The river flowed and flowed and ended up in the ocean (children form a round dance and move in a circle). The Droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. And then the sun just warmed up. The droplets became light and stretched upward (crouched droplets rise and stretch their arms upward). They evaporated under the rays of the sun and returned to mother Tuchka. Well done, droplets, they behaved well, they didn’t get into passers-by’s collars or splash themselves. Now stay with your mom, she misses you.

"Guess the plant"

Now each of you will make a wish for a houseplant and tell us about it without naming it. And we will guess the plant from the story and name it. Game with the ball “I know” Children stand in a circle, in the center is a teacher with a ball. The teacher throws a ball to the child and names a class of natural objects (animals, birds, fish, plants, trees, flowers). The child who caught the ball says: “I know five names of animals” and lists them (for example, elk, fox, wolf, hare, deer) and returns the ball to the teacher. Other classes of natural objects are called similarly.

"Birds, fish, animals"

The teacher throws the ball to the child and says the word “bird”. The child who catches the ball must pick up a specific concept, for example, “sparrow,” and throw the ball back. The next child must name the bird, but not repeat himself. The game is played in a similar way with the words “animals” and “fish”.

"Air, earth, water"

The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc. Another version of the game is also possible: the teacher calls the word “air”. The child who catches the ball must name the bird. For the word “earth” - an animal that lives on earth: for the word “water” - an inhabitant of rivers, seas, lakes and oceans.

"Chain"

The teacher has in his hands a subject picture depicting an object of living or inanimate nature. When handing over the picture, first the teacher, and then each child in the chain, names one attribute of this object, so as not to repeat itself. For example, a “squirrel” is an animal, wild, forest, red, fluffy, gnawing nuts, jumping from branch to branch, etc.

"Who lives where"

The teacher has pictures with images of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches his picture, “settle” it by showing the card to the teacher.

"Flies, swims, runs"

The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “bunny,” children begin to run (or jump) in place; when using the word “crucian carp,” they imitate a swimming fish; with the word “sparrow” - they depict the flight of a bird.

“Alike - not alike”

Purpose of the game: to develop in children the ability to abstract, generalize, identify objects that are similar in some properties and different in others, compare, compare objects or images. Material: game sheet (screen) with three “window-slots” into which tapes with symbols of properties are inserted; ribbon strips indicating the properties of objects. Strips depicting objects are inserted into the first and third “windows”, and a strip indicating properties is inserted into the second. Option 1. The child is asked to install the “screen” so that the first and third windows contain objects that have the property indicated in the second window. At the initial stage of mastering the game, the property is set by adults, then children can independently set the feature they like. For example, the first window is an apple, the second window is a circle, the third window is a ball. Option 2. One child installs the first window, the second selects and establishes the property that this object has, the third must select an object that matches the first and second windows. For each correct choice, children receive a chip. After the first round, the children change places. Option 3. Used at the final stages of development. You can play with a large group of children. The child asks a “riddle” - he lines up images in the first and third windows that have a common property, while the second window is hidden. The rest of the children guess how the depicted objects are similar. A child who correctly names a common property gets the right to open a second window or make a new riddle.

"Choose what you need"

Object pictures are scattered on the Table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property. For example: “green” - these can be pictures of a leaf, tree, cucumber, cabbage, grasshopper, lizard, etc. Or: “wet” - water, dew, cloud, fog, frost, etc. “Two baskets” There are dummies or pictures of vegetables and fruits on the table. Children should put them into two baskets. At the same time, objects can be divided not only according to whether they belong to fruits or vegetables, but also according to color, shape, hardness - softness, taste or even smell. “Take care of nature” On the table or canvas there are pictures depicting plants, birds, animals, humans, the sun, water, etc. The teacher removes one of the pictures, and the children must tell what will happen to the remaining living objects if there is no hidden object on Earth. For example: if he removes a bird, what will happen to the rest of the animals, to humans, to plants, etc.

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Games for the development of cognitive abilities of children of senior preschool age

Detective

We develop perception of the form and qualities of an object, attention, ability to concentrate, and determination.
Materials and visual aids for the game : soft music and some kind of prize.

Description : Tell your child that now he has to play detective. He must find the objects that are in this room. They are not hidden, but you have very little information about them. Then you list the qualities of some item you have chosen. For example, if this is a TV, then the distinctive qualities will be the following: large, square (or flat), it can show something, it has buttons, etc.

Each time there should be fewer defining qualities j.

Tell your child that the faster he guesses the item, the bigger and better his prize will be.

Artists

We develop attention, coordination, perception of the shape of an object, imagination

Materials and visual aids for the game : a fairly spacious room.

Description: this game is played in a large company and promotes understanding and rapprochement among its participants.

