The role of perception in the development of a young child. Perception of a young child

Chapter 1. Theoretical problems of sensory development in children

1.1 Concept of sensation and perception

Sensations are considered the simplest of all mental phenomena. They represent a conscious, subjectively presented in the head of a person or unconscious, but acting on his behavior, a product of processing of the central nervous system of significant stimuli that arise in the internal or external environment.

Feelings are the main source of human knowledge about the outside world and their own body. They constitute the main channels through which information about the phenomena of the external world and about the state of the body reaches the brain, giving a person the opportunity to navigate in the environment and in his body. If these channels were closed and the senses did not bring the necessary information, no conscious life would be possible. There are known facts that a person deprived of a constant source of information falls into a sleepy state. Such cases occur when a person suddenly loses sight, hearing, smell, and when his conscious sensations are limited to some pathological process. A similar result is achieved when a person is placed for some time in a light and soundproof chamber that isolates him from external influences. This state first induces sleep, and then becomes difficult for the subjects.

So V.A. Krutetsky writes that sensations allow a person to perceive signals and reflect the properties and signs of things in the external world and states of the organism. They connect a person with the outside world and are both the main source of knowledge and the main condition for his mental development. By its origin, sensations from the very beginning were associated with the activity of the organism, with the need to satisfy its biological needs. The vital role of sensations is to promptly and quickly bring to the central nervous system, as the main body for managing activities, information about the state of the external and internal environment.

Singling out the largest and most essential groups of sensations, E.I. Rogov distinguishes three main types: interoceptive, proprioceptive, exteroceptive sensations. The first combine signals that reach us from the internal environment of the body. The latter provide information about the position of the body in space and about the position of the musculoskeletal system, provide the regulation of our movements. Finally, still others provide signals from the outside world and form the basis for our conscious behavior.

Interoceptive sensations, signaling the state of the body's internal processes, bring irritations from the walls of the stomach and intestines, heart and circulatory system and other internal organs to the brain. This is the oldest and most elementary group of sensations. Interoceptive sensations are among the least recognized and most diffuse forms of sensations and always remain close to emotional states.

Proprioceptive sensations provide signals about the position of the body in space and constitute the afferent basis of human movement, playing a decisive role in their regulation. Peripheral receptors for proprioceptive sensitivity are located in muscles and joints (tendons, ligaments) and have the form of special nerve bodies (Paccini's little bodies). The excitations that arise in these bodies reflect the sensations that occur when stretching and changing the position of the muscles and changing the position of the joint. In modern physiology and psychophysiology, the role of propriorception as the afferent basis of movements and animals has been studied in detail by A.A. Orbeli, P.K. Anokhin, and in humans - N.A. Berstein. The described group of sensations includes a specific type of sensitivity called the sense of balance or static sensation. Their peripheral receptors are located in the semicircular canals of the inner ear.

L. D. Stolyarenko writes that the third and largest group of sensations are exteroceptive sensations. They bring information from the outside world to a person and are the main group of sensations that connect a person with the external environment. The whole group of exteroceptive sensations is conventionally divided into 2 subgroups: contact and distant sensations.

Contact sensations are caused by an impact directly applied to the surface of the body and the corresponding perceived organ. Examples are taste and touch.

Distant ones are caused by stimuli acting on the sense organs at some distance.

These sensations include the sense of smell and especially hearing and sight.

All types of sensations arise as a result of the impact of appropriate stimuli - stimuli on the senses. However, the sensation does not arise immediately as soon as the desired stimulus began to act. A certain time passes between the onset of the action of the stimulus and the appearance of the sensation. This is called the latency period. During the latency period, the energy of the acting stimuli is transformed into nerve impulses, their passage through the specific and nonspecific structures of the nervous system, switching from one level of the nervous system to another. By the duration of the latent period, one can judge the afferent structures of the central nervous system, through which nerve impulses pass before entering the cerebral cortex.

According to L.D. Stolyarenko, perception is a direct reflection of objects and phenomena in an integral form as a result of awareness of their identifying features. Perception, like sensation, is a reflex process.

Pavlov showed that perception is based on conditioned reflexes, temporary neural connections formed in the cerebral cortex when objects or phenomena of the surrounding world are exposed to receptors. In this case, the latter act as complex stimuli. I.P. Pavlov writes: "In harmony with the constantly and diversely fluctuating nature, agents as conditioned stimuli were either allocated by the hemispheres for the body in the form of extremely small elements (analyzed), then merged into diverse complexes (synthesized)." The analysis provides the selection of the object of perception from the background, on its basis, all the properties of the object of perception are combined into a holistic image. As a result of perception, an image is formed that includes a complex of various interrelated sensations attributed by human consciousness to an object, phenomenon, process. A person does not live in a world of isolated light or color spots, sounds or touches, he lives in a world of things, objects and forms, in a world of difficult situations, i.e. so that a person does not perceive, he invariably deals not with individual sensations, but with whole images. Only as a result of such a combination, isolated sensations turn into a holistic perception, move from the reflection of individual features to the reflection of whole objects or situations. When familiar objects (glass, table) are perceived, their recognition occurs very quickly - it is enough for a person to combine 2-3 perceived signs in order to come to the desired decision. When new or unfamiliar objects are perceived, their recognition is much more difficult and proceeds in much more developed forms.

Perception is a very complex and active process that requires significant analytical and synthetic work. The process of perception always includes motor components (feeling objects and eye movement, highlighting the most informational points; chanting or pronouncing the corresponding sounds that play an essential role in determining the most significant features of the sound flow). Therefore, it is most correct to designate perception as the perceiving (perceptual) activity of the subject. In order for a certain object to be perceived, it is necessary to perform some kind of counter activity in relation to it, aimed at researching it, building and clarifying the image.

According to E.I. Rogova, perceiving activity is almost never limited to the limits of one modality, but develops in the joint work of several sense organs (analyzers). Depending on which of them works more actively, processes more information about the properties of the perceived object, distinguishes between types of perception. Accordingly, Nemov distinguishes visual, auditory, tactile perception. There are also complex types of perception: the perception of space and time.

The main properties of perception are objectivity, integrity, constancy and categorization. Objectivity is understood as the relevance of all information about the external world, obtained with the help of the senses, to the objects themselves, and not to the receptors or participants in the brain that process sensory information. Integrity consists in the fact that any object is perceived as a stable systemic whole, categorical, that it belongs to a certain category, a group of objects on the basis of any essential characteristics.

Constancy is the relative constancy of certain perceived properties of objects when the conditions of perception change. For example, constancy of color, shape, size. The processes of perception mediate speech, creating the possibility of generalization and abstraction of the properties of an object by means of their verbal designation. Perception depends on past experience and knowledge, on tasks, goals, motives of activity, on individual personality traits.

So, perception is a visual-figurative reflection of objects and phenomena of reality acting on the senses at a given moment in the aggregate of their various properties and parts.

1.2 Development of sensory processes in ontogenesis

Research N.L. Figurina, N.M. Denisova, N.M. Schelovanova, N.M. Aksarina, L.G. Golubeva, M. Yu. Kistyakovskaya and others allow us to trace how sensory development occurs in the first years of a child's life.

So, O.V. Bazhenova points out that the path of development of a child's perception is difficult. Many interesting, big changes occur during this period, primarily related to the development of the main types of sensitivity.

As noted by G.A. Uruntaeva, the senses of a newborn begin to function from the moment of birth. But the development of sensory and motor activity in an infant does not occur simultaneously. The most important feature of development at this age is that the higher analyzers - vision, hearing - outpace the development of the hand as an organ of touch and an organ of movement, which ensures the formation of all basic forms of child behavior, and therefore determines the leading role of living conditions and upbringing in this process.

As the observations of V.S. Mukhina, by 3-4 months, i.e. before mastering crawling, grasping and manipulating, visual and auditory concentration is improved. Vision and hearing, according to Mukhina, are combined with each other: the child turns his head in the direction from which the sound is heard, looks for its source with his eyes. The child not only sees and hears, he strives for visual and auditory impressions. The experiments described by Mukhina, carried out with three-month-old children, have shown that babies are good at distinguishing colors, shapes of volumetric and planar geometric shapes. It was possible to establish that different colors attract the baby to different degrees, and, as a rule, bright and light are preferred. It was also found that children of this age are very sensitive to novelty: if, next to objects that the child often looks at, place a new one that differs from them in color or shape, the child, noticing it entirely, switches to a new object, focuses on it for a long time ...

