Sensory development of preschool children. Sensory education is a necessary element of the harmonious development of children. What is the sensory development of preschool children

Sensory development of preschoolers is one of the most important moments in the full and high-quality upbringing of a child. Many parents do not attach much importance to purposeful sensory studies, believing that the knowledge of the world, objects and forms will pass in a child of primary preschool age remarkably by itself, in a natural way.

Some even believe that classes are harmful, as they impose stereotypes and distort individuality. However, professional educators refute this opinion, providing indisputable evidence of the need and effectiveness of consistent and thoughtful activities aimed at sensory education of preschoolers.

Sensory Education - What is it?

Sensory education of children, according to the definition in textbooks and manuals, of various phenomena of the surrounding world and sensations that arise, understanding their meaning and properties, the formation of ideas about certain objects and their differentiation. The improvement of sensory abilities is directly related to the mental and intellectual level of the child. Therefore, sensory education is also used as one of the methods for treating problem children with delayed development of any age.

The sensory system of every healthy, fully developed person consists of five aspects of perception: touch, smell, sight, hearing and taste. If we talk about sensory perception, then there are generally accepted standards that should be learned from an early age: geometric shapes, sizes, primary colors of the spectrum, etc. this is what sensory exercises for children are aimed at.

The main tasks of the upbringing methodology

Thanks to the sensory method of education, the child learns such concepts as:

shape and size;
color and quality;
taste and smell;
sound, music.

All this contributes to the flexibility of perception of external factors, the speed of analysis, attentiveness, and logic. The importance of these qualities can hardly be overestimated - already from childhood, you can help the child form the character traits and develop the abilities necessary for successful self-realization in society and a prosperous career.

Sensory education of preschoolers is necessary in preparation for testing before entering primary school. It was noted that children with whom they were additionally engaged in this direction adapted much faster at school and better learned new educational materials.

The enormous importance of human sensory perception is clear, it cannot be overestimated. Therefore, it is recommended to start the development of sensory abilities at a very early age, when the child is most receptive. It is at preschool age that the received information and ideas about the world around us are best perceived and processed.
Most authoritative scientists in the field of pedagogy and psychology are convinced that early sensory education of preschoolers largely affects the level of intelligence, the speed and quality of the child's mental development. And, therefore, it largely determines his qualitative characteristics as a person and a future specialist in any field.

You can start doing the simplest exercises from a very early age - there are programs designed specifically for very tiny babies aged 1-2 years. Young children are very inquisitive, they like to feel everything, twirl, examine and throw, therefore they perfectly perceive activities in a playful way. But in principle, it is never too late to engage in the sensory development of a preschooler - it is much more important here to present classes in an interesting and accessible form.

The simplest exercises for the sensory development of children under three years old

At this age, the baby still does not know how to analyze - and should not. The development of a child is considered normal if he is able to distinguish the color, size and configuration of objects, give the simplest qualitative and quantitative definitions - “soft”, “hard”, “a lot”, “little”, etc. The crumbs are happy to join in the game-lesson.

But since for children of this age to keep their attention on the same subject or process for a long time, classes should not last more than 10-15 minutes. If the child is phlegmatic in itself, slow and serious, 5-7 minutes may be enough for him. After a while, you will be able to conduct another lesson, alternating topics.

Pyramids and cubes. There are several options here:

on color - the baby must choose objects of the same color;
on the shape - to separate the balls from the cubes;
by size - fold the pyramid from a smaller cone to a larger one and vice versa.

Imitation. Toddlers love to imitate adults and make faces. Show him a smile, and comment - cheerful, kind. Then frown, and comment again - angry, displeased. Let the child repeat all your grimaces.
Guess fruits and vegetables. In an opaque bag or bag, you need to put a set of vegetables and fruits that are well known to the child: potatoes, carrots, cucumbers, apples, oranges, etc. the task is to guess a vegetable or fruit by touch and describe its taste or quality. For example, an apple is hard, red, sweet, a lemon is rough, sour, a carrot is long and crispy. For older kids, you can complicate the game - guess with your eyes closed by touch who gave him a hand (mom, dad, brother, grandmother, grandfather).

Very useful games in the air with sand, pebbles, water, plants.

Sensory development exercises for children from 3 to 6 years old

By the age of four, the child already knows how to distinguish shades and nuances, compares various concepts, forms the relationship of an object with its qualities. In his vocabulary, stable phrases are formed, with the help of which he should be able to describe various things or phenomena quite clearly.

A 5-year-old kid learns to analyze, draw conclusions and conclusions. He is no longer interested in studying new subjects alone - he wants to communicate, discuss what he saw, hear the opinions of outsiders and express his own. Right now, group classes with peers, teachers and parents are important for the full and successful upbringing of the child.

6 years is the age when personality, character, habits and beliefs are practically formed. The foundation has already been laid - now you can only guide and develop the child, supplement and correct the acquired knowledge and concepts. At the same time, one cannot overestimate the independence of a preschooler; his thinking still remains immature. A well-designed program of sensory perception classes, designed for children of this age, is very important for comprehensive, high-quality development.

Funny balls. Inflatable balls need to be filled with various fillers - flour, buckwheat, peas, beans, sugar. With each type of filler, two balls should be made, mix them and put them in a bowl. The child must guess the contents by touch and find a pair of bags.
Name a letter. Sit the child on a chair or lay him on the sofa with his bare back up and slowly write the letters of the alphabet with your finger. The preschooler must guess them. You can play with numbers the same way.
Coincidence. Better to play in a group. Each of the participants is offered a bag with different items. First you need to feel for one of them with your eyes closed, describe it and guess what it is - for example, a round tennis ball made of felt. Then name and describe objects of similar qualities and shapes - for example, an apple is also hard and round, a carpet is the same rough, etc.

