The main features of sensory development of preschool children

Newborn babies come into this world with a basic set of abilities inherent in nature, one of which is knowledge of the environment through perception. Perception (or sensory) is extremely necessary for later life. And parents should make every effort to ensure that the sensory development of children at an early age proceeds harmoniously.

Sensory development as a form of knowledge of the world

Sensory development, or sensory, is a process during which an idea of ​​the properties of various objects is formed. The baby is aware of such concepts as color, smell, position in space, size, color, shape. Already from the first months of life, the baby is faced with these properties, and it is important for the baby to be given the opportunity to study objects using the organs of perception (vision, hearing, smell and tactile sensations).

The main goal of sensory is to help the child master all these properties of objects in order to “tune” the processes of interaction with the environment. It is important to prevent the formation of a false image of certain objects.

How important is it to develop sensory perception?

Experts say that proper sensory education contributes to the harmonious development of a person. The value of sensory is highly valued due to the important results of this process:

• laying the foundations for the development of intelligence;
• laying the foundations of educational activities;
• creating the foundation of all types of memory (visual, tactile, long-term and others);
• increased attention;
• development of observation skills;
• formation of taste preferences;
• development of the aesthetic component;
• facilitating the baby’s compatibility with the real world;
• expanding children's vocabulary;
• development of a rich imagination.

Competent sensory exercises and activities contribute to the orderliness of the child’s ideas about the world around him, which can turn the usual picture of the baby’s life upside down. Therefore, it is so important to direct the perception of the world around us in the right direction from an early age.

Sensory education systems are based on various tasks in accordance with the age of the baby.

1. At an early age, knowledge about sensory standards is collected.
2. In middle preschool age this knowledge is formed. Children learn to examine objects, identify them into groups, and divide objects into individual quantities.
3. For children of senior preschool age, the main task is to prepare for school education (the ability to distinguish sounds and perceive what is written on paper).

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Author: Sosnina Natalya Vladimirovna

Sensory education is the purposeful development of sensations and perceptions. The word “sensory” comes from the Latin word “sensus” - “feeling”, “sensation”, “perception”, “ability to sense”, the formation of ideas about the external properties of objects: their shape, color, size, position in space, smell, taste and so on.

What is the importance of sensory education?

The significance of sensory education is that it: is the basis for intellectual development, develops observation, has a positive effect on the aesthetic sense, is the basis for the development of imagination, develops attention, gives the child the opportunity to master new methods of subject-cognitive activity, ensures the assimilation of sensory standards, ensures the development of skills in educational activities, influences the expansion of the child’s vocabulary, influences the development of visual, auditory, motor, figurative and other types of memory.

The importance of sensory development at a young age cannot be overestimated. It is this age that is most active for improving the activity of the senses, accumulating ideas about the world around us, forming ideas about the external properties of objects: their size, shape, color, position in space, developing their perception, including the development of fine motor skills of the hands - this is an important indicator physical and neuropsychic development of children. When performing actions with objects, most mental tasks are solved - the hand acts, and the brain records sensations, connecting them with visual, auditory and olfactory perceptions into complex, integrated images and ideas. The successful formation of a child’s mental abilities is largely determined by the level of development of the child’s sensorimotor perception.

Sensory education promotes the assimilation of sensory standards

.
There are standards: colors
(red, green, blue, yellow),
shape
(triangle, square, rectangle, oval, etc.),
size
(large, small, smallest, etc.),
taste
(sweet, sour , bitter, salty),
smell
(burning smell, perfume aroma, etc.), in
time
(second, minute, hour, day, week, month, year, day-night, winter-summer).
Standards of spatial representations
(up, down, right, left, etc.).
Standards of touch
(smooth, prickly, fluffy, etc.).

At each age, sensory education faces its own challenges. In young years

ideas about shape, color, and size accumulate.
In middle preschool age
, children develop sensory stages - stable ideas about color, geometric shapes, and relationships in size between several objects, enshrined in speech.
In older preschool age
, when mastering literacy, phonemic hearing plays an important role - that is, distinguishing speech sounds. A low level of sensory development greatly reduces the child’s ability to successfully learn at school.

