Diagnosis of children based on sensory development. Monitoring “Sensory development of young children. List of used literature

As part of the research work, a methodology for pedagogical examination of young children was developed and applied. This technique presents tasks for identifying and assessing the level of sensory development of young children.

Diagnosis of sensory development involves identifying the level of development of practical orientation to shape and size; the ability to highlight color as a feature of an object; level of development of a holistic image of an object.

At the MBDOU kindergarten No. 49 "Dandelion", a diagnostic study was carried out in the first junior group. 10 children aged 2.5-3 years took part in it.

The methodology of Nikolaeva T.V. was taken as a basis for carrying out work to identify and assess the sensory development of young children. (2004).

Equipment:

• 1. wooden (or plastic) board with three (four) slots - round, square, triangular, semicircular shapes and three (four) flat geometric figures, the base of each of which corresponds in shape to one of the slots;
• 2. a wooden or plastic box with six slots - round, square, rectangular, semicircular, triangular and hexagonal shapes and twelve volumetric geometric figures, the base of each of which corresponds in shape to one of the slots;
• 3. one pyramid with three rings of equal size; pyramids of three rings, decreasing in size (two red, two yellow, one blue);
• 4. five large yellow cubes; two large red cubes; two large blue cubes;
• 5. five large yellow balls; two large red balls; two large blue balls;
• 6. colored cubes - five yellow; three red; three green; three orange; three white;
• 7. one three-piece and one four-piece nesting doll;
• 8. three pairs of subject pictures: in each pair, one picture is cut into two (three, four) parts.

Basic tasks for children 2.5-3 years old.

• 1. Place the geometric shapes into the slots of the corresponding plane.
• 2. Group objects by color when choosing from 4, for example, red, yellow, blue and green cubes.
• 3. Fold a three-part matryoshka doll.
• 4. Fold three pyramids of different colors (red, blue, yellow) from 3 rings of decreasing size.
• 5. Fold the subject picture, cut vertically into 3 parts.

Conducting an examination.

The tasks were presented to the child immediately for independent completion. Each child was asked to insert the figures into the corresponding slots; disassemble and assemble the pyramid; open the nesting doll and assemble it; put together a whole picture from parts. Moreover, all tasks had to be accompanied by natural gestures.

Education.

If the child had difficulty completing tasks independently, the corresponding action was demonstrated, and then the child had to reproduce it. If the child could not cope in this case, then the method of joint actions was used. For example, the child’s hands inserted figures into the corresponding slots; the pyramid was assembled taking into account the size of the rings; a cut picture was formed. Following this, the child was asked to act independently.

Assessment of the child's actions.

For each task the following was recorded:

• - Desire to cooperate with adults; accepting the task; the ability to detect the error of one’s actions; interest in the result of the activity;
• - Method of completing the task (independently, after a demonstration, after joint actions, failure);
• - Result: exact match to the adult model, inexact match, failure.

Table 1 provides data on the possibility of the subjects performing each of the proposed activities:

Table 1.

The “+” sign marks tasks that the child completed independently (or after demonstration).

The “-” sign indicates tasks that were not completed by the child (or completed with an inaccurate match).

In connection with the study, the levels of sensory development of each of the children were identified:

• - high level - 4-5 completed tasks independently or after showing them to adults (3 children);
• - average level - 3 completed tasks (5 children);
• - low level - 1-2 completed tasks (2 children).

The results of observations of the way children orient themselves in a task.

Low level - the child acted by trial, for example: in order to put a geometric shape into a slot on the board, he went through all the holes in search of the one into which he could lower the form. In this way he found the desired slot and inserted the figure. The child acts purposefully and achieves a positive result.

The middle level is the child’s actions at the level of trying on, for example: putting geometric shapes into the slots of the board, the child did not go through all the holes in search of the one into which to lower the triangular shape, but brought it to a similar one, for example, to a semicircle; when approaching and trying on, he began to see the differences and transferred the figure to the triangular slot.

High level - the child acted at the level of visual orientation. The child identified the signs of objects that were essential for a certain action by eye and immediately performed the actions correctly without first trying them on. For example, the child accurately placed geometric shapes into the corresponding slots on the board; immediately and accurately folded a three-part matryoshka doll.

Assessing the level of sensory development of a child.

In the process of observing the nature of the performance of the above tasks, the level of sensory development of young children was assessed. Accordingly, four levels of assessment were identified:

• 1. Ahead of the age norm - 2 children.
• 2. Compliance with the age norm - 6 children.
• 3. The gap from the age norm is 1 child.
• 4. Significant lag behind the age norm - 1 child.

Description.

• 1. Ahead of the age norm: the child easily and quickly established contact with the teacher and met the proposed tasks with expressed interest. He remained interested in the results of his activities throughout the entire examination. He acted purposefully and accurately. If I made individual mistakes, I immediately noticed them and corrected them myself. He independently completed a series of tasks compiled for his age, and also independently and with minimal help from an adult coped with a series of tasks intended for older children (child under 2.5 years old - with tasks for children 2.5-3 years old; child over 2.5 years old - with tasks for children 3-4 years old). When completing tasks, the child used the sampling method, trying on, as well as a visual method of orientation. The leading hand is determined, the actions of both hands are coordinated.
• 2. Compliance with the age norm: he quickly established contact with an adult, the tasks interested the child. He maintained a positive emotional attitude towards the activity process until the end of the task. He acted purposefully, but corrected mistakes made, as a rule, with the help of an adult. The child independently and with the help of a teacher completed at least four tasks intended for his age, and completed tasks for older children with the help of a teacher. In some cases, the result obtained did not exactly match the adult sample. When completing tasks, the child used the trial method, practical trying on, and also used visual orientation. The leading hand is determined, but the actions of both hands are not always coordinated.
• 3. Lag from the age norm:

As a rule, contact was not made immediately; contact was often formal (purely external). The child was somewhat interested in the general situation of the lesson, but was generally indifferent to the content of the tasks and the results of their implementation. Didn't notice and didn't correct the mistakes made. The result of the activity often did not exactly match the model. After training, the child could not cope with tasks intended for his age, but independently and with the help of an adult completed a series of tasks compiled for younger children. Along with search methods of orientation, actions by force and enumeration of options were noted. At the same time, the child did not discard the erroneous options of action, but repeated them again. As a rule, the leading hand was not determined, and there was no coordination of the actions of both hands.

4. Significant lag behind the age norm:

He did not make contact, indifference to the content of the tasks was noted, the child did not understand at all that he was being presented with tasks. Of all the tasks, he only caught the form of activity that was required of him. After training, the child could not cope with tasks designed for his age, as well as with tasks for younger children. He did not use search methods of orientation, but acted by force. Inappropriate actions with objects were noted: putting toys in the mouth, knocking, throwing.

In picture No. 1 The general results of children's sensory development are presented.

Rice. № 1

Conducting a diagnostic study made it possible to determine a methodology that helps to increase the level of development of sensory education in young children.

Sensory development must be planned in close connection with all other sections of work, and be included in the process of integrated activities so that this work does not turn into additional activities. Thus, successful organization of classes to become familiar with the size, shape, and color of objects is possible if there is a certain level of physical development of the child. First of all, this applies to the development of hand movements when carrying out actions of inserting and removing objects, when working with mosaics, and painting with paints. The combination of sensory and motor tasks, as pointed out by E.I. Radin, is one of the main conditions for mental education carried out in the process of objective activity.

Titova Larisa Vladimirovna

Introduction

Preschool age is the period of initial acquaintance with the surrounding reality; at this time, the child’s cognitive abilities intensively develop. The initial stage of knowledge of the world is sensory experience, which accumulates most intensively in early preschool age. Individual sensations received from an object are summarized into a holistic perception of it. Based on sensations and perceptions, ideas about the properties of objects are formed, it becomes possible to differentiate them, to single out one from many others, to find similarities and differences between them.

Prominent domestic scientist N.M. Shchelovanov called early preschool age the “golden time” of sensory education. The lack of targeted perception distorts children's ideas about the subject.

Sensory development- this is the development of the child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, etc. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is the key to successful mastery of any practical activity, the formation of abilities, and the child’s readiness for school.

Sensory education- this is a purposeful pedagogical influence that ensures the formation of sensory experience and improvement of sensory processes: sensations, perceptions, ideas.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. The baby is surrounded by nature with all its sensory signs - colors, smells, noises. And of course, every child, even without targeted education, perceives all this in one way or another. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be superficial and incomplete. But sensations and perceptions can be developed and improved, especially during preschool childhood. Therefore, it is important to consistently and systematically include sensory education in the routine moments of a preschool educational institution.

Starting from the age of three, the main place in the sensory education of children is to familiarize them with generally accepted sensory standards and ways of using them. The perception of sensory standards is a complex process. Ensuring that children acquire sensory standards means forming in them an idea of ​​the main varieties of each property of an object.

At the same time, the main means of sensory education are gaming technologies. Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:

Selection, development, preparation of games;

Involving children in play activities;

Implementation of the game itself;

Summing up the results of gaming activities.

The types of pedagogical games are very diverse. They may vary:

1. By type of activity - motor, intellectual, psychological, etc.;

2. By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.

3. By the nature of the gaming methodology - games with rules; games with rules established during the course of the game; a game where one part of the rules is specified by the conditions of the game, and is established depending on its progress.

5. By gaming equipment - tabletop, computer, theatrical, role-playing, director's, didactic.

In didactic games, cognitive activity is combined with play. On the one hand, a didactic game is one of the forms of an adult’s educational influence on a child, and on the other hand, a game is the leading type of independent activity of children.

The practice of using didactic games with sensory content has shown that the sensory development of young children occurs most intensively, provided that they should not be carried out occasionally, but in a certain system, in close connection with the general course of sensory training and education of younger preschoolers. The teacher, in joint play activities with children, enriches their sensory experience for a full perception of the world around them. The richer the sensations and perceptions, the broader and more multifaceted the child’s information about the world around him will be.

Thus, one of the central places in working with children is the use of gaming technologies for the development of sensory standards, since the youngest preschool age is the most sensitive to improving the functioning of the senses and accumulating ideas about the world around them. Sensory development, on the one hand, forms the foundation of the child’s overall mental development, on the other hand, it has independent significance, since full perception is necessary for the child’s successful education at school.

2 . Analysis of psychological and pedagogical literature on the problem.

Many domestic and foreign teachers and psychologists have paid great attention to research in the field of sensory education of preschool children. In the pedagogical literature, scientists have defined the essence and methods of sensory education in different ways.

Ya.A. was the first to draw attention to the problem of sensory education of children. Comenius in the 17th century. He contrasted verbal education with active education. Comenius considered it necessary to organize the perception of phenomena in the surrounding world by children using all senses. He reflected his views on this problem in his work “The World of Sensual Things in Pictures.”

The first comprehensive system of sensory education for preschoolers was proposed by Friedrich Froebel. He created the manual “Froebel's Gifts”, which had 6 gifts (balls, cubes, cylinders, tiles, etc.). The use of this manual contributed to the development of children's construction skills and formed an understanding of shape, size, spatial relationships, and quantity. A valuable feature of Froebel's Gifts is the consistency in introducing children to geometric shapes, the very thought of building material. The strengths of this system include the inclusion of sensory education tasks in the general tasks of the child’s mental development, recognition of the role of the child himself in mental and sensory development, and provision of systematic guidance of this activity by the teacher. The disadvantage of “gifts” is the abstractness, formalism of the material, the limitations of the entire system of sensory education, practically unrelated to living reality, which limited the children’s horizons and freedom of creativity.

Maria Montessori created a clear, well-thought-out system of sensory education, which is still the basis of programs in kindergartens abroad. She believed that it was impossible to teach a child to think correctly if he himself did not practice correct thinking. For these purposes, a system of sensory exercises should be used. In order to teach a child to think, it is necessary to teach him to compare and group correctly, i.e. correctly discern the surroundings. M. Montessori came up with unusual aids and games with the help of which children explored the world around them in a way that was accessible to them - based on sensory experience. With the help of Montessori didactic material, the senses are exercised. To develop the sense of touch, weight, size, vision, hearing, rhythm, etc. Using her method, objects were made: planks, cubes, cylinders, plates, from various materials. The child had, for example, to insert bars and cylinders of different sizes into the corresponding holes or by touch, blindfolded, to determine the property of the material and its configuration, to name what material the object was made of and what kind of object it was.

In domestic pedagogy, E.I. made a huge contribution to the development of the problem of sensory education of preschool children. Tikheeva. She considered it possible only in certain cases to use special exercises in the so-called “mental orthopedics”, which, with skillful guidance, can contribute to the development of sophistication of perception in children, cultivate endurance, will and observation. These exercises should be associated with practical exercises and games conducted in kindergarten, and they should be constantly varied. She created her original system of didactic materials for the development of the senses, built on the principle of pairing and consisting of various objects familiar to children (two cups, two vases of different sizes, colors, etc.), toys and natural materials (leaves, cones, flowers, fruits, shells, etc.). Children's games and activities in which these didactic materials were used were accompanied by conversations. E.I. Tikheeva assigned the leading role in didactic games and activities to the teacher.

Of interest is the system of didactic and educational games proposed by M.B. Medvedeva and T.P. Babich. This system aims to develop “targeted perception of color, shape and size, object representations, orientation in space, visual attention, analytical-synthetic activity...” and represents a fairly clear and reasonable sequence of work. Thus, the authors propose to formulate ideas about the size of objects in the following way: correlating objects by size, by total volume (matryoshka dolls, pyramids); verbal designation of objects by size: show a long, short path; arranging objects in ascending or descending order; localization of quantity; development of the eye; sense of rhythm; games and exercises to develop visual attention.

