Work experience “Sensory development of young children through didactic games. "The development of sensory abilities through non-traditional forms of visual activity (modeling, drawing, application) with children of early and junior preschool age

PURPOSE: the implementation of the inextricable connection of sensory development with the various activities of children through didactic games. OBJECTIVES: 1. To continue to work on enriching the direct sensory experience of children in various activities. Help them examine objects, highlighting their color, size, shape. 2. Encourage to include hand movements on an object in the process of getting to know them: to circle parts of the object with your hands, stroke them, etc. 3. Exercise in establishing the similarities and differences between objects that have the same name (identical shoulder blades; big red ball - small blue ball). 4. Teach children to name the properties of the object.

Sensory development is a major component of healthy early childhood development. Sensory lessons, aimed at the formation of a full-fledged perception of the surrounding reality, serve as the basis for cognition of the world, the first stage of which is sensory experience. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, i.e. on how perfectly the child hears, sees, perceives the environment. The meaning of sensory education is that it: it is the basis for intellectual development, orders the child's chaotic ideas, obtained through interaction with the outside world, develops observation skills, prepares for real life; on the expansion of the child's vocabulary affects the development of visual, auditory, motor, figurative and other types of memory

Didactic games include the child's sensory perception, on the one hand, they take into account the age, moral motives of the playing activity, on the other, the principle of voluntariness, the right of independent choice, self-expression. In everyday life, a child is faced with a variety of forms of paints - these are favorite toys and surrounding objects. He also sees works of art - paintings, sculptures, hears music; but if the assimilation of this knowledge occurs spontaneously, without the guidance of adults, it often turns out to be superficial. Here sensory education comes to the rescue - consistent, systematic familiarization of children with the sensory culture of humanity. At each age, sensory education has its own tasks - * In early childhood, ideas about color, shape, size are accumulated. This means that the child must be introduced to all kinds of properties - all the colors of the spectrum, with geometric shapes - a circle, an oval, a square, a rectangle, a triangle, a ball, a cube, a brick. To develop cognitive and speech skills - to determine the color, size, shape of objects by means of visual, tactile and motor examination, comparison. Understand and use words in speech - the names of quantities and forms. * In the middle preschool age, sensory stages are formed in children - stable ideas about color, geometric shapes, relations in size between several objects, fixed in speech. Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: their grouping by color, shape around sample-standards, performing more and more complex actions.

As a special task, the need to develop in children an analytical perception is the ability to understand the combination of colors, to dismember the shape of objects, to highlight individual quantities. * In older preschool age, when mastering literacy, phonemic hearing plays an important role - more precisely, the distinction of speech sounds - the distinction of perception of the outline of letters. A low level of sensory development greatly reduces the child's success in school. There are five sensory systems with the help of which a person learns the world - Tactile perception (tactile perception) Visual perception Form perception Size perception Auditory perception

Games for the development of touch (tactile perception) Tactile (superficial) sensitivity (sensation of touch, pressure, pain, heat, cold, etc.) is referred to touch. To develop a child's tactile perception, play with a variety of natural materials and objects that differ in surface structure. Give your baby different toys: plastic, rubber, wooden, soft, fluffy.

You can make an interesting tactile album yourself from scraps of fabric of different textures: burlap, wool, silk, fur. You can also add a sheet of polyethylene, flower wrapping paper, mosquito nets, velvet, corrugated and sandpaper, foil and much more. Play with pine cones, thorny chestnuts, ribbed walnuts, and smooth acorns. It is also useful to play with various cereals: put the pens in the box and look for the hidden little toy.

Visual perception The main parameters of visual perception: Color Shape Size The development of color perception is concretized in the following tasks: 1. develop the ability to distinguish colors, focusing on their uniformity or heterogeneity when applied; denote the result with the words "such", "not like that"; act in imitation; 2. to acquaint children with the names of the main colors (red, blue, yellow, green); 3. to develop the ability to make a choice of color according to a sample and check it by trying on, to focus on color as a significant sign, to make a choice of color by word.

Perception of the form Concretized in the following tasks: 1. to develop the ability to practically distinguish the form - to redistribute the fingers on the object, depending on the form, in order to hold the object in the hands; 2. to develop the ability to correlate the shape of objects with the help of tests, to correlate the planar and volumetric forms in practical action with objects; 3. make the form of the object meaningful for the child, teach to rely on it in the activity; 4. to develop the ability to see the shape in the object, to correlate the shape of the slot and the tab, to compose a whole from different geometric shapes, choosing the necessary ones with the help of tests and fitting, to make a selection according to a sample, check it with the help of overlaying, isolate the contour of the object; 5. to consolidate the knowledge of the names of the forms, to carry out the choice of the form by its name.

Perception of size It is concretized in the following tasks: 1. develop the ability to focus on the size of objects, correlate the actions of hands with the size of objects, correlate plane and volumetric figures in size, trying options and fixing the correct ones, take into account the size in practical actions with objects, correlate objects in size; 2. to fix the verbal designation of quantities ("large", "small", "more", "less"); 3. to form an attitude towards value as a significant feature; 4. pay attention to the length, height and width; to acquaint with the words "long", "short", "high", "low", "wide", "narrow"; 5. to develop the ability to correlate objects in length, height and width in actions with them, to determine visually objects of sharply different sizes, to combine a visual image with a word, to teach visually and by word to make a choice and correlate values; 6. pay attention to the relativity of the size of objects; 7. to develop the ability to make the choice of quantities by word-name.

