Consultation for parents “Sensorimotor development of children 3-4 years old”

The range of tasks that sensorimotor education solves

The preschool period is an important stage in the formation of skills and the assimilation of a child’s knowledge, both in terms of psychology and other characteristics. Many abstracts and articles have been written about this. In the process, the training technique is based on sensorimotor development.

Diagnostics of creative development of preschool children

Range of tasks of sensorimotor education:

1. Development of fine motor skills in preschool children.
2. Development of gross motor skills.
3. Formation of a system of examination actions in children.
4. Formation of a system of sensory standards.
5. Improving and developing the skills to independently apply the system of perceptual actions.
6. Development of auditory and visual perception.

Note! Based on the goals and objectives listed above, parents and teachers of preschool educational institutions should try to create for children all the necessary conditions for sensorimotor development.

Exercises and games for a child from birth to 1 year

The first year of a child's life is one of the most eventful. Skills appear literally before our eyes, so it is important not to miss the opportunity to develop sensorimotor skills with the help of exercises in the first half of life and supplement them with the first games after mastering the skill of holding the body in a sitting position.

Recommended exercises for children under 6 months

1. Look at the toy

• When to start: from the first week of life.
• Items needed: brightly colored rattles.
• Frequency: 2 times a day.
• Time: 1-2 minutes.

An adult places the toy at a distance of 70 cm from the child’s eyes. When the baby concentrates his attention on the object, you need to slowly move the rattle left and right by 5-7 cm. After mastering the skill of moving your gaze behind the object, you need to complicate the exercise by moving the proposed object in different directions, closer and further from the baby.

1. Listen and grab

• When to start: 2 months.
• Necessary items: rattle-garland for the crib.
• Frequency: 2 times a day.
• Time: 5-8 minutes.

A garland is attached to the crib at arm's length for the baby. Draw your little one's attention to the toy with a slight noise. Having become interested in the proposed toy, the baby will try to reach out and touch the proposed object, strengthening the connection between the sound of the toy and its appearance. To enhance the effect, it is necessary to periodically (at least once a week) replace the garland.

1. Studying mom's face

• When to start: 2 months.
• Frequency: 2-5 times a day.
• Time: 1-2 minutes.

Take the baby in your arms under the arms in front of you. Try to attract his attention to you with a song or sounds. Try to keep his attention on your face.

1. Getting to know the toys

• When to start: 3 months.
• Necessary items: toys of different shapes, colors, textures.
• Frequency: 2 times a day.
• Time: until loss of interest.

A variety of objects differing in color, shape, sound, and surface are placed in the baby’s hand. After your baby explores objects while lying on his back, place him on his tummy and place the toys in front of him. Leaning on his elbows, the baby will try to reach them, try them by touch and taste.

1. Massage

• When to start: from birth.
• Frequency: 1-2 times a day.
• Time: 5-7 min.

The main way to develop psychomotor skills in the first year of life is a relaxing massage, which allows the child to feel his body and explore its possibilities. It is imperative to carry out this procedure with warm hands lubricated with baby cream. Special attention should be paid to the baby’s palms and feet: they contain points for stimulating the development of individual organs and the brain.

1. Listen

• When to start: 1 month.

To activate sensorimotor skills, a prerequisite is the use from the first days of life of speech addressed directly to the child in a wide variety of forms. Songs, stories, jokes, simple sounds. Closer to 6 months, you can use various pictures, voicing the animals and objects depicted in them. During games, name objects, avoid diminutives and substitutions for simple forms.

Options for sensorimotor games from 6 months to a year

1. Finger fun

“Magpie-crow”, “horned goat” and other finger games that require warming up the palm and are accompanied by rhyming stories.

1. Finger painting

By moving your fingers dipped in paint along a sheet of paper, help your baby explore different colors and feel the different structures of materials.

1. Modeling

It’s good to start basic dough modeling as early as possible; you can additionally paint or decorate the resulting sausages and circles. It is advisable to introduce plasticine no earlier than 11 months: it has a denser structure and is difficult to transform.

1. Sensory cubes, mats, soft bodyboards

Filled with different cereals, with sewn objects of different sizes, making sounds and in addition massaging the baby's body, the items are ideal for children from 6 months to develop sensory-motor skills.