In the modern system of sensory education, along with educational activities, a certain place is given to activities of a different nature, 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 and connects them with play. The development of the child’s perceptions and ideas, the assimilation of knowledge and the formation of skills does not occur in the process of educational activities, but in the course of interesting game actions (hiding and searching, guessing and making riddles, depicting various life situations, competition in achieving results).

Exercises with didactic materials and toys (with sets of geometric shapes, collapsible toys, inserts, etc.) are also important. These exercises, based on the practical actions of each child with the details of didactic toys, materials (assemble, decompose, make a whole from parts, put into a hole of the appropriate shape, etc.), allow you to improve the child’s sensory experience and are useful for consolidating ideas about shape, size , color of objects.

Thus, having analyzed the psychological and pedagogical literature on this issue, we can say that sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, the characteristics and properties of individual objects and materials, their position in space, etc., all types of perception develop, thereby laying the foundation for the development of mental activity.

The problem of sensory development is recognized as a priority and is of paramount importance in the development of a child of primary preschool age. At the same time, didactic games play a central role in the development of sensory standards in children.

3. The use of gaming technologies in the development of sensory standards of younger preschoolers.

There are 3 year old children in my group. This is the age when the baby realizes himself as a separate person. And I, as a teacher, must expand and enrich the child’s accumulated experience in the world around him, form ideas about objects, about the simplest connections between them.

I began my work by monitoring the level of development of ideas about sensory standards of color, shape, and size in pupils of the second junior group.

Based on the monitoring results, the levels of sensory development of each of the children were identified: 25% of children distinguish primary colors and cope with the task of grouping by color; 42% of children did not immediately begin to assemble the pyramid by color. Children have difficulty mainly in arranging flowers according to a pattern. After the teacher suggested that they compare their pyramid with the example: “Look at yours the same as here?”, the children did not know what exactly needed to be compared. In this case, they were asked to start all over again, but with the help of a teacher. The children made mistakes while completing the task; not all colors matched the sample. 33% of children did not complete the task, despite the help of the teacher.

When children determined the form, 10% of children completed the task independently, 50% of children completed tasks with the help of a teacher and answered questions, 40% of children did not complete the task.

When determining the standards of magnitude, it is clear that children find it difficult to determine the magnitude between objects: 20% showed high results; 45% - average level, and 35% did not cope with the task.

Based on the diagnostic results, it is clear that children master practical actions of selecting and grouping objects by color, shape, size, but do not sufficiently differentiate colors, do not see the similarities and differences of colors, placing colors according to a visual example, children confuse the names of colors in the active dictionary Some children lack the names of many primary and secondary colors. Difficulties for children were caused by determining the shape of objects of size standards. Diagnostic data is presented in histogram 1.

Histogram 1.

Analysis of psychological and pedagogical literature on the topic, the results of diagnostics of students made it possible to determine targetworks:

Increasing the level of sensory development of younger preschoolers through the use of didactic games and exercises.

In accordance with the goal, we settasks:

1. Creating conditions for enriching and accumulating the sensory experience of children during joint object-based play activities of the teacher and children.

2. Creation of a system of didactic games and exercises aimed at developing sensory standards of younger preschoolers.

3. Stimulating the development of different types of children's perception: visual, auditory, tactile, gustatory, olfactory.

3. Maintaining and developing children’s interest in jointly with an adult and independently examining objects and various actions with them.

4. Formation of the ability to compare objects according to basic properties (color, shape, size), establishing identity and difference; selecting pairs and groups of objects based on similar sensory attributes.

In accordance with the objectives, I work with younger preschoolers in the following areas:

I continue to develop perception, create conditions for children to become familiar with the color, shape, size, and tangible properties of objects; I develop the ability to perceive the sounds of music, nature, and native speech;

I consolidate the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color, using a system of didactic games and exercises;

I improve the skills of establishing the identity and difference of objects according to their properties: size, shape, color, telling children the name of the shape: round, triangular, square, rectangular;

I improve children’s perception, actively including all senses, and develop imaginative ideas;

I show different ways of examining objects, actively including hand movements on the object and its parts.

I implement the tasks of sensory education through the use of the following methods, forms and means:

Studying scientific and methodological literature on this issue;

Monitoring the development of ideas in younger preschoolers about sensory standards;

Creation of a subject-spatial environment in the group;

Selection of didactic games, exercises, tasks; - experimental games for the development of all types of perception;

Long-term planning of didactic games for the development of sensory standards;

Development of notes on joint play activities of the teacher and children on sensory education;

A combination of different forms of work with children: frontal, subgroup, individual;

Organization of independent play activities for preschoolers in a sensory corner;

Increasing the level of knowledge among parents on the sensory development of children.

3.1. Creation of a subject-development environment for the development of sensory standards among students .

In the pedagogical process, she paid special attention to creating conditions for the sensory development of children in the process of organizing personality-oriented interaction between an adult and a child, as well as independent activities of children. Free, varied activities in an enriched developmental environment allow the child to show inquisitiveness, curiosity, learn about the environment without coercion, and strive for a creative reflection of what he knows.

In the group, I have created favorable conditions for the sensory development of children and equipped a sensory corner. When organizing the corner, I took into account the following criteria:

availability;

safety;

aesthetics;

compliance with the age characteristics of younger preschoolers.

In addition, to eliminate the fear of using certain objects or materials, I try to create situations where children have the opportunity to observe the actions of adults - I deliberately transfer children from the position of “observer” to an active position of cooperation. When using objects, I explain and show children how to act in order to eliminate unwanted situations. I always appreciate the achievements of each child, their desire to keep themselves busy with something.

For development tactile sensations I use natural and waste materials: pine cones, chestnuts, pebbles, beans, plastic plugs, various vessels, etc. The ways of using these materials are not limited only to the imagination of the teacher, but also to the children.

For development touch I use samples of materials and surfaces: pieces of fur, different types of fabric and paper; items for creating cold and hot (heating pad, ice trays); bags with different fillings.

For development fine motor skills, and to familiarize yourself with the various properties of objects I have made the following didactic games and manuals: “Collect beads”, “Laces”, “Flower Glade”, “Whisperer”, “Find by touch”, various “ladybugs”, turtles, etc.

For development auditory perception in the sensory corner there are aids for creating sounds: these are various voiced toys: a cockerel, a bell; “rustles” made from fir cones, option 2 - from yogurt cups; “rattlers”, etc. To develop an ear for music, we play musical and didactic games: “Guess what I’m playing”, “Guess where it’s ringing?”, “Who lives in the house”, “Sunshine and rain”. In addition, I use a tape recorder to listen to various melodies and sounds: birdsong, the sound of rain, the babbling of a brook, the cries of animals.

For development sense of smell I use fresh fruits and vegetables, and in the corner there are substances with different smells: coffee, mint, orange peels, etc. I play games with preschoolers: “Test by taste”, “Guess by smell”.

IN "center of activity" There are games and manuals that develop children's sensory perceptions:

Games to develop ideas about color (“Tie a string to a ball”, “Mosaic”, “Miracle Train”, “Put a butterfly on a flower”, “Hide the mouse”, “Colored squares”, “Dress up the dolls”);

Form (“Decorate the carpet”, “Hide the mouse”, “Geometric lotto”, “Educational cubes”);

The size of objects (“Assemble a nesting doll”, “Big and small”, “Beads for mom”).

The corner contains permanent and additional objects, which are added depending on the interests, needs of the children, educational and developmental tasks set by the teacher.

The enrichment of sensual, sensory experience is facilitated not only by the sensory corner, but also by the entire subject-development environment of the group.

For example, in sports corner there are cubes of different colors, balls of different diameters, ribbed tracks, skittles, bags with different fillings: sand, cereals; tracks with footprints, massage mats, ring throwing, etc. The sports corner is aimed not only at developing physical qualities, but also at consolidating children’s ideas about color, shape, size, and properties of materials: plastic, rubber.

In the corner artistic creativity For children there is paper of different textures, pencils, brushes, stencils, coloring books. Children have the opportunity to draw with various visual media on various surfaces.

Organized in the group Sand and Water Center. This is a separate table with two slots for basins, the containers of which are filled with sand and water. It is designed to introduce children in an accessible form to the properties of sand and water: dry sand flows, wet sand can be used to make pies; You can make a snowman out of snow; water pours and takes the shape of a vessel.

Corner design allows children to interact interestingly with parts of building material in various ways: tapping a part on a part, putting one on top of another, placing it, applying it. At the same time, they discover their physical properties (the ball rolls, the cube stands stable, the brick stands unsteadily on a narrow short edge). The group contains not only traditional materials for building games, but also non-standard ones - these are ordinary dishwashing sponges, which are wonderful “bricks” for buildings.

IN theater corner Various types of theaters are concentrated: finger theater, mug theater, spoon theater, table theater. Children of this age can act out short excerpts from familiar fairy tales.

As noted above, the material for the games is placed in accessible places. I made sure that in each zone there was enough colorful, attractive material, compactly located at different levels, so that the child could constantly engage in active practical activities that would allow him to realize his plans and receive certain information.

Thus, the conditions created in the group contribute to:

stimulation of sensory functions (vision, smell, hearing, touch);

development of fine motor skills of the child’s hands;

simulation of motor activity;

activation of cognitive processes: memory, thinking, attention, perception);

relieving muscle and psycho-emotional tension;

increasing motivation for independent and experimental activities of preschool children.

Such an organization of a subject-development environment for children of primary preschool age is the most rational, since it takes into account the main directions of the child’s development and contributes to his favorable development.

3.2. The use of gaming technologies in the joint activities of a teacher and children at various regime moments.

Considering that play is the main form and content of the organization of children’s lives, that play is the most favorite and natural activity of younger preschoolers, children’s sensory development is carried out through play activities. I carry out work on sensory development systematically and consistently, including it in various forms of educational work with children. Joint play activity is one of the forms of organizing children's activities. And this is no coincidence: the relationship between participants in the educational process (teacher and children) is an important component of all educational work in preschool educational institutions, since the methods of interaction are learned by the child almost without changes and become the norm for further personal development.

I have drawn up a long-term plan for didactic games to develop sensory standards. The material was distributed from simple to complex.

As a means of sensory education for children of primary preschool age, I used didactic games and exercises.

Didactic games are the most suitable form of teaching sensory standards for children. Before starting a game, I arouse children’s interest in it and a desire to play. I achieve this using various techniques. I use nursery rhymes, riddles, educational toys, colorful demonstration and handout materials.

I offer children colored sticks, funny laces for dexterous hands, funny clothespins; games with colored corks and twisting objects, Velcro, brushes: “Decorate the meadow”, “Dress up the Christmas tree”, “Feed the birds”, “Flowers have grown”, “Multi-colored trailers”, etc. “We are playing now, but soon we will We’ll be able to tie our own shoelaces.”

To properly form children’s ideas about color, I carry out the work in stages: - at the first stage, I teach children to navigate two contrasting colors, to select homogeneous paired objects to match the sample. I conducted the following didactic games with the children: “Show the same mosaic”; “Bring the same ball”; “Place it on plates” (at the same time, I used new objects each time: markers, cubes, caps, so that the children would be interested, and the proposed game would not get boring); “Find a pair” (mittens, boots).

In the first lessons I didn’t name the colors of the objects. In order for children to understand such expressions as “the same” and “not the same,” I use the technique of placing one object close to another.

In the second stage, I teach children to navigate in four contrasting colors: red, blue, yellow and green. This is facilitated by the selection of various objects (strips, cubes) according to the pattern.

At this stage, children enjoy such didactic games as: “Tie the strings to the balls”; “Place a bouquet of flowers in a vase”; “Hide the mouse”; "Sort by color"; "Put a butterfly on a flower." If children make mistakes at first, I help them and resort to the “model by example” technique. To keep children interested, I use various teaching materials, alternating them throughout the lesson. At this stage, I bring the children to understand that different objects can have the same color.

Work at the third stage - selection of toys, natural materials to the word denoting the color of the object (4-6 colors). Children play and complete the following tasks: “Find objects that are only yellow (red, blue, etc.) in color; "The Hen and the Chicks." Of course, there are mistakes, but I correct them as the game progresses. Kids enjoy playing the proposed didactic games and love looking at book illustrations.

To form ideas about the shape of objects, I teach to distinguish objects using the operation of comparison. For example: I encourage children to look for comparisons: “What is the shape of a ball?” I say the phrase: “The ball is round in shape, as round as an orange.” Next, I invite the children to find objects with this characteristic on their own. I carry out such practical actions as superimposing figures, applying, turning over, tracing a contour with my fingers, feeling, drawing. After mastering practical actions, it is easier for the child to recognize the figures that need to be known at a younger age.

To correctly determine the size in children, I form the following ideas:

Selection of identical values ​​according to the sample;

Differences between objects in size by applying and superimposing;

Assigning names to objects of different sizes: “large”, “small”, “short”, “long”, “narrow”, “wide”.

In games to determine magnitude, I use the largest number of objects that I prepare in advance. These are toys of different sizes: cubes, balls, boxes. Games: “Which ball is bigger”, “Big and small dolls”, “Fruit picking”, “Pyramids”, “Find a cube (big or small)” contribute to the development of such mental processes as attention and thinking. Children develop skills about the size of objects.

To develop tactile sensations, I use games such as “Handkerchief for a doll”, “Recognize the figure”, “Wonderful bag”.