Theme:"Sensory development of children of middle preschool age through didactic games."

Purpose: creation of effective conditions conducive to the formation of sensory culture in children of middle preschool age through the use of didactic games.

Tasks:

1. To study the psychological and pedagogical literature on the formation of sensory culture and the use of didactic games with children of middle preschool age.
2. To select and systematize material on the development of sensory abilities in children of 4-5 years old by means of didactic games, in accordance with age and individual capabilities.

3.To teach sensory standards: to highlight color, shape, size, as special features of objects and to accumulate ideas about the main varieties of color and shape, about the ratio of objects in size; to acquaint children with shades of color, options for geometric shapes.

4.To teach the methods of examining objects, grouping them by color, shape, size.

5. Develop analytical perception.

6. To acquaint children with didactic games and methods of playing with them.

7. Expand the child's horizons on the basis of the immediate environment, create conditions for the development of independent cognitive activity.

8. Interact with parents in the process of developing sensory abilities in children.

Sensory development (from Lat. Sensus - feeling, sensation) involves the formation in a child of processes of perception and ideas about objects, objects and phenomena of the surrounding world. Man is born with sensory organs ready for functioning. But these are only prerequisites for the perception of the surrounding reality. Full sensory development is carried out only in the process of sensory education, when children purposefully form reference ideas about color, shape, size, signs and properties of various objects and materials, their position in space, etc., all types of perception develop, thereby laying the foundation for the development of mental activity.

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

The period of preschool childhood is the period of intense sensory development of the child. The success of the mental, physical, and aesthetic education of children largely depends on its level. The main content of sensory education in kindergarten is familiarizing children with sensory standards and enriching them with methods of examining objects. Sensory education of preschoolers is aimed at teaching children to perceive objects, their various properties and relationships (color, shape, size, location in space) accurately, fully, and dismembered.

The leading type of activity and the basis for the formation of a preschool child is object play. While playing, the child learns to touch, perception, and assimilates all sensory standards.

It is safe to say that didactic games are the leading form of sensory development. Sensory development can be achieved only with a certain system of didactic games.

Didactic games must be used in different types of children's activities: cognitive and research, productive, free activity, in regime moments, etc.

Expected Result.

In the course of work, children will acquire skills:

Master sensory standards (color and shades of color, shape, size);

Get acquainted with geometric shapes (circle, square, triangle, rectangle, oval);

Learn to group objects by color, shape, size;

Learn to visually dismember the shape of an object into specified parts;

The sensory experience will expand, the dictionary will be enriched by acquainting children with the properties and qualities of objects and materials, performing survey actions.

Creativity and curiosity will be formed;

The level of cognitive interest of preschoolers will increase.

To determine the level of mastering of sensory standards by children, diagnostic cards have been developed.

SELF-EDUCATION WORK PLAN

for the 2016-2017 academic year

MBDOU "Kindergarten" Chaika "

Topic: "Development of sensory abilities in children of primary preschool age through didactic games"

Educator: Popova Lyubov Ivanovna

Gornyak

Introduction

Experience theme

The significance and relevance of the problem for the teacher

The purpose of the pedagogical experience and the tasks of achieving it

The role of the educator in sensory parenting

Development of speech

Methods, techniques, ways of organizing work

Working with parents

Conclusion

Bibliography

Introduction.

1. Theme of pedagogical experience: "The development of sensory abilities in children of primary preschool age through didactic games."

Younger preschool age is a very important period in the development of a child, a period of familiarization with the surrounding reality. At this time, it is necessary to give the child the opportunity to get as varied and useful sensory experience as possible. Sensory education is of great importance in this matter. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, i.e. on how perfectly the child hears, sees, perceives the environment. A child's readiness for future schooling depends to a large extent on his sensory development. Research carried out by psychologists has shown that a significant part of the difficulties faced by children during primary education is associated with insufficient accuracy and flexibility of perception.

But the point is not only that the low level of sensory development not only sharply reduces the possibility of successful learning for the child. It is equally important to keep in mind the importance of a high level of such development for human activity in general, especially for creative activity. The most important place in the series of abilities that ensure the success of a musician, artist, architect, writer, designer, is occupied by sensory abilities, which allow with special depth, clarity and accuracy to capture and convey the subtlest nuances of form, color, sound and other external properties of objects and phenomena. And the origins of all these sensory abilities lie in the general level of sensory development achieved during the early preschool age.

But without special techniques, the child's sensory development will not be successful, it will be superficial, incomplete, and maybe even incorrect. Therefore, I think that sensory education is very relevant for the children of the second junior group of kindergarten with whom I work. Based on the age characteristics of the mental development of children, I consider this period favorable for solving this problem.

No wonder Professor N.M. Schelovanov called this age the "golden time" of sensory education. In young children, the level of development of perception is sufficient to serve as the basis for further sensory development. In the younger preschool age, perceptual activity develops. Children from the use of pre-standards - individual units of perception, move to sensory standards - culturally developed means of perception.