With the development of grasping at 4 months, as noted by G.A. Uruntaeva, the development of the baby's hand as an analyzer begins. The baby grasps all objects in the same way, pressing his fingers to his palm. At 4-5 months, the child has a new need to get and take a toy that has attracted his attention. From 4-6 months, the baby learns to accurately direct his hand to the toy, get or take objects lying on his side, stomach. A more accurate movement of the hand to the object develops by 8 months. Grasping and holding the object with fingers is formed at 7-8 months and is improved until the end of the year. The child begins to place fingers on the object in accordance with its shape and size (round, square or oblong).

According to T. Bauer, by 10-11 months, a child, before taking any object, folds his fingers in advance in accordance with its shape and size. This means that the child's visual perception of these signs in objects now directs his practical action. In the process of viewing and manipulating objects, visual-motor coordination is formed.

New, according to L.N. Pavlova, in the sensory development of a 10-11 month old child is the ability to relate parts of objects to each other when removing rings from the pyramid rod and putting them on, opening and closing cabinet doors, pulling out and sliding table drawers. By the end of the first year, the child's understanding of speech develops on the basis of visual perception. The visual search for objects is guided by the word.

The development of objective activity at an early age puts the child in front of the need to identify and take into account in actions precisely those sensory signs of objects that are of practical importance for performing actions. The kid will easily distinguish his small spoon from the large one used by adults. The shape and size of objects, according to Bashaeva, if necessary, to perform a practical action is highlighted correctly. Color is more difficult for a child to perceive, because, unlike shape and size, it does not have a big impact on the performance of actions.

In the 3rd year of life, as established by L.A. Wenger, E.I. Pilyugin, some objects well-known to the baby become permanent models with which the child compares the properties of any objects, for example, triangular objects with a "roof", red with a tomato. The child proceeds to visually correlate the properties of objects with a measure, which is not only a specific object, but also an idea of \u200b\u200bit.

G.A. Uruntaeva highlighted the features of sensory development in early childhood:

A new type of external orienting actions is taking shape;

Trying on, and later visual correlation of objects according to their characteristics;

There are ideas about the properties of objects;

Mastering the properties of objects is determined by their significance in practical activity.

A.V. Zaporozhets pointed out that in preschool age, perception turns into a special cognitive activity. L.A. Wenger draws attention to the fact that the main lines of development of the preschooler's perception are the development of new in content, structure and nature of the survey actions and the development of sensory standards.

Research by Z.M. Boguslavskaya showed that during preschool age, play manipulation is replaced by actual examination actions with objects and turns into purposeful testing of it in order to understand the purpose of its parts, their mobility and communication with each other. By the older preschool age, the survey takes on the character of experimentation.

The most important distinguishing feature of the perception of children 3-7 years old is the fact that, combining the experience of other types of orientational activity, visual perception becomes one of the leading. The relationship between touch and vision in the process of examining objects is ambiguous and depends on the novelty of the object and the task facing the child. So, upon presentation of new items, according to the description of V.S. Mukhina, there is a long process of familiarization, a complex orienting research activity. Children pick up an object in their hands, feel it, taste it, bend it, stretch it, knock on the table, etc. Thus, they first get to know the object as a whole, and then highlight individual properties in it. In the course of performing various types of activity with appropriate pedagogical guidance, middle preschoolers learn to observe, to consider objects to highlight its different sides.

N.N. Poddyakov revealed the following sequence of actions of the child when examining objects. Initially, the subject is perceived as a whole. Then its main parts are isolated and their properties (shape, size, etc.) are determined. At the next stage, the spatial relationships of the parts with respect to each other are distinguished (above, below, on the right, on the left). In the further isolation of smaller details, their spatial arrangement is established in relation to their main parts. The examination ends with the repeated perception of objects.

In the course of the survey activity, there is, as it were, the translation of the properties of the perceived object into a language familiar to the child, which are systems of sensory standards. Familiarization with them and how to use them (from the age of 3) takes the main place in the sensory development of the child.

Mastering sensory standards not only significantly expands the scope of the properties learned by the child, but also allows you to reflect the relationship between them. Sensory standards are representations of the sensually perceived properties of objects. These ideas are characterized by generalization, since the most essential main qualities are fixed in them. The meaningfulness of standards is expressed in the appropriate name - word. Standards do not exist separately from each other, but form certain systems. For example, a spectrum of colors, a scale of musical sounds, a system of geometric shapes, etc., which constitutes their consistency.

Research led by L.A. Wenger was allowed to trace the stages of mastering the standards.

Summarizing the development of the preschooler's sensory abilities, the following can be distinguished:

Visual perception becomes the leading one when familiarizing with the environment;

Sensory standards are mastered;

Purposefulness, planning, controllability, awareness of perception increases;

With the establishment of relationships with speech and thinking, perception is intellectualized.

1.3 Features of the development of perception in young children

In the psychological literature, it is indicated that the sensory organs of a newborn begin to function from the moment of birth. Already in a month-old baby, tracking eye movements can be recorded. Visual concentration, i.e. the ability to fix the gaze on an object appears in the second month of life.

The first days and weeks are an extremely favorable period for the beginning of purposeful education and training. The timely start of the activity of all senses allows the baby to develop successfully in the future. Modern psychological and pedagogical research testifies to the great capabilities of the baby. With purposeful learning, a two-week-old child monitors moving objects, in three weeks carefully examines the objects of the environment, distinguishes not only contrasting, but also close color tones: red and orange, orange and yellow, etc.

A newborn child already hears, sees, perceives by touch. His senses are ready for action and they need a kind of food for further development. Babies at the age of one month react differently to the sounds of a funny and sad melody: it calms down when it is sad and vividly moves its arms and legs when it is cheerful. When listening to a sad melody, the baby's expression may change: the corners of the mouth go down, the face becomes sad. In the second month of life, the baby reacts in a special way to people, distinguishing and distinguishing them from objects. His reactions to a person are specific and almost always brightly emotionally colored. At the age of 2-3 months, the baby reacts to the mother's smile with a smile and general activation of movements. This is called a revitalization complex.

Unlike a newborn, a child of 1.5 - 3 months shows keen interest in what is happening around. The hallmark is the emergence of a social smile. Another sign is the infant's visual detection of his hand. By the age of 3 months, baby's hand movements become smooth, free. He often straightens his arms above his chest, accidentally grasps and feels with one hand with the other, then the diaper and blanket, and then all the objects that come to hand.

The kid accidentally stumbles upon hanging toys and enjoys new sensations. Having received pleasure, he tries to repeat the movement and reaches for the object again. Of all the changes that play a decisive role in the mental development of a child, the main relation should be put in first place in terms of objective significance: perception - movement. At 3-4 months, the child is long and focused on the toys hanging around him: he bumps into them with his hands and watches how they swing, tries to grab and hold them. A. Binet notes that from 4-5 months the gripping movements become more precise. Thus, with the development of grasping at 4 months, the development of the baby's hand as an analyzer begins.

Visual-tactile-kinesthetic connections are formed at the moment of directing the hands to the object and mastering it.

The child has certain sensations when the palms and fingers touch the object. After the formation of these connections, the appearance of the object becomes a stimulus for purposeful hand movements. Mastering the relatively subtle actions of the hands occurs in the process of developing vision, touch and kinesthetic feeling (position and movement of the body in space), and then the movements of the hand begin to be carried out mainly under the control of vision, i.e. the visual analyzer plays a leading role in the development of hand movements. Feeling the object, the hand reproduces, following the outlines, its size, contour, then with the help of signals coming from the motor receptors, forms their "cast" in the brain. This is the role and participation of movement in the emergence of sensations and perceptions. The emerging associations of the forming visual experience with the experience of the tactile-motor I.P. Pavlov put it in simple words: "The eye" teaches "the hand, the hand" teaches the "eye".

So, by the age of 6 months, the child has developed visual-motor coordination, and the hand is adapted to the size and shape of the object being grasped. With the help of the perception of various objects, his visual sensations were enriched. At 6 months, the baby usually begins to hold a toy in each hand, can transfer them from one hand to another.

When the child begins to sit down, the visible world of objects appears to him in a new way. An increase in the field of view contributes to the activation of cognitive activity, prompting an effective exploration of the world. In a child of the first year of life, interest in an object is primarily due to the possibilities of practical action with them: he enjoys both the action itself (open, close, shoot, etc.) and from various changes in the object that arise due to his actions, which both supports the child's activity and contributes to the emergence of a more stable interest in the subject and its properties.