Didactic play plays a huge role in the development of sensory abilities of young children, since a child learns almost everything in this world through play. Didactic games perform the function of monitoring the state of children’s sensory development.

Didactic games include the child’s sensory perception; on the one hand, they take into account the age-related, moral motives of the activity of the player, on the other hand, the principle of voluntariness, the right of independent choice, and self-expression. In everyday life, a child encounters a variety of forms of colors - these are his favorite toys and surrounding objects. He also sees works of art - paintings, sculptures, hears music; but if the assimilation of this knowledge occurs spontaneously, without the guidance of adults, it often turns out to be superficial. This is where sensory education comes to the rescue - a consistent, systematic introduction of children to the sensory culture of humanity.

Didactic games for the development of sensory abilities of young children.

Light

Game "Dancing Shadows"

Goal: to develop visual sensation, to form ideas about light and darkness.

How to play: This game is played while walking. In sunny weather, point out to children that their bodies cast shadows on the ground. Encourage the children to move around (preferably standing on a flat surface) and watch how the shadow on the asphalt follows their movements.

You can draw children's attention to the fact that the shadows are different at different times of the day: short or long.

Color

Game "Colored Water"

Purpose: to introduce children to color.

Materials: watercolor paints, brushes, plastic glasses, water.

Progress of the game: glasses filled with water are placed in a row on the table. Dip a brush into paint of one of the main colors and dilute it in a glass of water. When commenting on your actions, try to attract the attention of children. Dilute the remaining paints in the same way. Invite the children to choose the paint they like and take a brush. Let them try diluting the paint in water themselves. If they want to continue playing, you can change the water and offer to dilute another paint.

In the following lessons, you can give children several glasses of water, and offer to mix several colors in one glass to obtain a new color. Make solutions of different consistencies to see different shades of the same paint.

Form

Game “Put the figures into houses”

Goal: to introduce flat geometric shapes - square, circle, triangle, oval, rectangle; learn to select the necessary forms using different methods.

Materials: five large shapes (square, circle, triangle, oval, rectangle). There are many small similar figures.

Progress of the game: place large house figures and many small ones in front of the child and play with them: “Here are funny colorful figures. It's a circle, it's rolling - like that! And this is a square. It can be installed."

Then offer to place the small figures “in the beds”: “Evening has come. It's time for the figures to rest. Let's put them to bed in their beds."

Give the children a small figurine and ask them to take turns finding a place for each one. When the children have laid out all the figures, sum up the game: “Now all the figures have found their beds and are resting. Then show and name all the shapes again, without asking the children to repeat.

This game can be repeated many times, changing its plot each time.

Magnitude

Game “Hide in your palm”

Purpose: to introduce the concept of quantity.

Materials: objects and toys of different sizes (rings, balls, rubber toys, according to the number of children.

How to play: First, give the children small balls and ask them to hide them in their palms. Then, in the same way, offer to hide objects of different sizes, laid out on a spread (each child takes one object).

Sum up the game: “Small objects can be hidden in your palms, but large ones cannot.”

Quantity

Game “Collecting cones”

Purpose: to teach children to distinguish the number of objects; introduce the concepts of many, few.

Materials: two baskets or two boxes, pine cones.

Progress of the game: draw the child’s attention to the cones scattered on the stick. Ask him to help collect them. Place 2-3 cones in your basket, and ask your child to collect the rest. At the end of the game, summarize: “You collected a lot of cones. Well done! How many cones do I have? Few".

Didactic games for location in space

Game "Take a toy"

Purpose: to introduce spatial relationships expressed in words: far, close, further, closer, nearby; develop an eye; learn to determine the direction in which an object is located.

Materials: various objects and toys.

How to play: invite two kids to sit at the table and give them a toy. Give them a chance to play with toys. Then ask the children to close their eyes and place toys on the table within their reach. Let the little ones open their eyes and pick up toys without leaving their chairs.