Working with children of this age, I have always been interested in the use of didactic games in different types of activities. I have successfully used didactic games both as a form of education, and as an independent play activity, and as a means of educating various aspects of a child's personality. After analyzing the literature on sensory education and my work experience, I came to the conclusion that the use of didactic games in the classroom in the child's daily activities can help in solving this urgent problem in a preschool institution. Through didactic play, children acquire new knowledge and skills, they form sensory standards with less stress: they memorize material more easily, master new ways of activity, compare, distinguish, contrast, generalize. The child is attracted to the game not by the educational nature, but by the opportunity to be active, to perform a game action, to achieve a result, to win. The ability to teach young children through active, meaningful, interesting activities for them is a distinctive feature of didactic games.

Therefore, I believe that the active use of didactic games is one of the important conditions for the sensory development of children of the second younger group. As a teacher, I am interested in finding methods, techniques and ways of organizing this work that will help me achieve a good result.

The goal of pedagogical experience and the tasks of achieving it.

The main goal of the pedagogical experience is the formation of sensory abilities in children. (In accordance with the "Program of education and training in kindergarten" edited by MA Vasilyeva.) To achieve this goal, I set the following tasks: - To promote the formation of perceptual actions in children. –To help children master the system of sensory standards - generalized ideas about the properties, qualities and relationships of objects. –To encourage children to independently apply systems of perceptual actions and systems of standards in practical and cognitive activities.

But, since sensory development is achieved through didactic games of children, many tasks important for the full development of the child's personality are solved along the way. Children get to know the world through images, colors, sounds, and skillfully posed questions make children think, analyze, draw conclusions and generalizations. By developing the child's senses, using special exercises in games, observing hygienic requirements, the health of children is strengthened. Also in the process, others experience the correct assessment of good and bad deeds.

Joint play activity is a unique type of cooperation. In it, everyone is equal: child, teacher, parents. By playing with adults, children learn valuable communication skills. For the work to be more effective, it must be carried out, taking into account the individual characteristics of each child.

The role of the educator in the sensory education of children.

Working with younger children, I understood that the organization of a didactic game for 3-4 years has its own characteristics. It is necessary to know well and take into account their age characteristics: a child at this age becomes more active, his actions are more complex and diverse, the desire to assert himself grows: “I myself!”. But the baby's attention is still unstable, he is quickly distracted. The solution of the problem in didactic games requires from him more than in other games, stability of attention, increased mental activity. Hence, the child has certain difficulties. Therefore, I explored different uses of different methodological techniques and methods of organizing didactic play that would help to overcome these difficulties. Analyzing the conducted didactic games, observing children in the process of free activity, tracking the effectiveness of classes, I came to the conclusion that it is possible to overcome the difficulties of children in solving a didactic task through amusement in learning. The combination in play of a mental task with the active actions and movements of the child himself is important. For example: roll colored balls into the collar of the same color. The amusement of the game increases if elements of mystery are included in it. For example: the teacher brings in a box on which vegetables are drawn, examines it with the children, and then says: "Guess, children, what is in this box." Interest in the game is caused by the use of artistic words: riddles, poems, counting rhymes, songs, nursery rhymes, the teacher knows them by heart, reads expressively. Famous games for children become more interesting if something new and more complex is introduced into their content, requiring active mental work. Therefore, it is recommended to repeat the games in different versions with their gradual complication. For sensory cognition of the world around me, I selected such material that all children could examine and actively act with it.

When conducting the game with young children, I explained as the game progressed. For example: in the game “Assemble the pyramid correctly”, I explained the rule when assembling a toy. Each child has a pyramid in his hands - I suggested removing the rings from the rod and putting them on the table. Then, turning to the children, she said: “Children, let's put together the pyramid again, like this (I showed it). To get such a pyramid, you must first find the largest ring and put it on a stick (children do it). And now we will again look for the largest ring and put it on a stick as well ”. Children look for and find the largest ring, put it on the rod, the game is repeated until its participants master the basic rule: each time it is necessary to find and put on the largest (of the remaining) ring on the rod. Having mastered the rule, children willingly play with pyramids. Now, to increase interest, you can introduce an element of competition: "Who will assemble the pyramid faster?" It should be remembered that the teacher's speech should be emotional, clear, and at the same time calm. You need to be very exacting about your gestures and facial expressions. A small child is sensitive to the expression of his eyes, facial expressions, the smile of the teacher. The teacher opens his eyes wide in surprise, the children imitate him, the teacher has a sad face - and all the children instantly have sadness on their faces. When explaining the rules of the game, the teacher must turn his gaze to one or the other player, so that everyone thinks that this is being told to him about the game.

Summing up the results of the game with young children, I noted only the positive aspects: they played together, learned how to do (indicate specifically what), put away toys, etc.

It is necessary for young children to arouse interest in new games: today we played the Wonderful Sack well. And next time there will be other toys in the bag. And we will guess them. Interest in the game increases if the teacher gives the children the opportunity to play with the toys that were used in the didactic game. Based on all of the above, we can conclude: the game does not tolerate coercion and boredom. Only when a child with great interest and desire will perform play actions, solve a didactic task, will he achieve good results in the development of sensory abilities, and also with the skillful guidance of a teacher, will develop mentally, physically, aesthetically, and morally.

Thus, the use of didactic play in order to form the child's sensory abilities becomes possible when the following conditions are met:

The presence of children's activities for the development of sensory standards and perceptual actions.

Saturation of this activity with interesting and emotionally meaningful content for children.

The gradual and sequence of familiarization with a variety of sensory standards in the process of meaningful children's activities.

