Features of perception in preschool age. The development of perception in children at preschool age

Introduction

Currently, specialists in the field of psychology are interested in the problem of child development. Their interest is not accidental, since it is known that the preschool period is the most intense in physical, mental and moral development.

A lot of works in psychology are devoted to the study of the features of perception. The fundamental works are the works of V.I. Beltyukova, L.I. Bozhovich, V.A. Ganzen, L.S. Vygotsky, P.Ya. Galperin, A.V. Zaporozhets, S.L. Rubinstein and others.

At preschool age, not only the cognitive sphere, but also the speech sphere develops intensively.

Most children at preschool age already fully master the sound side of speech, have a fairly detailed vocabulary, and are able to build sentences grammatically correctly. However, not everyone has the same process of mastering speech.

In some cases, it can be distorted, and then the children have various deviations in speech that disrupt the normal course of its development. Impaired speech development also affects cognitive development, including the development of perception, but at present this issue is poorly understood, which makes this topic relevant for research.

The aim of the work is to characterize the features of perception in preschool children with speech underdevelopment.

The subject of the research is the peculiarities of the development of the perception of preschool children.

The object of the study is preschool children.

In accordance with the purpose, subject and object of the study, the following tasks were defined:

Give a general description of perception;

On the material of special literature, to study the features of the development of perception in preschoolers;

To analyze the features of various methods for the development of perception in preschoolers.

Chapter 1. Theoretical aspects of studying the features of the process of perception in preschool children

.1 Perception as a mental process

The ability to feel is given to us and to all living beings with a nervous system from birth. The ability to have conscious sensations is given to living beings endowed with a brain. Only man and higher animals are endowed with the ability to perceive the world in the form of images; it develops and improves in their life experience. Moreover, it is so habitual for a person to perceive images that in the everyday understanding of these two most important mental phenomena, he practically makes no difference between sensation and perception. Any sensation for us is an association with a previously memorized object or some of its features. That is why when we say "see", we do not mean sensation, but rather the perception of a particular visible object. Separate sensations are, as it were, "tied" to specific analyzers, and it is enough for a stimulus to act on their receptors for a sensation to arise. The image formed as a result of the process of perception implies interaction, coordinated work of several analyzers at once. Depending on which of them works more actively, processes more information, receives the most significant features that indicate the properties of the perceived object, and distinguish between types of perception. Four analyzers - visual, auditory, skin and muscle - most often act as leaders in the process of perception. Perception, thus, acts as a meaningful (including decision-making) and signified (associated with speech) synthesis of various sensations received from integral objects or complex phenomena perceived as a whole. This synthesis appears in the form of an image of a given object or phenomenon, which is formed in the course of their active reflection.

In domestic psychology, there was a special approach to considering perception. From the point of view of the activity approach, perception is a side of activity (orienting, regulating), and on the other hand, perception is an activity that has a perceptual goal, tasks, actions, operations, a product - an image and cognitive motives.

A.N. Leontiev tried to put forward a hypothesis of assimilation (this idea comes from Aristotle): the movement of the receptor (eye) along the shape (contour) of an object, as it were, removes information about the shape and models the contours of objects. Actions correspond to the properties of objects, are likened. The image is born when a person is active (eye movement, perceptual actions, internal activity) - on the one hand, and on the other - a stimulus, features of the stimulus. As a result of this interaction, an image is born. This hypothesis was important for developing the problem of the mechanisms of perception. A.V. Zaporozhets and L.A. Wenger showed the importance of not only the movement of the receptor, but the importance of practical external actions for the emergence of a perception image. They studied the genesis of perception in children (Wenger's box). At first, the child carries out practical actions through trial and error (up to 2 years), then tries on (2-beginning 3 years). These practical actions are called outward-oriented. At the age of 3, they become internal actions - this is an image of perception that is born on the basis of practical actions, then external indicative ones, which are internalized into an image of perception. In the works of A.V. Zaporozhets, the genesis of the formation of a perceptual image was experimentally shown. The significance of perceptual action, the means of perceptual action (hand movements) was shown. Perceptual actions are formed in the infant's manipulations with objects. Sensorimotor pre-standards are the means of implementing practical actions. Further, the child himself compares the objects in size, shape. The preschooler uses sensory standards. Thus, it is proved that sensory standards are the source of sensory development. Sensory develops in activity. The result of such activity is the image of perception. No sensory impulse can determine the emergence of an adequate image of perception. What is needed here is a correction aimed at unavoidable errors and bringing the image in line with the object; exteriorization of the reflective process is needed, which takes place in the form of perceptual actions. These actions are likened by their external form to the perceived object. When examining an object, the gaze, as it were, repeats the shape of this object. The movements of the hand and eye, with the help of which the image is built, are divided into two classes: search, installation and corrective, with the help of which the search for a given object of perception is carried out, the eyes or hand are set to their original position, and this position is corrected; movements involved in the construction of the image, in the recognition of a familiar object, etc. Among them, there are: proper perceptual actions (the action of detection and the action of discrimination) and identification actions (the action of identification and the action of recognition). The functions of the actual perceptual actions are the construction of the image of the object. The difference between the operations of detection and distinction, which are part of the actual perceptual actions, is that the observer, discovering the properties of an object (color, size, etc.), begins to single out one or more properties as the most informative. The function of identification actions is to identify the object. In the process of identification, the actual image is compared with the images - standards that are stored in memory. In the process of identification, we name the object, i.e. refer it to some class of objects. Perceptual actions are deployed and consistent, since their function is the study of an object and the construction of an image. Identification actions are minimized and are performed instantly. The properties and classifications reveal the phenomena of this phenomenon. There are two classifications of perception. The first is based on the difference in analyzers, which play a predominant role in perception. Allocate visual, auditory, tactile, olfactory, gustatory, kinesthetic perception.

The basis of the second classification are the forms of existence of matter. S.L. Rubinstein described the perception of space, size, shape, movement, time. The perception of space is a reflection of the shape, size, relative position of objects, their relief, distance and direction. In the perception of the spatial properties of things, tactile and kinesthetic sensations play a certain role, but visual data are the basis. Two mechanisms play a significant role in the perception of magnitude: accommodation (this is a change in the refractive power of the lens by changing its curvature) and convergence (convergence of visual axes on a fixed object). The perception of motion is a reflection of the change in position that objects occupy in space. There are two ways of perceiving movement: when the image of an object on the retina remains more or less motionless, and when the eye remains relatively motionless, and the image of the object moves on the retina. Distinguish between real and apparent movements. The perception of form is characterized by the fact that the perception of a planar form involves a clear distinction between the outlines of an object, its boundaries. It depends on the clarity of the image obtained on the retina, i.e. from visual acuity. The perception of distant objects, on the other hand, is more flat; therefore, objects that are far away seem somewhat larger, and therefore closer, than they really are. The perception of time is a reflection of the objective duration, speed and sequence of the phenomena of reality. This type of perception is based on the rhythmic change of excitation and inhibition in the central nervous system. The perception of time involves kinesthetic and auditory sensations. The perception of time is determined by the content that fills it. The law of the filled time period - when busy, time goes faster and vice versa. The perception of time is influenced by human emotions. The law of emotional determinism of time estimation is reflected in the fact that the time filled with events with a positive emotional coloring is reduced in experience, and the time filled with events with a negative emotional sign increases.

1.2 Development of perception in preschool age

Investigating the development of perception in preschool children, scientists come to the conclusion that at a given age this form of sensory cognition of reality has even more complex characteristics than at an early age. When studying the perception of preschoolers, it was possible to establish that the color of an object is an identifying feature for a child only when another, usually strong feature (shape), for some reason did not receive a signal value (for example, when compiling a rug for a colored mosaic). These facts are most clearly expressed in the child's perception of unfamiliar objects. According to Z.M. Boguslavskaya, the task facing children also plays a huge role. If you need to lay out a pattern from one-color figures, children are guided by the shape; if it is necessary to “hide” a colored figure against a similar background, color becomes decisive. Sometimes children are guided by both signs at the same time. By eliminating the "conflict" in the task offered to preschoolers (either form or color), children of primary preschool age are quite correctly guided by the shape of an object given in the form of a silhouette or even a contour. In the child's preference for one or another attribute of an object, a significant role belongs to the word. Fixing the object, the word highlights the form as its main identification feature. However, in younger preschoolers, the form is merged with the subject content, which is confirmed by the easy objectification of any new form unfamiliar to the child. So three-, four-year-old children see a roof in a triangle, a funnel in a cone turned upside down, a window in a rectangle. Five-, six-year-old children can already distinguish precisely the form by its similarity with a certain object. They say that the circle is like a wheel, the cube is like a bar of soap, and the cylinder is like a glass. Having learned the names of geometric shapes, children freely operate with the corresponding forms, finding them in things familiar to them, i.e. divert form from content. They say that the door is a rectangle, the lamp cap is a ball, and the funnel is a cone with a narrow high cylinder on it. Thus, the form becomes "visible": it acquires a signal meaning for the child and is generally reflected by him on the basis of its abstraction and designation by the word.

A controversial issue in child psychology is the question of what the child relies on in his perception of an object: on its integral reflection or on the recognition of individual parts. On the one hand, in perceiving a whole unfamiliar object, the child conveys only his general “impression of the whole”: “something full of holes” (grid). Being “in the power of the whole”, children allegedly do not know how to single out its constituent parts, this is explained by the inability of the preschool child to cognitive analytical activity due to his too pronounced emotionality. However, there are facts convincing that even young children not only know how to isolate any characteristic feature, but also rely on it when identifying a whole object. For example, all objects, and even shapeless lumps of clay, which had a “nose” stretched out, were called “geese” by children of two or two and a half years. The image of the beak outlined by the dotted line in the begun drawing made it possible for three-year-old children to recognize the bird. Having felt the men's watch, the children (4 years 6 months - 5 years 6 months) located in the cloth bag usually correctly named this object. As an identifying feature (“How did you know?”), they usually pointed to a “column with a wheel” (an old-style watch winder), i.e. relied on one part of the subject. However, when choosing “the same” among the items laid out on the table, the vast majority of preschoolers (3-5 years old) did not point to a flat round compass, corresponding in size and shape to the model, but to a metal cube-shaped alarm clock. This is also a watch, although it not only has a different shape, but also does not have exactly the detail by which the child recognized the watch. Such facts often appear when children perceive objects and their images in a picture, as well as entire episodes and events. Considering the image of an old man who is dragging a cart with a huge bundle and various things: a bucket, a mop, boots, which are clearly visible, 80% of four-five-year-old children say that "uncle is carrying a horse." Thus, contrary to all logic, the child perceives the knot as a horse only because one of its corners vaguely reminds the child of a horse's head. Comprehension of an object in terms of one of its insignificant parts is called syncretism (E. Claparede). It is a perception of the whole, not based on its analysis. Syncretic perception of objects is by no means a feature characteristic of young children in general. It also appears in older children when they perceive unfamiliar objects or their images (models of machines, diagrams, drawings). Such mistakes are especially often repeated when a small child perceives poorly, indistinctly depicted objects. Then any part of the object that reminds the child of something becomes a reference for him. It is no coincidence that the phenomena of syncretism are most often encountered when working with children with various stylized images, when the artist, having violated the clarity of the real form of the object, resorts to exaggeration, to some conventions of the image, which makes it difficult to recognize even objects known to children. In the productivity of the child's perception of an object, the action that the child uses during perception is of great importance. Thus, in the process of perception, the child acquires his own personal experience, assimilating the public experience at the same time. The development of perception is thus characterized not only by a change in its accuracy, volume, meaningfulness, but also by a restructuring of the very method of perception. This process of sensory cognition is becoming more and more perfect. It is difficult for young children to perceive the picture correctly. After all, even the simplest picture, which includes the image of at least two objects, gives them in some kind of spatial relationship. Understanding these connections is necessary to uncover the relationship between the parts of the picture has long been used to determine the overall mental development of the child. V. Stern established that there are three levels (stages) of a child's perception of a picture. The first is the enumeration stage (or, according to Stern, the subject stage), characteristic of children from 2 to 5 years old; the second is the stage of description (or action), which lasts from 6 to 9-10 years; the third - the stage of interpretation (or relations), characteristic of children after 9-10 years. The planned stages made it possible to reveal the evolution of the process of perception by a child of a complex object - a picture and to see that children in the process of mental development are moving from fragmented perception, i.e. recognition of individual objects that are not related to each other in any way, to identifying first their functional connections (which a person does), and then to revealing deeper relationships between objects and phenomena: causes, connections, circumstances, goals.