To implement tasks such as: the formation in children of perceptual actions and the ability to independently use them, the formation of systems of sensory standards - generalized ideas about the properties, qualities and relationships of objects and the ability to use them in a variety of activities, the following forms of organizing sensory education for children 2 younger were used groups: sensory activities, didactic games, joint experimentation games between the teacher and children. Individual work was carried out with those children who have a low level of sensory development. Children were offered exercise games in which they solved certain tasks. The children completed the tasks with pleasure, as they were presented in a playful way.

I use various opportunities to implement sensory education. Great opportunities for sensory education are provided in the work of introducing children to the environment, especially nature. On a walk, I stop the children to listen to what sounds are heard around them. I offer them the game “Who will hear the most sounds?”

In order to develop visual sensations, I organize an observation: “Look at the sky: is it the same color everywhere?” Children notice how the edges of the clouds, behind which the sun is hidden, glow pinkish, how the bright blue color of the sky turns almost gray.

Children transfer the accumulated experience to other objects and phenomena, use it in everyday life: “Let's pour sand: it will be damp, and we will make pies from it.” “Don’t lift this bucket: there is sand in it, it’s very heavy.” Using the environment, I consistently develop children’s sensations and perceptions.

In the joint activities of children, I use such methods as: showing, explaining, figurative comparison; I pay attention to those children who complete tasks correctly; I activate children's creativity with additional tasks and more complex game actions.

I try to make every day for my students a little holiday. While playing, the child learns touch, perception and assimilates all sensory standards; learns to compare, compare, establish patterns, make independent decisions; develops and learns about the world. The knowledge gained during play helps children in life. Games are included in all components of educational activities: direct educational activities, educational activities in restricted moments, independent activities of preschoolers.

After carrying out systematic and systematic work on the use of didactic games and exercises to form sensory standards in younger preschoolers, in December 2014 I carried out repeated monitoring of the sensory development of pupils.

As a result, the levels of development of practical orientation to shape, size, and the ability to highlight color as a feature of an object were identified, and the degree of mastery of program content by children was analyzed. At the end of the academic year, monitoring results are expressed by the following indicators:

Mastering Color:– 55% – high level; 35% - average level and only 10% of children showed results below average.

Mastering the form: 40% - high level; 45% – average; 15% is a low level.

- Mastering the magnitude: 50% - high level; 40% - average level; 10% of students showed low results. Monitoring data is presented in histogram No. 2.

Histogram 2.

A comparative analysis of monitoring data obtained at the beginning and middle of the school year demonstrates positive dynamics in the sensory development of preschool children: the number of pupils with a high level of mastery of color standards increased by 30%, shapes - 30%, and sizes - 25%.

Histogram No. 3 shows the dynamics in the sensory development of children.

Histogram No. 3.

Thus, the data obtained during monitoring confirm the fact that the systematic use of didactic games and exercises in joint play activities significantly increases the level of sensory development of younger preschoolers.

3. 3. Interaction with families of development students

sensory standards for preschoolers.

The most important conditions for successful sensory development are the general psychophysical well-being of the child and pedagogical literacy of both the teacher and parents.

In order to identify parents’ knowledge of sensory education issues, I prepared questionnaire questions and conducted a survey. As a result of the survey, it was revealed that 65% of the parents surveyed

The interaction of parents and teachers in the upbringing of preschool children represents the mutual activity of responsible adults, aimed at introducing children into the space of culture, comprehending its values ​​and meaning. Interaction allows us to jointly identify, recognize and solve problems in sensory education of children. I educate parents of pupils and increase their competence in matters of sensory education in various forms of work. In my work I use the following forms:

placement of information in corners for parents, design of folding folders;

questioning and testing of parents;

group and individual consultations;

parent meetings in a non-traditional form;

seminars - workshops;

holding “open days” showing a variety of activities and routine moments;

individual conversations.

Consultations– one of the forms of individual work with families. Consultations for parents are similar in nature to conversations. While working on the problem of sensory development, I conducted consultations on the following topics:

- “Creating conditions for a child’s play activities at home”;

- “Games and toys in the development of a child’s objective activity”;

- “The role of play with children of primary preschool age in the development of cognitive abilities.”

I designed it in the corner for parents guidelines on the topic: “Using didactic sensory games at home.”

I consider one of the most effective forms parent meetings. I often organize parent meetings in a non-traditional form with the involvement of kindergarten specialists . At parent meetings “Sensory education is the foundation of a child’s mental development” (form of seminar - workshop); « Playing with a child in the life of your family" - (round table ) parents got acquainted with the content of work on sensory education in kindergarten, got acquainted with games for the development of sensory concepts, parents shared their experience of family education, and took part in the presentation of manuals. It is very pleasant that the parents gladly took part in replenishing the group’s development environment. They produced didactic aids for the development of fine motor skills: “The Whisperer”, “Ladybugs”, “Miracle Rug”.

During the open days Parents were introduced to the features of educational work with children of primary preschool age, introduced to an exhibition of children's games, and experimental activities were presented to the attention of parents.

Observations show that as a result of using various forms of work, parents:

their pedagogical knowledge is constantly improved;

their responsibility for raising children in the family increases;

an atmosphere of mutual understanding and trusting relationships is created between teachers, parents, and children;

There is an exchange of experience of family education between parents.

Only the unified pedagogical influence of educators and parents on young children contributes to their successful preparation for their transition to the next age level.

Conclusion

So, the development of sensory abilities actively occurs in early preschool age, since numerous studies have proven that this period of a preschooler’s life is the most sensitive for the development of perception.

An analysis of the work carried out showed that as a result of systematic and systematic work on sensory education of children of primary preschool age, a selected system of didactic games and exercises, preschoolers develop skills and abilities that indicate an appropriate level of perception development:

- children successfully identify and take into account color, shape, size, texture and other characteristics of objects and phenomena when performing a number of practical actions;

 group objects according to the sample according to color, shape, size and other properties;

 correlate dissimilar objects by color, shape, size, texture when choosing from four varieties (either four varieties of color, or four varieties of shape, etc.);

 actively use “objectified” words-names to denote shape (brick, ball, sphere, roof, egg, cucumber), color (grass, orange, tomato, chicken, sky, etc.);

 select objects of the required shape or color for the development of an independent plot game (they load bars - “bricks” or cubes of a certain color onto the car; select details of outfits for dolls in accordance with the color of their clothes);

- kids are happy to participate in experimentation activities, showing emotions of joyful surprise and verbal activity.

The presented system of work is aimed not only at the sensory development of the child, but also at the formation of the prerequisites for educational activities, since the tasks aim the child at mastering ways of orienting himself in the world around him.

Thus, 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, and the ability to perceive the beauty and harmony of the world. And the rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development.

Bibliography.

1. Beilina. A., F. Frebel: Games and gaming tools // Journal of Preschool Education. – 1995. – No. 3. – P. 56 – 59.

2. Wenger L.A. Raising a child’s sensory culture M.: Enlightenment. 1988

3. Gorbunova I. Sensory room in “Ladushki” / I. Gorbunova,

A. Lapaeva // Journal of Preschool Education. – 2006. – No. 12 – P. 30

4. Glushkova G. Game or exercise // Journal of Preschool Education. – 2008. – No. 12. – P.29 – 34.

5. Dubrovskaya. N.V. Color and features of its perception by preschool children // Journal of Preschool Pedagogy. – 2003. – No. 6 (15) – P. 21 – 26.

6. Efremova. N. Learning to distinguish colors and remember their names // Journal of Preschool Education. – 2002. – No. 12 – P. 20 – 21.

7. Plekhanov A., Morozova V. Sensory development and education of preschool children // Journal of Preschool Education - No. 7 - 1995

8. Poddyakov N.N. Sensory education in kindergarten: M.: Education, 1981.

9. Pilyugina E.G. Classes on sensory education: M.: Education, 1983.

10. Soltseva O. G. Our assistants are the senses. // Magazine Child in kindergarten - No. 3 - 2007

11. Tikheyeva I. E. Preschool age: sensory development and education // Journal of Preschool Education - No. 5 - 2007

This material can help in organizing systematic work on sensory education for children of younger age groups. The work presents: theoretical material on this issue, a practical part on monitoring children of the 1st junior group, questionnaires and consultations for parents and educators.

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Introduction……………………………………………………………………………….2 - 4

Chapter I. Theoretical foundations of sensory education of young children

age.

1.1. Psychological and pedagogical aspects of sensory education……….....5 - 9

1.2. Contents of sensory education for young children………10 - 14

1.3. Means of sensory education for children……………………………...15 – 20

Chapter II. Experimental work on sensory development of young children.

2.1. Diagnostics of sensory education of young children………21 - 26

2.2. Studying the level of proficiency in sensory education methods by preschool teachers; identifying the interests and knowledge of parents of pupils…………… 27

Conclusion………………………………………………………………………………….30 - 31

List of references………………………………………………………32 - 33

Appendix………………………………………………………………………………34 - 47

Introduction.

The relevance of research.

In accordance with the current federal state requirements (FGT, Order No. 655 of November 23, 2009) in the new generation program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics. The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school. A separate section in the content of the educational area “Cognition” presents “Sensory development”, which is aimed at developing cognitive interests in children of all age groups and at their intellectual development.

Sensory education is the development of a child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, and so on. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is a condition for successful mastery of any practical activity. And the origins of sensory abilities lie in the general level of sensory development achieved in early preschool age. The period of the first 3 years is the period of the most intensive physical and mental development of children. At this age, under appropriate conditions, the child develops various abilities: speech, improvement of movements. Moral qualities and character traits begin to take shape. The child’s sensory experience is enriched through touch, muscle sense, vision, the child begins to distinguish the size, shape and color of an object.

The age of early childhood is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

The importance of sensory educationis that it:

Is the basis for intellectual development;

Organizes the child’s chaotic ideas obtained during interaction with the outside world;

Develops observation skills;

Prepares for real life;

Positively affects the aesthetic sense;

Is the basis for the development of imagination;

Develops attention;

Gives the child the opportunity to master new methods of subject-cognitive activity;

Ensures the assimilation of sensory standards;

Ensures the development of skills in educational activities;

Affects the expansion of the child’s vocabulary;

Affects the development of visual, auditory, motor, figurative and other types of memory.

Thus, the relevance of the research problem lies in the fact that a person’s knowledge of the surrounding world begins with “living contemplation”, with sensation (reflection of individual properties of objects and phenomena of reality with direct impact on the senses) and perception (reflection in general of objects and phenomena of the surrounding world , currently acting on the sense organs). It is known that the development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes (memory, imagination, thinking).

Developed sensory skills are the basis for improving the practical activities of modern man. As B.G. rightly notes. Ananyev, “the most far-reaching successes of science and technology are designed not only for the thinking, but also for the feeling person.”

Many domestic and foreign scientists and psychologists have paid great attention to research in the field of sensory education of preschool children. The most important contribution to the development of research in this direction was made by such domestic authors as A.P. Usova, A.V. Zaporozhets, A.G. Ruzskaya, N.A. Vetlugina, L.A. Wenger, V.P. Zinchenko, P. Sakulina, E. G. Pilyugina, E. I. Tikheeva and many others, as well as foreign teachers: Y. A. Kamensky, F. Frebel, M. Montessori, O. Decroli. However, today there is a need to study the sensory education of young children, as one of the most important areas for the comprehensive development of a child’s personality.

Object of study– sensory development of young children.

Subject of study– the process of formation of the child’s sensory-perceptual activity.

Purpose of the study– identify features of sensory development in young children.

Research objectives:

Study and analyze psychological, pedagogical and methodological literature on the research problem;

Determine the content and means of sensory education for young children;

To diagnose the level of sensory development of young children;

Conduct a survey of parents and teachers of children of younger age groups, develop and give appropriate recommendations for improving the quality of work on sensory education.

The experiment was carried out on the basis of MBDOU kindergarten No. 60 “Teremok” in Mytishchi in the first junior group. It was attended by 10 children aged 2.5-3 years, their parents and teachers.

CHAPTER I. THEORETICAL FOUNDATIONS OF SENSORY EDUCATION OF EARLY CHILDREN

1.1. Psychological and pedagogical aspects of sensory education

Sensory development (from Latin sensus - feeling, sensation) involves the formation in a child of processes of perception and ideas about objects, objects and phenomena of the surrounding world. A person is born with sensory organs ready to function. But these are only prerequisites for perceiving the surrounding reality. Full sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, the signs and properties of various objects and materials, their position in space, etc., all types of perception are developed, thereby laying the foundation for the development of mental activity.(1, 12)

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

At each age stage, a child turns out to be the most sensitive to certain influences. In this regard, each age level becomes favorable for the further neuropsychic development and comprehensive education of a preschooler. The younger the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. Professor N.M. Shchelovanov called early age the “golden time” of sensory education. (23, 9)

In the history of preschool pedagogy, at all stages of its development, this problem occupied one of the central places. Prominent representatives of preschool pedagogy (Ya. Kamensky, F. Frebel, M. Montessori, O. Dekroli, E.I. Tikheyeva, etc.) developed a variety of didactic games and exercises to familiarize children with the properties and characteristics of objects. An analysis of the didactic systems of the listed authors from the standpoint of the principles of the Soviet theory of sensory education allows us to conclude that it is necessary to develop new content and methods for introducing children to the properties and qualities of objects in the light of the latest psychological and pedagogical research.

Considering psychological and pedagogical approaches to the sensory development of children, we note some figures who have had a significant influence on the study of this problem.

The great teacher Friedrich Froebel followed the principle “We will live for the sake of our children” and today is an incentive to search and create new ways and methods of raising children. Acquaintance with the Pestolozzi system and the work of the great Jan Amos Kamensky “Mother School” prompted Froebel to create his own theory. Friedrich Froebel sought to build his theory on a solid methodological basis.