The availability of interesting and effective methods and techniques for working with children.

Joint participation in this process of children and adults (teachers and parents).

Subject - developmental environment

I started my work with creating a subject-developing environment. The environment is one of the main means of development of the child's personality, the source of his individual knowledge and social experience. Moreover, the subject-developing environment should not only ensure the joint activities of children to develop sensory abilities, but also be the basis of everyone's independent creativity. Therefore, after studying the literature on child psychology and sensory education in kindergarten, I came to the conclusion that when designing a subject-developing environment, one should take into account:

Individual socio-psychological characteristics of children.

Interests, inclinations, preferences, needs of children.

Age features.

Based on these requirements, I tried to fill the group with toys, games, objects, things that would help me to form sensory abilities in children. Toys should be aesthetic and attractive, evoke an emotional response in children, give them joy and pleasure, form correct ideas about the world around them, encourage active play activities, children are happy to feed toys, put them to bed, because each toy should have its own place in group.

For the development of objective activity and sensory abilities, first of all, it is necessary to provide children with appropriate didactic aids. The selection of toys and aids, different in color, shape and material from which they are made, is important. These are pyramids, nesting dolls from two or three parts, inset cups, barrels with two or three inserts. It is very good to select objects that are contrasting in one of the signs and similar in another. For example, balls of different colors. The balls are placed in plastic containers (basins) of four basic colors. And soon kids can easily collect the balls themselves in the "desired container". Also, balls of the same color are selected, but different in texture: plastic, rubber, leather, fluffy, etc., by placing them in attractive boxes for children in basic colors that are already familiar to them. Such a variety of properties not only attracts the attention of children, emphasizing the difference and similarity of the attributes of objects, but also contributes to the development of the child's perception.

The table, filled with play didactic materials, has special drawers, opening doors in which toys are located. For example, three-dimensional geometric shapes (balls, cubes, rings), inserts, rods for stringing rings, grooves for rolling balls, boxes for pushing shapes of various shapes. It is also necessary to generate interest in design. It is interesting for children to act with the details of the building material in various ways: tapping the part against the part, superimposing one on top of the other, attaching, applying. At the same time, they discover their physical properties (the ball rolls, the cube stands steadily on a narrow short edge). The group should include not only traditional materials for building games, but also non-standard ones - these are ordinary dishwashing sponges, which are wonderful "bricks" for buildings.

The group room should have a place to play with water and sand. These are separate tables with containers filled with sand and water. It is advisable to use these tables separately. After each lesson, the sand is poured into a plastic box and stored out of the reach of children. For playing with sand, you also need scoops, strainers, molds, tubes and small funnels for pouring sand; for playing with water - fish, boats, buckets, wind-up toys that can be used in water. Children wear waterproof aprons before playing with water and sand.

It is also necessary to create conditions for the child to experiment with sounds. These are various sounded toys (cockerel, bell, etc.). Games and special activities with these toys, such as “where does it ring?”. Musical instruments are also needed: a metallophone, a tambourine, a drum.

The corner of visual activity is also important for the formation of sensory abilities. Pencils, paints, felt-tip pens, plasticine, coloring will help us. Also in the corner there are didactic games - exercises for visual activity (for example: "Hide the mouse", "Who has what dress", etc.). The group has a large number of games and toys in which color, shape, size, material are pronounced:

"Mosaic" (several types, table and floor)

Lego constructors

Jigsaw puzzles

Cubes (different colors and sizes)

Pyramids

In-ear toys

Building material with details of different colors, shapes, sizes.

When designing a corner for story games, I tried to select toys and things with well-defined sensory characteristics (dishes of different colors and sizes, napkins, clothes for dressing up in different colors, etc.). And, of course, a large number of didactic games were designed to solve problems of sensory development in accordance with the requirements of the "Program of education and training in kindergarten" edited by M.A. Vasilyeva.

Development of speech

One of the well-known representatives of Russian preschool pedagogy and psychology, EI Tikheeva, writes: "Kindergarten develops all children's abilities and inclinations, and between the latter there is nothing more significant and important in meaning than the ability to master speech."

EI Tikheeva, realizing that knowledge of the world around her requires the development of the sense organs, paid much attention to the sensory education of preschoolers, which she closely connected with the surrounding life, with the knowledge of the natural world, with games and work. The scientist considered the development of perception, thinking and speech of children in an indissoluble unity. She also argued that sensory development is associated not only with the formation of the child's mental abilities, the development of his speech, it has a strong influence on the formation of aesthetic and moral feelings. Tikheeva saw the essence of aesthetic education in the frequent perception of artistic images. Of all the feelings that give the most vivid impressions and, therefore, have a beneficial effect on the moral formation of the child, Tikheeva emphasized, the first place belongs to sight and hearing. Hearing, speech and thinking are in indissoluble unity with the spiritual development of the child. Through sight and hearing, the baby gets to know the beauty of the world around him.

Sensory experience is the beginning of cognition of the surrounding world. The richer the sensory experience, the more successful cognitive development is. EI Tikheeva wrote: "Sensory and speech development occurs in close unity, and the work on the development of speech cannot be separated from the work on the development of the senses and perceptions."