The game “in words and associations” also develops excellently - an adult calls the word, and the child - associations that are suitable in meaning. For example, "night" - "dark, sleep, stars, moon."

Summary

So, the sensory development of a preschooler is a necessary and important event if you are concerned about the future of the child, his school performance, the full and deep development of potential talents and abilities, self-realization in adulthood. It is impossible not to note one more positive side of such activities: the child is in contact with parents, which contributes to warmer, more trusting relationships in the family, with peers - this forms the skills of behavior in society, in different situations, including conflicts. Finally, it is a training of discipline, mindfulness and perseverance.

If you don’t have time to read at least one manual on the development of sensory skills in children and devote at least a quarter of an hour a day to classes, try to find a center for early development and training of preschool children near your home, and take your child to classes with a professional teacher alone. two times a week. The result will not keep you waiting and will certainly be surprising in the first place for yourself.

The material reveals the concept of the main sensory standards, indicates the main stages of sensory development of preschoolers, provides some games for the development of sensory abilities that will help not only educators, but parents.

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Sensory development of preschool children.

The sensory development of a child is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc.

The importance of sensory development in early and preschool childhood cannot be overestimated. It is this age that is most favorable for improving the activity of the sense organs, accumulating ideas about the world around us.

A child's readiness for schooling largely depends on his sensory development. Studies conducted by child psychologists have shown that a significant part of the difficulties that children face in the course of primary education (especially in the 1st grade) are associated with insufficient accuracy and flexibility of perception.

There are five sensory systems through which a person cognizes the world: sight, hearing, touch, smell, taste.

In the development of sensory abilities, an important role is played by the development of sensory standards - generally accepted samples of the properties of objects. For example, 7 colors of the rainbow and their shades, geometric shapes, metric system of measures, etc.

Sensory development, on the one hand, is the foundation of the overall mental development of the child, on the other hand, it has independent significance, since full perception is necessary for the successful education of the child in kindergarten, at school, and for many types of labor activity.

In kindergarten, the child learns to draw, sculpt, design, gets acquainted with natural phenomena, begins to learn the basics of mathematics and literacy. Mastering knowledge and skills in all these areas requires constant attention to the external and internal properties of objects. So, in order to get in the drawing a resemblance to the depicted object, the child must quite accurately capture the features of its shape, color, material. Designing requires a thorough study of the shape of the object (sample), its structure and structure. The child finds out the relationship of parts in space and correlates the properties of the sample with the properties of the available material. Without a constant orientation in the external properties of objects, it is impossible to obtain objective ideas about the phenomena of animate and inanimate nature, in particular, about their seasonal changes. The formation of elementary mathematical representations involves familiarity with geometric shapes and their varieties, comparison of objects in size. When acquiring literacy, a huge role is played by phonemic hearing - the exact differentiation of speech sounds - and visual perception of the lettering. These examples could easily be raised to the nth power.

The assimilation of sensory standards is a long and complex process that is not limited to preschool childhood and has its own background. Mastering the sensory standard does not at all mean learning how to correctly name this or that property of an object. 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 wide variety of situations. In other words, the assimilation of sensory standards is their adequate use as "units of measurement" in assessing the properties of substances.

At each age, sensory education has its own tasks, a certain link in sensory culture is being formed.

Thus, it is possible to single out the main tasks in the sensory development and upbringing of children from birth to 6 years.

In the first year of life, this is the enrichment of the child with impressions. Conditions should be created for the baby so that he can follow moving bright toys, grab objects of various shapes and sizes.

In the second or third year of life, children should learn to distinguish color, shape and size as special features of objects, accumulate ideas about the main varieties of color and shape and about the relationship between two objects in size.

Starting from the fourth year of life, children form sensory standards: stable, fixed in speech ideas about colors, geometric shapes and relationships in size between several objects. Later, one should be introduced to the shades of color, to the variants of geometric shapes, and to the relationships in magnitude that arise between the elements of a series consisting of a larger number of objects.

Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: grouping them by color and shape around standard samples, sequentially examining and describing the shape, and performing increasingly complex visual actions.

Finally, a special task is the need to develop analytical perception in children: the ability to understand color combinations, dissect the shape of objects, and single out individual measurements of magnitude.

In the younger and middle preschool years, children develop ideas about the ratios in size between three objects (large - smaller - smallest). The child begins to identify familiar objects as large or small, regardless of whether they are compared with others. For example, a four-year-old child might arrange toys "by height" from largest to smallest. He can say that "the elephant is big" and "the fly is small", although he does not see them at the moment.

At older preschool age, children develop ideas about individual measurements of size: length, width, height, as well as about the spatial relationships between objects. They begin to indicate how objects are located relative to each other (behind, in front of, above, below, between, left, right, etc.). It is important that children master the so-called visual actions. This happens when preschoolers master the ability to measure the width, length, height, shape, volume of objects. After that, they move on to solving problems "by eye". The development of these abilities is closely related to the development of speech, as well as teaching children to draw, sculpt, design, that is, productive activities. Productive activity involves the child's ability not only to perceive, but also to reproduce the features of color, shape, size of objects, their location relative to each other in drawings and crafts. For this, it is important not only to assimilate sensory standards, but also to develop unique perceptual actions.

For the development of sensory abilities, there are various games and exercises that will help to reveal the creative potential of the child, enrich his emotional world.