Next time, first place one toy within reach and the other a little further away, then place both toys so that they are not easy to reach.

At the end of the game, summarize: “The toys are located far away, so they are difficult to get. I moved the toys - now they are close and you can easily reach them.”

Didactic games on the holistic image of the subject

Game "Find your toy"

Goal: to teach to recognize familiar objects among others; develop attention memory.

Materials: various toys.

How to play: Give the children a toy each and invite them to play with them (you cannot exchange toys in this game). Then ask the kids to put the toys on the table, add a few new objects to them, mix them and cover them with a napkin. After a minute, open the toys and invite the children to find their own among them: whoever finds a toy can play with it (you cannot take someone else’s toy)

Children come to the table one by one and take their toys. If necessary, use leading questions to help the kids remember what toys they played with.

You can also invite children to find their toys in a pile of others on the floor, among toys placed on a rack, in a closet, or in a large box.

By developing memory, you can delay the search for toys and ask children to find them after 5 - 10 minutes.

Didactic games for the development of auditory perception

Game “Find out by sound”

Goal: develop auditory attention; auditory perception of sounds made by various sounding toys.

Materials: sounding toys (rattles, whistles, bells, rattles, screen.

Progress of the game: Show the children the toys and invite them to play with them. Let the kids make sounds from them. Until they learn to clearly differentiate them by ear. Then hide the toys behind the screen. Invite the children to listen to the sounds and guess what objects make them (you can play the sounds behind the child's back or ask them to close their eyes). Depending on the level of speech development and abilities, children can show the toy or name it.

In the future, the role of presenter can be offered to one of the children.

Didactic games to develop the sense of touch

Game "Round Square"

Goal: develop sense of touch; learn to feel objects.

Materials: box with holes or bag; cubes and balls.

How to play: At the beginning of the game, invite the children to feel the cubes and balls. In order to focus on sensations, you can invite kids to feel objects with their eyes closed.

Then put the items in a box or bag and invite the children to play. Ask one of the children to take a ball out of the box by sticking their hand into the slot. Offer the next child to get the cube, etc.

Subsequently, you can put cubes and balls of different sizes, made from different materials, into the box.

Game "Hot - Cold"

Goal: to develop the sense of touch.

Materials: water of different temperatures, buckets or bowls.

How to play: Pour cold and hot (up to 45 degrees) water into bowls or buckets. Invite the children to take turns putting their hands in the water and determine whether it is hot or cold.

A person’s cognition of the surrounding world begins with “living contemplation,” with sensation and perception. It is known that the development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes (memory, imagination, thinking). Developed sensory skills are the basis for improving the practical activities of modern man.

What is a sensory standard?

A sensory standard is a sample of the external properties of an object, accepted in society. For example, color standards are the seven colors of the spectrum and their shades; form standards - geometric shapes; hearing standards are the phonemes of a language.

There are quite a large number of standards in sensory technology:

1. four tastes (salty, sweet, sour, bitter);
2. seven musical notes;
3. thirty-three letters of the Russian alphabet;
4. five types of smell (sweet, bitter, light, heavy, fresh);
5. two temperature indicators (cold and warm);
6. three object sizes (small, medium, large);
7. five basic shapes (circle, square, oval, triangle and rectangle);
8. seven spectrum colors (red, yellow, green, orange, blue, cyan, violet) and two achromatic colors (white, black).

The efforts of parents and teachers in educational institutions are always aimed at the correct assimilation of standards. Final mastery of the standards is noted after 4 years.

It is important for parents to teach their children generally accepted standards before the age of 3. The lack of distinction between objects at this age will make life much more difficult for both the child and the adult. To finally memorize the standards, parents must teach the child the differences and repeat them repeatedly in everyday life. Only in this way will the baby form a clear concept of standards.

Simple practical manipulations with objects serve to accumulate and memorize standards:

• overlaying figures,
• application,
• turning over,
• comparison of shape elements,
• tracing a contour with a finger,
• palpation,
• drawing, etc.