The first cognitive reactions appear in the child's actions. The child's interest in the surrounding things and objects increases as his movements develop, his eyesight improves. In the course of object actions, the child learns the properties and qualities of objects, establishes the first simple connections between them. In the first year of life, thanks to objective actions, the child accumulates his own practical experience, which cannot be replaced by any conversations, descriptions or stories of an adult. At the end of the first year of life, based on visual perception, the first words of the child appear that relate to the subject.

G.A. Uruntaeva highlighted the features of sensory development in infancy:

An act of examining objects is formed;

Grasping is formed, leading to the development of the hand as an organ of touch and an organ of movement;

Visual-motor coordination is established, which contributes to the transition to manipulation, in which vision controls the movement of the hand;

Differentiated relationships are established between the visual perception of an object, action with it and its naming as an adult.

In the second year of life, if all the necessary conditions have been created, the child has an intensive development of sensory abilities that determine the level of development of perception. The dominant sensory development is the perception of objects. The kid is increasingly establishing the relationship of size, shape, and then color with a specific object. The transition to objective perception is the result of mastering the simplest actions - grabbing and holding objects, manipulating them, moving in space.

Effective acquaintance with objects, their properties leads to the emergence of images of perception. At the beginning of the second year of life, the accuracy and meaningfulness of perception is low. T.M. Fonarev points out that a child, acting with objects, often focuses on individual, striking signs, and not on a combination of sensory characteristics (he calls both a fluffy collar and a fur hat "kitty", etc.).

The development of objective activity at an early age puts the child in front of the need to identify and take into account in actions precisely those sensory signs of objects that are of practical importance for performing actions.

For example, a baby can easily distinguish between a small spoon that he eats himself and a large one that an adult uses. The shape and size of objects, if necessary, to perform a practical action, is highlighted correctly. In other situations, perception remains blurry and imprecise. Due to the fact that in the first year of life, sensory development was largely carried out in the process of grasping objects and manipulating them, the perception of their size and shape was most intensively formed. According to O.A. Shagraeva, multiple assimilations of the position of the hand to the size and shape of objects when grasping, holding or manipulating them allow the child to take into account the properties of objects more and more accurately, contribute to the improvement of perception. In other words, the child thinks by acting. Naturally, mental education begins with practical acquaintance with things. The child should be in more contact with objects, actively explore their properties. At first, he accumulates concrete ideas about individual objects and phenomena, and only gradually general ideas and concepts are formed. Here is what Ushinsky wrote about children's activity: "A child thinks in forms, sounds, sensations in general, and he would needlessly and harmfully force the child's nature, who would want to make him think differently. The child demands activity incessantly and is tired not by activity, but by its monotony and one-sidedness." ...

As for the color, despite its emotional attractiveness, its perception is the most difficult from the point of view of the implementation of practical actions. Color is more difficult for a child to perceive, because, unlike shape and size, it does not have a big impact on the performance of actions. Only from 1.6-1.8 months. elementary actions of grouping identical objects by color become available to children. The choice of items can be carried out from items of 2 colors (red - yellow, orange - green, yellow - blue, white - purple, yellow - black).

The grouping of objects by size, shape and the correlation of objects by these signs are available to children of the second year of life at the beginning when choosing one of two, and from 1.8-1.9 - out of four.

By the age of two, perception becomes more accurate and meaningful due to the mastery of such functions as comparison, comparison. The level of sensory development is such that the child is able to correctly identify the properties of objects and recognize objects by the combination of properties. A characteristic feature of sensory development, especially in the period from 1.5 to 2 years, is the certainty of perception. Thus, a child is oriented in the form of objects when "objectified" words - names are used as a model. Round objects are a ball, a ball, and a car wheel; triangular - roof; oval - cucumber, egg; rectangular - brick; square - cube, etc. ... Recognition of the various forms is apparently easy for children. It is known that Pestalozzi considered the quadrangle to be the simplest form for children, and Herbart recognized the triangle as such.

The latest research suggests that the simplest shapes are a circle and a ball, then a quadrilateral, and then just a triangle.

A very interesting material for judging the perception of forms in children is the study of how they perceive pictures. As a matter of fact, for children, for a very long time, paintings are as real objects as what they depict. The very recognition of the picture, as Stern found out, is based on the perception of the contour, and this throws an interesting light on the question of the development of a sense of form in children. A very curious feature of children's perception of form is "the independence of recognition from the position of the picture in space," as Stern puts it. The fact is that for children it is rather indifferent whether they perceive the picture in the correct position or "upside down".

This is because form perception and position perception are two different functions.

As N.N. Poddyakov, methods of perception are most characteristic for a child of this age, which allow comparing the properties of objects when performing actions with them. The child receives the practical result as a result of repeated comparisons of the size of the shape, color in the process of selecting the same or matching objects or their parts. This is especially evident when a child acts with collapsible toys - pyramids, nesting dolls, mushrooms. It is the multiple comparison that allows the child to achieve practical results in everyday life (takes his cup, shoes, etc.).

Pilyugina points out that the initial comparison is approximate: the child tries on, tries and through mistakes and their correction reaches the result. However, after one and a half years, at the age of 1.9-1.10, the number of measurements quickly decreases and a transition to visual perception occurs. This is a new stage in sensory development, which indicates the transition of external actions into the internal psychic plane. A child can stretch out his hands in the direction of objects that he does not need at the moment, but does not take them anymore, but slowly moves his gaze, comparing them with other objects - these are sensory actions in the visual sense. Thus, there is an intensive development (development of the sense organs, accumulation of sensory experience: knowledge of colors, shapes, sizes, etc.); perception is the leading cognitive process.

In the second year of life, not only visual, but also auditory perception develops intensively. Of particular importance is the development of speech phonemic hearing, which is carried out in the process of verbal communication with others. The sensory development of the child is enhanced under the influence of communication with adults, in whose speech these signs and properties are indicated. On the basis of sensory and speech development, the mental development of the baby takes place. So in the process of actions with objects, their individual characteristics (color, shape, size) are distinguished, objects are compared with each other and generalized according to this criterion in a visual and effective way.

The objective world is one of the spheres that a person also masters, starting from a dummy, a rattle, a spoon and ending with the most complex machines, spacecraft, etc. Without mastering them, he cannot live and develop normally. It is at the age of up to 3 years that the child begins to assimilate the ways of using various objects existing in society. Getting acquainted with objects and mastering them, the baby highlights their different signs, properties, which means that his perception also develops.

The improvement of tactile perception is carried out together with visual perception and the development of hand movements, as well as such mental functions as attention, memory, thinking. 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. Specially created conditions - in the process of conducting classes and in everyday life - allow the accumulation of various visual, auditory, tactile impressions, form elementary ideas about the main varieties of size (large - small), shape (round, square, oval, etc.) , colors (red, yellow, orange, etc.). As a result, it becomes possible to form the ability to highlight the various properties of objects, focusing on color, shape, size, sounds, texture, etc. An adult needs to develop the ability to compare, contrast objects according to one of the named signs (color, shape, size).

According to L.A. Wenger, timely sensory education at this age stage is the main condition for cognitive development, correct and quick orientation in an endlessly changing environment, emotional responsiveness, the ability to perceive the beauty and harmony of the world. And the quick activation of sensory systems is one of the key human abilities, the foundations of his full development. When a child in the second year of life is familiar with the shape of objects, a connection is established between the shape of specific objects and its generalized expression: a wooden or drawn circle is called either a ball, then a ball, then a wheel for a car, etc. The use of "objectified" word names helps to deepen the perception of the form. It is useless to tell children about a rectangle, a square, an oval, a circle and a triangle, although they can distinguish them already in the first 2-3 months. In the second year of life, children learn the form as a sign of objects: they easily choose the necessary parts from the building kit for the "roof", etc. Vocabulary is very limited and lags very far behind the development of perception, therefore, along with "objectified" words-names of forms, children easily learn words that contribute to the development of perception, such as "such", "different", "not like that".

L.N. Pavlova points out that by the age of 2, a child is able to correlate dissimilar objects in color, shape, size in accordance with the sample when choosing from 2-4 varieties. Has elementary ideas about the main varieties (pre-standards) of size, shape, color.

He calls a round object or a drawn circle a ball, a ball, etc. In various color spots or mosaic elements, he recognizes characteristic objects: he associates an orange mosaic with a carrot or orange; in white indicates snow, hare, etc. In the third year of life, knowledge of the world of objects continues. Children can more purposefully "study" their external properties and purpose. However, during this period, perceiving an object, the child, as a rule, distinguishes only individual signs, those that immediately catch the eye. In the third year of life, some objects well-known to the baby become permanent samples with which the child compares the properties of any objects, for example, triangular objects with a roof, red objects with a tomato. Thus, the action changes with the measure and its content. The child proceeds to visually correlate the properties of objects with a measure, which is not only a specific object, but also an idea of \u200b\u200bit.