Touch. To develop tactile sensations, the following games will help:

"Catch the Pussy"

The teacher touches different parts of the child's body with a soft toy (pussy), and the child, with his eyes closed, determines where the pussy is. By analogy, other objects can be used to touch: a wet fish, a prickly hedgehog, etc.

"Wonderful bag"

Objects of various shapes, sizes, textures (toys, geometric shapes and bodies, plastic letters and numbers, etc.) are placed in an opaque bag. The child is offered to touch, without looking into the bag, to find the desired item.

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

Children are offered three dolls in different scarves (silk, woolen, knitted). Children take turns examining and feeling all the handkerchiefs. Then the handkerchiefs are removed and put in a bag. Children by touch look for the right handkerchief for each doll in the bag.

"Guess by touch what this object is made of"

The child is offered to determine by touch what various objects are made of: a glass cup, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, a clay vase, etc.

By analogy, you can use objects and materials of various textures and determine what they are: viscous, sticky, rough, velvety, smooth, fluffy, etc.

"Recognize the figure"

Geometric figures are laid out on the table, the same as those that lie in the bag. The teacher shows any figure and asks the child to get the same one out of the bag.

"Recognize the object by the contour"

The child is blindfolded and given a figure cut out of cardboard (it can be a bunny, a Christmas tree, a pyramid, a house, a fish, a bird). They ask what it is. They remove the figure, untie their eyes and ask them to draw it from memory, compare the drawing with the outline, circle the figure.

"Guess what the item is"

Various voluminous toys or small objects (a rattle, a ball, a cube, a comb, a toothbrush, etc.) are laid out on the table, which are covered on top with a thin, but dense and opaque napkin. The child is offered to identify objects by touch through a napkin and name them.

"Find a Pair"

Material: plates pasted over with velvet, sandpaper, foil, velveteen, flannel.

The child is offered blindfolded to the touch to find pairs of identical plates.

"What is inside?"

The child is offered balloons containing various fillers inside: water, sand, flour with water, peas, beans, various cereals: semolina, rice, buckwheat, etc. You can use a funnel to fill the balloons. Balls with each filler must be paired. The child must feel by touch to find pairs with the same fillers.

Additionally, you can place a small amount of each filler in plates. In this case, it will also be necessary to correlate each pair with the corresponding filler, i.e. determine what is inside the balls.

"Guess the number" (letter)

On the back of the child, the back of the pencil (or finger) writes a number (letter). The child must determine what the symbol is.

"What is this?"

The child closes his eyes. He is offered to touch the object with five fingers, but not to move them. By texture, you need to determine the material (you can use cotton wool, fur, fabric, paper, leather, wood, plastic, metal).

"Collect the Matryoshka"

Two players approach the table. They close their eyes. In front of them are two disassembled nesting dolls. On command, both begin to collect their nesting dolls - who is faster.

"Cinderella"

Children (2-5 people) sit at the table. They are blindfolded. Before each pile of seeds (peas, seeds, etc.). For a limited time, the seeds should be disassembled into piles.

"Guess What's Inside"

Two are playing. Each playing child has an opaque bag filled with small objects: checkers, pen caps, buttons, erasers, coins, nuts, etc. The teacher calls the object, the players must quickly find it by touch and get it with one hand, and hold the bag with the other. Who will do it faster?

Vision.

Children are very observant. Teach children to look at the same object in different ways: through glass, water, cellophane, colored glass, magnifying glass; from different distances and from different angles of view: from afar, near, upside down, from bottom to top and from top to bottom. For example, take any indoor flower in a pot. First, invite the child to draw it, throwing only a cursory glance. The second drawing will be done after a close study of this plant. The third - we will draw our feelings after touching the flower with our eyes closed. The fourth is obtained by looking at the object through a magnifying glass, the fifth through a jar of colored water, and so on. Lay out a series of these drawings on a table or on the floor, and let the baby tell you about his feelings. So he learns to remember these sensations and be able to use them in life.

Hearing.

Teach your child to recognize sounds. This can be done, for example, with the help of such a game. Put a variety of items in the same opaque bottles: rice, beans, peppers, river sand, pebbles, pushpins, buttons, peas, etc. Invite the baby to shake each bubble and draw what he heard.

And you can organize the lesson in a completely different way. Turn on music that ignites with its rhythm and temperament, for example, ethnic music. Invite the child to take improvised musical instruments: jars of water; bottles with peas; metal paper, sandpaper, wooden spoons, metal spoons, tambourines, bells, combs, rubber balls, plastic beads. Let him add new sounds to the melody, capturing its mood.

Taste.

"Delicious Journey"

Ask the child to close their eyes so that visual images do not interfere with the work of thinking and imagination. Offer to try some edible item with an unusual taste, preferably one that he has not tried before. Now let the child draw his feeling and the inner image that has arisen. In other words, sensations from taste can be refracted into a pictorial motif. Children love to complement the resulting image with an interesting story: in this story, the main character will be a taste image.

Sense of smell.

Talk to your child about how scents enrich and enliven our lives. Discuss the most pleasant and unpleasant smells. Pay attention to different smells as you walk.

"What will the smell tell us?"Place substances with characteristic odors into empty, opaque bottles: perfume, vanillin, soap, rose petals, onion, garlic, coffee, orange peel, mint, etc. Teach your child how to smell substances correctly: holding the container with the smell a short distance from the nose , drawing in air through the nostrils, catching up the smell from the vial to the nose with the palm of the hand. The child must sniff all the bubbles and choose the smell that he liked the most. A pleasant smell attracts the child and unobtrusively provokes the disclosure and acquisition of new sensory sensations.