Stages

Before talking about the stages of sensory development of preschool children, it is necessary to define who a preschooler is. This is a child aged 3 to 7 years.

Stages of sensory development of preschool children:

1. Stage 1 (3–4 years). The child becomes familiar with the primary colors of the spectrum, knows the shapes of flat objects (oval, circle, square, rectangle), and becomes familiar with three-dimensional figures (sphere, cube). At this stage, the baby learns tactile perception of the shape of three-dimensional objects. For example, children of this age can continue to determine the shape of a ball or cube hidden in a “magic” bag. During the same period, children master the perception of size: “big” - “small”, “high” - “low”, “narrow” - “wide”, etc.
2. Stage 2. (4–5 years old). At this stage, the baby deepens his knowledge of colors and learns to distinguish shades. For him, the concept of “lighter - darker” already exists. The child already confidently distinguishes between flat and three-dimensional objects, and can also compare them by shape and volume. The concept of a flat and three-dimensional figure appears.
3. Stage 3 (5–7 years). At this age, the baby can analyze the colors, shapes, and volume of objects. He can distinguish and name many shades, and the concept of the relationship between colors appears. Children already know how to analyze a complex form, break it into components, and improve their analysis and synthesis skills.

Sensory hunger

Sensory deprivation (sensory hunger) is a condition in which there is a complete or partial cessation of external influence on the senses (vision, hearing, touch, etc.). Deprivation is dangerous not only by disrupting the perception of the outside world, but also by creating a deep lag in the development of the child’s body.

During the neonatal period and infancy, lack of attention and sensory sensations can have a detrimental effect on the baby’s body. For quite some time now, scientists have proven that a newborn child without sufficient attention from the outside world (parents, relatives) can simply die.

Using the table, you can diagnose sensory hunger at different ages.

Sensory hunger with all the ensuing consequences occurs especially often in children from orphanages. The sensory development of children from such institutions does not occur properly. Children do not develop a complete picture of the world around them. Not all preschool children understand how the world works outside the walls of an orphanage. A constant lack of impressions, emotions and sensations provokes progressive sensory deprivation. That is why in orphanages the number of children with mental retardation of one degree or another is progressing at an accelerated rate.

Important!

Only a qualified specialist can diagnose sensory hunger in a baby. After all, the characteristics given in the table do not always mean the presence of sensory hunger. Only a specialist (speech therapist, psychologist, teacher) is able to identify developmental disorders of a child.

Sensory deprivation due to the complete cessation of external influences occurs due to sensory disturbances. They are associated with disorders of hearing, vision or the musculoskeletal system.

The causes of sensory impairment may be:

• prematurity;
• brain and spinal cord injuries;
• infectious diseases of the mother during pregnancy (rubella, chickenpox, herpetic infection);
• pathologies during pregnancy;
• birth injuries.

Sensory impairments require serious correction. To replenish the sensory abilities of such children, rehabilitation courses have been developed in medicine and pedagogy. They allow you to fill gaps in the development of sensory perception in order to maximize the child’s sensory development.

Sensory development of children of primary preschool age through didactic games

 The child learns through independent activity with materials and gradually moves from grasping to understanding, that is, from manipulating with his hands to understanding the essence of the object.

M. Montessori

Early childhood is a special period of formation of organs and systems of the child’s body and, above all, the function of the brain. It has been proven that the functions of the brain are not fixed hereditarily; they develop as a result of the interaction of the body with the environment. This occurs especially intensively in the first three years of life. During this period, there is a maximum rate of formation of prerequisites that determine all further development of the child’s body [5, p.15].

Features of the early childhood period determine the tasks and means of raising children. The objectives of mental education are:

- development of actions with objects;

- sensory development;

- speech development;

‒ development of gaming and other activities;

‒ formation of basic psychological processes (attention, memory, development of visual-effective thinking, emotional development, formation of primary ideas about the world around us, concepts);

- development of mental abilities (the ability to compare, distinguish, generalize, establish the causal dependence of individual phenomena);

‒ formation of cognitive needs (need for obtaining information, activity in classes, independence in understanding the world around us).