The main place in sensory education is occupied by familiarizing children with many generally accepted sensory standards and ways of using them. Taking into account the sharp leap in the development of speech, it is necessary to take into account the desire of children to reproduce, after an adult, words - names of form, color and their independent use. In the third year of life, the baby is characterized by the rapid development of speech. The child begins to understand more and more names of objects, actions and many references to him. It is enough to show the object two or three times and name it so that the baby learns its name and, on the instructions of an adult, can point a finger at it or bring it. Therefore, a joint game with an adult should be used as actively as possible for the development of speech.

One of the conditions for the development of a child's speech is the upbringing of the need for verbal communication with an adult. This largely depends on the teacher's ability to activate the child, to organize live communication that is understandable to him, using various reasons for its occurrence, primarily the situation of actions with household items and toys. The most common problems in the development of speech in children of primary preschool age:

He does not use speech enough, and replaces words with gestures. Does not come into verbal contact with adults or other children. To solve this problem, one should gradually develop attention to listening to the speech of an adult and peers, to performing an action at the suggestion of an adult, to cultivate the ability to subordinate one's actions at the suggestion of an adult, to cultivate the ability to subordinate one's actions to certain rules.

Does not take part in a conversation or does not repeat words when learning a poetic text. It is necessary to create conditions for a cheerful, emotionally positive state of children. Form and enrich positive feelings and prevent negative experiences in children. Conduct games to develop speech to expand the range of ideas:

Organized surveillance,

Screenings - dramatizations,

Stories from pictures,

Conversations,

Support independent activities of children.

So, the speech activity of children of primary preschool age develops in the process of games, directly educational activities.

Methods, techniques, ways of organizing work.

For the planned work to be successful, it is necessary to use effective methods and techniques in organizing classes and didactic games. I used a variety of methodological techniques:

Verbal (conversation, explanations, instructions, questions, reminders, the use of artistic words, poems, riddles, counting rhymes, songs) - Visual (the use of didactic material, paintings, pictures, toys, things, objects with pronounced color, shape, size, display sample, showing the way of action ...). –Practical (child's actions with objects, examination of objects using various receptors, productive activity of children ...).

Of particular importance for the successful solution of the tasks set is the correct organization of the didactic game by the teacher. The organization of didactic games is carried out in three main directions: preparation for the didactic game, its implementation and analysis. The preparation for the didactic game includes: -Selection of the game in accordance with the tasks of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech); -Establishment of the correspondence of the selected game to the program requirements of the upbringing and teaching of children of a certain age group;

Determination of the most convenient time for the didactic game (in the process of organized learning in the classroom or in free time); -Selecting a place for the game where children can play peacefully without disturbing others. Such a place can be allocated both in the group room and on the site of the kindergarten; -Determination of the number of players (the whole group, small subgroups, individually); -Preparation of the necessary didactic material for the chosen game (toys, various objects, cards, pictures, natural material); - Preparation of the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, ways of guiding the game; -Preparation of children for the game: enriching them with knowledge, understanding the objects and phenomena of the surrounding life, necessary for solving the game problem.

Conducting didactic games include:

Familiarization of children with the content of the game, with didactic material that will be used in the game (showing objects, pictures, a short conversation, during which knowledge and ideas about them are clarified);

Explanation of the course and rules of the game. At the same time, the educator pays attention to the behavior of children in accordance with the rules of the game, to the strict observance of the rules;

Demonstration of game actions, in the process of which the teacher teaches children to perform actions correctly. Proving that otherwise the game will not produce the desired result.

Determination of the role of the educator in the game, his participation as a player, presenter, fan ... The measure of direct participation of the educator in the game is determined by the age of the children, their level of training, the complexity of the didactic task, game rules. By participating in the game, the teacher directs the actions of the players (advice, question, reminder);

Summing up the results of the game is a crucial moment in its leadership, since by the results that children achieve in the game, one can judge the effectiveness, whether it will be used with interest in the independent play activity of children.

When summarizing the results, I emphasized that the path to victory is possible only through overcoming difficulties, attention, discipline. At the end of the game, I asked the children if they liked the game, and promised that next time we would play a new game, it would also be interesting. Children usually look forward to this moment.

The analysis of the performed game is aimed at identifying the techniques for its preparation and conduct: what techniques were effective in achieving the set goal, what did not work and why. This will help to improve both the preparation and the process of the game itself, to avoid subsequent mistakes. In addition, the analysis will reveal the individual characteristics in the behavior and character of children and, therefore, correctly organize work with them. Self-critical analysis of the use of the game in accordance with the set goal helps to vary the game, enrich it with new material in subsequent work.

Working with parents.

Working on the problem of sensory development of preschoolers through didactic play, I realized that this is a very long process that is impossible without the participation of parents. Indeed, one of the important conditions for ensuring the normal development of a child is the unity of pedagogical influences on the part of all who participate in the upbringing of a child, and these are teachers and parents. Their actions must be consistent, and the requirements constant. It was important for me to find out how important parents consider the problem of sensory education, whether they are engaged with their children, whether they have enough knowledge to successfully solve this problem. For this, I conducted a survey among parents.

After that, a consultation was held on the topic: "How to keep the child busy at home", where parents not only learned about the meaning and types of games and how to organize them for sensory education, but also had the opportunity to get acquainted with specific games, learn their rules, and play.