Ask the child to close his eyes and absorb the aroma, communicate with him. After that, you can start working on creating a sensual image: draw drawings with brushes and paints, and possibly fingers. It can be fabulous pictures of nature, fantastic creatures, alien inhabitants, flowers, landscapes, people. If a child composes a story for a drawing, this will strengthen and concretize the sensual image expressed on paper.

Making a journey into the magical world of music, sounds, the world of taste, smell and touch, you will not only contribute to the harmonious development of the child, but also discover all the diversity of the surrounding and inner world.

Sensory development at preschool age turns into a special cognitive activity that has its own goals, objectives, means and methods of implementation. The perfection of perception, the completeness and accuracy of the images depend on how complete the system of methods necessary for the examination is mastered by the preschooler. Therefore, the main lines of development of the perception of a preschooler are the development of new in content, structure and nature of investigative actions and the development of sensory standards.

In early childhood, the perception of the signs of an object arises during the performance of objective activities. In the younger preschooler, the examination of objects is subordinated mainly to game goals. The study by Z.M. Boguslavskaya showed that during the preschool age, game manipulation is replaced by actual exploratory actions with the object and turns into a purposeful testing of it to clarify the purpose of its parts, their mobility and connection with each other. By the older preschool age, the examination acquires the character of experimentation, exploratory actions, the sequence of which is determined not by the external impressions of the child, but by the cognitive task assigned to him.

At preschool age, practical action with a material object “splits” (L.A. Wenger). It is divided into indicative and performing parts. The indicative part, which, in particular, involves examination, is still performed in an external expanded form, but performs a new function - highlighting the properties of objects and anticipating subsequent performing actions. Gradually, the orienting action becomes independent and is performed mentally. The nature of orienting research activity changes in a preschooler. From external practical manipulations with objects, children move on to familiarization with the object based on sight and touch. At preschool age, the disunity between visual and tactile examination of properties is overcome and the consistency of tactile-motor and visual orientations increases.

The most important distinguishing feature of sensory development in preschool age is the fact that, combining the experience of other types of orienting activity, visual perception becomes one of the leading ones. It allows you to cover all the details, to catch their relationships and qualities. The act of examining is formed, while pre-preschoolers very rarely examine objects without acting with them. A preschooler in the course of examining solves various problems: he looks for the right object and highlights it; establishes its features, individual sides, defines in it signs or parts that distinguish and unite it with other objects; creates an image of an unfamiliar object.

The relationship between touch and vision in the process of examining objects is ambiguous and depends on the novelty of the object and the task facing the child. So, when new objects are presented, a long process of familiarization arises, a complex orienting and research activity. Children take an object in their hands, feel it, taste it, bend it, stretch it, knock it on the table, bring it to their ear, etc. Thus, they first get acquainted with the object as a whole, and then distinguish individual properties in it. Active diverse and expanded orientation Allows to form adequate, rich, accurate images of perception.

If the child is dealing with a new object, his examination again turns into an extended process. The actions of the hand act as a method of examination if it is necessary to get acquainted with the object in more detail, and visual perception does not provide the necessary information about its properties.

The preschooler's exploratory activities are increasingly specialized. Rational techniques for examining objects are being developed.

During the preschool age, the purposefulness and controllability of the process of perception on the part of the child himself increases. And therefore, the duration of acquaintance with objects, its regularity, is growing.

The younger preschooler still cannot control his gaze. His gaze wanders randomly over the subject. And at the age of 5-7, the child has a systematic examination, gaze movements are characterized by consistency. According to N.G. Agenosova, the time of looking at a picture that is simple in content in a preschooler is constantly increasing, amounting to 6 min 8 s at 3-4 years old, 7 min 6 s at 5 years old, and 10 min 3 s at 6 years old.

The perception of children 3-4 years old is controlled and directed only by an adult. In the course of performing various types of activities with appropriate pedagogical guidance, middle preschoolers learn to observe and consider objects. In drawing, designing, the teacher organizes, directs the examination of the object to highlight its different sides. The main method of examining objects determines the following sequence of actions of the child (N.N. Poddyakov). Initially, the subject is perceived as a whole. Then its main parts are singled out and their properties (shape, size, etc.) are determined. At the next stage, the spatial relationships of the parts relative to each other are distinguished (above, below, on the right, on the left). In the further isolation of smaller details, their spatial arrangement in relation to their main parts is established. The examination ends with a repeated holistic perception of the subject.

The curiosity of the child increases. The number of objects, aspects of reality that attract his attention is increasing. The preschooler begins to discover new things in familiar objects. He notices not only that the snow is white and cold, but also that it melts in warmth, and its color changes depending on the time of day, weather, season.

At first, only an adult sets the goal of observation and controls its entire course. His verbal instructions organize the activity of the child. And then the teacher teaches the child to set such goals and control the process of achieving them.

Observation turns in a preschooler into a kind of mental activity aimed at solving intellectual problems. Caring for plants and animals, the child observes transformations in their appearance, and, comprehending the processes of growth and development, establishing hidden patterns and connections, he sees that plants dry up if they are not watered.

In a preschooler, speech is increasingly included in the processes of perception. The formulation of the goal of observation in speech allows you to realize it and plan the subsequent process. Naming the perceived attribute of an object in a word helps the child abstract it from the object and recognize it as a specific characteristic of reality. Children more and more correctly convey in speech what they perceive. Speech helps to comprehend the most important qualities of objects as a whole. When perceiving a new object, children give it a name in accordance with their past experience, refer it to a certain category of similar objects, in other words, categorize it.