The world is one and at the same time diverse, and diversity presupposes the presence of individual elements that are united in essence.

Manifestation of diversity and unity, identifying them, adapting them to understand the world around us.

Driving forces of development: internal and external.

The combined action of equal and opposite conditions (factors) and through equation, their connections in life.

In 1919, the famous philosopher Rudolf Steiner created an international cultural and educational movement called Waldorf pedagogy. Development occurs through imitation. The approach to man as a whole is the main pedagogical principle at all stages of the Waldorf School. The goal of Waldof pedagogy is to bring the child into contact with the world, to develop his hidden abilities and properties.

The deep humanism of educational work and the absence of authoritarianism of the outstanding teacher Maria Montesori have attracted attention for 100 years. A number of her ideas form the basis of sensory education developed by L.A. Wenger and his student. Montessori pedagogy is amazingly technological and thoughtful. It allows the child to develop at his own pace, according to his abilities. As a result of independent work with autodidactic material in a developing subject environment, children become more independent, self-sufficient, adapted and happy. (5, 16)

Sensory education of preschoolers is of great importance in the M. Montessori system. “...The education of feelings must begin methodically from a very early age and continue throughout the entire period of education, which prepares the individual for life in society...” (5.23) The task is not information, but saturating the child’s subconscious with experience that passes into consciousness, conclusions and discoveries. (4, 8) Psychological comfort and freedom have a beneficial effect on the psychological development of children. A deep understanding of the pedagogical idea based on an analysis of its philosophical views and an understanding of its nature and the processes of the Montessori system is possible only on the basis of an analysis of its philosophical views and an understanding of its nature and the development of the child.

In the works of M. Montessori, the terms “upbringing” and “development” are found everywhere, but “education” and “training” are much less common. The purpose of education is to promote psychophysical development. The essence of education according to M. Montessori is “helping life from birth.”

The central Montessori method is the free work of children in a “prepared environment” while limiting direct influence.

The importance of sensory education was recognized by prominent domestic teachers N.P. Sakulina, E.I. Tikheeva, E.G. Pilyugina. Currently, the L.A. preschool education system is widely known and widely used. Wenger and his school. It should be noted that it is based on some ideas of M. Montessori. The main importance of sensory education is to create the basis for the development of thinking through expanding the field of perception.

Children with sensory culture become able to distinguish a wide range of colors, sounds, and taste sensations. Sensory exercises give the child the opportunity to distinguish and classify objects by size, shape, color, degree of roughness or smoothness, weight, temperature, taste, noise, sound.

Among the bright, talented teachers who created the original system of preschool education, it is necessary to note Elizaveta Ivanovna Tikheyeva, who advocated: “... upbringing the younger generation, absorbing the positive experience of different pedagogical systems, taking into account both the level of development of society and knowledge about nature child…..” This explains her decisive protest against the dominance of a single pedagogical system. While developing the theory of preschool education, she was able to creatively use the classical heritage. It is necessary to raise a small child in the harmonious integrity of all natural abilities. The sources of development are the external world surrounding the child, objects, means, play, work, communication with adults. The role of the teacher is research. The teacher studies the child’s personality as a whole.

Another prominent researcher L.A. Wenger believes that the main direction of sensory education should be to equip the child with the sensory culture created by humanity. Of great importance in sensory education is the formation in children of ideas about sensory standards - generally accepted examples of the external properties of objects. The seven colors of the spectrum and their shades of lightness and saturation act as sensory color standards; geometric shapes as standards of form; quantities – metric system of measures. Sensory standards have their own types in auditory perception (these are phonemes of the native language, pitch relations), in gustatory and olfactory perception.

Mastering a sensory standard does not at all mean learning to correctly name this or that property (as not very experienced teachers sometimes believe). It is necessary to have clear ideas about the varieties of each property and, most importantly, to be able to use such ideas to analyze and highlight the properties of a wide variety of objects in a variety of situations. That is, the assimilation of sensory standards is their use as “units of measurement” when assessing the properties of substances. It is from the age of 3 that the main place in the sensory education of children is to familiarize them with generally accepted sensory standards and ways of using them by teaching productive activities (drawing, modeling, appliqué, design), both in the classroom and in everyday life. Each type of productive activity makes its own demands on children's perception and contributes to its development.

1.2. Contents of sensory education for young children

Sensory education of a child in the first three years of life is aimed at ensuring the normal development of the functions of the analyzers and the formation of the perception of objects - sensory knowledge of individual properties (shape, size, position in space, sound, etc.) as signs of objects that determine the possibility and nature of performance with these objects of elementary actions - grasping and manipulation. (8, 10)

The main condition for the proper upbringing of a young child is to ensure a sufficient variety of external influences, the organization of the visual and auditory world in which the baby exists (L.A. Wenger, S.A. Abdullaeva, E.G. Pilyugina, N.P. Sakulina, etc. .). To fulfill this condition, it is necessary: ​​appropriate equipment of the room and especially the space surrounding the child, constant communication between the adult and the child, and systematic conduct of special classes.

Sensory education in the second and third years of life consists, first of all, in teaching children objective actions that require the correlation of objects by their external characteristics: size, shape, position in space. Mastering knowledge about the external properties of objects is achieved by correlating them with each other (since at this stage children do not yet possess standard ideas). Research by scientists has revealed the most optimal way to master the correct execution of actions - from practical tests to performing actions using visual correlation. Specially organized classes with didactic material, didactic toys, objects-tools and building materials are the main form of work on sensory education of children of the second and third year of life (S.L. Novoselova, L.N. Pavlova, E.G. Pilyugina, etc. ). In addition, the development of perception permeates all aspects of children's activity: the development of movements, play activities, speech communication, musical education, visual activity and serve as the most important prerequisite for their further development.

Sensory education of young children is carried out in those forms of pedagogical organization that ensure the formation of sensory abilities as an effective basis for the overall development of the child. For children 3-7 years old, the most effective form of organizing sensory education is productive activity in drawing, modeling, and design classes. (9, 15)

It was also revealed that the level of children’s orientation towards the external properties of objects depends on the nature of the activity in which the object is involved at the time of examination, and not on the characteristics of the object. In addition, the orientation-research activity of young children varies depending on the operating methods used and the degree of perfection of the research method used (10, 15).

Modern program and methodological manuals pay considerable attention to the problem of sensory education. Specially organized sensory education classes are provided for young children. Initially, this work involves the accumulation of sensory representations and involves the creation of the child’s environment (speech and non-speech sounds, varied and sufficient visual impressions) and special classes in sensory education (in the first year of life). Subsequently, classes are conducted in which didactic games and exercises are used with specially designed aids (inserts and grids, colored sticks, teaching tables, bushings, etc.). Further sensory development is carried out in the process of learning to draw, basic design and in the process of everyday life.

Currently, in the field of psychology of child perception, there is an opinion that among the many tasks of sensory education, the most important are:

Creating conditions conducive to the development of children’s broad orientation in the objective world around them;

Formation of generalized methods of examining objects, their properties and relationships; assimilation of the necessary sensory base;

Timely and correct connection of experience with words;

Formation of a presentation plan.

Sensory education is carried out during the formation of the main types of children's activities, which are characteristic of children with both normal and abnormal development - object, play, visual (O.P. Gavrilushkina, A.A. Kataeva, E.A. Strebeleva, etc. ).

During specially organized classes, young children are taught to identify the properties and relationships of objects based on their assimilation of perceptual actions and sensory standards.

The program for the education and training of young children provides special exercises aimed at developing the ability to distinguish, compare, highlight, group objects and elements of building sets by shape, size, location (10, 23). It is recommended to pay special attention to learning to examine an object, the ability to analyze it and foresee the future result of action with it. These skills are a necessary condition for the formation of the indicative phase of activity and largely determine the success of completing the task.

In the process of developing the visual activity of young children in the preparatory period of education, it is proposed to use special didactic games aimed at training children in the perception of various properties of objects, as well as games to develop hand-eye coordination. A special place in the work is occupied by examination training, which includes: a holistic perception of the subject; highlighting the main parts; analysis of shape, color, location and relative size of parts; repeated holistic perception of the subject. The correct perception of the shape of an object is ensured by carrying out individual work on the formation of modeling movements (outlining objects along the contour before drawing, feeling before sculpting).

An important condition for the development of the sensory sphere is the need to use all methods available to the child for transmitting sensory experience, selecting program tasks in accordance with the requirements of sensory development, regardless of the level of speech development of the child. The system of sensory education should include special work on mastering all methods of assimilation of sensory experience - understanding gesture instructions, imitation.

Of interest is the system of didactic and educational games proposed by M.B. Medvedeva and T.P. Babich. This system aims to develop “targeted perception of color, shape and size, object representations, orientation in space, visual attention, analytical-synthetic activity...” (14.15) and represents a fairly clear and reasonable sequence of work. Thus, the authors propose to formulate ideas about the size of objects in the following way: correlating objects by size, by total volume (matryoshka dolls, pyramids); verbal designation of objects by size: show a long, short path; arranging objects in ascending or descending order; localization of quantity; development of the eye; sense of rhythm; games and exercises to develop visual attention.

It is recommended to carry out work on sensory education in the process of developing object-practical (G.V. Tsikoto), visual (A.A. Eremina), gaming (A.R. Maller) and elementary labor activities. The main form of work in this direction is exercise and didactic games.

At the end of the theoretical analysis, the following conclusions can be drawn:

1. An analysis of psychological and pedagogical literature on the problem of sensory-perceptual development and sensory education of young children shows that currently perception is considered as a special activity that has a motivational-personal and operational-technical component in its structure.

2. Children of early and preschool age have organic prerequisites for sensory development in the form of natural anatomical and physiological characteristics of the analyzer systems. However, it has been established that these prerequisites are not enough for a child to independently initially master human experience.

3. The development of perception is carried out in the process of sensory education, understood in a broad pedagogical sense as a purposeful process that is carried out by a teacher and includes all types of educational activities and specially conducted educational work.

1.3. Means of sensory education for children

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

A child’s sensory culture is the result of his assimilation of the sensory culture created by humanity.

The means of solving cognitive problems in sensory culture are sensory standards - generally accepted examples of the external properties of objects.

Sensory color standards are represented by seven colors of the spectrum and their shades of lightness and saturation. Geometric shapes serve as sensory standards of form. The standard of size is the metric system of measures. The assimilation of sensory standards is their use as “units of measurement” when assessing the properties of substances.

It is the shape, color and size that are of decisive importance for the formation of visual ideas about objects and phenomena of reality. Over a long period of time, a child learns to use sensory standards as means of perception, and this process has its own stages.

Stage 1 – pre-standard, occurs in the 3rd year of life. The baby begins to call triangular shapes roofs; about round shapes he says that they look like a ball. That is, when perceiving one object, another is used as a model. When performing various actions in relation to their toys, children are forced to take into account their external properties.

In early childhood, it is not yet possible or necessary to acquaint children with generally accepted sensory standards and provide them with systematic knowledge about the properties of objects. However, the work being carried out prepares the ground for the subsequent assimilation of standards, that is, it is structured in such a way that children can later, already beyond the threshold of early childhood, easily assimilate generally accepted divisions and groupings of properties, which requires familiarity with color, shape, size, covering, if possible, all the main options. Since this system primarily includes the primary colors of the spectrum (red, orange, yellow, green, blue, indigo, violet, white and black), 5 shapes (circle, square, rectangle, triangle, oval), 3 varieties of size (large, medium , small), then, apparently, it is necessary that the child first of all develop ideas about these figures, color tones, sizes, but without a general meaning.

Stage 2 – the means of perception are no longer specific objects, but certain examples of their properties, and each has a very specific name. Children master the basic colors of the spectrum, both in everyday life and through didactic games. For example, in the game “Hide the Mouse” children become familiar with the standards of shape, etc.

A special place is occupied by standards of magnitude, since it is of a conditional nature. Any object in itself cannot be large or small; it acquires this quality when compared with another. We say that a watermelon is big and an apple is small by comparing them with each other. Such relationships can only be recorded in verbal form.

Stage 3 – at 4-5 years of age, having already mastered sensory standards, children begin to systematize them. The teacher helps the child build a sequence of colors in the spectrum, recognizing their shades. At the level of perception, one also becomes familiar with variants of geometric shapes that differ in aspect ratio - “short” and “long”. From a global assessment of the size of an object (large - small), children move on to identifying its parameters: height, width, length; learn to build a series series. Accordingly, didactic games become more complicated. (4.12)

As a means Sensory education for children of early and early preschool age uses: didactic games and exercises, visual activities (drawing, modeling, appliqué), design, etc.

One of the main means of developing sensory skills in children is didactic games and exercises, which must be carried out not from time to time, but in a certain system, in close connection with the general course of sensory learning and upbringing of children.

Didactic games take into account the age and moral motives of the players’ activities, the principle of voluntariness, the right of independent choice, and self-expression.

The main feature of didactic games is educational. The combination of a teaching task in didactic games, the presence of ready-made content and rules allows the teacher to use these games more systematically for the mental education of children. They are created by adults for the purpose of raising and teaching children, but not openly, but are implemented through a game task. These games contribute to the development of cognitive activity and intellectual operations. (14, 16)]

In didactic games and exercises, children must be given the opportunity to:

1.re-perceive surrounding objects and their properties, practice recognizing and distinguishing them;

2. formulate a sensory impression, clarify the names of objects and their characteristic properties (shape, size, color). Be guided not only by the appearance of the object, but also by the verbal description;

3. make primary generalizations, group objects according to common properties;

4. correlate, compare the vital properties of an object with existing measurements, sensory standards (shape of objects with geometric figures).

Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and self-control.

A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. The very development of play actions depends on the teacher’s imagination.

Another means of developing children's sensory skills is design, which is a practical activity aimed at obtaining a specific product.

Children's design (creating various buildings from building materials, making crafts and toys from paper, cardboard, wood) is closely related to play and is an activity that meets the interests of children. (17, 26) Here, sensory processes are carried out not in isolation from activity, but in it itself, revealing rich opportunities for sensory education in its broad sense.

By constructing, the child learns to distinguish not only the external qualities of an object or sample (shape, size, structure); he develops cognitive and practical actions. In design, the child, in addition to visual perception of the quality of the object, actually, practically disassembles the sample into parts, and then assembles them into a model (this is how he carries out analysis and synthesis in action).

In activities aimed at achieving a specific goal, not only this activity itself is improved, but also the child’s visual perception of objects in the surrounding world. It becomes more focused.

Thus, the ability to compare and perform visual analysis is formed, including thinking processes in the process of perception.

In the process of teaching children to build different structures, homogeneous buildings or toys (a residential building, a school, a kindergarten; a box, a house, a basket), conditions are created for the development of creative design skills. The child assimilates, as it were, a scheme for making a building or a toy, transmitting both common and different characteristics into them, and carries out this in a certain sequence. This nature of the activity is the basis for allowing children to look for a way to independently produce a new version of an object, which is often required in the game.

In the process of learning to design, children also develop generalized methods of action, the ability to purposefully examine objects or samples of buildings and toys.

Drawing and applique are types of visual activity, the main purpose of which is a figurative reflection of reality. Mastering the ability to depict is impossible without developing purposeful visual perception - observation. Visual activity is a specific figurative cognition of reality. In order to draw or sculpt an object, you first need to get to know it well, remember its shape, size, design, arrangement of parts, color. Children reproduce in drawing, modeling, appliqué, and construction what they perceived earlier and are already familiar with. (16.5)

Visual activity and design should be closely related to the knowledge and ideas that children receive as a result of all educational work. (17, 10)

In drawing and modeling classes, children learn to correctly name and distinguish colors. It is necessary to note the importance of the plot-role concept, which permeates productive activities. It is enough to master the image of any form, and when it is transmitted again, the image “comes to life” and acts. The teacher needs to take this into account and not turn children’s mastery of various forms into boring and unnecessary drawing. Developing the plot and play concept, the teacher sees in the still incomplete image a “living image” that attracts the child.

Visual activities of this age are characterized by rapid transitions from drawing to play, a distinctive feature of which is the ability to teach young children through active, interesting activities.

CHAPTER II. EXPERIMENTAL WORK ON SENSORY DEVELOPMENT OF EARLY CHILDREN

2.1. Diagnostics of sensory education of young children

As part of this certification work, a methodology for pedagogical examination of young children was developed and applied. This technique presents tasks for identifying and assessing the level of sensory development of young children.

Diagnosis of sensory development involves identifying the level of development of practical orientation to shape and size; the ability to highlight color as a feature of an object; level of development of a holistic image of an object.

At the MBDOU kindergarten No. 60 “Teremok”, a diagnostic study was carried out in the first junior group. 10 children aged 2.5-3 years took part in it.

The methodology of Nikolaeva T.V. was taken as a basis for carrying out work to identify and assess the sensory development of young children. (2004).

Equipment:

1. wooden (or plastic) board with three (four) slots –

round, square, triangular, semicircular shapes and three (four) flat geometric shapes, the base of each of which corresponds in shape to one of the slots;

2. a wooden or plastic box with six slots - round, square, rectangular, semicircular, triangular and hexagonal shapes and twelve volumetric geometric figures, the base of each of which corresponds in shape to one of the slots;

3. one pyramid with three rings of equal size; pyramids of three rings, decreasing in size (two red, two yellow, one blue);

4. five large yellow cubes; two large red cubes; two large blue cubes;

5. five large yellow balls; two large red balls; two large blue balls;

6. colored cubes - five yellow; three red; three green; three orange; three white;

7. one three-piece and one four-piece nesting doll;

8. three pairs of subject pictures: in each pair, one picture is cut into two (three, four) parts.

Basic tasks for children 2.5-3 years old.

1. Place the geometric shapes into the slots of the corresponding plane.

2. Group objects by color when choosing from 4, for example, red, yellow, blue and green cubes.

3. Fold a three-part matryoshka doll.

4. Fold three pyramids of different colors (red, blue, yellow) from 3 rings of decreasing size.

5. Fold the subject picture, cut vertically into 3 parts.

Conducting an examination.

The tasks were presented to the child immediately for independent completion. Each child was asked to insert the figures into the corresponding slots; disassemble and assemble the pyramid; open the nesting doll and assemble it; put together a whole picture from parts. Moreover, all tasks had to be accompanied by natural gestures.

Education.

If the child had difficulty completing tasks independently, the corresponding action was demonstrated, and then the child had to reproduce it. If the child could not cope in this case, then the method of joint actions was used. For example, the child’s hands inserted figures into the corresponding slots; the pyramid was assembled taking into account the size of the rings; a cut picture was formed. Following this, the child was asked to act independently.

Assessing a child's actions.

For each task the following was recorded:

Desire to cooperate with an adult; accepting the task; the ability to detect the error of one’s actions; interest in the result of the activity;

Method of completing the task (independently, after demonstration, after joint actions, failure);

Result: exact match to the adult model, inexact match, failure.

Table 1 provides data on the possibility of the subjects performing each of the proposed activities:

Table 1.

The “+” sign marks tasks that the child completed independently (or after demonstration).

The “–” sign marks tasks that were not completed by the child (or completed with an inaccurate match).

In connection with the study, the levels of sensory development of each of the children were identified:

High level – 4-5 completed tasks independently or after showing them to adults (3 children);

Intermediate level – 3 completed tasks (5 children);

Low level – 1-2 completed tasks (2 children).

The results of observations of the way children orient themselves in a task.

Low level - the child acted by trial, for example: in order to put a geometric shape into a slot on the board, he went through all the holes in search of the one into which he could lower the form. In this way he found the desired slot and inserted the figure. The child acts purposefully and achieves a positive result.

The middle level is the child’s actions at the level of trying on, for example: putting geometric shapes into the slots of the board, the child did not go through all the holes in search of the one into which to lower the triangular shape, but brought it to a similar one, for example, to a semicircle; when approaching and trying on, he began to see the differences and transferred the figure to the triangular slot.

High level – the child acted at the level of visual orientation. The child identified the signs of objects that were essential for a certain action by eye and immediately performed the actions correctly without first trying them on. For example, the child accurately placed geometric shapes into the corresponding slots on the board; immediately and accurately folded a three-part matryoshka doll.

Assessing the level of sensory development of a child.

In the process of observing the nature of the performance of the above tasks, the level of sensory development of young children was assessed. Accordingly, four levels of assessment were identified:

1. Ahead of the age norm - 2 children.

2. Compliance with the age norm – 6 children.

3. The gap from the age norm is 1 child.

4. Significant lag behind the age norm – 1 child.

Description.

1. Ahead of the age norm: the child easily and quickly established contact with the teacher and met the proposed tasks with expressed interest. He remained interested in the results of his activities throughout the entire examination. He acted purposefully and accurately. If I made individual mistakes, I immediately noticed them and corrected them myself. He independently completed a series of tasks compiled for his age, and also independently and with minimal help from an adult coped with a series of tasks intended for older children (child under 2.5 years old - with tasks for children 2.5-3 years old; child over 2.5 years old - with tasks for children 3-4 years old). When completing tasks, the child used the sampling method, trying on, as well as a visual method of orientation. The leading hand is determined, the actions of both hands are coordinated.

2. Compliance with the age norm: he quickly established contact with an adult, the tasks interested the child. He maintained a positive emotional attitude towards the activity process until the end of the task. He acted purposefully, but corrected mistakes made, as a rule, with the help of an adult. The child independently and with the help of a teacher completed at least four tasks intended for his age, and completed tasks for older children with the help of a teacher. In some cases, the result obtained did not exactly match the adult sample. When completing tasks, the child used the trial method, practical trying on, and also used visual orientation. The leading hand is determined, but the actions of both hands are not always coordinated.

3. Lag from the age norm:

As a rule, contact was not made immediately; contact was often formal (purely external). The child was somewhat interested in the general situation of the lesson, but was generally indifferent to the content of the tasks and the results of their implementation. Didn't notice and didn't correct the mistakes made. The result of the activity often did not exactly match the model. After training, the child could not cope with tasks intended for his age, but independently and with the help of an adult completed a series of tasks compiled for younger children. Along with search methods of orientation, actions by force and enumeration of options were noted. At the same time, the child did not discard the erroneous options of action, but repeated them again. As a rule, the leading hand was not determined, and there was no coordination of the actions of both hands.

4. Significant lag behind the age norm:

He did not make contact, indifference to the content of the tasks was noted, the child did not understand at all that he was being presented with tasks. Of all the tasks, he only caught the form of activity that was required of him. After training, the child could not cope with tasks designed for his age, as well as with tasks for younger children. He did not use search methods of orientation, but acted by force. Inappropriate actions with objects were noted: putting toys in the mouth, knocking, throwing.

In diagram 1 The general results of children's sensory development are presented.

2.2. Studying the level of proficiency in sensory education methods by preschool teachers; identifying the interests and knowledge of parents of pupils.

In order to analyze professional activities on the topic “Sensory development and education of younger preschool children,” preschool teachers were asked to answer the questions of a questionnaire (Appendix 1), compiled together with a teacher-psychologist. This questionnaire helps to identify the level of knowledge and proficiency in sensory education methods, the difficulties that teachers encounter in implementing this topic and ways to solve them.

Based on the analysis of the questionnaires, the following conclusions can be drawn:

Sensory education of children in younger age groups is implemented by 50%;

The level of knowledge of teachers on the issue of sensory education is at an average level;

Difficulties arise with the selection of methodological literature and planning of this section of the work.

To identify the interests and knowledge of parents of pupils on issues of sensory development, a questionnaire was developed (Appendix 2), which allowed us to draw the following conclusions:

Most parents have a superficial understanding of sensory education and cannot assess the level of sensory development of their child;

All parents are interested in receiving qualified help on this issue.

Conducting a diagnostic study made it possible to provide teachers with methodological recommendations to help improve the level of development of sensory education of young children.

Sensory education must be planned in close connection with all other sections of work, and included in the process of integrated activities, so that this work does not turn into additional activities. Thus, successful organization of classes to become familiar with the size, shape, and color of objects is possible if there is a certain level of physical development of the child. First of all, this relates to the development of hand movements when performing actions of inserting, removing, sticking objects, when working with mosaics, and painting with paints. The combination of sensory and motor tasks, as E.I. Radina pointed out, is one of the main conditions for mental education carried out in the process of objective activity.

The analysis of the lessons conducted requires special attention. The criterion can be an assessment of the level of independence in their implementation. It is important for the teacher to track the children’s progress from lesson to lesson.

Conducting games and exercises takes into account the individual capabilities and abilities of each child. Learning must begin with completing a task through joint actions of an adult and a child. In the future, the adult’s position in relation to the child may change: next to the child, and then opposite. Every action of the child must be commented on and summarized verbally.

The main method of organizing games and activities is to stimulate interest in certain toys, teaching materials, especially aids made of wood (matryoshka dolls, large and small, pyramids, cubes, boards with holes of different sizes or shapes with sets of tabs, tables with mushrooms and mosaic - by the end of the second year of life). It is wooden toys that are important for sensory development: their texture, stability during manipulation, and performing basic actions with them are convenient for games and activities with young children.

An important condition for the sensory development of young children is a properly organized subject-development environment under the “Sensory education” section. Teaching aids that are correctly selected in color, shape, and size have a great emotional charge, determined by texture, proportions, and color harmony. In everyday life, children should be given the opportunity to observe the shape, color, proportions of objects and phenomena.

In order to improve the planning of teachers' work, a thematic lesson plan on sensory development is proposed (Appendix 3).

In order to increase the effectiveness of teachers’ work in this section, a developed scheme for analysis and self-analysis of their activities is proposed (Appendix 4) and consultation (Appendix 5).

For parents of pupils of younger groups, it is proposed to conduct consultations on issues of sensory development of children (Appendix 6), set up stands in groups with information about didactic sensory games, the selection of sensory toys, and the level of children’s mastery of sensory knowledge by the end of the 3rd year of life.

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, and the ability to perceive the beauty and harmony of the world. A

The rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development.

Conclusion

As a result of the study, it was noted that sensory development can be carried out in different types of activities - in actions with objects in games, drawing, modeling, activities with building materials, etc. Perception will be more complete if several analyzers are involved in it simultaneously, i.e. e. the child not only sees and hears, but feels and acts with these objects.

It is important to note that the impression gained from observing the actions of adults will be better cemented in the child’s memory if he reproduces these actions in his own play. Therefore, it is necessary to use aids and toys, by using which the child practically becomes familiar with the properties of objects - size, shape, heaviness, color and, by acting, reproduces impressions received from the environment. However, no matter how diverse the benefits presented to the child, they themselves do not ensure his sensory development, but are only necessary conditions that contribute to this development. An adult organizes and directs the child’s sensory activity. Without special educational techniques, sensory development will not be successful; it will be superficial, incomplete, and often even incorrect. Already in very early childhood, toys shown by adults evoke a longer, and therefore better, perception than a toy simply hanging in front of a child’s eyes.