At the highest level, children interpret the picture, bringing their experience, their judgments to what is depicted. They reveal the internal connections between objects by comprehending the entire situation depicted in the picture. However, the transition to this higher level of understanding can in no way be explained by age-related maturation, as A. Binet and V. Stern argued. Studies by other psychologists have shown that the features of a child's description of a picture depend, first of all, on its content, familiar or little known to the child, on the structure of the picture, the dynamism or static nature of the plot. Of great importance is the very question with which an adult addresses a child. Asking children about what they see in the picture, the teacher guides the child to list any items (important and secondary) and in any order. Question: "What are they doing here in the picture?" - encourages the child to reveal functional connections, i.e. actions. When children are asked to describe the events depicted in a picture, the child tries to understand what is depicted. He rises to the level of interpretation. Thus, the same child during the experiment can show all three stages of picture perception in one day. Time is the same objectively existing reality as space, since all phenomena of reality exist not only in space, but also in time. The very object of knowledge - time is an extremely multifaceted side of the surrounding reality. The perception of time is a reflection in the brain of the objective duration, speed, sequence of phenomena of reality (D.B. Elkonin).

For a child, the reflection of time is a much more difficult task than the perception of space. This is due, first of all, to the very nature of time as an object of knowledge and its role in the lives of children.

Time is fluid. Not a single even the smallest unit of time can be perceived immediately, "simultaneously", but only sequentially: the beginning, and then the end (seconds, minutes, hours).

For the perception of time, a person does not have a special analyzer. Time is known indirectly, through the movements and rhythm of life processes (pulse, respiratory rate) or with the help of a special device - a watch. For a mature person, the perception of time is the result of the activity of a number of analyzers, united in a single original system, acting as a single whole. The child does not yet have this coherence in the work of analyzers.

The perception of time is easily distorted by subjective factors: the occupancy of the time interval, its significance for the subject, the state of the person himself (expectation, enthusiasm).

The designation of temporary relations is changeable. What was "tomorrow" becomes "today" after the night, and after a day - "yesterday". This fluidity, abstraction, i.e. the invisibility of time, its fusion with the same life events that the child observes, make it extremely difficult to isolate and cognize it.

For the first time, the baby is guided by the time in the middle of the first month of life, when he learns to wake up regularly after 3 hours, by the time of feeding. This conditioned reflex to time is one of the earliest in a child's life. Children of early and preschool age are guided in time on the basis of purely everyday indicators. If the life of children is strictly subject to a certain regime, i.e. distributed over time, then a three- or four-year-old child confidently marks the morning (“We have not had breakfast yet”) or the evening (“They will come for us soon”). He distinguishes between day and night. Soon, more objective natural phenomena join these everyday milestones, which children learn to perceive as signals of a certain time: “Morning (in winter) is not quite light yet”, “Evening is already dark, there is no sun.”

For a long time, children do not understand the objective movement of time, its independence from the will and actions of people, therefore, using certain designations of time correctly, the child essentially does not understand the reality behind them. “Mom, when is my birthday?” - "After two days". - "How many times should I go to bed?" - "Three times". The boy (4 years, 4 months) lay down in bed, “snored” three times and announced that his birthday had come. If it is difficult for a preschooler to isolate time as an object of cognition that acts invisibly but constantly in the life of a child, then it is many times more difficult for him to single out time in long-past events, to imagine its duration, its significance, and to place long-past events in a sequential order. Therefore, even older preschoolers believe that since the grandmother has been living for a long time, she, of course, saw Suvorov, Pushkin and even Peter I. If a child is told that a person descended from a monkey, he does not understand at all what the millions of years that animal ancestor from modern man. Preschoolers have only knowledge of the present and some vague idea of the past: "That was a long time ago." At the senior preschool age, in this amorphous "for a long time" the first temporary landmarks appear: "This was before the war", "This was before the revolution." However, these pillars have not yet been localized in any way in the actual time of the historical past. The first differentiation of time is the introduction of the words "first", "then", "earlier", "after that" in the story or characterization of the event and the educator showing the meaning of temporal relations that are essential in this event. Getting acquainted with the clock, their work, the child begins to understand the independence of time from the desire and human activity. In different types of practice, children develop more realistic ideas about time and its units (hour, day, day).

Significant changes in the preschool period are observed in the perception of space according to its main features. The child learns space as he masters it. While still lying in bed and acting with a pacifier, a rattle, the child learns a "close" space. He masters the "distant" space a little later, when he learns to move independently. At first, the perception of distant space is little differentiated and the distance estimate is very inaccurate. Interesting in this regard is the recollection of the physiologist Helmholtz, dating back to 3-4 years old: “I myself still remember how I, as a child, passed by the church tower and saw people in the gallery who seemed to me to be dolls, and how I asked my mother to get them for me, that she could have done, as I then thought, by holding out one hand upwards. The development of orientation in space begins with the differentiation of the spatial relations of the child's own body (identifies and names the right hand, left, paired parts of the body). The inclusion of the word in the process of perception, the mastery of independent speech, to a large extent contributes to the improvement of spatial relations and directions. The child's eye is also developing, which is so necessary for the perception of space. Preschoolers solve complex visual tasks much worse than tasks for comparing the length of lines. Only six- and seven-year-old children are able to solve them, and then only in cases of large differences between objects. The reason for this is the low level of mastery of visual actions. However, the level of these actions in preschoolers can be raised in the process of targeted learning. Particularly noticeable shifts in the development of the linear eye occur if children are taught to use the imposition of one object on another (putting close to each other) to solve problems, achieving maximum equalization. The "technical" side of orienting actions does not change depending on whether these actions are performed with the objects themselves or with their substitutes.

So, when teaching children to solve such a type of visual tasks as choosing an element of a certain length according to a model, they introduced the manufacture and use of a cardboard measure equal to the sample. The measure was transferred from the sample to the objects from which the choice was made (it was forbidden to move the sample itself and the objects). When children master the ability to measure the width, length, height, shape, and volume of objects in such an effective way, they move on to solving problems “by eye” (under the guidance of an adult, gradual internalization occurs - the transition of an external orienting action into a perceptual plan). But success will be achieved if the mastery of visual actions occurs not through formal exercises, but by incorporating these actions into other, broader types of activity. The eye is improved in constructive activity, when the child picks up the necessary details that are missing for the construction, when he divides the lump of clay so that it is enough to sculpt all parts of the object. The preschooler's eye is also trained in applications, drawing, household activities and, of course, in games.

A complex mental process, which is the perception of a person by a person, is formed along with the development of the perceiver himself, with a change in his need for communication, knowledge and work. Already at the end of the first - the beginning of the second month of life, the child begins to isolate the adult from the environment, first with a smile, then - with a complex of revival to respond to him. This social-perceptual process actively develops already in infancy and early childhood. The child's perception of a person is a necessary act of manifestation and satisfaction of the most important social need - the need for communication. At the same time, it is in the process of communication with adults that the child's perception of it develops especially intensively. The development of communication with an adult, the change in its content, enables the child not only to more subtly differentiate the external appearance of the people around him, but also to perceive them from different angles, to isolate their essential functions. So already in the process of business communication (from 10-11 months old), an adult acts for the child not only as a person capable of satisfying his organic needs, but also as an organizer of acquaintance with the social experience of actions with objects, as a leader of his orientation in the world around him. It is extremely important that at this early stage, a period sensitive for the development of speech, an adult acts for the child as a carrier of speech forms of communication.

Mastering speech has a significant impact on the process of forming a child's perception of a person. It is precisely because of this that a person begins to appear in the child's perception as a person possessing not only immediate sensory properties, but also mental properties signaled by them. In the preschool period, the perception of a person continues to be actively formed, which is greatly facilitated by the child's mastery of new types of activity (especially collective ones), the expansion of the circle and the emergence of extra-situational personal communication. An active form of reflection by a preschooler of a person is a game in which he recreates the images of native people, the relationship between them. Peculiarities of the child's reflection of a person are also revealed by children's fine arts. By what kind of people the child portrays, how their images are revealed, one can to a certain extent judge his attitude towards them, what is easily imprinted in a person, what he pays more attention to. Children give the brightest positive assessment to those of the adults around them, to whom they experience a trusting attitude, affection. The perception of a person always “reflects the position that a person generally occupies in the system of values to which the cognizing subject is guided in his daily behavior.” It has been noticed that children with a high sociometric status in the group more often than “unpopular” positively evaluate the educator on the basis of the personal attitude of the teacher to the child. The position of the child in the group of peers is also manifested in the perception of each other by children. It was found that the higher the position of the child in the group, the higher he is rated by his peers, and vice versa. With a greater degree of objectivity (79-90%), children evaluate peers who occupy a leading and middle position in interpersonal relationships.

Less adequately assessed are children with low sociometric status (the degree of objectivity here is only 40-50%). Influences preschoolers' perception of each other and the nature of their relationship. Assessing the guys to whom they show sympathy, the children in the vast majority name only their positive qualities. Among the main positive qualities of a peer, preschoolers note the ability to play well, kindness, camaraderie, lack of aggressiveness, diligence, ability, accuracy. The ability to see and evaluate the personal qualities of others helps the child to perceive the heroes of works of art. Exploring the perception of the expressive side of the drawing by preschool children, T.A. Repina revealed that the most accessible to a preschooler are emotions reflected directly in the facial expressions of the depicted character. It is much more difficult (especially for younger preschoolers) to perceive the emotional content conveyed in posture and gestures, and especially when it is embodied through the depiction of relationships. The following perception levels have been established:

) neither the emotion expressed in the picture nor its plot is understood;

) the emotion is perceived correctly, although the plot is not clearly understood;

) the plot of the picture is realized and its emotional content is adequately perceived.