The connection of perception with thinking and speech leads to its intellectualization. Examination of the properties of objects in preschool age occurs by modeling them, replacing them with ideal representations - sensory standards. In the course of investigative activity, it is as if the properties of the perceived object are translated into a language familiar to the child, which is the system of sensory standards.

Familiarization with them and how to use them (from the age of 3) occupies a central place in the sensory development of the child. The development of sensory standards not only significantly expands the scope of the properties cognized by the child, but also allows you to reflect the relationship between them.

Sensory standards are ideas about the sensually perceived properties of objects. These representations are characterized by generalization, since the most essential, main qualities are fixed in them. The meaningfulness of the standards is expressed in the corresponding name - the word. Standards do not exist separately from each other, but form certain systems, for example, a lattice of phonemes of the native language, a spectrum of colors, a scale of musical sounds, a system of geometric shapes, etc., which constitutes their consistency (A.V. Zaporozhets). The child gets acquainted with sensory standards in the process of activity, which involves orientation in the properties of objects and their examination.

Research led by L.A. Wenger made it possible to trace the stages of assimilation of standards.

In the first year of life, in connection with the development of voluntary movements and movements in space, the baby begins to reflect the spatial properties of objects, fixing them in "sensory-motor pre-standards" - first real, and then imagined features of their own movements directed at the object. At the 2-3rd year of life, he masters objective activity, which involves the practical correlation of objects, taking into account their properties, which leads to the appearance of perceptual correlation, when ideas about individual familiar objects become “subject pre-standards”. They begin to be used as a "measure" of the properties of other objects.

After 3 years, productive activities become crucial in the development of perception. They require not just accounting, but the reproduction of subject properties and relationships, which contribute to the assimilation of generally accepted standards through the properties of the materials used. So, in designing, ideas about form and size are established.

Perception, becoming a controlled, meaningful, intellectual process, relying on the use of methods and means fixed in culture, allows you to penetrate deeper into the environment and learn more complex aspects of reality. The perception of time and space becomes more complicated, the artistic and aesthetic perception of literary works, painting, theater, and music develops. Speech contributes to the development of such complex types of perception as space, time.

In the first year of life, the baby masters the “close” space, limited by the limits of his crib or playpen, practically moving and improving manipulations with objects. In the second year of life, the word of an adult is included in the spatial orientation. The naming of spatial relations by a teacher or parents allows the child to master them quickly enough.

In early childhood, the baby navigates in a wider space, moving and acting with objects. Highlighting spatial relationships in practical activities, the child is not aware of them. It is important that the baby's own body becomes for him a reference point in the perception of space and the right hand stands out as an organ that performs actions. As the study of M.V. Vovchik-Blakitnaya showed, the child is oriented in the directions forward-backward, up-down, right-left, either moving in one direction or another, or changing the position of the body, head, hands, and controlling these movements with vision . Speech does not play a decisive role in spatial discrimination. Generalized reactions (“here”, “there”, “here”, etc.) accompanying the child’s perception of the situation, his pointing gestures indicate that the perception of the directions of space is limited to some practical differentiation of these directions.

Assimilation of denoting words at an older age leads to an understanding of the relativity of spatial relationships depending on the starting point. Initially, the child evaluates spatial relationships solely from the point of view of his own position in space. But the inability to abstract from one's own position and determine the direction of the located objects
in relation to any other persons or objects, it reveals the concreteness of the ideas of children, the limitations of their generalized knowledge of space.

The formation of more generalized ideas about space ensures the child's ability to determine directions not only in relation to himself, but also in relation to other persons and objects. Movements and orienting actions gradually turn into a plan of presented actions. And speech acts, freed from the initial connection with the movements of the body and hands, acquire a leading meaning,
are transferred to the internal plane, i.e., they develop as processes of internal speech.

The perception of time is one of the most complex types of perception due to its specific features. Time has no visual basis and is perceived indirectly on the basis of the activity performed or a special object - a watch. Time is merged with life events, flows in one direction, it cannot be returned. The designation of time intervals is relative: what was tomorrow has become today, etc. The same time period is perceived differently depending on the content and nature of the activity performed by the child, his state at the moment: for example, if he is waiting for an attractive event, then it seems that time is going slowly. Therefore, children do not understand the logic of temporary relationships for a long time and throughout the entire preschool age do not perceive very long time periods. They cannot understand such categories as year, century, century, epoch, etc.

The prerequisites for the perception of time are formed even in the first year of life, when the “sleep-wake” biorhythm is formed in the baby. At the end of early childhood, children master short and specific time periods, such as morning-evening, day-night, because during these periods they perform different activities. The perception of a preschooler is available to such categories as a week, a month, a minute. But the visual nature of mental processes leads to specific features of the perception of time by a preschooler. So, he “searches” for a material carrier of time and often singles out hours as such. He is sure that if the arrows are translated, then time will change its course, for example, tomorrow will come faster. He does not yet realize that time does not depend on the desire of people, does not understand the objectivity of time. Therefore, the main role in the development of the perception of time belongs to an adult, who singles out time periods, establishes their connection with the activities of the baby and denotes in a word, including him in various everyday situations (T.D. Richterman).

All cognitive processes are involved in the perception of a fairy tale: memory, thinking, imagination. Listening to literary works, the child does not see the described events in front of him. He must present them, based on his experience. The understanding of the work, content and idea depends on how correctly he does this.

The perception of literary and folklore works in the 2nd year of life is concrete. It arises only if the text accompanies the actions that the child is currently performing or is being played by an adult with the help of toys.