These tasks are implemented through the following means: emotional and business communication between an adult and a child during his independent activities; development of sensory processes (sensations, perceptions of ideas); sensory development through didactic games.

The child is open to the whole world. It is known that a child absorbs a huge amount of information. “From the age of five to me, one step from a newborn to five is a huge distance,” wrote Leo Tolstoy. The path of a preschooler is a very responsible one. It is difficult and joyful, where there are many different meetings and discoveries. The child reacts to what happens in the child’s immediate environment and is transformed in his soul.

The baby’s communication with the world occurs not only through us, adults, but also independently. The world penetrates into the consciousness of a person immediately after he is born. This interpenetration serves as the basis for the process of personality development.

The child first experiences the world only in a sensory way. The sensory world is limitless, as it is devoid of stereotypes. The child feels free in it, and the world opens up to him as if in the process of drawing - gradually and bewitchingly.

Everything that adults are already familiar with, everything that, as it seems to them, is completely clear, explained and put into diagrams, the child sees for the first time, and his delight is so strong that he wants to prolong this “for the first time” indefinitely. But only a few adults, whom we call people of art, retain within themselves the ability to endlessly discover the world.

Children need all-round development. The more they learn, the richer their sensory experiences will be, the easier it will be for them to develop motor skills, and all this will make learning easier. And after interesting activities, the child will not have to waste energy on unnecessary head movements when looking at any object. Consequently, the baby will not be so tired, and the learning process will go much faster.

In order to easily learn, in order to determine at a high level the shape of an object, volume, size, the child must not only have well-developed periocular muscles, which allow the eyes to move, and neck muscles, which help it to be motionless or turn in different directions at will, but also coordinated movements muscles of both arms. To get acquainted with an object, you need to study it: touch it with your hands, squeeze it, stroke it, that is, perform some actions that are called motor. To grasp an object with one hand, your baby must already be motorically ready for this. If he cannot grasp this object, then he will not be able to feel it. This means that if we teach a child’s hands to be dexterous and skillful, then he will be able to learn many different things with them. And the sooner we put new, unexplored things into his hands, the faster they will become skillful.

The preschool period is one of the most important and responsible in a person’s life; it is during this period that the desire to comprehend the world and oneself appears and, perhaps, disappears once and for all. At first, the child trusts what adults tell him about the essence of phenomena and objects, but then an obvious deficit of true experience appears and interest, including in knowledge, decreases. The child becomes the owner of an unlived experience. And this not only drowns out his sensory abilities, but also makes the subsequent stages of learning, which are based on the ability to operate with logical and analytical categories, difficult. Therefore, the child must be given the opportunity to independently explore the world through sensory processes (sensations, perceptions, ideas) [1, p. 9–10]. Sensory processes are inextricably linked with the activities of the senses. The object we look at affects our eye; with the help of our hands we feel its hardness (or softness), roughness, etc.; sounds emitted by any object are perceived by our ear. Thus, sensation and perception are direct, sensory knowledge of reality.

The development of sensation and perception processes in children significantly outpaces the development of thinking. In this regard, it is sometimes believed that it is enough just to direct children’s attention to one or another object, and they can examine it themselves. But this is not so: children, as a rule, do not yet know how to independently examine objects and notice characteristic features in them. And the reason is not that the child is inattentive. A baby can indeed perceive very superficially, but inattention often depends on the inability to peer and listen. Attention increases significantly in cases where a person perceives with some purpose, for the sake of something. A well-developed ability of perception is necessary for modern man, and it needs to be developed in a child [4, p. 6–7].

At each age stage, a child turns out to be the most sensitive to certain influences. In this regard, each age level becomes favorable for the further neuropsychic development and comprehensive education of a preschooler. The smaller the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. Professor N.M. Shchelovanov called early age the “golden time” of sensory education.