It is also important what emotional state children perceive: the emotion of joy and anger, expressed in the facial expressions of the characters in the picture, is easier for preschoolers to catch than the expression of sadness and sadness. An adult plays an important role in the development of a child's social perception. In the process of directing the activities of children, their communication, their perception of works of art, an adult (parent, educator) pays attention to different aspects of the behavior of a preschooler, his appearance, the manifestation of personal, intellectual volitional qualities. Evaluating and fixing them, an adult not only helps children to better understand the people around them, but also forms their “points of view on people”, “standards” with which they must “check” their behavior and with which they must “measure” the behavior of their comrades. .

perception underdevelopment speech preschooler

1.3 Phonemic perception in preschool children with speech underdevelopment

R.E. Levina, V.I. Beltyukov, G.V. Babina, N.A. Grasse assign a great role to the formation of phonemic perception, i.e. ability to perceive and distinguish speech sounds (phonemes). According to T.A. Tkachenko, the development of phonemic perception has a positive effect on the formation of the entire phonetic side of speech and the syllabic structure of words. There is no doubt a connection in the formation of lexico-grammatical and phonemic representations. With special correctional work on the development of phonemic hearing, children perceive and distinguish word endings, prefixes in single-root words, common suffixes, prepositions, words of a complex syllabic structure much better. Without sufficient formation of phonemic perception, it is impossible to form its highest level - sound analysis.

Sound analysis is an operation of mental division into constituent elements (phonemes) of different sound complexes: combinations of sounds, syllables and words. R. E. Levina wrote that "the key point in the correction of speech underdevelopment is phonemic perception and sound analysis."

In children with a combination of impaired pronunciation and perception of phonemes, there is an incompleteness in the processes of formation of articulation and perception of sounds that differ in acoustic and articulatory features.

Many psychologists believe that if the articulation of an audible sound is impaired, its perception may also deteriorate to varying degrees. The level of development of phonemic hearing in children affects the mastery of sound analysis. The degree of underdevelopment of phonemic perception can be different. The following levels can be distinguished:

Primary level. Phonemic perception is disturbed primarily. The prerequisites for mastering sound analysis and the level of actions of sound analysis are not sufficiently formed.

secondary level. Phonemic perception is disturbed for the second time. There are violations of speech kinesthesia due to anatomical and motor defects of the speech organs. Normal auditory-pronunciation interaction is disturbed - the most important mechanism for the development of pronunciation. In the phonetic-phonemic underdevelopment of children, several conditions are revealed:

difficulties in the analysis of sounds disturbed in pronunciation;

with formed articulation, indistinguishability of sounds belonging to different phonetic groups;

inability to determine the presence and sequence of sounds and words

The state of sound pronunciation of these children is characterized by the following features:

The absence of certain sounds in speech and the replacement of sounds. Difficult in articulation sounds are replaced by simple ones in articulation, for example: instead of [s], [w] - [f], instead of [p], [l] - [l`], [th], instead of - deaf; whistling and hissing (fricative) are replaced by sounds [t], [t`], [d], [d`]. Lack of corresponding phonemes. When mixing sounds that are articulatory or acoustically close, an articulemma is formed in the child, but the process of phoneme formation itself does not end. Difficulties in distinguishing close sounds belonging to different phonetic groups lead to their confusion when reading and writing. The number of sounds misused in speech can reach a large number - up to 16-20. [g], [h], [u]); [t`] and [d`] ; sounds [l], [p], [p`]; voiced ones are replaced by paired deaf ones; pairs of soft and hard sounds are not sufficiently contrasted; there is no consonant [th]; vowel [s].

Replacing a group of sounds with diffuse articulation. Instead of two or more articulatory close sounds, an average, indistinct sound is pronounced, instead of [w] and [s] - a soft sound [w], instead of [h] and [t] - something like a softened [h].

The reasons for such substitutions are the insufficient formation of phonemic hearing or its impairment. Such violations, where one phoneme is replaced by another, which leads to a distortion of the meaning of the word, are called phonemic.

Inconsistent use of sounds in speech. According to the instructions, the child pronounces some sounds correctly in isolation, but they are absent in speech or are replaced by others. Sometimes a child pronounces the same word in a different context or when repeated differently. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such violations are called phonetic-phonemic.

Distorted pronunciation of one or more sounds. The child may pronounce 2-4 sounds distortedly or speak without defects, but by ear cannot distinguish a larger number of sounds from different groups. The relative well-being of sound pronunciation can mask a deep underdevelopment of phonemic processes.

The reason for the distorted pronunciation of sounds is usually the insufficient formation of articulatory motility or its violation. These are phonetic violations that do not affect the meaning of words. Knowledge of the forms of violation of sound pronunciation helps to determine the methodology of working with children.

With phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and general motor skills, with phonemic disorders, the development of phonemic hearing.

In the presence of a large number of defective sounds in children with FFNR, the syllabic structure of the word and the pronunciation of words with a confluence of consonants are violated: instead of a tablecloth, they say "roll" or "roll", instead of a bicycle - "siped". The nature of impaired sound pronunciation in children with FFNR indicates a low level of development of phonemic perception.

They experience difficulty when they are asked, while listening carefully, to raise their hand at the moment of pronouncing a particular sound or syllable. The same difficulties arise when repeating syllables with paired sounds after a speech therapist, when independently selecting words that begin with a certain sound, when highlighting the initial sound in a word, when selecting pictures for a given sound.

The lack of formation of phonemic perception is expressed in:

fuzzy discrimination by ear of phonemes in one's own and someone else's speech;

unpreparedness for elementary forms of sound analysis and synthesis;

difficulties in the analysis of the sound composition of speech.

In addition to the listed features of pronunciation and phonemic perception in children with FFNR, the following are observed: general blurring of speech; fuzzy diction, some delay in the formation of the vocabulary and grammatical structure of speech (for example, errors in case endings, the use of prepositions, the agreement of adjectives and numerals with nouns).

Children with FFNR are enrolled from the age of 5 in the senior speech therapy group for a period of 1 year of study and in the preparatory group for 1 year of study if the child is 6 years old. A child is enrolled in a group of children with FFNR if his pronunciation is impaired (at least 5-6 sounds from 2 phonetic groups).

Perception (perception) is a reflection in the human mind of objects, phenomena, integral situations of the objective world with their direct impact on the senses.

The image formed as a result of the process of perception involves the interaction and coordinated work of several analyzers at once. Analyzer - a set of nervous structures involved in the perception and response to stimuli. In a small child, perception, of course, is still imperfect.

Perceiving the whole, the child often fails to grasp the details. The perception of preschool children is usually associated with the practical operation of the relevant objects: to perceive an object is to touch it, touch it, feel it, manipulate it. Observation in children is brought up in the process of play.

Special games are useful in which an installation is created to pay attention to details, compare, find similarities and differences. However, it is only in the process of schooling that the child is systematically accustomed to observation as a purposeful, planned, and organized activity. The development of perception is determined by the improvement of the work of the sense organs, the expansion of experience, knowledge, the strengthening of its connections with memory, imagination, thinking, attention, feelings and will.

Chapter 2

2.1 Exercises for the development of auditory perception

The development of auditory perception goes in two directions: on the one hand, the perception of speech sounds develops, that is, phonemic hearing is formed, and on the other hand, the perception of non-speech sounds, that is, noises, develops. Both directions are of vital importance for a person and begin to develop already in infancy. A small child hears only loud sounds, but hearing sharpness increases rapidly. And already by school age, the child hears the sound, several times quieter than the baby hears. At the same time, he begins to distinguish sounds by the timbre of the sound. Speech hearing also develops from infancy. The baby early distinguishes the voice of the mother from the voices of other people, catches the intonation. The babble of a child is an active manifestation of the emergence of phonemic hearing proper, because the child listens attentively and repeats the phonemes of his native language. The formation of phonemic hearing is completed by about the age of five, and in some children even later. At this age, the child has all the sounds of his native language, speech becomes phonetically clear, without distortion. But this is characteristic of the speech of children with normal development.

Methods for developing the perception of non-speech sounds

Non-speech sounds play an important role in the orientation of a person in the world around him. Distinguishing non-speech sounds helps to perceive them as signals indicating the approach or removal of individual objects or living beings. The correct determination of the direction from which the sound comes from helps to navigate in the far space, determine your location, direction of movement. So, the noise of the engine indicates the approach or removal of the car. In other words, well-recognized and consciously perceive sounds can determine the nature of the child's activity. All sounds can be perceived only by ear or based on vision - auditory-visual, which is much easier and should precede isolated auditory perception.

For the development of auditory perception 2 methods:

) Noisy boxes

) Movements to music

Method "Noisy boxes"

Maria Montessori, as a doctor, understood that for the spiritual development of a child it is important to teach him to feel. She revealed her talent as a teacher, primarily in teaching children motor skills and sensory skills. In long systematic studies, rich material was accumulated, which was subjected to careful analysis. The result of the psychological and pedagogical work that has been carried out since the beginning of the 20th century has become materials for the development of feelings that encourage the child to show the possibilities of his own development through amateur activities that correspond to his individuality.

Material. It consists of two boxes of 6 boxes each. The noise scale of the boxes covers noises from soft to loud. On the one hand, these boxes have a red or blue lid. They are filled with different materials and make different noises when shaken. Each box with a red lid is identical to a box with a blue lid. Boxes of one series are taken out of the box and placed on the table. The teacher takes the box, shakes it up and down and listens carefully to the noise. Now the teacher takes boxes from another drawer. Boxes with red lids are placed on one side of the table, a series with blue lids on the other side. He picks up one box from each series. Through alternate shaking compares them with each other. If the noises of both boxes do not match, he puts back one box somewhat away from the others. The exercise is repeated with other boxes of the same series. This continues until a box with the same noise is found. If the child cannot cope with the task, you should try the technique with open eyes.

This technique allows you to develop auditory perception and differentiation of noise differences, teaches you to listen, focus on sound, highlight its characteristic features. it also trains motor skills, develops auditory memory, makes it possible to expand vocabulary and learn words: whisper, snap, creak, whistle.

Technique "Move to the music"

Equipment: drum, harmonica, tambourine.

This technique teaches to distinguish the sound of musical instruments and correlate movements with the nature of the sound. Movements to music contribute to the development of auditory-motor coordination, help the child perceive the rhythm of a piece of music, which ultimately contributes to the rhythmization of ordinary speech, making it more expressive. The organization of movements with the help of rhythm develops children's attention, memory and internal composure.

Methods for developing the perception of speech sounds

Speech hearing is a broad concept. It includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish between different qualities of speech: timbre, expressiveness. Developed speech hearing also includes good phonemic hearing, that is, the ability to differentiate all the sounds of the native language - to distinguish the meaning of words that are similar in sound (duck - fishing rod, house - smoke). Speech hearing begins to develop early. A child aged two to three weeks has a selective reaction to speech, to voice; at 5-6 months he reacts to intonation, a little later - to the rhythm of speech; by about two years old, the baby already hears and distinguishes all the sounds of his native language. It can be assumed that by the age of two, a child's phonemic hearing is formed, although at this time there is still a gap between the assimilation of sounds by ear and their pronunciation. The presence of phonemic hearing is sufficient for practical verbal communication, but this is not enough for mastering reading and writing. When acquiring literacy, a child should develop a new, higher degree of phonemic hearing - sound analysis or phonemic perception: the ability to determine which sounds are heard in a word, determine their order and number. This is a very complex skill, it involves the ability to listen to speech, to keep in memory the heard word, the named sound.

Methods:

. "Clap clap"

"Now I will call you words, and as soon as you hear a word that begins with the sound C (V, O, G, D, Sh, etc.), you will immediately clap your hands."