Mastering new orienting actions leads to the fact that perception becomes more detailed, complete and accurate. The object is perceived by the child from the point of view of various inherent properties. The coordination of hand movements under the control of the eye becomes more perfect, which allows children of this age to cope with such tasks as playing with mosaics, building sets, drawing with a brush and pencils (place mosaic elements in the holes of the panel, carefully overlay the parts of the building set one on top of another, apply spots or lines with a brush, pencils, etc.). In the 3rd year of life, the tasks of sensory development become significantly more complicated, which is associated with general psychophysical development, primarily the beginning of the formation of new types of activity (play, elementary productive, etc.).

In this regard, it is necessary to create conditions for the intensive accumulation of various ideas about color, shape, size, texture, both in the process of specially organized games-activities and in everyday life.

In the process of improving perception (comparison and comparison), the child begins to recognize objects and phenomena according to the most characteristic signs and properties.

So, by the age of three, the preparatory stage of the child's sensory development ends.

1.4 Role of didactic games and exercises in sensory development in young children

Psychologists and educators point out that an early age is the most favorable time for sensory education, without which the formation of a child's mental abilities is impossible. The same period is important for improving the activity of the sense organs, for accumulating ideas about the world around, recognizing the creative abilities of the baby.

At the age of 2-4 years, the child is actively developing perception. This process is under the influence of productive, constructive and artistic activities. In the modern system of sensory education, a certain place is given to classes, which are conducted in the form of organized didactic games. In classes of this kind, the teacher sets sensory and mental tasks for children in a playful way, connects with play. Development of the child's perceptions and ideas, the assimilation of knowledge and the formation of skills occurs in the course of interesting play actions. This is still a primitive manipulation, but very quickly with purposeful teaching and upbringing, the child's actions begin to take on a more meaningful character. The task of teachers in child care institutions or parents in the family is to organize the child's play area, saturate him with such objects, toys, playing with which the child learns to understand their properties - size, shape, and then color, since correctly selected didactic material, toys attract baby's attention to the properties of objects.

Scientists have proven that the most favorable development of a child proceeds under the influence of thoughtful upbringing and training, carried out taking into account the age characteristics of children. The value of early educational influence has long been noticed by the people: they have created children's songs, nursery rhymes, toys and games that amuse and teach a small child. Folk wisdom has created a didactic game, which is the most suitable form of learning for a small child. There are rich possibilities for sensory development and improvement of manual dexterity in folk toys: turrets, nesting dolls, tumblers, collapsible balls, eggs and many others. Children are attracted by the colorfulness of these toys, the amusement of actions with them. While playing, the child acquires the ability to act on the basis of distinguishing the shape, size, color of objects, masters a variety of new movements, actions. And all this kind of teaching elementary knowledge and skills is carried out in forms that are fun, accessible to the child.

Play is a universal way to educate and educate a small child. Games that develop sensory perception are very necessary for an early child. They bring joy, interest, confidence in themselves and their capabilities to the child's life. Games that use actions with objects develop not only movements, but also perception, attention, memory, thinking and speech of the child. For educational games with kids, you need to use various composite toys (inserts, pyramids, cubes, etc.), which require correlating the properties of several parts. In some cases, two identical objects will be needed: one for showing and a sample, the other for reproducing the correct action with it. And, which is very important, games with objects should be, if possible, distinguished from other events in the child's life, they should have an obvious beginning and end. At the end of the game, you need to carefully fold and remove toys or aids, thereby eliminating addiction to objects that are constantly in front of your eyes.

Modern psychological and pedagogical research testifies to the great possibilities of a young child. With purposeful learning, a two-week-old child monitors moving objects, at 3 weeks he carefully examines the objects of the environment, distinguishes even close color tones: red and orange; orange and yellow, etc. It is very important that the kids, with whom they systematically play with objects, stay awake for a long time without asking for their hands, since they know how to find an interesting activity for themselves, of course, if adults provide the appropriate toys.

Children of the second year of life continue to get acquainted with the size, shape, color of objects, performing a variety of practical actions. This is still a primitive manipulation, but very quickly with purposeful teaching and upbringing, the child's actions begin to take on a more meaningful character.

The task of teachers in child care institutions is to organize the baby's play area, saturate it with such objects, toys, playing with which the baby learns to understand their properties - size, shape, and then color, since correctly selected didactic material, toys attract the baby's attention to the properties of objects ... Skillful, unobtrusive guidance of the teacher with the actions of the child allows the child to move from primitive manipulation to performing a variety of practical actions, taking into account the size and shape of objects. In most cases, the child initially performs the task by accident, autodidactism is triggered. A ball can only be pushed into a round hole, a cube into a square hole, etc. The child is interested in the moment the object disappears, and he repeats these actions many times.

At the second stage, through trial and error, children place inserts of different sizes or different shapes in the corresponding nests. Here, too, autodidactism plays an essential role. Gradually, from repeated chaotic actions, he turns to preliminary fitting of the liners. The kid compares the size or shape of the insert with different sockets, looking for the identical one. Pre-fitting indicates a new stage in the child's sensory development. Ultimately, children begin to compare objects visually: they repeatedly shift their gaze from one object to another, carefully selecting the inserts of the required size or shape. The pinnacle of children's achievements is completing assignments for correlating different objects by color. There is no longer that autodidactism that took place when objects were correlated in size and shape. Only repeated purely visual comparison allows the child to perform the task correctly. Children's hand movements become more complex. To "plant" a fungus in a small hole, delicate hand movements are required under the control of sight and touch.

Tasks for grouping objects by size, shape, color become available to children when they can keep in mind the conditions for performing an action. Children remember that they should not only take objects of two types and put them in different places, but at the same time take into account their size, shape, color. Initially, children are offered additional guidelines: arrange small circles on a narrow path, large ones on a large one, etc. Kids quickly get used to tasks with two conditions and then move on to grouping objects without additional guidelines.

In the process of games-lessons on sensory education, children develop the techniques of attachment, comparison, juxtaposition of color, shape, size. By the age of 2, these processes are carried out without preliminary measurements, moving from the external to the internal plan.

We must agree with the opinion of S.A. Kozlova, that for children of the third year of life - when creating the necessary conditions for this - an accelerated rate of sensory development is characteristic. Accumulated sensory experience, i.e. ideas about size, color, shape, texture, etc., is associated with specific objects and phenomena. The child's sensory development occurs, as before in the course of special games-activities, but to a much greater extent than before in everyday life: playing, walking, at home, in the process of practical actions with objects and observations.

Acting with objects, he takes into account their properties, position in space, trying to portray this with the means available to him.

In the third year, the tasks of sensory development become significantly more complicated, which is associated with general psychophysical development. In this regard, it is necessary to create conditions for the intensive accumulation of various ideas about color, shape, size, etc. ...

It is also necessary to improve actions aimed at deepening perception: taking into account the various properties and qualities of objects, disassemble and assemble cubes - inserts, pyramids, nesting dolls; push items into the corresponding holes in the boxes; select appropriate lids for boxes of different sizes, shapes, colors; fill with inserts sockets of the appropriate size and shape - initially when choosing from two varieties, and then - from four.

Summing up the above, we can conclude that as a result of systematic work on sensory education of young children, they have formed skills that indicate an appropriate level of development:

Children successfully identify and take into account the color, shape, size and other signs of an object;

Objects are grouped in accordance with the sample by shape, color, size when choosing from 4;

Dissimilar objects are correlated in color, shape, size when choosing from 4 varieties (or 4 varieties of color, or shape, etc.);

They recognize objects or phenomena with a characteristic color sign in various color spots (snow, grass, orange, etc.);

They actively use "objectified" word names to denote a shape (roof, ball);

They begin to actively use the generally accepted color words.

Chapter 2. Research methods and organization

2.1 Research methods

When performing the final qualifying work, an integrated approach was used, including interrelated research methods:

1. Theoretical analysis and generalization of data from psychological and pedagogical literature.

2. Psychological methods.

3. Pedagogical experiment.

4. Methods of mathematical statistics.

Theoretical analysis and communication of scientific and methodological literature data.

The study and analysis of literary sources, practice experience was carried out in order to determine the relevance of the topic of the final qualifying work, trends and prospects for solving the problems of sensory development in young children.

The study and generalization of literature on the topic of the final qualification work was carried out according to journal articles, textbooks and teaching aids of domestic and foreign authors.