In 2-3 years there is a transition from situational perception to generalized (L. Pavlova). Children present not only separate images, but also complete pictures, episodes, consisting of a chain of interrelated actions. They begin to understand not only everyday, everyday situations, but also unforeseen, original plot twists, learn to "predict" the behavior of the characters, to assume the final result of their actions. The kid is interested in the result of the actions of the characters, he is concerned about his own involvement in what is happening, so he can ask to try the porridge that the magpie cooked.

Studies of the perception of fairy tales by preschoolers conducted by A.V. Zaporozhets, D.M. Aranovskaya, T.A. Kondratovich, revealed the duality of this process. On the one hand, the understanding of a fairy tale is based on a direct emotional relationship to the described events and characters. It is not purely intellectual and does not rely entirely on reasoning thinking. On the other hand, understanding arises in the process of active empathy and assistance to the characters. Therefore, arising in the mind and relying on representations, it has an effective character. The preschooler is trying to get involved in the plot, to influence the course of events. When re-reading, he often asks to skip episodes in which something threatens his favorite characters. The child takes a position within the work, and the position of the listener is formed only by the age of seven.

In early childhood, a child often mixes depicted and real reality. Therefore, he tries to pick painted flowers from the picture or take painted apples. Such attempts indicate that the drawing has not yet become a substitute for a real object for the baby. The preschooler does not separate the real from the depicted.

On the basis of the perception of painting, M. N. Zubareva revealed the levels of aesthetic development of a preschooler.

At the first level, a 3-4-year-old child emotionally rejoices at the image of familiar objects that he recognized in the picture, but not yet in the image. The motive of the assessment is of a substantive or everyday nature (I chose a postcard because “there is no such house yet”, “because there is a boat here, you can ride”, “because an apple is delicious”). At the second level, by the age of 5, a child begins not only to see, but also to realize those elementary aesthetic qualities in a work that make the picture attractive to him. Children can receive elementary aesthetic pleasure, evaluating both the color and color combinations of the depicted objects and phenomena in the picture as beautiful, less often - the form and compositional techniques. At the third, highest level, children of 6-7 years old rise to the ability to perceive more than is inherent in the external signs of the depicted phenomenon. The child captures the inner characteristics of the artistic image.

Sensory development in preschool age has the following features:
- visual perception becomes the leading one when getting acquainted with the environment;
- sensory standards are mastered;
- purposefulness, planning, controllability, awareness of perception increases;
- with the establishment of relationships with speech and thinking, perception is intellectualized.

At each age stage, the child is most sensitive to certain influences. In this regard, each age stage becomes favorable for further neuropsychic development and comprehensive education of a preschooler. Most scientists believe that it is the younger preschool age that is most favorable for improving the activity of the sense organs, accumulating ideas about the world around us. Therefore, sensory education is one of the main aspects of preschool education.

The concept of sensory development of children

Full-fledged sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, signs and properties of various objects and materials, their position in space, etc., develop all types of perception, thereby laying the foundation for the development of mental activity [ 14

Sensory education creates the necessary prerequisites for the formation of mental functions, which are of paramount importance for further learning.

Sensory education means mastering a certain level of development of individual systems of sensitivity and ways of combining them into complexes and is aimed at developing visual, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.

Sensation is the simplest mental process from which a person's knowledge of the surrounding world begins. This is a reflection in the mind of a person of individual properties and qualities of objects, phenomena that directly affect his senses. (1)So V.A. Krutetsky writes that sensations allow a person to perceive signals and reflect the properties and signs of things in the external world and the states of the body. They connect a person with the outside world and are both the main source of knowledge and the main condition for his mental development. (2)

Reflection in the mind of a person of objects and phenomena in the aggregate of their properties and parts with their direct impact on the senses is called perception (perception).

Perception is a process of direct contact with the environment. By definition, L.D. Stolyarenko, perception is a direct reflection of objects and phenomena in a holistic way as a result of awareness of their identifying features. As a result of perception, an image is formed that includes a complex of various interconnected sensations attributed by human consciousness to an object, phenomenon, process. (2)

The process of perception always includes motor components (feeling objects and moving the eyes, highlighting the most informational points; singing or pronouncing the corresponding sounds that play a significant role in determining the most significant features of the sound stream). In order for a certain object to be perceived, it is necessary to perform some kind of counter activity in relation to it, aimed at its research, construction and clarification of the image.

Perception is a necessary stage of cognition, which is associated with thinking, memory, attention, is guided by motivation and has a certain affective-emotional coloring.

Perception is formed on the basis of sensations of different modality. Scientists (S. M. Vainerman, L. V. Filippova, etc.) state that in childhood no developmental optima were found even in relation to the most elementary sensorimotor reactions, which indicates the incompleteness in this age phase of the processes of both sensory and sensorimotor development.

Psychological science and practice (V. N. Avanesova, E. G. Pilyugina, N. N. Poddyakov, etc.) have convincingly proved that knowledge obtained verbally and not supported by sensory experience is unclear, indistinct and fragile, sometimes very fantastic, and this means that normal mental development is impossible without reliance on full perception.

The child's knowledge of the surrounding world and its objects, their fundamental geometric, kinetic and dynamic properties, the laws of space and time occurs in the process of practical (cognitive research) activities. Creating a holistic image that takes into account all the properties of an object is possible only if the child has mastered the search methods of orientation when performing a task. To this end, it is necessary to teach him systematic observation of the object, examination, palpation and examination.