The role of the parents is to stimulate the child's interest in the objects of the surrounding world. Sensory education can be carried out not only through subject, but also through productive activities: drawing, modeling, application, design. Sensory education has its own challenges at every age. At an early age, ideas about shape, color, size are accumulated. It is necessary to create a subject-developing environment in the family. The child's toys should be made of various materials, toys for building a series in ascending and descending order: pyramids, nesting dolls, etc. Toys that use different sound-making principles. The sensory development of a child is the key to his successful implementation of various types of activities, the formation of various abilities. Therefore, sensory education should be systematically and systematically included in all moments of a child's life. In the parent's corner, I constantly placed material for making didactic games from natural, waste material, paper, cardboard, etc. Their interest in the problem was intensified by the participation of parents in the production of didactic games for the group, their assistance in the design of the play corner. During the year, the parents participated in joint exhibitions of drawings and handicrafts.

The interaction of parents and teachers in the upbringing of preschoolers is a 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, understand and solve the problems of sensory education in children. When interacting with my family, I used a variety of methods and forms of work.

While working on the problem of sensory development, I have consulted on the following topics:

"Didactic games in organizing children's life"

"Creating conditions for the child's play activities at home"

"Baby's sensory abilities"

"Education of the child's sensory culture"

"The Importance of Sensory Education"

A thematic lesson was held with the participation of parents "Toy Store", where children and parents could be full participants, and parents had the opportunity to learn how to play properly with their children. I believe that such a union of parents and teachers will contribute to the correct sensory development of children, as well as the harmonization of parent-child relations.

Conclusion.

An analysis of the work carried out showed that the use of didactic games effectively helps to develop cognitive activity, the development of speech and sensory standards, develop observation, attention, memory, imagination, order the impressions they received when interacting with the outside world, expand the vocabulary, acquire skills in playing and educational activities.

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 quick activation of sensory systems is one of the key human abilities, the foundations of his full development.

Bibliography.

1. MA Vasilyeva, VV Gerbova, TS Komarova - "The program of education and training in kindergarten"; Moscow, Mosaic-synthesis, 2002.

2. L.A. Venger - "Education of a child's sensory culture from birth to 6 years old"; Moscow, Education, 1988

3. LA Venger - "Didactic games and exercises for sensory education of preschoolers"; Moscow, Education, 1978.

4. NN Poddyakova, VN Avanesova - "Sensory education in kindergarten", Moscow, Education, 1981.

5. EG Pilyugina - "Classes on sensory education in kindergarten", Moscow, Education, 1983.

6. AK Bondarenko - "Didactic games in kindergarten"; Moscow, Education, 1991

7. MA Vasilyeva - "Management of games in preschool institutions", Moscow, Education, 1986.

8. DV Menjeritskaya - "To the teacher about children's play", Moscow, Enlightenment, 1982.

9. VV Gerbova, RA Ivankova, RG Kazakova - "Education of children in the second junior group of a kindergarten", Moscow, Education, 1981.

10. E. Chirkunova - "The City of Colored Men", Preschool Education No. 6, 2008, p. 115.

Surname: Popova

Name: Love

Middle name: Ivanovna

Educational institution:

MBDOU "Kindergarten" Chaika "- Educator

Education: Semipalatinsk Pedagogical School

By specialty:A kindergarten teacher

Pedagogical work experience in the specialty:20 years

In this position:20 years

In this institution:5 years

Awards:

Personal signature: ____________

Project passport.

Duration of the project: September - May.

Project type: cognitively - playful.

Project participants: children of the 1st junior group, educators, parents.

Formulation of the problem.

The monitoring of the development of sensory abilities of children in our group showed an insufficient level of sensory development in all indicators, mainly low and medium levels prevailed. As a result of the study, it became necessary to develop and implement a project aimed at improving the sensory culture of young children.

Relevance of the project:

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 period of the first three years is the most intensive mental and physical development of babies. The success of a child's mental, physical, and healthy development largely depends on the level of sensory development, i.e. on how much the child hears, sees, perceives the world around him.

The meaning of sensory education is that it: is the basis for intellectual development, develops observation, positively affects the aesthetic feeling, is the basis for the development of imagination,

develops attention, gives the child the opportunity to master new ways of object-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.

A huge role in the development of the sensory abilities of young children is assigned to didactic play, since a child learns practically everything in this world through play. Didactic games perform the function of monitoring the state of children's sensory development.

Objective of the project:

to ensure the accumulation of ideas in young children about the shape, color, size of objects, their properties, which form the foundation of the general mental development of the child and are a condition for the successful mastery of any practical activity.

Project objectives:

• To form ideas about the color, shape, size of objects, their position in space;
• acquaintance with didactic games and the rules of these games;
• cultivate cognitive interest, curiosity;
• exercise in establishing similarities and differences between objects;
• to promote the development of examination skills and abilities in children;
• develop fine motor skills of the hands;
• to increase the level of pedagogical competence of parents in the formation of ideas about the sensorimotor activity of children;
• assistance by parents in making didactic games for the development of children's sensory abilities.

Project product:

• Making games and aids for developing sensory skills.
• Replenishment of the sensory zone with new equipment, games.
• Entertainment. “Visiting forest animals”.
• Parent presentation.
• Photo exhibition “Learning by playing”.

Stages of project implementation:

Stage 1 - preparatory;

Stage 2 - practical;

Stage 3 is the final one.