Option: the child must "catch" the sound at which the word ends, or the sound in the middle of the word.

Dacha, cat, hat, fox, road, beetle, window, lump, plate, bread, rain, linden, lamp, river, hair, etc.

This exercise helps in the development of auditory differentiation, teaches sound analysis of the word, develops attention.

. "Confusion"

"Listen carefully to the poem.

Who is sitting on the tree?

Who swims in the ocean?

What grows in the garden?

Who lives under water?

Messed up words!

I command "one-two"

And I command you

Put everyone in their place."

Ask the child: "What words are mixed up? Why? How are these words similar to each other? How are they different?"

The main thing in this exercise is for the child to understand that one sound can completely change the meaning of a word.

At the initial stage, to distinguish between non-speech sounds (as well as speech material), visual, visual-motor or just motor support is required. This means that the child must see an object that makes some kind of unusual sound, try to extract sound from it in different ways, that is, perform certain actions. Additional sensory support becomes optional only when the child has formed the desired auditory image. The main quality of auditory images is subject relatedness. Sound perception games should give an idea of noises of different nature: rustling, creaking, squeaking, gurgling, ringing, rustling, knocking, birdsong, train noise, cars, animal screams, loud and soft sounds, whispers, etc.

2.2 Exercises for the development of visual perception

The development of visual perception can be divided into color perception, perception of shape and size.

Techniques for developing the perception of form:

BIT PATTERN

The game is aimed at developing the perception of form.

Age of participants: from 2 years.

Instructions and game progress: here you will need a sheet of paper and a pencil, in front of the child you draw a “path” from the dots (several dots at a distance of 3-5 cm from each other), then ask the child to connect them all in one line. “And now my path will turn. Look and guess what form it took? With dots you indicate the vertices of the simplest shapes - a triangle, a circle, a square. If it is difficult for a child to draw a straight line from point to point, offer him a choice of cards with figures already depicted, let him choose from them. Complicating, take subject images - a typewriter, the sun, a bear cub.

This technique helps to develop the perception of geometric shapes, their analysis (How many angles? Etc.), visual analysis, spatial representations, fine motor skills of the hands, develops memory, attention, creative imagination and coordination.

Methods for the development of color perception

Who (what) is of this color? Option: Let the child choose any color he likes and think together who (what) is of this color? Arrange a competition “Who will come up with more.” Option: Ask your child a question: “What colors and their shades can be taken to draw a bright sun, bear, apple, clouds, sky, etc. ? It is desirable that all cards lie with shades up and are clearly visible to the child. With the help of this game, you can teach a child to choose not only the color corresponding to any object or phenomenon, but also shades that reflect the psychological and physical state of the object.

In this technique, the child learns to differentiate colors and their shades, correlate them with objects of the surrounding world, develops associative thinking, imagination, memory. Based on the perception of color, ideas about color are also formed. And thanks to this, children will be able not only to use it in their activities (graphic, labor), in the game, but also use color as a signal for action in everyday life (for example, understand traffic lights). To develop a child's perception of color, there is a group of tasks for distinguishing colors. This group of tasks is based on the visual distinction of objects by color when they are brought close together, i.e., trying on.

The value of color perception in the life of a preschooler is very great, as it creates the foundation for the development of thinking, contributes to the development of speech, memory, attention, and imagination. A well-developed perception of colors can later manifest itself in a child in the form of observation, his ability to notice the features of objects and phenomena. In the process of learning at school, perception will be improved and honed in coordinated work with thinking, imagination and speech.

Techniques for developing the perception of magnitude

"Red Bars"

red wooden bars. The shortest rod is 10 cm long. Each next rod is 10 cm longer than the previous one. The longest rod is 1 meter long. All rods are 2.5 cm wide and high. The barbells lie in disarray on the carpet. The carpet should be sufficiently different in color from the material. The teacher takes the longest barbell, wraps his hands around the ends and puts it at the top edge of the carpet. He runs his right hand along the entire length of the bar. Then he takes a shorter barbell and places it in front of the first one. At the same time, he draws attention to the fact that the left ends of the rods lie on the same straight line. When all the bars are in order, the teacher runs his hand along the steps of the resulting ladder. So the child intuitively comprehends the difference in lengths. Before the child repeats the exercise, the barbells must again be laid out one by one in a mess on the carpet. Error control: the uniformity of the row is broken (visual control). The correctness of the gaps between the lengths of the steps of the "ladder" is checked by the shortest rod (mechanical control).

This technique develops the differentiation of the size of objects, teaches sequences in the performance of work, develops logic, spatial orientation. The size of an object is usually set depending on the place it occupies in a series of homogeneous objects. The size standards are ideas about the relationship in size between objects, denoted by words indicating the place of the object in a number of others (“large”, “small”, “largest”, etc.). The complication of these ideas lies in the gradual transition from comparing two or three objects to comparing many objects, forming a series of decreasing or increasing values.

The task of the educator is to help children master the rational methods of visual examination of the shape of objects, to teach them purposeful examination. This task is most successfully achieved with the help of educational games that are interesting and entertaining for kids. Visual perception is closely intertwined with the development of visual memory and thinking of preschoolers. When determining the means of developing the visual perception of preschool children, one should proceed from the main provisions of the age characteristics of children. Properly selected material and a well-organized lesson allows you to reveal the qualities and properties of the subject, distinctive and common features. The use of visualization stimulates the development of visual perception, cognitive activity, allows you to maintain interest in classes and present even the most complex material in an accessible form.

2.3 Exercises for the development of tactile perception

For the development of tactile perception, the 2 Ravizza Figures and Box with Pieces of Cloth techniques are often used.

Figurines of Ravizza

These figurines are named after Mrs. Alessandrina Ravizza, who lived in Milan during the time of Maria Montessori. They are flat wooden figures, carved along the contour, painted on both sides with paints and placed on a "leg". These are small trees, houses, animals, household items. The child must take the figures out of the box, examine them, feel along the contour and put them in a small basket. Then we cover the basket with a handkerchief and offer the child, without peeping, but only feeling objects, to get out of it, for example, a house or a tree. We ask the child to "interpret" the toy, that is, to tell what he knows about it. The game becomes more difficult when there are more toys in the bag.

With the help of Ravizza figurines, the child develops attentiveness, abstract thinking, the ability to compare tactile and visual perception. Thanks to this technique, a child can be taught to interpret the figures that he sees in illustrated books, paintings, etc. Details that differ in color, shape, size, texture, material help in tactile differentiation. Later, composing plot compositions from them, children experience a variety of tactile sensations, while simultaneously learning the qualities of various materials, exercising in modeling spatial relationships according to the teacher's instructions, and later on according to their own plan.

Box with pieces of cloth Method of Maria Montessori.

Material: in the box there is a number of pieces of fabrics, identical in pairs. They differ in the quality of the fabric, color or pattern. Blindfold.

The teacher takes pieces of fabric from the drawer and puts them on the table, arranging them in pairs. He places two pairs of very different fabrics in front of the child, takes the pieces in turn in his hand and feels them with his thumb and forefinger. Encourages the child to do the same. Now he mixes the pieces, gives one of them into the hands of the child, the child must feel it and choose the same among the other pieces. Gradually, one after another, other pairs are displayed. Fabrics can also be distinguished visually. the child must quickly complete the exercise with his eyes closed. This results in better concentration on the sense of touch. This technique develops fine motor skills of the hands, tactile sensations, memory, and teaches the comparative characteristics of tissues.

For the development of tactile sensitivity, an object-spatial developing environment is necessary. The harmonious combination of various shapes, sizes, textures, colors of objects, the natural qualities of natural materials allow children not only to master new sensations, but also create a special emotional mood. It should be taken into account that the tactile environment involves the development of tactile sensitivity not only of the hands, but also of other parts of the body (feet, back, etc.)

By school, children master a level of perception that allows them to act with objects and, in the process of these actions, perceive the world around them. They also experience difficulties in visual analysis, in the process of mentally performing motor actions with objects and visual analysis of images of objects, sometimes in differentiating sounds, orienting themselves to the sounds of the environment. The task of a speech therapist is to help such children improve their visual, auditory and tactile perception, form the missing practical actions and transfer them from external actions to internal ones, thereby forming the basis for the processes of spatial perception.

In classes with children, exercises are used to consolidate the ability to perceive the shape of objects and their elements, the colors of objects, their size, height, length, width, focus on sound, determine the source of sound, etc. At the same time, following the principle of gradual complication of the material, the speech therapist goes from simple to complex.

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.

For the development of sensory abilities, these exercises are needed.

Conclusion

Perception - the mental process of reflecting objects or phenomena of reality with their direct impact on the senses. The child is constantly developing in the process of ontogenesis, and his perception of the world around him changes along with him. So, the child learns about the variability of each color by saturation (lighter, darker), that colors are divided into warm and cold, gets acquainted with soft, pastel, and sharp, contrasting color combinations. The system of measures (millimeter, centimeter, meter, kilometer) and how to use them, as a rule, are not yet learned at preschool age. At older preschool age, children develop ideas about individual measurements of size: length, width, height, as well as about the spatial relationships between objects. In preschool childhood, the perception of space is improved. If at three or four years the reference point for a child is his body, then by the age of six or seven children learn to navigate in space regardless of their own position, they know how to change reference points.

It is much more difficult for a child to perceive time. Time is fluid, it does not have a visual form, any actions occur not with time, but in time. The child can remember the conventions and measures of time (minute, hour, tomorrow, the day before yesterday, etc.), but does not always know how to use them correctly, since these designations are conditional and relative. Senior preschoolers are actively entering the world of artistic creativity. The perception of works of art is the unity of knowledge and experience.

The child learns not only to fix what is presented in a work of art, but also to perceive the feelings that the author wanted to convey. At preschool age, the perception of a fairy tale develops. Features of the child's perception of the surrounding people are also manifested in his value judgments. Children give the brightest assessment to those adults to whom they feel affection. The perception of each other by children depends on how popular or rejected the child is in the children's community. If the value judgments about the people around the younger preschooler, as a rule, are undifferentiated, unstable, changeable, then by the age of six or seven they become more complete, detailed, adequate. As children grow older, they increasingly perceive not so much external as internal personal qualities of other people.

Perception is: 1) the mental process of a holistic reflection of objects and phenomena of the surrounding world, acting on the senses at the moment; 2) subjective image of an object, phenomenon or process that directly affects the analyzer or system of analyzers (perceptual image); 3) the process of forming this image or a system of actions aimed at familiarizing oneself with an object that affects the senses.

During the preschool age, the child more and more accurately begins to assess the color and shape of the surrounding objects, their weight, size, temperature, surface properties, etc. By the age of five, the child easily navigates the gamut of the primary colors of the spectrum, names the basic geometric shapes. At the senior preschool age, ideas about color and form are being improved and complicated, they can navigate in space, they can remember symbols and measures of time, etc.

We have selected the following methods for diagnosing perception in children: "Noisy boxes", "Movements to the music", "Confusion", "Bitmap", "Who is this color?", "Red bars", "Ravizza figures", " A box with pieces of cloth, which help to develop different types of perception.

Bibliography

1. Beltyukov V.I. Interaction of analyzers in the process of perception and assimilation of oral speech. - M.: Pedagogy, 1977. -176s.