The scientific and methodological literature on pedagogy, psychology and other areas was analyzed. They examined the features of the sensory development of young children. Particular attention was paid to the formation of children's perception of color, shape, size of objects.

Psychological methods

To solve these problems, the following methods were used:

Observation and experiment.

Observation is a systematic and long-term recording and analysis of the characteristics of a child's behavior or the course of his mental processes and personality traits.

We used observation of the activities of children in their free time and in the classroom, the purpose of which was to fix the peculiarities of the formation of sensory perception in young children.

Of all the commonly accepted types of observation, we used the following:

· By the purpose and program of the conduct: purposeful, standardized observation, which was predetermined and clearly limited in terms of what was observed;

· By the course of time: short-term (episodic) observation of the child's sensory development for a short period of time;

· By coverage of children: wide observation of the age group of the kindergarten in general; narrow clinical observation of an individual child;

· By the nature of the contact: direct observation, when the researcher and the subject were in the same room;

By the nature of the interaction with the subject: not included, that is, external observation - the researcher does not interfere with the activities of the observed;

· According to the conditions of the observation: field observation, which took place in the conditions of everyday life;

· By the nature of fixation: ascertaining - the observer recorded the facts as they are, observing them directly; evaluating, when the observer not only recorded, but also assessed the facts of the relative degree of their expression according to a given criterion.

The leading place in the research was given to the experiment.

Experiment is one of the main methods of psychology, which provides the possibility of active intervention of the researcher in the activity of the subject.

The following types of it were organized:

· Depending on the location: natural experiment - was carried out in familiar conditions, that is, in real conditions for the subject;

· Depending on the sequence of conducting: ascertaining experiment - revealed the level of formation of sensory perception before special experimental training;

· Formative experiment - revealed the formation of sensory perception after specially organized training work;

· Depending on the scientific disciplines in which the experiment was conducted - psychological and pedagogical;

· By the number of subjects who participated in the study: individual, group.

Pedagogical experiment

In order to confirm the hypothesis, we carried out a pedagogical experiment in which 40 children of 2-3 years old took part. The term of this experiment is December 2004 - June 2005. Its essence was that the effectiveness of sensory education classes according to Wenger's method, as well as games and exercises for the development of sensory perception in young children, was determined using the example of the experimental group.

Methods of mathematical statistics

The processing and analysis of the results was carried out using the following mathematical and statistical methods. In this case, the following were calculated: M - arithmetic mean; ± δ is the standard deviation; ± m - error of the arithmetic mean; t - Student's test; P is the level of confidence, determined by the critical value t.

The reliability of the difference between individual mean values \u200b\u200bwas determined using the parametric Student's test (BA Ashmarin, 1978).

2.2 Organization of the study

The study was conducted on the basis of a municipal preschool institution - kindergarten No. 6 of the village of Staroshcherbinovskaya, Krasnodar Territory.

The experimental work was carried out in accordance with the generally accepted stages of scientific research.

Chapter 3. Research results and their discussion

Before carrying out the formative experiment, we conducted a stating experiment.

The ascertaining experiment in our study consisted of 6 tasks based on the indicators of cognitive development proposed by E.B. Volosova.

In compiling these indicators, the author of the book "Early Childhood Development" E. Volosova used her own scientific and methodological research, long-term observations of young children, as well as materials from the work "Diagnostics of the neuropsychic development of children in the first three lives" and the child development program - a preschooler of the Center "Preschool Childhood" them. A.V. Zaporozhets. Therefore, this publication can be trusted.

Based on the main indicators, we have selected a number of games to determine the level of development of sensory perception.

1. To name a color - the game "Name what color"

2. To distinguish colors - game "Find the same"

3. For the perception of volumetric figures "Entertaining box"

4. For the perception of flat geometric figures - the game "Decompose the figures"

5. To name the size - the game "Big and Small"

6. To take into account the value - the game "Fold the pyramid"

Task one: "Name what color"

Goal: to identify the level of mastery of the naming of the four basic colors (red, yellow, green, blue).

Material: a set of toys with appropriate colors.

Carrying out: the teacher shows the toy and asks: "Tell me, what color is it?" The task reveals the correctness of the child's naming of the four primary colors.

The second task: "Find the same"

Goal: revealing the degree of orientation of the child in seven colors of the spectrum, finding by the pattern, at the request of an adult.

Material: cubes colored in seven colors of the spectrum.

Carrying out: the teacher invites the child to build a tower of blocks. He takes one cube of a certain color and invites the child to find the same one. A child from many cubes must find and give the teacher a cube of a given color.

In the course of the game, the child's understanding and orientation in the seven colors of the spectrum is revealed.

Task three: playing with the "Entertaining box"

Goal: identification of the child's orientation in the configuration of volumetric geometric shapes (selection to holes corresponding to the shape).

Material: a box with holes and a set of volumetric geometric shapes.

Carrying out: the teacher draws the child's attention to the box and says: "Look what kind of house I have. Different figures live in it, so they went out for a walk" (pours the figures out of the box and closes the lid). The child is given the opportunity to touch the figures with his hands, look at them. Then the teacher proposes to return the figures to the house, and draws attention to the fact that each figure has its own door and that he can get into the house only through his own door.

During the game, the child's ability to navigate in the configuration of volumetric figures is revealed.

The fourth task: the game "Decompose the figures"

Goal: determination of the child's skills to select flat geometric shapes according to the model.

Material: a set of flat geometric figures (circle, square, triangle), sheets with the image of these figures - "houses".

Carrying out: the teacher invites the child to arrange the figures in their "houses".

The fifth task: the game "Big and small"

Goal: identifying the child's ability to find and name a large, small object.

Material: paired pictures with the image of one object, but different in size, 2 boxes: large and small.

Carrying out: the teacher offers to arrange the pictures in boxes, while asking the child a question about the size of the object.

Task six: the game "Fold the pyramid"

Goal: determination of the child's ability to assemble a pyramid of 4-5 rings according to the picture (in descending order of size).

Material: a card divided in half, at one end a pyramid pattern, the other side blank. The rings are the same as on the sample.

Carrying out: the teacher shows the child a card, examines the pyramid and offers to lay out the same on the empty side.

In the process of execution, the child's ability to lay out according to the sample is determined, taking into account the decrease in size.

The results of the ascertaining experiment are shown in the table and graphs.

Figure: 1 - Indicators of the level of development of perception of children in the control and experimental groups before the experiment (%)

Figure: 2 - Indicators of the level of development of perception of children in the control and experimental groups after the experiment (%)

Figure: 3 - Indicators of the level of development of perception of children in the control group during the experiment (%)

Figure: 4 - Indicators of the level of development of perception of children in the experimental group during the experiment (%)

After conducting the ascertaining experiment, we received the following results:

In the control group:

Low level - 16 people - 80%

Average level - 4 people - 20%

In the experimental group:

Low level - 12 people - 60%

Average level - 7 people - 35%

Above average - 1 person - 5%

The results of the ascertaining experiment are presented in table No. 1.

Table 1 shows that the groups are homogeneous in composition (P\u003e 0.05), which gives us the right to conduct a formative experiment.

Table 1 - Indicators of the development of perception in the experimental and control groups before the experiment (in points)

For the experimental group, we drew up a long-term plan of classes in sensing, which included games recommended by L.A. Wenger for children of the II younger group. We decided to use these games for young children. We also developed original games and exercises for the development of perception, which we used throughout the day in various types of children's activities.

Games-lessons were carried out once a week. The duration of the lesson is 8-12 minutes. We studied with a small group of 2-6 people. When conducting the game-lesson, they used a short speech instruction, without distracting the children with unnecessary words from the tasks. For example, when conducting a lesson with colored sticks (the choice of homogeneous objects by color from the four proposed), they paid attention to the fact that the sticks are all multi-colored, and then they were asked to choose one of any color: "Take, Dasha, any one stick. And you, Ksenia, take a wand. Okay. And now Dasha will choose all of these, and Sonya - such "(gesture once again to the wand with the given color). At first, we did not require children to memorize and independently use the names of colors and shapes. It is important that the child actively performs tasks, takes into account these properties, since it is in the process of practical work that ideas about the properties of objects are accumulated.

For the development of color perception, games-classes were conducted: "Let's make beads for dolls", "Laying out from the mosaic on the theme" Houses and flags "(pairwise arrangement of color elements)," Help dolls find their toys "," Hide the mouse "," Balloons " , "Pick by color", etc.

For the development of form perception, the following games-classes were carried out: "Placement of inserts, differing in size and shape, into the corresponding holes", "Placement of inserts of two predetermined shapes when choosing from four", "Stringing beads of different shapes".