In the history of preschool pedagogy, at all stages of its development, this problem occupied one of the central places. Prominent representatives of preschool pedagogy (J. Komensky, F. Frebel, M. Montessori, O. Decroli, E. I. Tikheyeva, etc.) developed a variety of didactic games and exercises to familiarize children with the properties and characteristics of objects [3, p. 3–4].

Sensory development is aimed at teaching children to accurately, fully and clearly perceive objects, their various properties and relationships (color, shape, size, location in space, pitch of sounds, etc.). Psychological research shows that without such training, children’s perceptions for a long time remain superficial, fragmentary and do not create the necessary basis for general mental development, mastery of various types of activities, and full assimilation of knowledge and skills.

Issues of sensory development and upbringing of children were studied by a group of scientists - teachers and psychologists A. V. Zaporozhets, A. P. Usova, N. P. Sakulina and others. This study showed that the development of perception is a complex process that includes, as its main points, children’s assimilation of sensory standards developed by society and mastering ways of examining objects. Sensory education should be aimed at ensuring these moments.

Sensory standards are generally accepted examples of each type of properties and objects. So, in the area of ​​shape - these are geometric shapes (circle, square, triangle, etc.), in the area of ​​color - seven colors of the spectrum, white and black. Of course, in nature there is an endless variety of colors and shapes, and humanity has managed to organize them, reduce them to a few varieties. Mastering ideas about these varieties makes it possible to perceive the world around us as if through the prism of social experience.

Ensuring that children assimilate sensory standards means forming in them ideas about the main varieties of each property of an object. But such ideas themselves will not be able to control perception if the child does not have methods by which it would be possible to find out which of the available samples corresponds to the property of the object that is being perceived at the moment. Methods of comparing the properties of perceived objects with learned samples are the methods of examining objects that children need to be taught. Thus, the main content of sensory education in kindergarten is to familiarize children with sensory standards and enrich them with ways to examine objects.

The works of A. P. Usova, N. P. Sakulina, N. N. Poddyakov, V. N. Avanesova showed that the use of specially designed didactic aids, conducting didactic exercises and games should be organically combined with sensory development carried out in drawing classes, modeling, design, etc. Didactic games and exercises can be used both as one of the methods of conducting the classes themselves, and in order to expand, clarify and consolidate acquired knowledge and skills. [2, p. 12–13]

Thus, the sensory development of preschool children forms the foundation of the child’s overall mental development. And for full sensory development, we are helped by didactic games, which help make the learning process interesting, accessible, emotional, allowing the child to gain his first, personal experience.

Literature:

1. Bezrukikh M. M. Sensorimotor development of preschool children. - M.: “Humanitarian Publishing Center VLADOS”, 2001, 9–10 p.
2. Wenger L. A. Didactic games and exercises for sensory education of preschoolers. - M.: Education, 1978. 12–13 p.
3. Pilyugina E. G. Classes on sensory education with young children. - M.: Education, 1983. 4–5 p.
4. Sakulinina N.P. and Podyakov N.N. Sensory education in kindergarten. - M.: Education, 1969. 6–7 p.
5. Frolova A. N. Mental education of young children. - K. “Radyanskaya School”, 1989, 15 p.
6. Khokhryakova Yu. M. Technology of sensory education for young children: monograph. Perm. State Ped. univ. - Perm, 2010.

The role of parents in sensory education

Father and mother always play a big role in the child’s sensory development. It is parents who lay in the child’s brain the basis of knowledge and skills for later life. And how parents convey sensory standards to the child will determine his further successful education and life in general.

Experts believe that the ideal time to develop sensory skills is after 1 year of age. The baby becomes inquisitive, everything is quite interesting to him, and proper activities and games with the baby during this period will contribute to his harmonious psycho-emotional and mental development. During this period, the baby is ready to receive information about the world through the senses through direct interaction with an object. And at the first stage it is important to touch, look, smell, listen; at the next stage - compare, sort, contrast (by shape, size, weight, temperature, etc.). This is how standards and ideas about the basic properties of the environment (and the world as a whole) are formed - color, shape, size, weight, surface temperature, etc.