Dyakova N.I. Diagnosis and correction of phonemic perception in preschoolers. - Publishing house "Sphere", 2010. - 64s.

Novikova G. R. The state of higher mental functions in children entering the 1st grade of a general education school (according to the results of a neuropsychological examination). - Defectology, 2000, No. 2.

Babina G.V., Grasse N.A. Formation of the skill of phonemic analysis in children with general underdevelopment of speech. // Writing and reading: learning difficulties and correction. - M. - Voronezh: MODEK, 2001. - 174-192s.

Vecker L.M. Mental processes. T. 1. - L., 1974.

Dyachenko O.M., Lavrentieva G.V. Mental development of preschoolers. - M.: Pedagogy, 1984. -128s.

Zaporozhets A.V. Psychology of preschool children. Moscow. Knowledge. 1967 - 430s.

Ganzen V.A. Perception of integral objects. - L., 1976. - 29s.

Bozhovich L.I. Stages of personality formation in ontogenesis. // Reader on developmental psychology. M. Pedagogy. 1994 - 254s.

Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. // Textbook for students of higher educational institutions. Ed. 6th stereotypical. - M., Academy. 2000. - 456s.

Psychology of childhood. Textbook. Edited by A.A. Reana - St. Petersburg, 2003. - 368 p.

Uruntaeva G.A. Preschool psychology: Textbook for students of secondary pedagogical educational institutions. - M.: Publishing Center "Academy", 1996.-336 p.

Simonova T.Yu. Study of the development of image perception in preschool children with general underdevelopment of speech // Young scientists for Moscow education. Materials of the IV city scientific-practical conference of young scientists and students of institutions of higher and secondary education of city subordination. - M., 2005.

Organization of correctional and speech therapy work in diagnostic groups with children of preschool age: Educational and methodological manual. Part 1. / Author-compilers A.F. Leonova, T.V. Volosovets, E.N. Kutepova, A.I. Danilkovich. Ed. T.V. Volosovets, E.N. Kutepova. - M.: RUDN, 2007.

Efimenkova L.N. Formation of speech of preschoolers. (Children with general underdevelopment of speech) Book. for speech therapists. M., 1990 - 18s.

Lukina N.A., Nikkinen I.I. Teach me to hear. - St. Petersburg: "Parity", 2003. - 35s.

Speech therapy: Textbook for students defectol. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. - M.: Humanit. ed. center VLADOS, 1998. - 680 p.

The work of a speech therapist with a preschooler (games and exercises) / author-compiler Bolshakova S.E. - M.: APO, 1996

Mastyukova E.M. “Special Pedagogy. Preparation for teaching children with special developmental problems. Early and preschool age. Ed. A.G. Moskovkina. M.: Classics Style, 2003. - 320 p.

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Perception at preschool age, it loses its originally affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful , purposeful, reflective. It highlights arbitrary actions - observation, examination, search.

Speech has a significant influence on the development of perception at this time - the fact that the child begins to actively use the names of qualities, signs, states of various objects and the relationships between them. Naming certain properties of objects and phenomena, he thereby singles out these properties for himself; naming objects, he separates them from others, defining their states, connections or actions with them - he sees and understands the real relationships between them.

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Features of the development of perception of a child of preschool age

Each mental process has its own most favorable periods of development: for infancy - sensations, for early age - speech, for preschool - perception. If the child was not sufficiently included in the activities appropriate for the given period, then a delay in the mental formations of this period may occur, which will entail a lag in other mental phenomena and a transition to the next age stage. Therefore, it is extremely important to create favorable conditions for the development of the psyche in accordance with the age characteristics of the child.

Perception actively develops throughout the preschool period under the influence of a variety of child activities: modeling, drawing, designing, reading books, watching movies, sports, music, walking. The essence of the process of perception lies in the fact that it provides the receipt and primary processing of information from the outside world: the recognition and distinction of individual properties of objects, the objects themselves, their features and purpose.

The perception of the child is closely related to the game. In the game, he models all the fragments of the surrounding life and new information that aroused his interest, actively learns the perceived information. Of particular importance in the life of a preschooler are role-playing games in which he learns the laws of communication, social relations, characters and social roles of people.

Perception is the leading cognitive process of preschool age, which performs a unifying function: it combines the properties of objects into a whole image of an object; all cognitive processes in joint coordinated work on processing and obtaining information and all the experience gained about the world around.
The value of perception in the life of a preschooler is very great, as it creates the foundation for the development of thinking, contributes to the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy a leading position, especially logical thinking, and perception will perform a service function. A well-developed perception can manifest itself in the form of a child's observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. In the process of learning, perception will be improved and honed in coordinated work with thinking, imagination and speech.
If in the process of perception the child does not receive favorable conditions for the development of perception, then the processes associated with it will lag behind in development, which will make it difficult to master educational activities at primary school age. With serious lags, there may be a delay in mental development.
The development of the process of perception in preschool age has its own characteristics. The perception of a younger preschooler (3-4 years old) is of an objective nature, that is, all the properties of an object, for example, color, shape, size, etc., are not separated from the object by the child. He sees them as one with the subject. When perceiving, he does not see all the properties of the object, but only the brightest, and sometimes even one property, and by this he distinguishes the object from other objects. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual properties, the variety of properties in the object. This develops his ability to separate properties from the object itself, to notice similar properties in different objects and different ones in one object. In the middle preschool age (4-5 years), the child masters the methods of active cognition of the properties of objects: imposition, application, measurement, etc. in the process of active cognition, the child gets acquainted with the varieties of properties: color, shape, size, characteristics of time, space. He learns to perceive their manifestations, masters the methods of detection, names, learns to distinguish their shades and features. During this period, he formed ideas about the basic geometric shapes (square, circle, triangle, rectangle); about the seven colors of the spectrum, white and black; about the parameters of the quantity; about the time.
The inclusion of the child in the types of activities available to him contributes to the accelerated development of perception, but if this activity is not organized expediently and is not aimed specifically at the development of perception, then the process will form spontaneously and by the end of the preschool period may not be organized into a system, there may be gaps in the child's ideas about a number of properties of objects. Incompleteness in the development of the process of perception will delay the development of other cognitive processes.

The main lines of sensory development of preschool children include:

1) assimilation of sensory standards.

What are sensory standards?

As noted by L.A. Wenger, V.S. Mukhin, these are visual representations of the main samples of the external properties of objects.

Sensory color standards - the colors of the spectrum and their shades, shapes - geometric shapes and their varieties, quantities - units of the metric system of linear measures, etc.

2) ways of perception. There are 2 ways of perception:

* external samples, which include such techniques as: applying the sample to the object, tracing the contour of the sample and the object with a finger. This method is typical for children of primary preschool age.

For children of primary preschool age, such techniques are characteristic (visual-effective thinking)

* visual comparison, when children perceive an object by eye, they can compare, correlate it with other objects without the help of external samples. Typical for children of preschool age.

3) examination of objects, during which the child first, in the process of leading activity, examines the object, highlighting its color, shape, size, parts, and then, at senior preschool age, verbally describes the various properties of a particular object.

These are the main lines of development of the perception of preschool children. Only through systematic and purposeful learning is it possible to achieve a high level of sensory development of preschoolers.

Orientation in space.

Already in early childhood, the child masters the ability to take into account the spatial arrangement of objects quite well. However, he does not separate the directions of space and spatial relations between objects from the objects themselves. Ideas about objects and their properties are formed earlier than ideas about space. And serve as their basis.

The initial ideas about the directions of space that a three-year-old child learns are associated with his own body. It is for him a starting point, in relation to which the child can only determine the direction. For example, the child can determine the position of other parts of the body as right or left only in relation to the position of the right hand.

The further development of orientation in space consists in the fact that children begin to distinguish relationships between objects (one object after another, in front of another, to the left, to the right of it, between others).

Only towards the end of preschool age do children develop an orientation in space, independent of their own position, the ability to change points of reference.

Orientation in time.

Orientation in time creates greater difficulties for the child than orientation in space. The child lives, his body reacts in a certain way to the passage of time: at certain times of the day he wants to eat, sleep, etc., but the child himself does not perceive time for a long time.

In a child, acquaintance with time begins only with the assimilation of the designations and measures of time developed by people. And these designations and measures are not so easy to assimilate, since they are relative in nature (what was called "tomorrow" the day before is called "today", and the next day - "yesterday").

Assimilated ideas about the time of day, children are primarily guided by their own actions: in the morning they wash, have breakfast; during the day they play, study, dine; go to bed in the evening. Ideas about the seasons are assimilated as you get acquainted with the seasonal phenomena of nature.

Particular difficulties are associated with the assimilation of ideas about what "yesterday", "today", "tomorrow" is, this is due to the relativity of these concepts.

Ideas about large historical periods, the sequence of events in time, the duration of people's lives during preschool age usually remain insufficiently defined.

Teachers and parents inIt is important to notice the early forms of deviations from the normal course of the child's development. The need for early diagnosis is determined by the most important property of the nervous system, as plasticity. Research by Ivan Petrovich Pavlov showed that the younger the body, the more plastic the nervous system is and responds flexibly to external influences. The significance of modern correctional and developmental work is given much attention in the works of Lev Semenovich Vygotsky. He proved that there are age periods in the development of a child in which a certain process, a specific function is formed more quickly, and what is even more valuable, have a high level of internal structuring and rich interfunctional relationships. In no other period to achieve such a full value is almost impossible.

Perception is the reception and processing by a person of the flow of information that enters the brain through the senses. Allocate auditory, tactile and visual perception. The development of perception in children is an ongoing process. It starts right after the baby is born. A newborn is already able to memorize new objects, smells, sounds, tastes and textures. The baby quickly learns to distinguish voices. He shows dissatisfaction if instead of mother's milk he receives a substitute. Psychologists divide the process of development of perception in children into three periods (early age, preschool and younger preschool age). All these stages are important for the formation of personality. Indeed, with the development of perception, a person not only learns to use his feelings, but also to create logical chains based on them. Each period has its own methods of developing perception. After all, each period coincides with the beginning of a new stage in the child's personal growth.

Methods for developing perception in young children

Infancy is defined as the age from birth to three years of age. During this period, the sense organs develop especially rapidly. The child in all possible ways should receive information about the world around him. In the first six months, inborn reflexes are of great importance. Parents during this period can help the baby to use and develop them.

Adults should show and tactilely introduce the child to new objects. In the process of developing perception in children, it is very important to use mobiles fixed on the child's bed, developing mats. Such developing objects will not only strengthen vision, hearing and touch, but will also contribute to the development of these feelings.

For the next six months, in the process of developing perception in children, objective actions and manipulations are improved. With the help of objective actions, the baby learns the functional purpose of things. For example, taking a spoon, the child during this period tries to imitate the movements of his parents. Manipulations will help to reveal to the baby all possible actions with a particular object. The consolidation and development of manipulations lasts until the end of this period. Pyramids, cubes, sorters, labyrinths will help the kid to learn new shapes, colors and materials.

Methodology for the development of perception in preschool children

For the development of perception in preschool children, parents should replace the previously used sorters with logical labyrinths, and pyramids and cubes with constructors. If the child has not collected puzzles before this time, then they must also be included in the gameplay.

It is also useful to include various forms of dressing in the methodology for developing perception (undress and dress a doll, pick up a set of wooden or paper models). For the development of spatial perception, toys on the control panel will be useful.