First, a leader is selected who will start the game. Then all players must stand in a circle and close their eyes. The leader takes the hand of his neighbor on the left and with his right hand begins to draw a certain figure on it. This can be a well-known object (a flower, a house, a person), or simply an abstract figure (it can be drawn when the children have already mastered the game). If the second participant did not guess what kind of figure it was the first time, then it can be repeated several times. When a player has guessed this figure, he informs the presenter about this and begins to draw it on the hand of the next participant, and so on in a circle until the turn reaches the last player. He must draw it on the presenter’s hand, and he will tell you how correctly this figure reached him. If it arrived with errors, then it is necessary to analyze where the error was made and why.

Who lives in the house?

We develop the perception of the shape of an object, its features, attention, analytical abilities, imaginative thinking

Materials and visual aids for the game : sets of thematic pictures (houses, flowers, vehicles, etc.).

Description : before starting the game, it is necessary to prepare the material for its implementation, i.e., draw a specific diagram for each picture. For example, if you have a photograph or drawing of a skyscraper in front of you, then its diagram should be in the form of a rectangle, shaded in a dark color, with numerous small squares - windows of a lighter color. If this is a one-story country house, then the diagram should consist of a square, a triangle standing on it, and a window. Similar diagrams should be drawn for all other pictures.

Then you show the first diagram and lay out all the pictures on a certain topic in front of the child. The child must think and choose the one that, in his opinion, matches the pattern. If he made a mistake, you need to ask him to explain his choice and correct it.

This game can be played in another form, when you show your baby a picture, and he must choose the appropriate diagram for it.

Who's the odd one out here?

We develop the perception of the form and qualities of an object, attention, and analytical thinking.

Materials and visual aids for the game : sets consisting of identical objects and one that is somewhat different, sets of cards with images of various objects, animals, plants, etc.

Description : Place the first set of objects in front of your child. In our case these will be cubes. One of these cubes must be different in some way. The difference can be very diverse, for example, in color (all the cubes will be red, and one yellow) or in shape (then a ball can be included in the set of cubes). The child’s goal is not only to discover the extra object, but also to try to explain why he decided so.

Gradually the differences should become less noticeable. For example, you can make the following set: all the cubes are the same color, and one is older.

With each new game the number of items should increase; in parallel, you can add not just one extra item, but several. Sets of objects can be replaced with pictures.

Who is iron, who is wood?

We develop the ability to distinguish the qualities of objects, attention, observation, logical and imaginative thinking, the ability to concentrate

Materials and visual aids for the game : a list of various items, soft music.

Description: before starting the game you need to write down the names of about 40 objects made from various materials. It is advisable to find and show these objects so that the child can touch them and remember them visually.

The essence of the game is that a child, upon hearing the name of an object, must immediately determine what material it is made of. Encourage your child to name the properties of the object. For example: table - wooden, hard, smooth, square; pan - iron; table - wooden; spoon - iron; glass - glass; wardrobe - wooden, etc.

If your baby makes mistakes in identifying the material, you need to stop at this item and analyze in detail what it is made of.

Series of “educational” messages:
Part 1 - THE LARGEST LIST OF GAMES FOR ACTIVITIES WITH A BABY! Part 2 - Educational games in the kitchen, in the bathroom, in between... Part 16 - Game "Who eats what" Part 17 - -series Preschooler's folder OBJECTS Part 18 - Games to develop shape perception for older preschoolers Part 19 - First steps to intelligence 2 -3 years Part 20 - FIRST STEPS to intelligence 3-4 years ... Part 33 - Preschooler's folder FIND USING THE DIAGRAM Part 34 - Excellent tasks for the development of sound and syllabic analysis, vocabulary development, grammatical structure of speech - print Part 35 - Developmental tasks

Tactile games at home

It is not at all difficult to organize a gaming development environment with your own hands, with minimal costs. There are things you can find around the house that can be used as sensory development aids.

Tactile games will be interesting for children from one year old, but you need to look at the child: if the baby persistently pulls small objects into his mouth and is only interested in taste properties, it is better to postpone such games.

Sensory boxes

From the name it is clear that the manual is some kind of container filled with something that can be touched. Here are several options for making such a box:

• Games with cereals.

Dry bulk cereals (rice, peas, lentils, beans) can be poured into a box, container or basin, and let the child dig in there with his hands, stir, pour from one container to another.

At first, it is advisable for the baby to use only his fingers to grasp, that is, not to use spoons or cups. Let him take the grain with his fingertips, train his tweezer grip, feel the texture of each grain of rice or beans. Later, you can give the baby “tools” (spoon, cups) so that the baby learns to manipulate objects and carry a spoon with cereal from one container to another.

• Container with dyed rice.

This sensory box will not leave your child indifferent. Several kilograms of rice need to be dyed in different colors using food coloring (for example, from an Easter set), and simply poured into a large household container.

Don't mix the rice right away; let your child do it themselves. Let him mix the rice with his hands, and then just rummage around in it, hide toys, bury, dig up, pour the cereal with his hands. Later you can add various containers and spoons to the game.

• Kinetic sand.