The movements of the hands included in the examination of the object organize the visual and kinesthetic (motor) perception of children, contribute to the refinement of visual representations of the shape of the object and its configuration, and the quality of the surface. Acquaintance with the shape, size, spatial and other characteristics of objects is impossible without the integration of hand and eye movements.

In the process of learning, the child must master the peculiar sensory measures that have developed historically - sensory standards - to determine the relationship of the identified properties and qualities of a given object to the properties and qualities of other objects. Only then will the accuracy of perception appear, the ability to analyze the properties of objects, compare them, generalize, and compare the results of perception will be formed.

Assimilation of sensory standards - a system of geometric shapes, a scale of magnitude, a color spectrum, spatial and temporal orientations, a pitch range, a scale of musical sounds, a phonetic system of a language, etc. - is a complex and lengthy process. Mastering the sensory standard means not just being able to correctly name this or that property of an object: it is necessary to have clear ideas for analyzing and highlighting the properties of a wide variety of objects in a variety of situations.

Each type of standards is not just a set of individual samples, but a system in which varieties of a given property are arranged in one sequence or another, grouped in one way or another and differ according to strictly defined characteristics.

As sensory standards are:

- Color standards - seven colors of the spectrum and their shades in terms of lightness and saturation,
- Form standards - geometric shapes,
- Size standards - the metric system of measures, usually for preschoolers we are talking about relative sizes determined by eye;
- in auditory perception, these are phonemes of the native language, pitch relations, notes in music;
- in taste, olfactory perception, taste - salty, sour, sweet, bitter and their combinations;

Consistently introducing children to different types of sensory standards and their systematization is one of the main tasks of sensory education for preschoolers. Such familiarization is based on the organization of children's actions in examining * and memorizing the main varieties of each property.

Assimilation of sensory standards is only one of the aspects of the development of the child's orientation in the properties of objects. The second side, which is inextricably linked with the first, is the improvement of the actions of perception.

Domestic science distinguishes two main sensorimotor methods that improve perception - examination and comparison.

Inspection is a specially organized perception of an object (object) in order to use its results in any practical activity. The development of the child's sensory actions does not occur by itself, but only in the course of assimilation of social sensory experience, under the influence of practice and training. The effectiveness of this process is greatly enhanced if the child is specifically taught how to examine objects using appropriate sensory standards. The survey can go along the contour (planar objects) or in volume (volumetric objects); it depends on the activity that the child will be engaged in.

The general survey scheme assumes a certain order:

1 Perception of the holistic appearance of the object;
2 Identification of its main parts and determination of their properties (shape, size, etc.);
3 Determination of the spatial relationships of parts relative to each other (above, below, to the left, etc.);
4 Selection of small details (parts) and determination of their size, ratio, location, etc.;
5 Repeated holistic perception of the subject.

Comparison is both a didactic method and at the same time a mental operation, through which similarities and differences between objects (objects) and phenomena are established. Comparison can go by comparing objects or their parts, by superimposing objects on top of each other or applying objects to each other, feeling, grouping by color, shape or other features around standard samples, as well as by sequentially examining and describing the selected features of an object, using a method implementation of planned activities. Initially singled out only a general idea of the subject is then replaced by a more specific and detailed perception.

Thus, comparison is a kind of mechanism for examining an object, which helps to establish the ratio of objects in terms of size, shape, spatial position, and some other properties, and as a result solves the problem of mastering the generally accepted system of sensory standards. Note that comparison, being a component of the meaningful perception of objects (objects, phenomena), contributes to the formation of correct ideas about them, creates the basis for the generalization and systematization of knowledge.

The effectiveness of analytical-synthetic activity in the process of perception depends on the child's mastery of various perceptual actions, thanks to which the image of an object becomes differentiated, i.e., properties are distinguished in it.

The formation of perceptual actions in ontogeny (grasping, feeling, examination) should correspond to the psychological and pedagogical guidance of this process: from games and exercises with real objects to the use of object models and further to visual discrimination and recognition of the indicated properties of objects. External orienting actions gradually pass into the internal plan, that is, they are internalized. (3) Sensory standards begin to be used without moving, combining, tracing the contours of objects and other external methods. They are replaced by the contemplating movements of the eye or the groping hand, which now acts as an instrument of perception. Only then will perception turn from the process of constructing an image (object) into a relatively elementary process of identification. These changes are due to the formation in the child of branched systems of sensory standards, which he begins to use, and the mastery of the main methods of examination.

Thus, the development of the perception of sensory standards includes two main components:

- Formation and improvement of ideas about the varieties of properties of objects that perform the function of sensory standards;
- Formation and improvement of the perceptual actions themselves, necessary for the use of standards in the analysis of the properties of real objects.

By the end of preschool age, normally developing children should form a system of sensory standards and perceptual actions as a result of properly organized training and practice.

Olesya Rusalinova
Sensory development in early and young children

sensory development the child undeniably remains important and necessary for the full development and education. In progress sensory development the baby is formed perception, idea of the external properties of others tel: the child learns the world through sensations, through various analyzers: auditory, visual, gustatory, olfactory, tactile.

touch education is gradual learning sensory culture created by mankind over the centuries.

Preschooler in younger age does not manipulate abstract concepts due to undeveloped abstract thinking, the response to the perception of something is expressed in muscle reactions: it moves in accordance with the emerging images.

Therefore, the preschool stage of childhood is considered a period sensorimotor development(« senso» - feeling, "moto"- movement as a base on the basis of which mental functions: memory, speech, perception, thinking.