Modeling and modeling will teach the child to perceive three-dimensional structures, as well as give knowledge about the possibilities of their changes. Applications will help to establish a connection between the parts and the whole. For better development of perception in children, unusual materials can be used for classes. You can sculpt figures both from plasticine and from dough, and draw with the help of bulk materials (semolina, sand). In the application, along with colored paper and cardboard, you can use cotton wool, cereals, threads.

During this age period, parents should accustom the child to perform tasks related to work. For example, you can ask your child to put all the small toys in a box, and the big ones in a bag.

All methods of developing perception should be aimed at ensuring that the child learns to realize not only the essence of manipulation, but also to make the most of phenomena and objects.

Perception exercises

Exercises for the development of perception are simply necessary for the continuous flow of information into the central nervous system of a preschooler. This information contributes to the correction of an incorrectly developing image in the immature psyche of the child. For example, a baby will learn to adequately understand the content of a picture if an adult can give him the appropriate explanations. Parents can offer the child to consider the details of the picture in a certain sequence. You can also choose a picture with a special composition that will facilitate its perception. For the development of perception in children, progressively more complex games and exercises are ideal.

To form the concepts of "left-right" it is necessary to teach the child to distinguish between the left and right hand. After that, you can invite the child to consider a table that shows four objects (on the left is a pen, on the right is a pencil, on top is a brush, on the bottom is paint). To consolidate the acquired knowledge, you can play with the child. For the game, you need to prepare cards with images of cars. The kid must determine in which direction the cars are going. If they go to the left, then he must put aside the red chip, and if they go to the right, the blue one. At the end of the game, the preschooler summarizes how many cars went left and how many went right. To complicate the game, you can increase the number of rules, the number of participants, change the form of organization of children, the pace of the game.

To perform the following exercise for the development of perception in children, it is necessary to stick dots cut out of colored paper on a sheet of thick paper with lines. You can use no less than three and no more than five colors. An adult must place the dots in seven lines (14 dots in each line). In this exercise, the child must count the points in the direction that the leader of the game will ask him. At the same time, the leader must ensure that the indicated direction is maintained during reading, so that the sequence of pronouncing all points is observed.

You can show children a contour image of various objects or details from them, and the child must guess what these objects are.

To develop perception in children, you can use cards with various ornaments, and children must make a similar ornament from cubes. After completing the task, the adult should discuss whether the pattern matches the pattern, and if not, where are the errors.

age

Municipal preschool educational

autonomous institution kindergarten №3

general developmental type

the city of Zei

City methodical association

2 junior groups

Consultation for teachers

Subject. Features of the development of perception of a child of preschool age.

Educator: Iotko A.V.

Features of the development of perception of preschool children.

Perception is the leading cognitive process of preschool age.

The perception of the child is involuntary. He singles out in the subject separate pronounced features of the subject, often not essential. The form serves as a basis for the child to recognize the object.

The objects observed by the child attract him with their brightness, coloring, causing a vivid emotional reaction.

Preschoolers achieve great success in the perception of their native language, as well as in distinguishing simple melodies. Perception is a complex process consisting in various movements of the eye when considering the features of an object, in various groping movements of the hand during touch, etc. It involves a wide use of past experience. It goes without saying that such a complex mental activity cannot exist in a child from birth. It develops gradually as a result of practical activities and special training throughout the child's life. Although by the end of preschool age the child's perception reaches a relatively high stage of development, it is still very imperfect in many respects. The preschooler has not yet mastered the subtlest and most diverse movements of the perceiving organs necessary for the correct perception of complex objects and phenomena. So, considering any picture, he is limited to throwing a cursory glance at it or dwelling on any one detail, not noticing its other features. When touching an object, he takes it with his whole hand, without tracing its contour with his fingers, without probing the recesses and protrusions on its surface, without testing its hardness with the pressure of his fingers. As a result of such a rough and limited study of objects, the images of perceived objects that arise in the child's head sometimes turn out to be very inaccurate and imperfect. Preschoolers do not know how to subordinate their perception to the task assigned to them, to coordinate it with the requirements that others impose on them in verbal form. Therefore, the perception of the child is not sufficiently focused and poorly organized. For example, a child is offered to find a fox hiding behind a tree in the picture, and he, seeing the hunters depicted in the foreground, becomes interested in them and already forgets what needed to be done.

Gradually, the child moves from primitive types of perception to purposeful, conscious observation of various aspects of surrounding objects and phenomena. Under the conditions of a properly organized pedagogical process, a preschooler gradually learns not to be content with first impressions, but to more carefully and systematically explore, examine, feel the surrounding objects, listen more carefully to what he is told. As a result, the emerging images of perception of the surrounding reality become richer in content.

Simultaneously with visual perception, preschool children also develop other types of perception, among which tactile and auditory ones should be noted first of all.

Work on the culture of speech is a necessary condition for the development of perception of the sounds of the native language. By the end of preschool age, the child must accurately distinguish the elements of oral speech and correctly pronounce the sounds of his native language.

Movement to music, singing, listening to musical works contribute to the development of musical ear.

Children gradually learn to watch and listen to what the teacher requires, to coordinate their perception with the game plan that the teacher gives them in verbal form.

It should be noted that work aimed at the development of perception is very important in the overall development of the child's psyche. Without this, it is not possible to form either the memory, or thinking, or imagination of the child. At the same time, the development of perception is of great importance for preparing preschoolers for entering school. School education immediately makes great demands on the ability to listen carefully to the teacher, the ability to consciously observe what he shows during the lesson, etc.

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Development of perception of children of primary preschool age

Sections: Work with preschoolers

The main idea of my work is “do no harm”. After all, "a child is a parchment covered with hieroglyphs, only a part of which you can read, and some you can erase or" cross out "and put your content" (Jan Korczak).

Preschool age is an important stage in the development of the child's psyche, which creates the foundation for the formation of new mental formations that will develop in the process of educational activities. This period is not some isolated stage in the life of the child, but one of the stages in the course of mental development, interconnected with other stages of development.

For the development of any mental process there is a "own" sensitive period. It is very important not to miss a favorable moment in the development of a particular mental process in a child.

D. B. Elkonin emphasized that “the process of development is, in a certain sense, an irreversible process, “complaints” are impossible here, it is impossible to return a young man to school for “finishing”, “additional development.” (Elkonin D. B., 1980, p. 60)

Therefore, it is very important to notice the early forms of deviations from the normal course of a child's development.

The need for early diagnosis is determined by the most important property of the nervous system, as plasticity.

Research by Ivan Petrovich Pavlov showed that the younger the body, the more plastic the nervous system is and responds flexibly to external influences.

The importance of modern correctional and developmental work is given much attention in the works of Lev Semenovich Vysotsky. He proved that there are age periods in the development of a child in which a certain process, a specific function is formed more quickly, and what is even more valuable, have a high level of internal structuring and rich interfunctional relationships. In no other period to achieve such a full value is almost impossible.

Guided by these beliefs, I worked on the development of perception and its properties in children of primary preschool age.

At an early age, in the process of actions with objects, the child has accumulated certain experience, vocabulary, understands the speech addressed to him. Thanks to these achievements, the younger preschooler begins to actively explore the world around him, and in the process of this development, perception is formed.

The perception of younger preschoolers (3–4 years old) is objective in nature, i.e. all the properties of an object, for example, color, shape, taste, size, and others, are not separated from the object by the child. Children see them together with the object, consider them inseparably belonging to the object.

During perception, children do not see all the properties of an object, but only the brightest, and sometimes even one property, and by it they distinguish the object from other objects. For example, grass is green, lemon is sour.

Acting with objects, children begin to discover their individual properties, the variety of properties in the object. This develops their ability to separate properties from the object itself, to notice similar properties in different objects and different in one object.

In developing classes, this principle of interaction with objects and their properties was taken into account. In this connection, visual, demonstration and handout material was selected and made for each lesson.

This work with kids is also relevant for another reason: in preschool institutions of the city, a significant percentage of pedagogical workers (educators) are primary school teachers.

The specifics of primary school and kindergarten are seriously different from each other, teachers have difficulty working with kids, thereby missing a sensitive period of development of perception.

I have selected diagnostic methods for this age category of children - these are "Catch the ball", "Box of shapes", "Design according to the model", "Disassembly and folding of the nesting doll", "Disassembly and folding of the pyramid", "Paired pictures", "Construction from sticks", "Draw".

After analyzing the content and requirements of the program according to which the kindergarten operates, the level of preparedness of educators, the results of diagnostic examinations, taking into account the age, psychological and physiological characteristics of children, a program of developmental classes in the second younger group was drawn up.

Program goal:

Teaching children the basic actions and rules of perception, developing the ability to distinguish between individual properties of objects, their features and purpose.

To teach children to combine the properties of objects into a holistic image of the object.
Learn to recognize familiar objects, notice their differences and similarities.
Continue familiarization with new unfamiliar objects and phenomena, putting into practice perceptual (exploratory) actions.
Develop perception of shape, color, size, space.
Expand the horizons of children.
To teach children actions with objects, to help discover the basic properties of objects, their purpose, features.
To form cognitive activity, curiosity.

Taking into account the peculiarity of the development of the psyche of children of this age, the peculiarities of perception, the involuntary development of mental processes, in particular, attention, I used the following general structure of each lesson.

Lesson structure.

Game for the development of perception of form
Game for the development of color perception
A game to develop the perception of size
Game for the development of fine and general motor skills
Additional games that develop the perception of taste, space, to relieve emotional stress, or conversations about the seasons, about fruits and vegetables, about holidays, about home rest, activating speech, memory, and thinking of children.

In the proposed program, the goals of games that develop the perception of shape, color, size are not indicated, because. in all classes, given the age, these goals are similar. The extra games describe the purpose of each.

For each type of perception (colors, shapes, sizes), a system of didactic games has been developed and selected, which gradually become more complicated in accordance with the level of development of perceptual actions.

Classes are held in the form of a game, sometimes the games are combined with a single plot: "The hare came to visit;" Journey "," We are away ", etc.

The duration of classes is 15–35 minutes, depending on the mood of the group, fatigue, the number of children, etc.

The program includes 20 lessons, for better assimilation, the lessons most liked by the children can be repeated.

Diagnostic examinations were carried out at the entrance and exit from the program. The results of the final diagnosis were positive. Games and classes had a particularly effective effect on the development of the perception of size: at the beginning of the year, 41% of the examined children showed a low level, after secondary diagnosis - 8% of children; forms - a low level in 39% of children and 5% at the exit; colors - initial diagnosis - 48%, final - 3% of children.

A holistic perception developed less effectively, the development of which will become a priority in the middle group.

Children with whom this program was used for the first time in practice managed to be brought to graduation from kindergarten, almost all children have a high and average level of psychological readiness for school; this is the merit of the work carried out with them in 3-4 years.

As an example, I offer you three lessons of the program for review.

Lesson 1

Goal: creating an emotionally prosperous microclimate in the group, consolidating the ability of children to introduce themselves to a stranger, continuing to get acquainted with geometric shapes.

A game "Magic Ball"

Purpose: to consolidate the ability to stand in a circle, create emotional comfort for an adult to communicate with children, learn to call their first and last name in the process of communication. To evoke a sense of joy and self-worth.