Preparatory stage:

• Study of modern requirements for the content and organization of work on sensory education of young children in accordance with FGOST.
• Monitoring.
• Analysis of the results obtained, conclusions.
• Conducting a survey of parents "Revealing the interests and knowledge of the parents of pupils on the issues of sensory development and education of preschoolers."
• Replenishment of the sensory corner with new games made by hand and by the hands of parents.

Practical step:

Work with children:

1. Direct educational activities.

2. Joint games with sand and water during a walk and in a group in the "Water and Sand" center.

1. Didactic games with toddlers:

1. For visual perception (light, shape, size, for example: "We hide in the house"; "Find the same ..."; "Cockerel", "Magic glass", "Decorate the Christmas tree", etc.
2. For auditory perception (auditory attention, timbre, dynamics, speech hearing): "knock - rattle"; "Who is shouting how?" etc.
3. For the development of motor skills: objects - inserts, rods for stringing rings, boxes for pushing figures, didactic toys, including various types of fasteners (buttons, buttons, Velcro, hooks, zippers).
4. Games with a large color constructor; with pyramids, different in size, color, shape; with nesting dolls; geometric inserts, etc.
5. Mosaic: table and floor.
6. Desktop-printed didactic games.

1. Independent games for kids.
2. Reading fiction; examination of illustrations, subject and plot pictures.

Working with parents:

1. Consultation "Development of color perception in young children".
2. Conversations about the role of educational games for toddlers.
3. Visual information: moving folders ("The value of sensory education in the cognitive development of children", "Didactic toys - in the life of a child."
4. Involvement in the production of games and aids for the sensory development of children.

The final stage.

Analysis of project results:

In the course of the project, conditions were created to ensure the effective use of didactic games.

The level of knowledge of sensory development has increased in children.

A long-term plan of direct educational work with children

Used Books:

1. M.D. Makhaneva, S.V. Reshchikova. "Play activities with children from 1 to 3 years old."
2. E. G. Pilyugina "Games-activities with a baby from birth to 3 years old"
3. Wenger L. A. "Education of the sensory culture of a child from birth to 6 years" - M .: Education, 1995.
4. Wenger L. A. "Didactic games and exercises for sensory education of preschoolers" - M .: Education, 1997.
5. EA Yanushko "Sensory development of young children". Publishing house "Mosaic" - Synthesis 2009
6. Planning work in a kindergarten with children 2 - 3 years old. Methodical recommendations for educators on the "Rainbow" program. Moscow. "Education 2010

Square, purple, tall ...

Developed sensory abilities are the key to successful knowledge of the world, the basis for success in various fields.
Among the abilities that ensure the success of the activity of not only a schoolchild, but also a future musician, artist, writer, designer, sensory abilities occupy a leading place (sensory - from Latin sensus - feeling, sensation). They make it possible with special depth, clarity and accuracy to capture and convey the nuances of form, size, color, sound and other external properties of objects and phenomena.

Development foundation

Sensory development of a child is the development of perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. Cognition begins from the perception of objects and phenomena of the surrounding world - sensory abilities form the foundation of mental development ... With the development of sensing, the baby's ability to master aesthetic values ​​increases. Already in preschool age, children are faced with a variety of shapes, colors and other properties of objects, in particular toys and household items. They also get acquainted with works of art - painting, music, sculpture. Every child, one way or another, perceives all this, but when assimilation occurs spontaneously, it often turns out to be superficial and incomplete. The development of sensory abilities is worth guiding.

Formation of standards

In the development of sensory abilities, an important place is occupied by the assimilation of sensory standards - generally accepted samples of the external properties of objects. Seven colors of the spectrum and their shades are used as sensory standards of color, geometric figures are used as standards of form, and the metric system of measures is used as standards of size. Acquaintance of the child with sensory standards occurs in the following sequence. First, he is introduced to the main samples, and then to their varieties. In this case, different standards should be compared with each other and called first an adult, and then a child. Only then will they be well fixed in memory. They successfully develop sensory skills in drawing, modeling, applique, origami, and embroidery. The assimilation of the acquired knowledge is facilitated by games when the child independently draws, and then paints and carves various figures.

Blue, blue, green ...

Sensory standards in the field of color perception are the so-called chromatic colors of the spectrum (red, orange, yellow, green, cyan, blue, violet) and achromatic colors (white, gray, black). By the age of five, a child usually knows the basic colors - except for blue and purple. At five or six years old, you can move on to the formation of an idea about them. Blue is especially difficult to "learn": children often confuse it with blue. Therefore, before making an acquaintance with the blue color, you need to give your child an idea of ​​the shades, about the location of color tones in the spectrum. Acquaintance with the shades makes it possible to compare light blue and cyan colors, establishing their difference, and the assimilation of the spectral sequence allows you to define the blue color as "located between green and blue." It is also important to teach children of this age to distinguish four to five shades of lightness. They should pay attention to the fact that some light shades have special names in everyday life (for example, light red is called pink).

Circle, square, oval ...

The assimilation of the standards of form presupposes the ability to recognize the corresponding form, name it and be able to find its application, and not analyze it in terms of the number and size of angles, sides and other things. At five years old, a child should know five basic shapes: a square, a triangle, a circle, a rectangle and an oval. Next, it is necessary to introduce new figures, to acquaint the child with the varieties of ovals, triangles, rectangles, etc. The main thing is that the child can distinguish between them.

Wide, narrow, very narrow ...