To form ideas about the size, they used such games as: "Stringing large and small beads", "Placing inserts of different sizes", "Big and small".

Sensory education, as the first stage of mental development, is closely related to various aspects of a child's activity. Therefore, conducting classes on:

Familiarization with others;

Designing;

Activity;

Development of speech;

In the formation of motor activity, we tried to develop precisely the sensory perception of the child.

So, for example, when getting to know the environment, they used a series of games with dolls, bears, dogs. Dasha and Masha dolls came to visit the children. The dolls were of different sizes. We invited dolls to the table and treated them to tea. Moreover, it was necessary to select a tea set for each doll, according to its size. The teacher asked the children what size the doll is Dasha and what is Masha. "Vika, what cup will we give Dasha?" - Asked the teacher, - "And what, Lera, will we put Masha?", "Alina, what color is Masha and Dasha's mug?", "And now Alyosha, we will put plates for the dolls."

Alyosha, what plate will you give Dasha?

Great.

And why?

Because it's big.

Who is big?

Well done, Alyosha, the Dasha doll is big and you put a big plate for her. What did you give Masha?

Small.

Well done, Alyosha.

Sonechka, tell me what color the plates are. What is Dasha's?

Well done, that's right, this plate is blue.

Oleg, what color is this one?

No, this plate is red. Guys, let's say together what color the plate is!

Red.

Well done.

And now Sveta will say, what else do we have here in red?

Kettle and saucepan.

Well done, Sveta, right.

The classes were organized according to the same type: "Put the dolls to sleep", "Dolls are going for a walk" (selection of clothes by size), "Bathing dolls".

Towards the end of the school year, a similar lesson was held based on the fairy tale "Three Bears". Children were happy to select chairs, dishes, and beds for the bears. At the same time, they easily and without errors named the size of objects: large - smaller (medium) - smallest; Small - Bigger (Medium) - Biggest.

When completing the topic "Vegetables" and "Fruits", classes "Our vegetable garden", "What grew in the garden" were conducted.

For example, the children were asked to take 2 baskets, different in size, and go around the "vegetable garden" to harvest. Children were given verbal instruction - "We will put large vegetables in a large basket, and small ones in a small one." In the garden, the children took turns finding potatoes, zucchini, cucumbers, eggplants, tomatoes, onions, and carrots.

Children felt each vegetable, determined its shape, color and size.

Dasha, what did we find so red in the garden?

Tomato.

Sonya, what does a tomato look like?

On the ball.

That's right, it's round and ball-like.

Alyosha, now find where there are tomatoes, and put them in baskets. Why did you put this one here?

It is big and the basket is big.

And this means what?

Little.

Okay, smart girl.

All vegetables were examined in this way. At the end of the lesson, they tasted the vegetables, and after sleep, in the second half of the day, they touched the vegetables with their hands again, held them in their palms, and then played the didactic game "Wonderful Bag". Children by touch determined which vegetable they took.

Lesson with fruits is carried out in the same way. It is advisable to use fruits of various colors, sizes, shapes (apple, pear, lemon, orange, plum, banana).

The development of perception is closely related to physical activity classes. In drawing, the child learns to convey the brilliance of the world around him, in modeling the form of familiar objects.

For example, when drawing with paints on the theme "Orange", children were led to choose a color on their own to convey a well-known subject.

Taught to choose paint of the desired color from three similar colors (red, orange, yellow). Showing the children an orange, she explained that it was round, tracing it in a circular motion of her hand from left to right. Then she offered to make this movement to each child. On the sheet, with a quick movement, I drew a vicious circle and painted over it in a circular motion. Having drawn an orange, I compared it with a sample in color and shape.

Guys, look, I drew an orange the same color as this one?

Vika, what shape is he?

Round

Then she invited the child to find a paint with which he would paint an orange.

At the end of the lesson, we examined the completed work with the children and emphasized that the color of a real orange and the one drawn is the same and that all the children painted many oranges.

When working with clay, colored dough, children were taught to perform shaping movements.

They explained that in order to sculpt a ball, you need to roll a piece in a circular motion, and if you want to make a sausage, then straight. To consolidate the methods of shaping, the following classes were carried out: "Kolobok", "Cherries", "Treats for hares", "Snail", "House of logs", etc.

When performing applications with the children on the theme "Rug for a kitten", they continued to acquaint them with geometric shapes, taught them to rhythmically arrange them on a sheet of paper, and fixed the names of colors.

Creating a playful motivation, I suggested making a rug for a kitten. And to make it look beautiful, you need to decorate it. She showed the children triangles, circles, squares cut out of colored paper and offered her own sample.

See what kind of rug I'm going to make. I will put a yellow circle in the middle and triangles around the edges. Like this: green here, blue here, now red and yellow. Here's a rug I got. Now you choose different figures and lay them out on your sheets.

Oleg, what figures did you take? (triangles and circles)

What will you put in the middle? (circle)

Okay. And you, Nastya, what figures did you take? etc.

If the child finds it difficult to name any figure, then I named it myself.

At the end of the lesson, I praise all the children, and I say that the rugs turned out to be bright and different, because we used different figures: triangles and circles, and squares.

In the process of constructive activity, children's perception of the form of objects, their size, and spatial relationships is improved. During the execution of buildings, they continue to get acquainted with various volumetric details: cubes, bricks, a triangular prism. Children consolidate the knowledge that a brick has a narrow and wide side, if a brick is placed on a long narrow edge, then the "fence" will turn out to be low, and if on a narrow short edge, then high. In the design classes, they built "Towers", "Fence", "Walkways", "Gates", "Benches", "Table", "Chairs", "Sofas", "Beds", etc.

For example, when building a gate, they paid attention to the size - "These gates are high, and these are narrow." When playing around the buildings, the children were convinced that the car would not pass through the low gates, but the matryoshka did.

When building the tower, they paid attention to the fact that if you put many cubes on top of each other, the tower will turn out to be high, and if not enough, then low. We asked children to build low and high towers from blocks of different colors. At the end of the lesson they asked: "Daniel, what color is your high tower? Vika, did you build a low tower from what color blocks?" etc.

Familiarizing children with nature is also closely related to the development of sensory perception. Every day, going out for a walk, they drew the attention of the children to the color of the sky, grass, leaves on the trees. We compare bushes and trees in size, paid attention to the fact that the trees are tall, we cannot reach the branches, and the bushes are low. We compared trees in volume: "Let's hug a poplar, Look how thick it is, we all barely hugged it together. Now we will hug a nut. Look, it is thin, only Ksyusha could hug it."

Children love to bring bouquets of flowers to decorate the group. We definitely consider each bouquet, determine what color the leaves and flowers are.

Once Alyosha brought a bouquet of tulips. Many tulips were red and one yellow. We immediately conducted a game exercise "How many tulips and what color did Alyosha bring?" I asked the children questions: "What color of tulips are many? And let's find a tulip of the same color in our flower bed?" etc.

When observing insects, attention was also paid to their color and shape. Subsequently, the children themselves identified characteristic features. For example, Sonya - "This is a ladybug, it is red and round, and this bug is like an oval" Dasha: "This worm is thick and long."

We tried to solve the problems of sensory development not only in the classroom, but also in everyday life.

For example, when accepting children, they always paid attention to the color of the child's clothes, his shoes: "Ksyusha, what a beautiful yellow cap you have today. And you, Maxim, are wearing a green T-shirt today. Let's see and find who else has a green T-shirt today."

In the morning, while in a group of 1-2 children, they necessarily carried out individual work, offering children various didactic material for games. These are "Entertaining box", "Colored inserts", "Find whose booth", "Who is big, who is small".

During the regime moments, they paid attention to the color of towels, aprons, dishes, napkins, etc. In the story games, they also paid attention to the size, color and shape of objects "And what kind of potatoes are we going to cook soup from - big or small?" color to give you a saucepan? "," Doctor, what pills to give my daughter? Big pink or small yellow? " etc.

For the development of sensing, we have created an appropriate developmental environment, both in the group room and on the site. A place was allocated in the group where we placed didactic material and manuals.

These are colored inserts, pyramids of various types, "Entertaining boxes" of various configurations (in the form of a "House", "Turtle", "Elephant", "Ducks"), sets of multi-colored tables with holes and fungi for them, planar "Inserts", slides for rolling balls, sets for stringing "beads" of different sizes and shapes, nesting dolls, Lego constructors, etc.