It is necessary to promote the development of sensory abilities and better perception through various techniques during games, special activities and observation of the environment. Without sufficient development of perception, it is impossible to know the qualities of objects; without the ability to observe, a child will not learn about many phenomena in the environment.

In early childhood, the greatest importance is not the amount of knowledge that a child acquires at a given age, but the level of development of sensory and mental abilities and the level of development of such mental processes as attention, memory, and thinking. Therefore, it is more important not so much to give children as much different knowledge as possible, but to develop their orientation-cognitive activity and ability to perceive.

At this age, it is not yet possible or necessary to introduce children to generally accepted sensory standards and provide them with systematic knowledge about the properties of objects. However, the work carried out must prepare the ground for the subsequent assimilation of standards, that is, it must be structured in such a way that children can later, already beyond the threshold of early childhood, easily assimilate generally accepted concepts and groupings of properties.

The development of object-based activity at an early age confronts the child with the need to identify and take into account in actions precisely those sensory attributes of objects that have practical significance for performing actions. The child’s successful performance of practical actions depends on the preliminary perception and analysis of what needs to be done. Therefore, the sensory processes of each child should be improved, taking into account the content of his activity.

The period of preschool childhood is a period of intensive sensory development of the child. The success of mental, physical, and aesthetic education of children largely depends on its level.

List of used literature

1. Aksarina N.M. Raising young children - M.: Medicine, 1977. - 303 p.
2. Vartan V.P. Sensory development of preschool children - Mn.: BrGU, 2007. - 150 p.
3. Veraksa N.E., Komarova T.S., Vasilyeva M.A. From birth to school. Basic general education program of preschool education. – M.: Mozaika-Sintez, 2010. – 304 p.
4. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. – M.: Education, 1988. – 158 p.
5. Wenger L.A., Pilyugina E.G., Wenger N.B. Ed. Venger L.A.. Raising the sensory culture of a child from birth to 6 years: A book for kindergarten teachers - M.: Education, 1988. - 160 p.
6. Venger A.A., Vygodskaya G.L. Selection of children for special preschool institutions - M.: Education, 1972. - 142 p.
7. Gavrilushkina O.P., Sokolova N.D. Education and training of mentally retarded children of preschool age: Program for special preschool institutions - M.: List, 1993. – 120 p.
8. Gerbova V.V., Ivankova R.A., Kazakova R.G. Raising children in the second junior group of kindergarten - M.: Education, 1981. - 70 p.
9. Erofeeva T.I. Modern educational programs for preschoolers. Textbook for students of pedagogical universities and colleges. – M.: Academy Publishing Center, 1999. – 65 p.
10. Kozlova S.A., Kulikova T.A. Preschool pedagogy. Textbook aid for students avg. specialist. ped. textbook institutions, - M., Publishing Center Academy, 1998. – 350 p.
11. Kuznetsova L.V., Peresleni L.I., Solntseva L.I. and others. Fundamentals of special psychology: Textbook. aid for students avg. ped. textbook institutions - M.: Publishing Center Academy, 2002. - 480 p.
12. Museyibova T. Genesis of reflection of space and spatial orientation in preschool children // Preschool education. -1970. - No. 3. - With. 36-41 pp.
13. Museyibova T. Development of time orientation in preschool children // Preschool education. - 1972. -No. 2. - With. 48-55.
14. Mukhina V.S. Sensory development of a preschooler. Child psychology: a textbook for pedagogical students. Institute, ed. L.A. Wenger. - 2nd ed. reworked and additional - M.: Education, 1985. – 350 p.
15. Nikolaeva T.V. Comprehensive psychological and pedagogical examination of a young child with impaired hearing - M.: Exam, 2006. - 111 p.
16. Nikolaeva T.V. Pedagogical examination of a child of the third year of life with impaired hearing - M: Publishing Center Academy, 2001. - 50 p.
17. Pechora K.L., Pantyukhina G.V., Golubeva L.G. Young children in preschool institutions - M.: Education, 1986. - 143 p.
18. Pilyugina E.G. Sensory education classes for young children. A manual for kindergarten teachers - M.: 1983. – 126 p.
19. Repina T.A. Preschoolers’ perception of the expressive side of the drawing and its influence on the attitude towards the hero of the book // Questions of psychology. - 1960. - No. 5. - pp. 115-124.
20. Sakulina N.P., Poddyakov N.N. Sensory education in kindergarten: Methodological instructions - M.: Education, 1969. - 176 p.
21. Tikheyeva E.I. The teacher must not only love children, but also know their age characteristics // Preschool education. -2002.-No.10.- P.90-93.
22. Usova A.P., Zaporozhets A.V. Pedagogy and psychology of sensory development and education of preschoolers. Theory and practice of sensory education in kindergarten - M.: 1965. – 160 p.
23. Shchelovanov N. M. Nurseries and children's homes - the tasks of education. Raising young children in children's institutions - M.: 1960 – 250 p.

Annex 1

Questionnaire

"Identification of teachers' readiness for sensory education of children"

Dear teacher!

We ask you to take part in the analysis of your professional activities on the topic “Sensory development and education of a preschooler.” Please answer the following questions.

1. In which sections of the program are the tasks of sensory development and education set? _____________________________________________________________________________

2. What tools, in your opinion, are most effective in working with preschoolers on sensory education? ______________________________________________________________

____________________________________________________________________________

3. What programs, methods, and manuals for sensory education do you use in your work? _______________________________________________________________

____________________________________________________________________________

4. List the features of sensory education in didactic games in each age group. ___________________________________________________________

____________________________________________________________________________

5. How is cooperation carried out with parents of pupils on this issue? _____________________________________________________________________

____________________________________________________________________________

6. To what extent do you implement sensory education for the children in your group:

100%;

80%;

50%;

30%;

7. How do you understand the term “sensory development”? _______________________________

____________________________________________________________________________

8. How do you understand the term “sensory education”? _____________________________

____________________________________________________________________________

9. Name the types of perception. ___________________________________________________

____________________________________________________________________________

10. What are “sensory standards”? _____________________________________________

____________________________________________________________________________

11. What causes difficulties in working on this issue? _________________________________

________________________________________________________________________________________________________________________________________________________

12. Your wishes for creating conditions in kindergarten for the sensory development of children. ______________________________________________________________________________________________________________________________________________________________

13. What kind of help do you need from the methodological service and pre-school specialists on issues of sensory development and child upbringing? ________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation

Appendix 2

Questionnaire

"Identifying the interests and knowledge of parents of pupils

on issues of sensory development and education of preschool children"

Dear parents!

In preparation for the pedagogical meeting “Sensory development of preschool children in kindergarten settings,” we need to know your opinion on this issue. We invite you to answer the questions in this questionnaire.

1. Do you have any idea what sensory development and raising a child is:

Yes;

No;

Don't know.

2. How do you assess the need for sensory development and education of a child in preschool age:

I consider it necessary;

I don’t think it’s necessary;

I find it difficult to answer.

3. Have conditions been created at the preschool educational institution for the sensory education of a child:

Yes;

No;

Don't know.

4. Does your group have information for parents about sensory education:

Information is absent;

There is, but the teacher does not pay attention to it;

I don't pay attention to information;

The information is interesting, but has no practical significance for me;

Visual information is interesting and useful for me.

5. How do you assess your child’s level of development of all types of perception:

High;

Average;

Short.

6. Do you have a sensory education game at home:

Yes;

No;

Don't know.

7. What sensory education game does your child play most often at home?_______________________________________________________________________ ________________________________________________________________________________

8. What kind of help do you need from a specialist and educator regarding the problem of your child’s sensory development? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation!

Appendix 3

Thematic lesson plan on sensory development with children of primary preschool age

Appendix 4

Scheme of analysis and self-analysis for creating conditions for sensory development of young children

Appendix 5

Sensory education of young children.

(consultation for educators)

In the second year of life, if all the necessary conditions are created, the child experiences intensive development of sensory abilities that determine the level of development of perception. The dominant element in sensory development is the perception of objects. Effective acquaintance with objects and 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 are low. A child, when acting with objects, often focuses on individual, conspicuous signs, and not on a combination of sensory characteristics (he calls a fluffy collar, a fur hat “pussy,” etc.). In the first year of life, perception is most intensively formed sizes and shapes items. As for color, despite its emotional appeal, its perception is the most difficult from the point of view of carrying out practical actions with color.

By two years, perception becomes more accurate and meaningful due to the mastery of such functions as comparison and juxtaposition. The level of sensory development is such that the child has developed the ability to correctly identify the properties of objects and recognize objects by a combination of properties. A characteristic feature of sensory development, especially in the period from one and a half to two years, is the objectification of perception. Thus, the child orients himself in the form of objects when “objectified” words-names act as a model. For example, round objects are a ball, a ball, and a wheel. Characteristic is the identification of the properties of familiar specific objects, rather than a series of basic sensory standards.
The most characteristic methods of perception for a child of this age are those that allow one to compare the properties of objects when performing actions with them. This is especially evident when a child acts with collapsible toys - pyramids, nesting dolls, mushrooms. It is repeated comparisons that allow the child to achieve practical results (takes his cup, shoes, etc.).

Initially, the comparison is approximate: the child tries it on, tries it out, and through mistakes and their correction achieves a result. However, after one and a half years, at the age of 1 year and 9 months, the number of trials and preliminary fittings quickly decreases and the transition to visual perception begins. This is a new stage of sensory development, which indicates the transition of external actions to the internal mental plane.

In the second year of life, not only visual but also auditory perception intensively develops. The development of speech and phonemic hearing, carried out in the process of verbal communication with others, is especially important. Improving tactile perception is carried out together with visual perception and the development of hand movements, as well as mental functions such as attention, memory, and thinking. The main task of sensory development iscreating conditions for the formation of perceptionas the initial stage of cognition of the surrounding reality.
Specially created conditions - during classes and in everyday life - make it possible to ensure the accumulation of various visual, auditory, tactile impressions, to form elementary ideas about the main varieties of size (large - small), shape (circle, square, triangle, oval, rectangle), colors (red, orange, yellow, green, blue, purple, black, white). As a result, it becomes possible to develop the ability to identify various properties of objects, focusing on color, shape, size, sounds, texture, etc.

The child does not yet speak sufficiently, so the main means of expressing thoughts and feelings are direct actions.
The main method of organizing games and activities is to stimulate interest in certain toys, teaching materials, especially aids made of wood (matryoshka dolls, large and small, pyramids, cubes, boards with holes of different sizes or shapes with sets of tabs, tables with mushrooms and mosaic - by the end of the second year of life). It is wooden toys that are important for sensory development: their texture, stability when manipulating, performing basic actions with them are convenient for games and activities with young children.

The most convenient for gripping are inserts and other parts of teaching aids that are no less than 3 and no more than 4.5 cm in size, which corresponds to the size of the baby’s palm. The difference between large and small objects of 1.5 cm is quite sufficient for orientation in their size. The optimal thickness (height) of objects is 1 cm. With greater thickness, the contours of objects are “deformed”: for example, a triangular prism at a certain angle can look like a rectangle or square, etc.

Teaching aids that are correctly selected in color, shape, and size have a great emotional charge, determined by texture, proportions, and color harmony. In everyday life, children should be given the opportunity to observe the shape, color, proportions of objects and phenomena. 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, and the ability to perceive the beauty and harmony of the world. And the rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development. The use of “objectified” words-names is due to the fact that it is useless for a child to talk about a rectangle, square, oval, circle and triangle, although they distinguish them already in the first 2-3 months. In the second year of life, children learn shape as a feature of objects: they easily select the necessary parts for a building kit for a “roof,” etc.

The 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 “this”, “different”, “not like that”. Memorizing and correctly using words denoting color is a very complex and difficult process, its formation ends only by the age of five.

By the end of the second year of life, children begin to repeat the names of individual flowers after adults. When pronouncing words such as “white”, “blue” or “blue”, the baby is not able to correlate these words with the color of specific objects. The word-name exists on its own, and a specific color characteristic exists on its own. At best, the child remembers mechanically and in a specific situation after long exercises can sometimes use it. The random use of a word, color name or shape does not mean that the child understands the essence of these words.

The distribution of attention in a child of the second year of life between visual, auditory, tactile perception and memory is a complex process. From birth, children distinguish all the colors of the spectrum and even some shades, but it is more difficult for them to take into account the color characteristics of objects when acting with them: color cannot be touched, it is only accessible to visual observation.

When selecting teaching materials, it is necessary to strive for the same color saturation. If the red color is bright, then orange, yellow, green and other colors should be just as saturated and bright. Otherwise, a child with a color perception disorder may focus not on the color itself, but on its intensity.

Graduality and consistency in increasing the complexity of tasks aimed at sensory development are significant both for children of this age and for older ones. During the second year of life, with targeted sensory education, the child has a positive attitude towards actions with objects of different sizes, shapes, and colors. He manipulates them for a long time, examines them, feels them, moves them from place to place, discovering new parameters of the objective world. In the process of games and activities on sensory education, the child develops techniques of applying, comparing, matching colors, shapes, and sizes. By the age of 2, these processes are carried out without preliminary trying on, moving from the external to the internal one.

For children of the third year of life, when the necessary conditions are created, an accelerated pace of sensory development is characteristic. In this age period, sensory education is, on the one hand, as before, the main line of development, and on the other hand, all other lines of development are based on a sensory basis. The cognitive need, to one degree or another formed in a child of the third year of life, is mainly aimed at examining the size, shape, texture of objects, the sounds they make, and the correlation of parts.