The adult asks the children to stand in a circle. He has a ball in his hands: “Guys, this morning in my office I found this ball. He is magical. He knows how to talk.

When the ball found out that I was coming to visit you, I began to ask to take it with me. That is why we are here today together. I know your name, but the ball doesn't.

We will get to know him now. Get your pens ready. To whom I will give a magic ball in my hands, he will loudly and clearly say his name.

An adult goes around with the ball in turn all the children.

Finger gymnastics, sitting in a circle on the carpet.

A game “Hiding from the rain”(form) .

Pre-made geometric shapes and three patterns of umbrellas. An adult lays out one geometric figure under each umbrella, this is a model for children.

Game situation: “On a warm sunny day, geometric figures came out for a walk. Suddenly a huge gray cloud appeared in the sky, closed the sun and it started to rain. Squares, circles and triangles need to hide from the rain so as not to get wet. And where to hide?

Children: "Under the umbrellas."

Adult: “That's right, but look, under the red umbrella we hide only circles, under the green - squares, under the blue - triangles.

Children perform actions one at a time.

A game “Collect drops in a glass”(color)

In front of the children, cut-out colored circles of different colors are laid out on the table. Ask the children to collect the droplets in a glass, but before that, the adult put one drop of a different color into each glass, pronouncing his actions: “I will put a drop of blue in this glass, we will collect a full glass of identical droplets.” Colors used in this lesson: red, blue, yellow.

A game “Mushrooms and hedgehog”(value) .

On the flannelgraph there is a forest, three mushrooms of different sizes. A hedgehog appeared. He asks the children to help him figure out where is the biggest, where is the big, and where is the small fungus.

Children need to be called, shown and put in order.

Summary of the lesson: The hedgehog thanks the children for their help, calling them by name.

Lesson 2.

Purpose: creation of a favorable emotional background; formation of perception of individual properties of objects: shapes, colors and sizes.

A game “What does this figure look like”

Purpose: to teach children to group objects by shape.

Children are offered geometric shapes - a circle, a triangle, a square. The adult calls them. Asks children to find objects in the room or on the street that are similar to these figures. If possible, gives the children to circle these objects with their hands along the contour (ball, hoop, cube, plate, aquarium, etc.).

A game "Help the fish"(on flannelgraph)

On the flannelgraph there is the sea, large fish - mothers of three colors (yellow, red, blue) and many small fish of the same colors. An adult tells the children that the mothers went for a walk with the children, suddenly the wind rose on the sea, the sea rustled, became agitated, small fish got entangled in the algae and got lost. “Guys, let's help the fry find their mothers. What color is the mother fish, of this color are the fry. ”

A game “Big and small item”

Purpose: to develop the perception of magnitude, to learn to compare.

Children are shown paired objects that differ in size, calling it: “This is a big ball, this is a small ball (table, fungus, cube, doll, bucket, spatula, etc.)

Adult:

Where is the big fungus? Where is the little fungus?

Bring a little ball, bring a big one.

Then the adult points to the object, the children name the value.

Finger gymnastics

Purpose: development of fine motor skills of hands.

Exercises:

Relaxation is nice!

Relaxation "Clouds"

“Lie down comfortably. Close your eyes. We breathe calmly and evenly. Let's give our legs and arms a rest, stretch and relax them.

Let's be quiet and listen to the sounds around us ... (pause). Listen to your breathing... (pause) Breathing is even and calm. Let your body relax and rest… (pause) . Listen to what I want to tell you…”:

Imagine a warm summer evening. You lie on the grass and look at the clouds floating in the sky - such white, big, fluffy clouds in the blue sky. Everything around is quiet and calm, you are warm and comfortable.

With each breath and exhalation, you begin to slowly and smoothly rise into the air, higher and higher, to the very clouds. Your arms are light, light, your legs are light, your whole body becomes light, like a cloud.

Here you are swimming up to the biggest and fluffiest, to the most beautiful cloud in the sky. Closer and closer. And now you are already lying on this cloud, you feel how it gently strokes you, this fluffy and gentle cloud ... (pause - stroking the children). Stroking ..., stroking ... You feel good and pleasant. You are relaxed and calm. But then a cloud lowered you into a clearing.

Smile at your cloud. Stretch and open your eyes on the count of three. You had a good rest on the cloud.

Final part: Farewell to the magic lamp.

Lesson 4

Warm-up "Putanka".

Children stand in a circle holding hands. The psychologist says: “Hold each other's hands very tightly and in no case take your hands away. Now you close your eyes, and I will confuse you.

You will have to unravel without ever breaking your circle." Children close their eyes, the psychologist confuses them; turns the children back to each other, asks to step over the clasped hands of the neighbors, and so on.

Thus, when the children open their eyes, instead of a circle, a heap is obtained - small. Children should unravel without taking their hands apart.

Main part

Exercise "Unravel the thread"

Children are invited to unravel the magic thread with the controller and lay out a circle from it.

Exercise "Orders"

The teacher instructs the child to give him this or that object, describing its external characteristics.

Exercise "What does it sound like?"

Children sit opposite an adult. The teacher turns on various sounds, the children must guess their origin.

Exercise "Draw a figure"

Children take a tablet for drawing and felt-tip pens. The teacher asks the children to draw a circle, a square, a triangle and turn these figures into different objects.

Psycho-gymnastics: "Do according to the drawing and freeze"

Children jump to the music, when the teacher shows the children drawings with various poses - diagrams, then they must take this pose and freeze.

Relaxation "Lazy"

Today we practiced a lot, played and, probably, got tired. I suggest you be a little lazy. Imagine that you are lazy and bask on a soft, soft carpet. The surroundings are quiet and calm, you breathe easily and freely.

A feeling of pleasant peace and relaxation covers your entire body. You rest easy, you are lazy. Your hands rest, your legs rest ... (pause - stroking the children). The arms are resting at ..., the legs are resting at ... Pleasant warmth covers your entire body, you are too lazy to move, you are pleased. Your breathing is perfectly calm.

Your arms, legs, your whole body is relaxed. A feeling of pleasant peace fills you from within. You rest, you are lazy. Pleasant laziness spreads throughout the body.

You enjoy complete peace and relaxation, which brings you strength and good mood. Stretch, throw off laziness and at the expense of "three" open your eyes. You feel well rested, you have a cheerful mood.

Lesson 5

Introductory part: Greeting "Let's say hello"

Children, at the signal of the teacher, begin to randomly move around the room and greet everyone who meets on their way in a certain way: 1 clap - children shake hands, 2 clap - touch each other with their shoulders, 3 clap - touch their backs.

Main part

Tasks for the development of tactile sensitivity:

Exercise "Sensory track"

The teacher informs the children that today they will go on a journey through the magical forest and they will go there along the paths. You will have to walk slowly, carefully looking under your feet, and you will need to talk about what the legs feel.

Exercise "Find and show"

The teacher asks the children who can be found in the forest? Then he invites the children to look at the toys in the clearing and tell how they feel to the touch. After that, the teacher says with what surface the toy should be found. And the children show it (hard, soft, prickly, fluffy, slippery, smooth).

Tasks for the development of visual and auditory perception:

Exercise "Funny transformations"

Children are shown pictures of various animal shapes and asked to guess who it is.

Exercise "Depict Animals" (finger theater)

Lights are turned off in the room. Children use their fingers to represent wild animals and look at the projection on the wall.

Children listen to the chirping of birds in a magical forest. Then they are sent to the waterfall and listen to the sound of the supply water and watch its jets.

Psychogymnastics: "Two Bears"

The teacher reads a poem to the children, and they stage it:

Two bears were sitting on a thin bough,

One read the newspaper, the other kneaded flour.

One cuckoo, two cuckoo, both flopped into the flour.

Relaxation "Rest in the forest"

Great summer day! Blue sky, gentle, warm sun... You feel absolutely calm and happy. A pleasant feeling of vivacity and freshness covers your entire body: forehead, face, back, stomach, arms, legs.

You feel how the body becomes light, strong and obedient.

The breeze blows all over your body with a light freshness. The air is clean and transparent. Breathe easily and freely. We calmly rest, rest, fall asleep ...

Final part. Farewell to the magic lamp.

Lesson 6

Introductory part. The ritual of the beginning of the lesson "Greeting of the magic balls."

Look how our magic balls are smiling at us. They are very happy that we came to visit them. Let's smile at them and greet them, wave to them and say "Hello!"

Main part.

Tasks for the development of tactile sensitivity:

Exercise "Knots"

Children approach a dry shower made of multi-colored ribbons. The teacher draws attention to the tapes, calling their signs (long, smooth). Then he shows how to tie a knot on one, and then on two ribbons. Children learn to tie knots.

Tasks for the development of visual and auditory perception:

Exercise "Recognize the subject"

Children are informed that they will have to remember the color, shape, size of objects that will be presented to them for a short time. After that, the adult removes the napkin from the objects for 30 seconds, then covers them again and asks the children to name from memory, for example: the color of the triangle ; the shape of the red object; triangle size.

Exercise "Emotional story"

The teacher, together with the children, composes a story using tactile objects based on a comparison of their surfaces. The teacher tells, and the child lays out the objects one by one in the course of the story, associating the emotional description of the hero of the story with the nature of the surface of the object. For example: “The evil Baba Yaga flew” - the child lays out a prickly object (association: prickly - evil).

Exercise "Drawing in pairs"

Children take a tablet for drawing one for two and felt-tip pens. The teacher asks to look into each other's eyes and then start drawing. Try to express your feelings.

If you want to communicate with each other, do so with lines, shapes, and colors.

Psycho-gymnastics: "Movement to the beat"

The teacher invites the children to listen to music. To the beat of the music, the child should clap his hands, then stomp his foot and simultaneously perform various movements.

Relaxation "Rest in a magical forest"

Lie back, relax and close your eyes. Imagine that you are in the forest, relaxing on the soft green grass. There are many trees and shrubs around you.

Bright, multi-colored, very beautiful flowers grow: yellow, red, blue ... they have a pleasant sweet smell. You hear the birds singing, the rustle of blades of grass, the rustle of tree leaves. We breathe easily ... evenly ... deeply ... You feel good and calm.

Final part. Farewell to the magic lamp.

Lesson 7

Introductory part: Greeting "Hello".

Warm-up "Keep moving"

Children stand in a circle. The psychologist offers one of them to be the leader. “Now the presenter will start to make some kind of movement. At my clap, he will freeze, and his neighbor will pick up and continue this movement. And so on in a circle.

The psychologist invites the leader to start any movement (raise hands, squat, turn around, and so on). After the clap, the leader should freeze, and his neighbor should continue this movement. So the movement goes through the whole circle and returns to the leader. The game continues until everyone is the leader.

Main part

Tasks for the development of tactile sensitivity:

Exercise "Find the same balls"

Children are invited to touch to find balls with the same filler.

Exercise "What is it?"

The child closes his eyes. The teacher offers him to touch the object with five fingers. By texture, you need to determine the material (cotton wool, fur, fabric, paper, leather, wood, plastic, metal, etc.).

Tasks for the development of visual and auditory perception:

Exercise "Make No Mistake"

The teacher shows the children a sample of the building, consisting of objects of different shapes, sizes, colors. Children look at it and analyze it. Then the teacher asks the children to build the same building.

(You can use didactic aids Youngish Blocks, Colored Sticks, Magnetic Figures - Segen Board).