We invented many games and manuals ourselves and made them ourselves. For example, on the poster with the image of Snow White and the 7 Dwarfs, we glued each dwarf a box with the image of various flat geometric shapes. The same colored figures were folded into a separate box, and then the child was asked to arrange these figures in boxes. To create a playful situation, they told the children that Snow White had prepared gifts for the gnomes, but did not know whom to give and asks the children to help her.

They also designed the stands themselves: "What is this color?" (yellow, blue, red, green). One depicts all objects in blue, on the other red, etc. and placed them in play pavilions at the sites.

We also placed didactic games in the sensory development zone, some of which we invented ourselves. These are such as: "Pick a sail for the boat", "Colored mittens", "Find whose booth", "Fold down the car", "Assemble the pyramid" (see appendix).

Thus, the sensory education system based on the methodology of L.A. Wenger, plus the use of practical tasks help teachers solve problems of sensory development in all areas of children's activity and give a positive result. This can be seen in Table 2.

Table 2 - Indicators of the development of perception in the experimental and control groups after the experiment

The table was compiled based on the results of the experiment.

Re-examination was carried out in May using the same tasks as before the experiment. Based on the survey, the following results were obtained:

Control group:

High level - 1 - 5%

Above average - 4 - 20%

Average level - 14 - 70%

Low level - 1 - 5%

Experimental group:

High level - 9 - 45%

Above average - 6 - 30%

Average level - 5 - 2%

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application

Sensory development games for kids

Game "Pick a sail for a boat"

Goal: Learn to find an object of the corresponding color, to consolidate color discrimination.

Equipment: card with the image of boats in 4 basic colors and sails of the same color shades.

The teacher invites the children to choose a sail of a certain color for the boat and explains that the boat will sail only when the sail is chosen correctly.

Game "Colored mittens"

Goal: Learn to select an object that matches the shape and color.

Equipment: colored cardboard mitten with holes in the middle, inserts matching the hole.

The teacher draws the children's attention to the mittens and says that the children were playing in the yard and their mittens were torn. He gives each of them a mitten, and the patches are in a common box. The child must independently find the patch and sew the mitten.

Game "Whose Kennel?"

Goal: Learn to pick up items that match in size

Equipment: cards with the image of dog houses with well-defined holes (3 pcs.), plane figures of dogs.

The teacher tells the children that the dogs went out into the yard, played too much, and now they cannot find their houses. You need to help the dogs to find each their own kennel. The child selects the dog in accordance with the hole (in size).

Game "Assemble the car"

Goal: Learn to assemble a whole from parts of geometric shapes.

Equipment: card with a car glued on it, laid out from geometric shapes. An empty card and the same set of geometric shapes to it.

The child should lay out the car according to the pattern. At the same time, the teacher asks him questions about fixing the names of geometric shapes, if necessary, helps the child.

The perception of the world by children differs from the adult vision, first of all, not by the lack of life experience, but by the necessary skills and knowledge. That is why for their upbringing, development and training, it is necessary to use various methods that will help to navigate not only in material life, but will also focus on artistic and aesthetic development.

In the learning process, parents and teachers should take into account the peculiarities of children's perception of form, color, time, music, which will contribute to the holistic development of the personality.

Features of children's perception of color

In the period of early and early age, when all the child's attention is directed to learning new things, interest in paints is largely due to the ability to make bright color spots on a sheet of paper. At the initial stage and when getting acquainted with artistic possibilities, many children do not associate color with emotions and mood. Even before the child can hold the brush in his hands, he makes his first drawings with his fingers or palms.

At this time, it is necessary, taking into account the peculiarities of children's perception of color, to draw the child's attention to the artistic possibilities of the color range to express their own feelings and emotions. Young children are especially attracted to bright and clear colors. This is due to children's perception of the world that surrounds him, the peculiarities of figurative thinking and emotional sphere. The first associations usually arise when the entire leaf is colored, which is perceived as an integral image, as well as colored spots and their shapes.

As they grow up, children's perception of color changes, as does the process of drawing itself, which indicates figurative and semantic activity. Gradually, a typical association is consolidated behind each color, which in practice is expressed in the ability to use the palette.

With the development of children's perception of the world, the ability to recognize and name colors can be used to assimilate new information aimed at understanding the world around them. Gradually, the perception of color instead of "beautiful - not beautiful" and "like - not like" should change to the formation of skills and ability to express emotions, thoughts and feelings through art.

Features of children's perception of music

Musical perception is a complex process in which the beauty of harmonies and sensory sensations of musical sounds are intertwined. Music gives rise to living associations connecting the accumulated life experience, fantasy and events taking place at the moment. Children's perception of music depends largely on family upbringing and social environment. If a child is surrounded by harmonious music since childhood, his musical images will be bright, and his reaction will be quite lively.

The perception of music by some children, due to the inherent characteristics, occurs naturally, but in most cases it is necessary to develop the ability to hear melody and harmony, which occurs due to the activation of musical thinking.

Vocal and instrumental music is usually used to develop musical taste in kindergartens and schools. At the same time, the vocal form of sounding is the closest and most understandable to young children. Instrumental music is more difficult to perceive, but through it children can learn the world of artistic images. Acquaintance with music provides for its holistic perception. It includes both the comprehension of mood and the characterization of individual artistic techniques.

The development of children's perception of music is aimed at developing the child's emotions, interests, thinking, imagination and tastes. This is necessary for the formation of the foundations of musical and aesthetic consciousness and musical culture in general. The emotional responsiveness of children to music is closely related to the development of the emotional background and the education of personality traits such as sympathy, responsiveness, empathy and kindness.

Many teachers believe that it is necessary to instill a love of music taking into account the peculiarities of the perception of the sound row in children. The best way to develop interest in music is singing certain themes of a piece of music. Such classes also enrich the "intonation vocabulary" of children, expand the possibilities of musical perception and develop the ability to distinguish between musical directions and styles.

When working with young children on the development of musical perception, listening to a play is often accompanied by various actions - dance movements, marching or patting to the beat. Also, the development of musical characteristics of perception in children is facilitated by visual and visual representations of a piece of music, for which you can use drawings or visuals. To consolidate visual images, it is possible to conduct didactic games related to the reproduction of musical expressive means - rhythm, pitch, timbre, dynamics.

An introduction to the world of music in the early stages of development must necessarily take into account the peculiarities of perception in children and be aimed at helping to understand its content and the richness of musical means. This requires:

• Select a musical repertoire, taking into account age and developmental characteristics;
• Use in work singing, musical movements, playing in an orchestra, conducting;
• Combine music studies with other arts studies.

The result of musical lessons should be the formation of a culture of listening in children, the development of auditory observation, emotional empathy and memory.

Features of children's perception of time

When raising children, it is necessary to take into account not only the peculiarities of children's perception of colors and sounds, but also time. Psychologists usually associate the difficulties that arise with the specific features of time as an objective reality, namely, its fluidity, lack of visual forms and irreversibility.

Children's perception of time is formed gradually, since it can be realized only indirectly - through activity, the alternation of any constant phenomena or movement. The difficulty lies in understanding the meaning of words denoting a temporary relationship, for example, "yesterday", "today", "tomorrow", "soon", "long ago." To develop a child's understanding of time, it is best to use rhythmic life processes and their alternation with a state of rest.

As children's perception of the world develops, their ability to evaluate and operate with the time factor also increases. Usually, preschool children are already able to estimate the duration of one minute, but this depends on the nature of their activity at a given time interval. As a rule, children's perception of time is often incomplete and does not cover all concepts, and the positive emotions arising in the process of activity in children, as in adults, cause a desire to prolong the pleasant moment, which makes it difficult to assess the time. The process of forming an idea of \u200b\u200btime is usually long and requires patience and perseverance from parents and educators.

Olga Gubanova
Features of the development of visual perception in young children.

According to T.V.Savina, a child already from birth has a system ready for perception of the surrounding world... is he able to see, hear, feel. AT early age all the child's activity is subordinated to one leading need - knowledge of the world around him and himself in it. The main means of satisfying this need is the sensory assimilation of reality through sensations, sensory perceptions and visual representations.

As pointed out by Grigorieva G.G., Kochetova N.P. and others in early age changes occur in the mental development of children - the motor sphere is actively developing, thinking is formed, the most important prerequisites for personality.

Early age - age mastery of objective activity. In the structure of consciousness, according to Grigorieva G.G., Kochetova N.P. and others, the leading role is played by perception... According to L.V. Vygotsky, all mental functions in this age develop"around perception, across perception and through perception". All the child's experiences are focused on perceived objects and phenomena. Development this process is determined by three parameters - perceptual actions (actions aimed at identifying an object, eye movement, tracing a seen contour, etc.); sensory standards and actions of correlation (these are actions with two or more objects, in which it is necessary to take into account and correlate the shape, size of objects, location and other properties).