Problems sensory development of children of early and preschool age disclosed in the works of foreign (F. Frebel, M. Montessori, O. Dekroli, as well as well-known representatives of domestic preschool pedagogy and psychology (E. I. Tikheeva, A. V. Zaporozhets, A. P. Usova, N. P. Sakkulina , L. A. Wenger, E. G. Pilyugina, N. B. Wenger and others).

Necessary sensory development and for social adaptation, during which the children learn to communicate, resolve conflicts, adequately respond to what is happening around. Sensory parenting in early childhood helps them learn to integrate sensations, to respond to them correctly.

sensory development- one of the significant tasks of a holistic pedagogical process in the preschool educational institution. sensory development underlies the mental, physical, aesthetic child development. Its purpose is to form sensory standards and abilities that allow a small person to comprehensively perceive the world around him.

Main task sensory development is the creation of conditions for the formation of perception as the initial stage of cognition of the surrounding reality.

Specially created conditions - in the process of conducting classes and in everyday life - make it possible to ensure the accumulation of a variety of visual, auditory, tactile impressions, to form elementary ideas about the main varieties of size (large - small, shapes (circle, square, triangle, oval, rectangle, colors (red, orange, yellow, green, blue, purple, black, white). As a result, it becomes possible to form the ability to distinguish various properties of objects, focusing on color, shape, size, sounds, texture, etc.

The child is not yet fluent in speech, so the main means of expressing thoughts and feelings are direct actions.

The main method of organizing games-classes is to stimulate interest in certain toys, didactic materials, primarily aids made of wood (matryoshka dolls, large and small, pyramids, insert cubes, boards with holes of various sizes or shapes with sets of tabs, tables with mushrooms and mosaic).

The role of didactic games in sensory education is very big. A didactic game helps a child learn how the world around him works and expand his horizons. Didactic games perform a function - control over the state sensory development of children. Thus, it can be confidently stated that the leading form sensory education are didactic games. Only with a certain system of conducting didactic games can one achieve sensory development.

In special classes, participating in didactic games, children accumulate sensory impressions learn to recognize, systematize, expand and use them in practice.

Didactic games in the classroom take into account age characteristics of children:

Plots should be interesting, but not too difficult to understand;

Be sure to use various objects of small sizes - sticks, figurines, cubes;

Verbal designations of an elementary quantity are repeated many times;

when naming the criterion, gestures are used - pointing (if there is only one item) and outlining (the more objects in the group, the wider the child circles it with his hand);

Be sure to introduce productive activities - modeling, applique, drawing.

Games for training different types of perception

The purpose of these exercises and games is to development of tactile(surface) sensitivity, as well as visual and auditory perception.

Give your child a piece of foil, let him rumple it, then smooth the foil back together. Rustle with a piece of foil in the process of crushing it. If the child is already talking, discuss what the foil sounds like.

Cereals, dried beans, cones, chestnuts. A variety of forms of the listed objects will give scope not only to the experienced sensations, but also to the flight of fantasy. Discuss what the child feels like when examining a chestnut shell or cone. (tingling, itching, pain). Let the child analyze the shape of these objects. Using the example of cereals and beans, you can practice in determining the sizes - large, small.

"Catch the animal"- a good exercise in a playful way, allowing develop tactile sensations. Invite the child to close their eyes, then take a soft toy (preferably small) and run it over the parts of his body. The child must determine where "ran through" animal - on the leg, back, neck, etc.

"Bag of Secrets"- an interesting game for training tactile memory, fixing ideas about the shape of objects. Show and let the child feel several different small items: beans, beads, cereals, pasta of a certain shape. Say the names of these items. Then ask the baby to turn away, and sort the items into opaque bags. When the child turns, ask him to close his eyes and feel for what is in each bag.

Our pedagogical activity is connected with children early age. Age of children from 2 to 3 years. It is this age most favorable for improving the activity of the senses, the accumulation of ideas about the world.

For improvement sensory development child, we try to use the most effective means and methods sensory education including them in work with kids. Already in early childhood, the accumulation of the child is of great importance sensory representations. Our task as educators is to provide familiarization children with color, shape, size, tangible properties of objects, musical sounds and the sound of native speech.

Tasks sensory upbringing are solved to one degree or another in the classes of all species: musical, physical culture, art activities, speech development, etc.. However, in these cases the tasks sensory upbringing is not dominant. To streamline experience children we conduct classes with a predominance sensory tasks.

In our work we use the following technologies: information-communicative, health-saving, gaming, personality-oriented, research. Didactic material is selected taking into account the following principles: the principle of visibility, the principle of accessibility and strength, systematic and consistent.

Researcher N. N. Poddyakov believes that sensory upbringing is carried out in the conditions of everyday life, in the process of games, where, according to the scientist, there is a holistic perception of various phenomena and objects of the surrounding world by the child, where some properties and aspects of phenomena may not be perceived clearly enough, or not perceived at all.

That is why we put special emphasis on the skillful selection of toys, organization developing subject-spatial environment, the sphere of communication. Relying on age cognitive abilities children, we attach to the world of things. We teach something new and interesting, while using an exciting game form.

The child's world consists of real objects and objects. He learns the world by constantly using it and experimenting with its objects. It uses all sensory analyzers - taste, smell, touch, sight, hearing. The child at the sensory level comprehends the elementary laws governing objects. The new always delights and shocks, pleases and surprises. The more games-experiments there are in a child's life, the wider and more diverse his emotional world will be.

The task of adults - teachers and parents - is to help the child to know this huge world filled with interesting things and phenomena, to maintain a good cognitive attitude of the baby to the world.