Exercise "Where did it sound?"

The child closes his eyes, and the adult quietly stands away from him (left, right, behind) and makes sounds (ringing, rustling, blowing). The child, without opening his eyes, must show the direction from where the sound comes from.

Exercise "Distinguish between happy and sad music"

Children are given 2 cards. One of them is painted in bright, light, cheerful colors, corresponding to cheerful music, the other - in cold, gloomy, corresponding to sad music. After listening to the music, the children show a card that conventionally denotes the given character of the music.

Psycho-gymnastics: exercise "The sun and the cloud."

The sun went behind a cloud, it became fresh - to shrink into a ball to keep warm. The sun came out from behind the clouds, it became hot - to relax, because it was exhausted in the sun. Repeat 2-3 times.

Relaxation "Waterfall"

Imagine that you are standing near a waterfall. Wonderful day, blue sky, warm sun. The mountain air is fresh and pleasant.

You breathe easily and freely. But our waterfall is unusual, instead of water, soft white light falls in it. Imagine that you are standing under this waterfall and feel how this beautiful white light streams over your head.

You feel how it pours over your forehead, then over your face, down your neck ... White light flows over your shoulders ... helps them become soft and relaxed ... (pause - stroking the children). And gentle light flows further along the chest at ..., along the stomach ... Let the light stroke your hands, fingers. Light flows down your legs and you feel how your body becomes softer and you relax.

This amazing waterfall of white light flows around your entire body. You feel completely calm, and with each breath you relax more and more. Now stretch and open your eyes at the count of three.

The magical light filled you with fresh strength and energy.

3. Final part. Farewell to the magic lamp.

Lesson 8

Introductory part: Greeting "Hello".

Warm-up "The swan flew"

The players form a circle and stretch their arms to the sides, with the left palm of each child lying under the right palm of the neighbor on the left, and the right palm, respectively, on the left palm of the neighbor on the right. Children in a circle cover with their right palm the right palm of the neighbor on the left and at the same time, in time with the clapping, say in chorus: “The swan flew, said nine” or any other number no more than twenty.

Then the claps continue to count the named number. The child on whom the count ends must withdraw his hand in time so that he is not taunted. If he succeeded, then he starts the game again and he determines a new number.

Main part

Tasks for the development of tactile sensitivity:

Exercise "We braid the braid"

The teacher asks the children to come to the dry shower of ribbons. Draws attention to the tapes and their signs. Then he invites the children to braid pigtails from ribbons according to the model proposed by the teacher.

Exercise "Recognize the subject"

Items are laid out on the table, the same as those in the bag. The teacher shows the child any object and asks him to get it out of the bag.

Tasks for the development of visual and auditory perception:

Exercise "Fold the rug - puzzle"

The teacher shows the children puzzles of varying complexity and gives the task to put them together. Children lay out puzzle mats on the floor.

Exercise "What should I do?"

If the bell sounds, you need to stomp, the cube rustles - clap, the whistle blows - sit down, etc. Children perform movements according to the instructions.

Psycho-gymnastics: Etude "Stretched - broke" (according to V. Baskakov).

The starting position is standing, hands and everything is directed upwards, do not tear off the heels from the floor. The psychologist says: “We stretch, we stretch up, higher, higher ... And now our palms seem to have broken, hung.

Now the arms broke at the elbows, at the shoulders, the shoulders fell, the head hung, the body bent, the knees bent, fell to the floor (squatted) ... we lie (sit), rest, good. The exercise is repeated several times.

Relaxation "Balloons"

Imagine that you are all balloons, very beautiful and funny. You are inflated, and you become lighter and lighter. Your whole body becomes light, weightless. And the arms are light, and the legs are light, light.

The balloons rise higher and higher. A warm gentle breeze is blowing, it gently blows over each ball ... (pause - stroking the children). It blows on the ball ..., caresses the ball ... It's easy for you, calmly. You fly where the gentle breeze blows.

But now it's time to return home. You are back in this room. Stretch and open your eyes on the count of three.

Smile at your balloon.

Final part. Farewell to the magic lamp.

Bibliography

Sensory room - the magical world of health: Educational manual / ed. V. L. Zhevnerova, L. B. Baryaeva. - St. Petersburg: Hoka, 2007. - 416 p.
Kolos G. G. Sensory room in a preschool institution: Practical recommendations. - M.: Arkti, 2006. - 80s.
Titar A.I. Game developmental activities in the sensory room: A practical guide for preschool educational institutions. - 2nd ed., Rev. and additional – M.: Arkti, 2010. – 88s.
Chistyakova M. I. Psycho-gymnastics / under. edited by M. I. Buyanova. - M.: Enlightenment, 1990. -128s.

Exercise 1. Check out this theoretical material.

Task 2. Make a reference diagram on the topic "Peculiarities of the development of perception in preschool age."

Perception is the leading mental process of preschool age. It provides the receipt and primary processing of information, creates the foundation for the development of thinking, promotes the development of speech, memory and attention. The inclusion of the child in the activities appropriate for this period contributes to the accelerated development of perception.

For each mental process, there are their most favorable periods of development: For infancy - sensations, For early age - speech, For preschool - perception, For younger students - thinking. If the child was not sufficiently included in the activity corresponding to the given period, then a delay in mental formations of this period may occur, which will entail a lag in other mental phenomena and a transition to the next age stage. Therefore, it is extremely important to create favorable conditions for the development of the psyche in accordance with the age characteristics of the child.

Preschool age is the most productive for the development of the child's psyche. At this stage, the child makes a qualitative leap in his mental development. By the beginning of this period, he had formed such cognitive processes as sensations, involuntary attention, active speech, and objective perception. In the process of acting with objects, he has accumulated experience, vocabulary, and he understands the speech addressed to him. Thanks to these achievements, the preschooler begins to actively explore the world around him, and in the process of this development, perception is formed. Perception is the leading cognitive process of preschool age, which performs a unifying function: it combines the properties of objects into a whole image of an object; all cognitive processes in joint coordinated work on processing and obtaining information and all the experience gained about the world around.

The value of perception in the life of a preschooler is very great, as it creates the foundation for the development of thinking, contributes to the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy a leading position, especially logical thinking, and perception will perform a service function. A well-developed perception can manifest itself in the form of a child's observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. In the process of learning, perception will be improved and honed in coordinated work with thinking, imagination and speech.

If in the process of perception the child does not receive favorable conditions for the development of perception, then the processes associated with it will lag behind in development, which will make it difficult to master educational activities at primary school age. With serious lags, there may be a delay in mental development.

The development of the process of perception in preschool age has its own characteristics. The perception of a younger preschooler (3-4 years old) is of an objective nature, that is, all the properties of an object, for example, color, shape, size, etc., are not separated from the object by the child. He sees them as one with the subject. When perceiving, he does not see all the properties of the object, but only the brightest, and sometimes even one property, and by this he distinguishes the object from other objects. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual properties, the variety of properties in the object. This develops his ability to separate properties from the object itself, to notice similar properties in different objects and different ones in one object. In the middle preschool age (4-5 years), the child masters the methods of active cognition of the properties of objects: imposition, application, measurement, etc. in the process of active cognition, the child gets acquainted with the varieties of properties: color, shape, size, characteristics of time, space. He learns to perceive their manifestations, masters the methods of detection, names, learns to distinguish between their shades and features. During this period, he formed ideas about the basic geometric shapes (square, circle, triangle, rectangle); about the seven colors of the spectrum, white and black; about the parameters of the quantity; about the time.

The inclusion of the child in the types of activities available to him contributes to the accelerated development of perception, but if this activity is not organized expediently and is not aimed specifically at the development of perception, then the process will form spontaneously and by the end of the preschool period may not be organized into a system, there may be gaps in the child's ideas about a number of properties of objects. Incompleteness in the development of the process of perception will delay the development of other cognitive processes.

The main lines of sensory development of preschool children include:

1) assimilation of sensory standards.

What are sensory standards?

As noted by L.A. Wenger, V.S. Mukhin, these are visual representations of the main samples of the external properties of objects.

Sensory color standards - the colors of the spectrum and their shades, shapes - geometric shapes and their varieties, quantities - units of the metric system of linear measures, etc.

2) ways of perception. There are 2 ways of perception:

For children of primary preschool age, such techniques are characteristic (visual-effective thinking)

* visual comparison, when children perceive an object by eye, they can compare, correlate it with other objects without the help of external samples. Typical for children of preschool age.

Comparative characteristics of the sensory development of children of younger and older preschool age

A table in which, in accordance with the criteria, the features of the development of perception in the younger and older preschool age are revealed.

Criteria	Junior and middle preschool age	senior preschool age
Leading activity	Game, design, activity	Game, design, activity, elements of educational activity
Sensory standards	In the process of drawing, designing, making applications, laying out mosaics. Repeated use of materials leads to memorization and the formation of sensory standards. Without systematic training, only 3-4 sensory standards of color and shape are formed in children, and with targeted sensory education, for example, up to 28 in Japanese children. Difficulties with the assimilation of the size designation of the size of objects through relation to the size of another object	Expansion and deepening of children's ideas about the shape, color, size of objects - due to the systematization of ideas. Color: the sequence of colors in the spectrum, division into warm and cold shades Shape: division into round and rectilinear, ideas about the difference between forms from each other, their connections, transformation of 1 form into another (if the rectangle is divided in half, you get 2 squares). Magnitude: the ability to compare a large number of objects with each other
Ways of perception	With the help of external tests, passing to internal tests, comparing the properties of objects with the learned standards by eye. Techniques for applying a sample to an object, tracing the contour of a sample and an object with a finger. When determining the color in the first stages, children use a colored pencil. Comparing objects in size, children put them to each other, trimming along one line. By the age of 5, preschoolers master the internal ways of perception.	Children do not need external techniques - moving, tracing contours with a hand, etc. Visual comparison is used, which becomes more accurate. Children completely move from using external models to using learned representations.
Examination of subjects	Children learn to sequentially inspect sample objects, highlight their parts, first determine the shape, size, color of the main part, then - additional parts Children cannot choose the necessary detail from the finished building, they do not know how to consistently look at the pictures. The main role belongs to an adult who directs the process of examining objects	Of great importance is the level of development of children's speech, the ability to coherently convey the results of perception in words. Systematic training
auditory perception	Speech hearing develops in the process of verbal communication, musical - when listening to music and performing movements to the music. At the beginning of preschool childhood, children perceive words and musical melody together, without distinguishing individual sounds and their correlations in them. In the selection of speech sounds, pronunciation is of decisive importance, in the selection of the relationship of musical sounds - the movements of the hands and body	The improvement of auditory perception of speech and music occurs in the course of special work on the development of speech, teaching literacy and music. Reliance on the developing mental actions of the child, the ability to analyze the sound composition of the word, the rhythm and melody of musical works

Orientation in space.

Further development of orientation in space lies in the fact that children begin to highlight the relationship between objects (one object after another, in front of another, to the left, to the right of it, between others).

Only towards the end of preschool age do children develop an orientation in space, independent of their own position, the ability to change points of reference.
Orientation in time.

Particular difficulties are associated with the assimilation of ideas about what "yesterday", "today", "tomorrow" is, this is due to the relativity of these concepts.

Ideas about large historical periods, the sequence of events in time, the duration of people's lives during preschool age usually remain insufficiently defined.