Grigorieva G.G., Kochetova N.P. and others note that young child's perception wears an involuntary (not governed of its own accord) character, he can highlight in the subject only its vivid features, which are often secondary. Development of perception takes place on the basis of external orienting actions (allowing one to navigate in the properties of objects, the location of their parts, emphasizes V.S.Mukhina, and mastering them does not happen immediately, it depends on what kind of objects the child acts with and to what extent adults help him. With the help of orienting actions, the child sooner or later gets the desired result from correlating the properties of objects with the help of external orienting actions (based on trial and error) the child goes to visual correlation... It becomes available for the child visual selection by sample already by 2 years 6 months. The examination of the subject becomes more detailed, not limited to one sign. Visual pattern selection is much more difficult than simply recognizing a familiar object. It should be noted that children early age still poorly manage their perception and is not able to correctly make a choice according to the sample, if more than two objects are offered, if the objects have a complex shape, consist of many parts.

Thus, becoming perception consists in highlighting the qualities most characteristic of a given subject, compiling stable images on their basis (sensory standards) and the correlation of these images - standards with objects of the surrounding world (wheel, like a ball, round).

T. D. Martsinskovskaya notes that when diagnosing the level development of perception, it is important to determine the level of formation of all of the above processes. It is necessary, if the child has not formed perceptual actions, that is, he knows how to examine the object, then the baby will not be able to distinguish the shape, color, size and their features, ignorance of sensory standards will not allow the child to bring the ball under the concept "round", he will use the representations "The ball is like the sun", "Cucumber like weed", if the actions of correlation are not formed, the child will not be able to achieve the result by collecting a pyramid, matryoshka, etc. Correction of one of the sides helps to improve all activities perceptionsince practically does not exist children, which would have disrupted all these processes at the same time.

Baby perception

Visual concentration, which appeared at the neonatal stage, is being improved. After the second month, concentration becomes quite long, by 3 months its duration reaches 7-8 minutes. It becomes possible to track moving objects. At 4 months, the child not only sees, but already looks: he actively reacts to what he sees, moves and squeals.

A child in infancy perceives the shape of objects, highlights the contour and their other elements. When a baby is shown a picture with a wide black stripe on a white background, his gaze does not wander around the entire field of the picture, but quickly stops at the border of white and black space. If he is shown two pictures at the same time - one-color and with vertical black lines, he will look at the second image longer. The infant pays more attention to curved elements than rectilinear ones; to concentric shapes, to kinks - transitions of a straight line to a curved one.

We can say that in infancy, children are already able to navigate in many parameters of objects. They are attracted by contrasts, the movement of the observed objects and their other properties.

By 2-3 months, babies usually show an interest in objects that are somewhat different from those that they have observed before. But the reaction to novelty appears only in a relatively narrow range of changes. Not only well-known, but also completely new objects do not attract the child's attention for a long time. Moreover, new, significantly different from previously seen, objects can cause anxiety, fear or crying.

The child distinguishes between visually perceived objects in shape, complexity and color. He can react to color as early as 3-4 months: if he is fed only from a red bottle, he will unmistakably choose it among bottles of other colors. This reaction is developed by the type of conditioned reflex connections. An active interest in color appears later, from 6 months.

Spatial perception also develops, in particular, depth perception. American psychologists conducted a beautiful experiment with a "cliff": the baby was placed on a glass table, under which there were two large boards attached at different levels. The difference in the levels of these boards, covered with a bright, large-cage fabric, created the illusion of a cliff. A small child, tactilely sensing the flat surface of the glass, crawls towards the mother, not noticing the depth. After 8 months, most babies avoid the “cliff” and start crying.

It is believed that the baby has a complete picture of the world, rather than a mosaic set of color spots, lines and scattered elements. Perceiving not individual properties of objects, but objects as a whole, he creates generalized images of objects.

A child's cognitive development is facilitated by the variety of impressions he receives. Adults caring for a child should satisfy his need for new impressions, trying to ensure that the environment around him is not monotonous, uninteresting. The cognitive development (first of all, the development of perception) of babies living in a monotonous environment is somewhat slower in comparison with the development of those who live in a diverse environment and receive more new impressions.

Solving the simplest cognitive tasks in infancy

Baby memory

The cognitive development of an infant involves the inclusion of memory mechanisms, naturally, of its simplest types. The first to appear recognition... Already in early infancy, children are able to correlate new experiences with the images they have. If a child, having received a new doll, examines it for some time, the next day he can recognize it. At 3-4 months, he recognizes the toy that the adult showed him, preferring it to the others in his field of vision. A 4 month old baby distinguishes a familiar face from a stranger.

If a bright toy is hidden under one of two identical scarves, only a few 8-month-olds are able to remember in 1 second where it lies. By the first year, all children find the toy 1-3 seconds after they hide it. Most of them remember what kind of scarf she is under, even after 7 seconds. Thus, after 8 months, appears reproduction- restoration of an image in memory when there is no similar object in front of the child.

Throughout infancy, along with cognitive, emotional development is observed. This line of development also directly depends on communication with close adults. In the first 3-4 months, children show a variety of emotional states: surprise in response to unexpectedness (inhibition of movements, decrease in heart rate), anxiety with physical discomfort (increased movements, increased heart rate, closing eyes, crying), relaxation when a need is satisfied.

After the child has learned to recognize and rejoice at his mother violently (from this, in fact, infancy as an age period begins), he reacts kindly to other close people. After 3-4 months he smiles at his acquaintances, but is somewhat lost at the sight of an unfamiliar adult. However, if he demonstrates his kind attitude, talks to the child and smiles at him, alert attention is replaced by joy. At 7-8 months, anxiety when strangers appear increases dramatically. Children are especially afraid of being left alone with a stranger. In such situations, some crawl away, turn away, try not to pay attention to the new person, others cry loudly.

Around the same time, between 7 and 11 months, the so-called “ fear of parting”- sadness or acute fright at the disappearance of the mother (when she is gone for a long time or she just left for a while). Looking ahead, we note that the fear of separation is exacerbated in the second year of life, between 15 and 18 months, and then gradually weakens.

Communicating with a mother or another close person, by the end of the first year, the baby strives not only for purely emotional contacts, but also for joint actions. With his mother's help, he is trying to get some object that attracts him, reach for a cabinet or shelf, get a vase or pan, examine a picture, etc. Communication is facilitated by gestures that the child actively uses, showing what he wants to get, where he needs to climb, etc.

Perception of a young child

In addition to speech, other mental functions develop at an early age - perception, thinking, memory, attention. Early childhood is interesting because of all these interrelated functions, perception dominates. The dominance of perception means a certain dependence on it of other mental processes. How does it manifest?

Consider two examples from Kurt Lewin's beautiful experiments. The first experiment was conducted with adults. They stayed for 10-15 minutes in an empty room, expecting that they were about to be entered, and did not suspect that they were being monitored. Every adult, finding himself in such a situation, began to consider the things around him; his actions were determined by what he sees. When he saw the clock lying on the table, he looked at what time it was, the letter made him want to know who it was addressed to, the colorful paper ribbons hanging on the windows - to pull for them, etc. Things seemed to attract to themselves, conditioning behavior which K. Levin called field... According to the recollections of K. Levin's student B.V. Zeigarnik, only one elderly professor did not show field behavior: absorbed in his thoughts, he sat down in a chair, took out a manuscript from his portfolio and plunged into reading. This was an exception; as a rule, in some situations, we all behave like field behavior, experiencing the attractive power of things.

As for young children, they are maximally connected by the present situation - by what they directly perceive. All their behavior is outfield, impulsive; nothing that lies outside this visual situation attracts them. In K. Levin's experiment with children, it was shown that up to 2 years old, a child cannot act at all without relying on perception. The task given to the child - to sit on a large stone lying on the lawn - turned out to be difficult to fulfill, since the child must first turn away from the stone and, therefore, stop seeing it. Children many times bypassed this boulder, stroked it, turning away, put their hand in order to at least feel it tactilely. One boy managed to maintain support for visual perception: he bent strongly, bent over at the waist, and, looking at the stone between his widely spaced legs, moved towards him and finally sat down.

From the fact that the child's perception is dominant and he is limited to a visual situation, another curious feature follows. At an early age, there are elementary forms of imagination such as anticipation, but there is still no creative imagination. A small child is not able to invent something, to lie. Only by the end of early childhood does he have the opportunity to say not what he really is.

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