In the third year of life, a child develops a desire to more clearly follow the pattern set by adults. Now, when presented with didactic material, the child looks at it with pleasure, listens to the adult’s explanations, understands what they want from him, and only then begins to act, following the adult’s instructions.
The coordination of hand movements under the control of the eye becomes more perfect, which allows you to cope with tasks such as playing with mosaics, building sets, drawing with a brush and pencil.

In the third 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 activities (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, distance of objects and phenomena, both in the process of specially organized games and activities, and in everyday life. At the same time, it is important that ideas about the sensory properties and qualities of objects are not only broad, but also systematized. After 3 years, the main place in sensory education is occupied by familiarizing children with generally accepted sensory standards and methods of their consumption. Given the sharp leap in the development of speech, it is necessary to take into account the desire of children to reproduce - following adults - words-names of shape, color and their independent use.

As a result of systematic work on sensory education of young children, they develop skills and abilities that indicate the appropriate level of development of perception:

1. Children successfully identify and take into account color, shape, size, texture and other characteristics of objects and phenomena when performing a number of practical actions.
2. Objects are grouped according to the sample according to color, shape, size and other properties when choosing from four varieties in the period from 2 to 2 years 3 months and older.
3. They correlate dissimilar objects by color, shape, size, texture when choosing from four varieties (either four varieties of color, or four varieties of shape, etc.).
4. In various color spots, they recognize objects or phenomena that have a characteristic color feature (snow, grass, orange, etc.) in spots of different sizes as a bear and a bear cub, a cat and a kitten (from 2 years - 2 years 3 months).
5. They designate various objects in accordance with their characteristic sensory features: forest, sea, sun, leaves, lights, etc. (from 2.5 years old).
6. They actively use “objectified” words-names to designate shape (brick, ball, sphere, roof, egg, cucumber), color (grass, orange, tomato, chicken, sky, etc.) (from 2 years 3 months – 2 years 6 months).
7. They select objects of the required shape or color for the development of an independent story game (they load “bricks” or cubes of a certain color onto the car, select details of outfits for dolls in accordance with the color of their clothes).
8. They begin to actively use generally accepted color words, often in isolation from a specific object (he can call both a yellow and a green object blue) (from 2 years 9 months - 3 years).

Appendix 6

Development of sensory abilities in young children.

(consultation for parents)

The sensory development of children at all times has been and remains important and necessary for the full education of the younger generation. The sensory development of a child is the development of his perception and the formation of ideas about the most important properties of objects, their shape, color, size, position in space, as well as smell and taste. The importance of sensory development in early childhood can hardly be overestimated; it is this period that is most favorable for improving the activity of the senses and accumulating ideas about the world around us.

After a series of observations, it was revealed that sensory development, on the one hand, forms the foundation of the child’s overall mental development; on the other hand, it has independent meaning. Full perception is also necessary for a child’s successful education in preschool, school and for many types of work.

Sensory, sensory experience is the source of knowledge of the world. His neuropsychic development largely depends on how a child thinks, sees, how he perceives the world in a tactile way.

In early childhood, it is not yet possible or necessary to acquaint children with generally accepted sensory standards and provide them with systematic knowledge about the properties of objects. However, the work carried out must prepare the ground for the subsequent assimilation of standards, that is, it must be structured in such a way that children can later, already beyond the threshold of early childhood, easily assimilate generally accepted concepts and groupings of properties.

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

Ultimately, children begin to compare objects visually, repeatedly looking from one object to another, carefully selecting a figurine of the required size.

The age of two years is the period of initial acquaintance with the surrounding reality; At the same time, the child’s cognitive system and abilities develop at this time. In this way, the child learns about the objective world, as well as natural phenomena and events in social life that are accessible to his observation. In addition, the baby receives information from an adult verbally: they tell him, explain him, read him.

To master sensory abilities, parents of the baby need to pay considerable attention to games that contribute to the development of this technique of cognition in the child. These games include the following:

1) games-assignments based on the child’s interest in actions with various objects;

2) games with hiding and searching - in this case, the child is interested in the unexpected appearance of objects and their disappearance (folding a nesting doll);

3) games with riddles and solving, attracting children with the unknown;
4) games to familiarize yourself with the shape and size of an object - geometric games (mosaics, Lego constructors).

Undoubtedly, in visual familiarization, the word plays a big role, but there is often an overrepresentation of verbal methods of introducing children to the phenomena of reality and an underestimation of the organized process of perceiving objects and phenomena. The misconception that the child himself will see everything, since he is sighted, and will hear everything, since he is not deaf, leads to the fact that parents do not develop purposeful perception of their baby.

It is well known that knowledge obtained verbally and not supported by sensory experience is not clear, distinct and not durable. Without enriching sensory experience, children sometimes develop the most fantastic ideas.

Objects and phenomena of the surrounding reality have a complex of properties (size, shape, color, design, sound, smell, etc.). To get acquainted with an object, it is necessary to notice the properties that characterize it, as if to isolate them from the object.

The child, perceiving, identifies individual signs and properties, but usually these are the signs that involuntarily catch his eye; They are not always the most important, characteristic, determining the appearance of the object and helping to form a correct idea about it. It is necessary to teach children to highlight the most essential and characteristic in objects and phenomena.

Let's look at specific examples of the child's reaction and learning process in the game. For example, folding a double matryoshka doll. In this game, the main task is to teach the child to compare objects by size, to develop an understanding of the words “big” and “small”. For these purposes, the parent will need a large double nesting doll and a small one-piece one.

You should show the child a large nesting doll and note that it is bright and elegant. You shake it: something rattles inside, and the child reacts joyfully. Then, closing the large nesting doll, place the toys nearby. Draw the child's attention to their size, coordinating the words with the gesture: one nesting doll - small - is hidden in the palm of your hand, and the other is large, you cannot hide it in your palm. Then invite the child to show the small matryoshka doll.

Next, open the large matryoshka doll and put the small one in it, invite your child to hide the small doll and cover it with the other half. Having tightly connected the parts of the large nesting doll, turn the upper and lower parts until the pattern matches. Then have your child do the same steps themselves.
After repeating this activity several times, pay attention to how quickly the child copes with the task. If completing such work does not present any difficulties for him, you can complicate the task by adding a few more nesting dolls.

Games of this kind become a didactic guide to different colors, sizes and shapes, etc. In such games, the task of highlighting one or another property is made easier. Moreover, all the baby’s attention is directed to comparison based on this property, and the object itself with a set of properties seems to recede into the background. In this case, it is not objects that are known, but the properties inherent in them. Sensory gymnastics is also important for children. Without it, initial intellectual exercises are simply not possible. In other words, you cannot teach a child to think correctly if he himself does not practice correct thinking. For these purposes, parents should create a small system of sensory gymnastics. What does it mean? Being able to distinguish is a characteristic feature of thinking. Discrimination is the ability to group.

Thus, sensory control consists of distinguishing classification. Size, shape, color, roughness, taste, smell - all this must be taught to the child. In order to teach a child to think, it is necessary to teach how to correctly compare and group, that is, to correctly distinguish. In turn, the child acquires the ability to correctly distinguish only through sensory gymnastics.
By manipulating objects, children of the second year of life continue to get acquainted with various properties: size, shape, color. In most cases, the child initially completes the task by accident. A ball can be pushed into a round hole, a cube into a square hole, etc. The child is currently interested in the disappearance of an object, and he repeats these actions many times.

It was also found that two-year-old children generally experience great difficulties in learning and naming colors and shapes, and in establishing a connection between the property of an object as a phenomenon of reality and its verbal designation.

For example, a two-year-old child, independently pronouncing the adjective “red,” may point to green or some other color. Children often use the word “red” to replace the word “color.” A stable connection between words denoting the concepts of color in general and specific colors has not yet been formed.

Perhaps in your parenting practice there have been cases: when asked “Why are you taking the bag?” you received the answer: “Just in case.” Further questions from the adult: “For what occasion?” - lead to the child’s explanation: “On the blue one.”

In order to accumulate and consolidate color impressions in the baby, it is necessary to conduct various kinds of games and activities with him. To do this you will need: a bucket with a lid, a set of vegetables: tomato, orange, lemon, plum, cucumber - and some black object. During the game, you first show the child a bucket of objects and offer to see what is there. Then, together with your child, lay out the fruits on the table, while clearly pronouncing the name of the color and the object.
It is best to place items in accordance with the color scheme: on the left in front of the child is a red tomato, then an orange orange, then a yellow lemon, a green cucumber, a blue plum and lastly a dark fruit or vegetable.
After giving your baby the opportunity to admire the objects, ask him to fold them. Having pushed the bucket towards him, put the first item in yourself, and then, following the example, the child must collect the remaining items himself, while repeating their names. Then close the bucket with a lid. If the child has shown interest in such an activity, you can repeat it several more times.

It is important to maintain the child’s interest and joyful emotions by expressing your attitude to his actions: “Well done!”, “That’s right,” “You have a beautiful toy,” etc.

The goal of the lesson is considered achieved if the child willingly takes out and puts an object in a bucket, has a positive attitude towards the adult’s instructions, and shows interest in objects of different colors.

Also, classes on the sensory development of a child can be carried out while walking. Take several balls of different colors with you outside. And when you throw the ball to your baby, ask him what color the toy is and what shape it is. If the child has difficulty answering, help him.

The assimilation of the names of sensory properties of objects (color, shape) by a young child is significantly accelerated if, instead of the generally accepted words denoting these properties, their “objectified” names are used (for example, lemon, orange, pink, carrot).

Abstract words for children are replaced by the names of specific objects that have a constant characteristic: the child understands and understands the name of a rectangular block as a brick, a triangular prism as a roof, etc.

Also, with children of the second year of life, you can already conduct drawing and modeling classes. When a child begins to get acquainted with the properties of clay or plasticine, he first of all feels moisture and plasticity. By pressing his fingers on a lump of clay, the baby sees that a mark, a dent, remains. When he picks up a lump, he feels its weight - heaviness, feels its viscosity.

The plasticity of clay makes the child want to change the shape of the lump, squeeze it in his hands, and press it down. The sensations that a baby experiences from contact with clay or plasticine are at first alarming and even sometimes scare him away: there are cases when some children refused to pick up cold clay. But, as children become familiar with the properties of plasticity, working with clay gives them more and more pleasure. In the process, many children develop associations with impressions from the child’s life experience: some remember how they knead dough, others remember how they wash it with soap, iron it, or break a roll.

But in our practice, there are also cases where a child has greater stability of visual perception and visual ideas. An accidental dent gives the lump of clay a shape that reminds the child of a familiar object or part of an object. He joyfully greets the unexpected appearance of the image.
Now, working with his hands, he vigilantly peers at the changing form and is ready to see in it the image of an object when the slightest similarity appears, at least in one attribute. Imagination completes what cannot be seen. Actions with his hands begin to acquire a creative character: the child sticks one lump to another, puts several lumps in one pile, obtaining a more complex shape. The two pieces molded together resemble a living creature - a head and a torso. In this way, figurative perception is gradually enriched.

Children's drawings and modeling acquire object-visual meaning through the revitalization of children's existing ideas and accumulated sensory experience; the deliberate depiction of a particular object has not yet arisen.

An important role in the process of classes aimed at developing sensory skills is played by the movement of the hand on the subject. If you show your child a figure, try to point to certain parts of it as often as possible.

In addition, at this age, the child is just beginning to master ways of depicting an object and movements when performing various types of activities. It is important that the baby not only sees the movement of your hand, but also makes it himself. Watch how your child does this, and if he has difficulty completing the task, help him.

The pinnacle of achievement for a child of the second year of life is completing tasks on the correlation of dissimilar objects by color. There is no longer that autodidacticism that took place when correlating objects by size or shape. Only repeated purely visual comparison allows the child to complete the task correctly.
The child’s successful performance of practical actions depends on the preliminary perception and analysis of what needs to be done. Therefore, you should improve your child’s sensory processes, taking into account the content of his activity.

Sections: Working with preschoolers

Software tasks:

• To develop the ability to distinguish between the concepts “many-few”, “many-one”,
• Learn to distinguish objects by size (large - small, more - less);
• Learn to distinguish objects by shape (cube, ball);
• Form groups of homogeneous objects;
• Highlight the color of objects (red, blue, yellow, green);
• Exercise in establishing similarities and differences between objects that have the same name (same shoulder blades, big red ball - small blue ball).

Task No. 1

Didactic game“Find a flower for the butterfly”

Target: Identify the child’s ability to distinguish colors according to the principle “same - not the same”, name them (red, yellow, green, blue).

Benefits: Flowers and butterflies cut out of colored cardboard (red, yellow, green, blue)

Instructions:

Scatter the flowers on the table. Invite the child to help the butterfly find its flower: “Place the butterfly on a flower of the same color as it, so that it is not visible.”

After completing the task, the child summarizes: “A yellow butterfly sat on a yellow flower…. All the butterflies hid. Well done!"

Grade:

Red circle - The child completed the task independently by showing, naming the color.
Yellow circle - The child did it correctly, but did not name the color.
Green circle - The child confuses the colors, but with the help of the teacher he corrects the mistake.

Task No. 2

Didactic game “Entertaining box”

Target: Reveal the child’s knowledge of shape (ball, cube)

Benefits:

1. A cube is a box with holes of different shapes. There must be square and round holes.
2. The figures are a cube and a ball.

Instructions:

Show and examine the cube and ball with your child, naming them. Show the “house” in which they live, only they go through different “doors” (showing the teacher)

Independent activity of the child as demonstrated by the teacher.