Teachers give parents some recommendations on the development of their child’s sensory senses.

1. Daily conversations with your baby, retelling what you saw during the day and discussing events. All conversations must be accompanied by standards. For example, ask your little one to describe the color of the car he saw, the size of the tree outside the window, or the taste of the candy he bought.
2. Be sure to answer all your child’s questions. However, the answers should not be generalized. Try to state the essence of this or that answer as clearly as possible for children.
3. Teach your baby facial expressions of emotions (angry, cunning, sad, happy).
4. Play pantomimes and show animal movements and sounds.
5. Engage in physical activity and massage with your child daily. Tactile influence on certain points of the body stimulates mental activity.
6. Engage in modeling, drawing, and playing in the sand with children of primary preschool age.
7. Get a pet and teach your baby how to care for it (pour water, comb its fur, feed it).
8. Buy or make toys and items for sensory development yourself. These can be bags of cereals or pebbles, panels with switches, buttons, ropes with scraps and beads.

“Development of children’s sensory abilities in various types of activities in the context of the implementation of the Federal State Educational Standard”

One of the tasks of the Federal State Educational Standard is to ensure equal opportunities for the full development of every child. The tasks of cognitive development according to the Federal State Educational Standard involve the development of children’s interests, curiosity and cognitive motivation, the formation of cognitive actions, the formation of consciousness, the formation of primary ideas about the objects of the surrounding world. The problem of mental education of children, the basis of which is sensory education, is acquiring great importance. 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 and taste.

Sensory education

- is the basis for intellectual development, - organizes the child’s chaotic ideas obtained during interaction with the outside world;
develops observation skills; - prepares for real life; - has a positive effect on the aesthetic sense; - is the basis for the development of imagination; - develops attention; - gives the child the opportunity to master new methods of subject-cognitive activity; — ensures the assimilation of sensory standards; — ensures the development of skills in educational activities; - influences the expansion of the child’s vocabulary; — affects the development of visual, auditory, motor, figurative and other types of memory. Tasks of sensory development facing the teacher.
1. The main task of sensory development is to create conditions for the formation of perception as the initial stage of cognition of the surrounding reality.
Knowledge of the surrounding world begins with the perception of objects and phenomena. 2. Introduce children to different types of sensory pre-standards (big, like a house; round, like a ball...) and standards of color, shape and size. Standards - Eight colors (including black and white) - Three contrast values ​​- Four shapes and five planar figures. 3. Formation in children of generalized methods of examining objects. Comparison, correlation, juxtaposition, ordering, grouping of objects among themselves are generalized methods that are formed at the stage of early childhood and allow one to successfully solve a certain range of tasks for distinguishing color, shape, and size. 4. Support the child’s interest in joint activities with adults. To promote the child’s mastery of the means and methods of cognition in a variety of types of typical children’s activities. Activities to develop sensory abilities.
Game Communicative Labor Cognitive and research Productive Musical and artistic Reading fiction Motor joint activity
Game is a universal way of raising and teaching children.
Games that develop sensory perception are very necessary for children of any age.
They bring joy, interest, confidence in themselves and their capabilities into a child’s life. When organizing games with children, the following feature should be taken into account: the more analyzers (visual, tactile, auditory, motor, olfactory) are involved in perception, the more active the child, the deeper the impression and the stronger the memory, therefore, the higher the qualitative aspect of sensory education and learning development. Cognitive and research activities.
• Observations in nature and experimentation with natural materials (cones, chestnuts, walnuts, pebbles, cereals...).
Games - experiments with water (pour, pour out, throw everything into the water, catch it out of the water, tint it, change the temperature...) Games with • Educational games with objects (collapsible toys, nesting dolls, pyramids, volumetric inserts, insert frames, boxes with holes for pushing, cubes, balls...) • Didactic games: for the formation of ideas about color, for the formation of the concept of shape, for the formation of ideas about size, for the formation of ideas about orientation in space, for the formation of ideas about time, for formation of ideas about taste, smell, texture, sound. Productive activity.
• Construction: games with large and small builders (plastic, wooden, soft...) games with Lego (large and small) games with educational cubes. • Modeling, applique: games with foil, colored paper, cardboard, cotton wool, napkins, glue, plasticine, dough... • Drawing: games with paints of 8 colors (on a white background, colored, wet, inside a contour, with fingers...)
Productive activity. Play activity.
Games with cars.
Games with dolls, bears, dogs. Games with large motor toys (rollers, rocking chairs, bicycles, strollers...) Motor tasks using physical education equipment. Outdoor games, simulation exercises, ball games. Walking barefoot along the “Paths of Health.” Communication activities. Games with a ball in a circle. Hand games with a small object (massage ball, walnut, hex pencil, cork roller...) Finger games “Wonderful bag” (one for everyone, each with their own). Musical and artistic activities.
Games for the development of phonemic hearing.
Games with various musical instruments (tambourine, drum, rattle, rattle, pipe...) Games with homemade sounding objects. Theatrical games (plane, finger theaters, bibabo dolls...). Folk toys (tumblers, whistles...)... Reading fiction.
Children's songs, nursery rhymes, rhymes (accompanying all other activities).
Books made from different materials. Books with musical effects. Colorful books of different sizes... Labor activity.
Labor assignments for collecting and grouping toys in the classroom. Bringing disassembled teaching aids back to their original form. Construction.