Mastering the standards of magnitude is somewhat more difficult than the standards of form and color. The quantity has no "absolute" meaning, and its determination is made by means of conditional measures. Mastering them is a rather difficult task that requires a certain mathematical preparation - it is very difficult for preschoolers to solve it. However, for perception, the use of the metric system is not at all necessary. An item can be judged “large” in comparison to another item, which in this case is “small”. Thus, the concepts of magnitude relations between objects act as standards of magnitude. These representations can be denoted by simple words indicating the place of an object in a row of others ("big", "small", "smallest"). At the age of five to seven, children need to be taught to compare first two or three, and then a larger number of objects that form a series of decreasing or increasing values ​​- in this case, simultaneous training in comparison techniques is also required. In addition, mastering the standard of size at this age presupposes the child's ability to distinguish the length, width and height of objects.

Examination training

When sensory standards have been mastered, it is necessary to teach the child to use them as samples when examining a variety of objects. The most difficult task for preschoolers is to assess the combination of colors, shapes and sizes in objects with a complex structure.

Red or cherry?

The child will quickly learn to perceive the color of specific objects - this is not difficult when the objects are of a relatively pure color. However, when a color contains elements of different tones, and expressed in different degrees (for example, coffee, chocolate, burgundy and others), the task becomes difficult, requires special training and the ability to highlight and distinguish objects with different color shades. and shades. In nature and in works of art, colors are in complex combinations. A child of five to seven years old needs to be taught to see these combinations, to catch a certain rhythm in the arrangement of individual tones, to distinguish colors called warm from the range of cold ones (warm - from red to yellow, cold - from green to violet).

Round or oval?

Teaching a child to examine the shape of an object is, first of all, teaching the ability to see the similarities between the shape of an object and a simple geometric figure. Then it is important to teach the child to verbally designate the shape of this object (TV - rectangular, plate - round, etc.). However, few objects have a simple shape that unambiguously resembles some kind of geometric figure. In most cases, the shape is more complicated: you can highlight the general outlines, the shape of the main part, the shape and location of the secondary parts, and some additional details. At the age of five to seven, a child must learn to examine precisely complex forms. The perception of the form of a complex structure presupposes the ability to visually split it into separate elements corresponding to certain geometric patterns, and to determine the ratio of the elements. For example, when a kid draws a house on a piece of paper, he first draws a large rectangle, then a roof in the shape of a triangle or trapezoid, then small rectangular windows, etc. At all stages of learning actions to determine the shape, you can use a simple technique - invite the child to circle the outline of the object and its parts. This helps him to match the traced shape with the standards.

Small or short?

Learning to examine the size of objects should be aimed primarily at developing the eye. To do this, you can teach the child to solve more and more complex "eye" problems. First, he learns to compare two objects, applying one to the other, to pick up by eye two objects that are equal in total value to the third. Then he must master a more complex way of examining a quantity - learning to use the simplest measure. For example, choosing an object equal to the sample, the child measures the sample with a strip of paper, and then, using this measurement, he finds the object of the required size. When moving on to tasks by eye, it should be borne in mind that they are quite difficult even for a seven-year-old baby. However, as special studies show, the level of eye action can be increased through targeted learning. The eye meter develops in constructive activity - when the child selects the necessary parts that are missing for the construction, in sculpting - when he divides a lump of clay so that it is enough for all parts of the object, as well as in drawing, applique and, of course, in games.

TATIANA GORIVALOVA, psychologist

SIMPLE TESTS

"FIND A SQUARE" Revealing the ability for differentiated perception.

The child is shown a drawing depicting ten quadrangles, among which there are five completely identical squares and five quadrangles slightly different from the squares: the vertical sides are slightly longer than the horizontal ones, or, conversely, any of the corners of the quadrilateral is less than or greater than the right angle. The child is asked to find and show all the same figures (squares in which all sides and angles are equal). If the child can find all the squares, this indicates that he has the ability for differential perception.

"WHAT IS NOT DORIZED?" Assessment of the integrity of perception.

Prepare or draw 10 unusual cards in advance: a chair without one leg, a clock without one hand, a briefcase without a handle, a hare with one ear, etc. Show your child these pictures and ask him to name the missing part. Record the time of perception of all pictures and the correctness of the definition of missing features. A good result for a child of six to seven years old if he finds and names all the missing parts in about a minute and a half.

"PAINT FRUITS" Determination of color perception ability.

The child is given drawings with black and white images of different fruits and colored pencils of many shades. He needs to paint over each fruit in the appropriate color. Instead of fruits, images of animals, vegetables, flowers and other objects may be offered. Usually, children can easily cope with such tasks, but if the child does not succeed right away, continue to do the same exercises.

VISUAL GUIDES AROUND US

The child learns ideas about the color, shape and size of objects not in one day, and learning does not take place at the command of the parents and not by the method of lecturing. There are colorful manuals, educational games, entertaining stories, songs, poems, riddles. A wide variety of bricks, mosaics, construction sets, as well as common household items can be of great help - for you and your child.

The analytical perception of a value is not associated with the selection and unification of parts of the whole, but with the selection of the dimensions of an object - length, height and width. Since it is impossible to separate the length and width from the object itself, you need to teach the child to compare objects according to these measurements. It is important to show that the measurements of the object themselves are of a relative nature: they depend on its position in space.
The article is provided by the magazine "My baby and I"