Grade:

Red circle - The child completed the task independently according to the demonstration, naming the shapes.
Yellow circle - The child completed it correctly, but did not name the shapes.
Green circle - The child makes a mistake, but with the help of the teacher he corrects the mistake.
Empty circle - The child did not complete the task even with the help of the teacher.

Task No. 3

Didactic game “Build a pyramid”

Target: Identify the child’s ability to compare objects by size (large - small, more - less), distinguish between the concepts of “one - many”.

Benefits: Pyramids of 4 rings of different sizes.

Instructions:

1. Show the child the pyramid. Take it apart by saying: “Many rings.”
2. Assemble a pyramid, accompanying with the words: “First I put on the largest ring, then a smaller ring... and the smallest ring. The result is one pyramid. There are many rings, but there is only one pyramid.”
3. Independent activity of the child in showing.

Grade:

Red circle - The child completed the task independently, accompanying his actions with words as shown by the teacher.
Yellow circle - The child performed correctly, but did not accompany his actions with words. The teacher asked leading questions.
Green circle - The child makes mistakes, but with the help of the teacher he corrects the mistakes and has completed the task.
Empty circle - The child did not complete the task even with the help of the teacher.

Protocol for examining sensory education and the development of elementary mathematical concepts in the first junior group

Software tasks:

• Find one or many objects in the environment.
• Compare groups of objects using superposition techniques and applications; determine which items are more (less);
• Compare two objects of different size (length, height);
• Determine which object is larger (smaller), longer (shorter);
• Understand the words: top - bottom, left - left, right - right;
• Distinguish between a circle, a square, a triangle, objects with corners, and objects with a round shape.

Task No. 1

Didactic game “Where is your home” (carried out 4 times).

Target: To identify the level of visual perception of the shape of an object: how clearly the child represents the shape of a geometric figure, whether he recognizes it among others.

Benefits:

1. Cards (6x8 cm) depicting a circle, square, triangle according to the number of participants
2. Large cards or silhouettes of figures (if the game is played outdoors, large figures - “houses” can be drawn with chalk).

Instructions:

1. Children look at a box of cards. How many are there? (a lot of). How many of us are there? (also a lot). The teacher offers to take one card at a time. How many cards do you have, Anton? (one card). Did everyone have enough cards? Are there any left over? There are as many cards as there are us.
2. The teacher suggests looking at your card and naming the figure depicted on it (what is drawn on your card?) - These are the “keys” to the house.
3. The teacher shows “houses” located in different places in the group or area.
4. At the signal “Go for a walk!” children leave their “houses” and move freely around the group (area) with their “keys” (some are driving a car, some are flying on a plane, some are riding a horse...)
5. At the signal “stop!” – children stop, pause – 3 seconds. “Go home!” - children return to their “house” (show their card - “key” to the teacher).

Grade:

Red circle - The child has never made a mistake.
Yellow circle - The child made one mistake.

Empty circle - The child made mistakes all 4 times.

Task No. 2

Didactic game “Run to me” (carried out 4 times).

Target: Reveal children's ability to compare objects by color.

Benefits:

1. Flags of different colors according to the number of children (red, yellow, green, blue)
2. One set of flags for the teacher.
3. Chairs according to the number of children.

Instructions:

1. The flags are in a vase. How many flags? (Many – individual answers). How many of us are there? (a lot of). Take one flag at a time. Are there any flags left in the vase? (in the vase there is a set for the teacher) What is more: flags or children? (checkboxes).
2. What color are the flags? (individual answers) The teacher summarizes: “All the flags are different colors - multi-colored).
3. Teacher: “Now I will take turns calling and showing a flag of one or another color. First, look at my flag, then at yours, and if the color of the flag is the same, run to me, but not immediately, but after I call “Run to me!”
4. The teacher shows the flag (counts silently to 3)
5. Calls: “Run to me!” - everyone who came running compares their flags with the teacher’s flag (same - not the same)
6. “Run away from me!” - the children return to their place.

Grade:

Red circle - The child has never made a mistake
Yellow circle - The child made a mistake once, but after the help of the teacher he did not make a mistake.
Green circle - The child made a mistake 2-3 times
Empty circle – The child made more than 3 mistakes.

Task No. 3

Didactic game“Long - short” (carried out 4 times).

The game is played with a subgroup of children of 3–5 people.

Target: Reveal children's ability to compare two objects in length by superposition or application and find the same ones.

Benefits:

1. Ribbons (ribbons, laces...) in two sizes: long – 25x3cm; short 12x3cm (according to the number of children in the subgroup).
2. Cardboard strips - measurements - 2 pieces according to the size of the ribbons.
3. Doll and Teddy Bear. The doll should be smaller in size than Mishka (the short ribbon should not be tied on Mishka’s belt, but the long one should be just right for him).
4. A large box (where all the belts will be located) and two smaller ones (for the Doll and for the Bear)

Instructions:

1. The Bear and the Doll played together with their multi-colored belts and mixed them up. Let's help them put the belts in their boxes. I’ll show you: the teacher takes a ribbon out of the box and applies it to the measuring strip, saying: “Long, the same - this is Mishka’s belt,” - he takes it and puts it in Mishka’s box, etc.
2. Each child completes the task twice (finds a belt for the Doll and for the Bear).
3. If the child finds the second belt the same as the first, he returns it to the box and takes the next one until he finds another.
4. The child goes to complete the task after the signal “Go!”

Grade:

Red circle – The child completed the task independently and correctly without the help of a teacher.
Yellow circle - The teacher guided the child with words, and he completed the task.
Green circle - The child made a mistake and corrects himself with the help of the teacher’s actions.

Task No. 4

Didactic game “Wide – narrow” (carried out 4 times).

Target: Reveal children's ability to distinguish the width of objects.

Benefits:

1. Small car, big car.
2. Two cardboard strips are the same in length, but different in width (two cars must pass on a wide strip at once)

Instructions:

1. Strips are laid out on the table - these are two roads: one is narrow, the second is wide. Only one small car can drive on a narrow path, but two cars can drive on a wide road: both large and small.
2. After the signal “Narrow!” - the called child must take a small car and drive it along a narrow road, saying “The car is driving along a narrow road.”
3. After the signal “Wide!” – the child rolls two cars at once, saying “The cars are driving along a wide road”
4. First, the teacher shows a sample of the task. Only after this do the children complete the task.

Grade:

Red circle – The child independently completed the task according to the teacher’s model.
Yellow circle - The teacher helps the child with words.
Green circle - The child made a mistake, completed the task together with the teacher.
Empty circle - The child did not cope with the task even with the help of an adult.

Protocol for examining sensory education and the development of elementary mathematical concepts in junior group II

Thisdiagnostics for identifying and assessing the sensory development of children of primary preschool age were takenmethods: Strebeleva E. A., Venger L. A., Zemtsova M. I.

The “+” sign marks tasks that the child completed independently (or after demonstration).

The “–” sign marks tasks that were not completed by the child (or completed with an inaccurate match).

The sensory development levels of each child are:

High level – 4-5 completed tasks independently or after showing them to adults;

Average level – 2-3 completed tasks;

Low level – 1 completed task.

1. Grouping toys (L. A. Wenger’s method). The task is aimed at identifying the level of development of shape perception, the ability to use geometric standards (samples) in determining the general shape of specific objects, i.e., grouping by shape.

Equipment: three boxes (without top lids, size of each wall 20 x 20 cm) of the same color with standard samples depicted on them (size 4x4 cm). On the first (on the front wall) there is a square, on the second - a triangle, on the third - a circle. A set of 24 items in a bag: 8 - similar to a square (cube, box, square button, etc.), 8 - similar to a triangle (cone, herringbone, mold, etc.), 8 - similar to a circle (coin, medal, hemisphere, etc.)

Carrying out the examination: Boxes are placed on the table in front of the child. The teacher draws the child’s attention to the standard model: “Look, here is a figure like this (square), and here is this one (circle).” Then he takes an object (any) out of the bag and says: “What figure does it look like: this (showing a triangle), this (showing a circle) or this (showing a square)?” After the child points to one of the standards, the adult says: “Now throw it into this box.” Then he takes out the next object (of a different shape), and the whole procedure is repeated. Subsequently, the adult gives the child the opportunity to arrange the toys himself, asking him: “Now put all the toys in your boxes, look carefully.”

Education: If the child does not continue to complete the task independently, the adult sequentially gives the toys and asks the child to put them in the correct box. If the child lowers it, but does not focus on the model, then the adult again draws his attention to the standard model, correlating the toy with it.

Assessment of the child’s actions: understanding and accepting the task; methods of implementation - the ability to work according to a model; purposefulness of actions; learning ability; attitude towards the result; result.

1 point - the child does not understand and does not accept the task; does not function adequately in learning conditions.

2 points - the child acts without being guided by a standard model; after training, continues to lower toys without taking into account the basic principle.

3 points - the child puts down toys, not always focusing on the model; after training, matches the shape of toys with the model.

4 points - the child puts down toys taking into account the pattern; interested in the end result.

2. Disassemble and arrange a four-part matryoshka doll (methodology by E. A. Strebeleva). The task is aimed at testing the level of development of size orientation.

Equipment: four-part matryoshka

Carrying out the examination: the experimenter shows the child a matryoshka doll and asks him to see what is there, that is, to take it apart. After examining all the nesting dolls, the child is asked to collect them all into one: “Collect all the nesting dolls to make one.” In case of difficulties, training is provided.

Education: The teacher shows the child how to put together first a two-part, and then a three-part and four-part matryoshka doll, after which he offers to complete the task independently.

Assessment of the child’s actions: understanding and accepting the task; methods of execution; learning ability; attitude towards the results of their activities.

1 point - the child does not accept the task, does not strive to complete it; after training does not switch to adequate methods of action.

2 points - the child understands the task, strives to act with the nesting doll, but when completing the task does not take into account the size of the parts of the nesting doll, i.e. chaotic actions are noted; acts adequately during the learning process, and after learning does not switch to an independent method of action; indifferent to the results of his activities.

4 points - the child understands and accepts the task; folds a matryoshka doll using practical fitting and trial method; interested in the end result.

3. Fold a cut picture (of three parts), (method by E. A. Strebeleva) The task is aimed at identifying the level of development of the holistic perception of the subject image in the picture.

Equipment: two identical object pictures, one of which is cut into three parts (rooster or dress). Visual material.

Carrying out the examination: The experimenter shows the child three parts of a cut picture and asks: “Make a whole picture.”

Education: If the child cannot correctly connect the parts of the picture, the adult shows the whole picture and asks to make the same one from the parts. If after this the child cannot cope with the task, the experimenter himself superimposes part of the cut picture onto the whole one and asks him to superimpose another, after which he invites the child to complete the task independently.

Assessment of the child’s actions:

1 point - the child does not understand the task; even under training conditions it acts inadequately.

3 points - the child accepts and understands the task; tries to connect parts into a whole picture, but cannot do it on his own; after training he copes with the task; interested in the results of his activities.

4 points - the child accepts and understands the task; independently copes with the task, using the method of targeted tests or practical trying on.

4. Collect a flower (4 colors). The task is aimed at the ability to arrange colors in accordance with the pattern and for children to name exactly these colors.

Equipment: Cards showing a stem with a core, multi-colored petals (red, blue, yellow, green). Visual material.

Carrying out the examination: Give the child petals of different colors and show how to place the petals around the center of the flower in a pattern. Ask to collect all the petals, naming the colors.

Education: in cases where the child cannot fold the flower correctly, the adult shows how to do it and asks to name each petal.

Assessment of the child’s actions: accepting the task; methods of execution; learning ability; attitude towards the result; result.

1 point - the child does not accept the task; acts inadequately even under training conditions.

2 points - the child accepts the task, but does not understand that the parts must be combined into a whole; puts parts one on top of another; under training conditions he often acts adequately, but after training he does not proceed to independently complete the task; indifferent to the final result.

3 points - the child accepts and understands the task; tries to assemble a flower according to a pattern, but cannot independently name the colors of the petals; after training he copes with the task; interested in the results of his activities.

4 points - the child accepts and understands the task; independently copes with the task, names all the colors correctly.

5. “What does the object feel like?”, “What is made of what?” (adapted version of M. I. Zemtsova’s technique) The task is aimed at testing the level of development of skills in tactile examination of objects.

Equipment: vegetables: potatoes, tomatoes, cucumbers; fruits: apple, pear, orange; toys: wooden nesting doll, soft bear, plastic cube, newsprint, sandpaper, etc., flannel glasses.

Carrying out the examination: the adult shows the child objects laid out on the table, the child puts on flannel glasses, the adult asks to identify, name and describe the object by touch.

Education: the adult puts on flannel glasses and shows how to examine and describe the object, and asks the child to do the same. If after this the child does not continue to complete the task independently, the adult gives the objects one by one and asks the child to describe them, asking the questions “What shape?” What does the object feel like? etc.".

Assessment of the child’s actions: acceptance and understanding of the task; methods of execution; learning ability; attitude towards the results of their activities.

1 point - the child does not understand the task and does not strive to complete it; after training does not switch to adequate methods of action.

2 points - the child accepts the task, strives to examine objects, but after training does not move on to an independent method of action; indifferent to the results of his activities.

3 points - the child accepts and understands the task, completes it using the method of enumerating options; After training, he switches to an independent method of completing the task; interested in the end result.

4 points - the child accepts and understands the task; tactilely examines objects by sampling or practical trying on; interested in the end result.

In connection with the study, the levels of sensory development of each of the children are revealed:

a high level of completed tasks independently or after showing them to adults with a score of 20–15;

intermediate level – number of points scored 15–10;

sufficient level – number of points 10–5;

initial level – number of points 5–0.