It should be noted that the improvement and development of sensory processes directly during activity is usually difficult. It is difficult for children to simultaneously solve several perception tasks, both visual, auditory and tactile, in the process of various types of actions with these objects, which is dominant in sensory development. The ability to perceive objects, analyze them, compare, and generalize are not formed by themselves in the course of one activity or another; for this, it is necessary to develop a training system according to which the child will independently be able to solve practical problems that are highlighted by the Federal State Educational Standard. The main task of the teacher here is not to teach the child the correct method of action, to show or suggest the correct solution, but to evoke and support cognitive activity, to interest the child in a mysterious object and to encourage independent experimentation.

Examples of developmental activities with a child under 3 years old

After the baby has learned all the sensory standards, it is important to constantly consolidate this knowledge. To do this, there are a lot of simple activities designed separately for each age group.

The following games are suitable for children under 2 years of age.

1. Place a lot of elements into a box (cubes, rings, rubber toys). Ask your child to take out everything that is yellow. Or get all the cubes. With this exercise, the baby learns to sort objects into groups.
2. Place the pyramid rod in front of the baby. Ask them to string the rings onto the pyramid in the correct order (from largest to smallest). By the age of 2, the child should be able to do this.
3. If the baby can distinguish vegetables or fruits, then it is worth purchasing small dummies. Place the dummies in a fabric bag. Ask your child to look for cucumber or corn in the bag with his eyes closed. This exercise will help your baby better master tactile perception of the shapes of objects.
4. "Sensory Path" Sew flat pillows or bags (the size depends on the baby’s foot - it should fit completely on the fabric). Fill the fabric with sand, grains, foam balls or small pebbles. Lay out the bags horizontally and ask the baby to walk through them. This exercise stimulates blood circulation in the feet, improves coordination and promotes the development of intelligence.

More complex games are played with children aged 3-4 years.

1. “Find a house for the toy.” Take 2 small houses and 1 large, 2 small dolls and 1 large. The child needs to properly distribute the toys among their houses. The exercise trains knowledge of objective quantities.
2. “Collect colorful beads.” Take 10 large beads of bright colors (yellow and red, blue and orange). The purpose of the lesson is to teach your child to alternate colors when stringing beads. When mastering two-color beads, you can add a number of colors (up to 4).

Classes are conducted both at home (by parents) and in educational institutions (by educators, psychologists, speech therapists). In many cities, “early development schools” are opening, where teachers teach children as young as 1 year old. Such schools contribute to the development of sensory skills and, as a result, intelligence in preschoolers. Parents decide for themselves whether to send their child to such classes or teach them themselves. But in any case, it is necessary to teach the child sensory standards. His future depends on it.