If you already have this unique material in your arsenal, then you don’t even need to invent anything. Kinetic sand itself develops tactile sensations, so if you have already organized a home sandbox, you just need to put your baby there and let him play. Make sure that sand is not scattered around the apartment and does not get into the child’s eyes, nose and mouth.

• Sensory box with small objects.

We fill a gift or shoe box with every little thing we find in the house. These could be toys from Kinder Surprises, large beads, dice from board games, pebbles, shells, decorative drainage for flowers or glass stones for an aquarium, screws, nuts, unnecessary pendants or decorations, crumpled pieces of foil, cotton balls. It is advisable that all these items are unfamiliar to the child. Let him rummage around in the box, examine the objects, touch them by touch.

• Tray with semolina.

Organizing a tray with semolina is as easy as shelling pears. You can place your little one in a high chair and pour the cereal directly onto the table. For an older child, sit him down at the table and pour it onto a tray. You can run your fingers over the cereal, draw, you can make mountains out of it, pour it from one place to another.

Playing with wet materials

Classes for the development of sensory skills, and specifically touch, involve introducing the child to different types of sensations. Of course, you shouldn’t touch the iron, but playing with something unusual to the touch is very entertaining.

• Hydrogel, or “Orbeez” balls.

These are small granules that are used in floriculture, medicine, agriculture and are sold in stores. The game requires minimal preparation: the granules need to be filled with water for 4 hours, after which they turn into gel balls with a diameter of 1 to 2 cm. Playing with them is a pleasure.

The balls can be colored or colorless, but they all have an interesting property: they are absolutely invisible in the water, and as soon as you take them out, there is a whole handful of smooth elastic balls in a child’s palm. The balls are quite durable and can last for several days. You can play in the basin or in the bath while bathing.

• Colored jelly.

For your baby, you can make several colored jellies using balloons, and then give the substance to be torn apart by little hands. The jelly is made using colored dye, gelatin and water according to the instructions, then poured into balloons. After hardening, you just need to carefully “burst” the ball and remove it. You can pick the jelly, put small objects inside, cut it, crumble it with your hands, turning it into porridge.

• Shaving foam.

Ordinary foam causes very unusual sensations. You can play with it both in the bathroom and in the room on a tray. You can simply touch the foam with your hands or come up with a whole story game: set up a ski resort for toys, decorate the “snow” with pine cones as if they were Christmas trees, hide something under a layer of foam.

• Finger paint.

This is a classic of the genre, because painting with finger paints is not popular except for neat little kids who don’t like to get their hands dirty. Usually children are delighted with smearing paints on paper (whatman paper or a piece of wallpaper) or even on themselves. You can also draw in the bathroom, and immediately wash the little artist there.

• Jelly “Seashore”.

This craft takes a little time to make, but the child will be delighted. Using colored jelly, cereal and animal figures, you can make a small world in a box. Here's how it's done:

• pour cereal into a suitable container (baking dish, low wide container) - this is the “shore”;
• Place pebbles, shells, and figurines of sea creatures on the bottom of the mold;
• pour in “sea water” (a mixture of water, dye and gelatin according to the instructions);
• Place in the refrigerator to allow the jelly to harden.

Show your imagination and add details. Let it be the seashore of a hot country - with palm trees, monkeys, yellow sand (peas, millet), or the North Pole - with eternal ice (rice) and polar bears, or maybe Antarctica - with penguins and a polar station. In any case, such a game will captivate the child for a long time.

• Ice cubes.

You can give your child ice cubes on a tray, or organize a trip to the North Pole. To do this, freeze water in an ice tray, make icebergs - freeze water in small plastic cups or shot glasses. When the water freezes, pour rock salt or rice (this is snow) onto a tray and place the “icebergs”. Add animal figures - the North Pole is ready.

• "Hot - cold."

For this game you need to pour water of different temperatures into several cups - cold, warm and comfortably hot. The child is blindfolded with a scarf, cups are placed in front of him and he is asked to determine where the coldest water is, where the hottest one is, and where it is warm.

Other tactile games

You can also develop your baby’s sense of touch and fine motor skills without the use of bulk or liquid materials.

• Game "Guess what it is?"

At first, you can play like this: put the objects in front of the child, give him a few seconds to remember them. Then put everything in a basket or bag and blindfold it. The child pulls out objects one by one and guesses them by touch. Over time, the game becomes more complicated: the child is not shown objects in advance, he is blindfolded and given something in his hands.

Other games for little hands:

• educational books made from scrap materials - felt, buttons, ribbons, beads, zippers, fabrics of different textures;
• modeling from plasticine, salt dough, including with eyes closed;
• a porridge box with a slot into which the baby can put pasta, pebbles, and candy;
• business board - a wooden panel with all kinds of buttons, hooks, switches;
• lacing, beads, mosaic, needle constructor, burdock constructor.

All games during which the child touches something, touches a surface, and gets acquainted with different textures have a beneficial effect on the development of tactile sensations.