1. Construction

By 7-8 months, cubes are offered for building simple towers. It would be good if, along with the classic hard ones, their soft counterparts and sensory bags were included in the game. By 11-12 months, you can offer a construction set with large parts.

1. Introduction to classical music

Music allows children to experience new sensations, gain new experience of exploring the world, and stimulates the functioning of brain neurons. Listening to classical music and trying to express inner emotions through movement (dance) has a general positive effect on sensorimotor.

“Sensory-motor development of preschool children” article on the topic

“Sensory-motor development of preschool children”

From the moment of birth, every child begins to develop. For the first six months, parents take care of the physical development of their child, not suspecting that from the first days of his life his mental activity is developing. He learns to understand the emotions of his parents, the intonation of their voice, and relate words to their actions. But after the child turns 3 years old, very often the child’s development is left to chance. Many parents believe that their baby will learn everything on his own. He already knows how to talk, walk, and observe. And often this leads to disastrous results. Children deprived of parental attention become victims of the “permissive” method of education; they learn from their mistakes. The indifference of parents to the future of their child is sometimes terrifying. Is it possible for a child to learn what hot, burns or fire are through his short life experience? This is one side of raising children. And who will teach him to analyze, compare, generalize, and draw conclusions? This role was fully assigned to the educational institution. I would like to ask: “Why?” Yes, because only teachers understand that for the successful development of a child’s personality and his further education at school, it is necessary to multiply his intellectual potential, and a special role must be given to speech development and the development of mental activity.

Mental and speech activity, as part of the mental development and personality formation of children, is very closely related to each other. Everything that a child sees around him, he first analyzes, mentally pronounces, and then only reproduces it in practice.

For any age, a person’s “thinking” is considered as the ability to find an answer to the task assigned to him or a way to solve life’s difficulties. In order for our children to be able to overcome the difficulties that arise in the future and make discoveries, we need to teach them to think outside the box.

Very often in my practice, I hear from parents that their children are quite well prepared for the next stage of schooling. In part I might agree with this. At first glance, when leaving kindergarten, a child can perform simple arithmetic operations, read simple sentences, memorize poetry well, etc. But this all relates to memorizing or mastering ready-made and unchangeable information. The child begins to experience the first difficulties in solving and explaining mathematical problems, meaningfully formulating and applying certain rules and concepts in practice, establishing and explaining cause-and-effect relationships between objects and phenomena of the surrounding world. And the most difficult thing is reading graphs, drawings, diagrams and geographical maps.

This can be explained by the fact that the child initially had insufficiently developed skills for distraction (switching from one type of activity to another), analysis, synthesis, generalization, the ability to compare, generalize, classify, differentiate. The development of intellectual abilities and capabilities is of particular importance for preparing a child not only for further education at school, but also for social adaptation in society.

I do not agree with such a widespread statement that thinking and logic are needed by children with a mathematical mindset and for the successful mastery of mathematical knowledge. There are so many examples in life where people who are successful in school cannot realize themselves in independent life. At the initial stage of learning, the child will need thinking and other mental processes in productive and creative activities (art, design, sports, etc.).

Having analyzed part of my work and the work of my colleagues, I noticed that mental operations in children were developed using verbal and board-didactic games (logical puzzles, charades, mazes, puzzles).

Having studied the content and requirements of the Federal State Educational Standard for teaching preschool children, the results of their diagnostic examinations; Taking into account the age, psychological, and physiological characteristics of children, I decided to pay special attention to the development of children’s cognitive processes through sensory didactic games. It is very important to teach children the basic actions and rules of perception of sensory standards, to develop the ability to distinguish individual properties, qualities of objects, their features and purposes, to group, differentiate, and multifunctionally apply individual objects in practice. The importance of sensory education is that it:

- is the foundation of a child’s intellectual development;

- systematizes the child’s received ideas when interacting with the outside world;

- develops observation skills;

— prepares for further socialization and adaptation in society;

- has a positive effect on the development of aesthetic taste and feeling;

- promotes the development of imagination;

- develops attention;

— provides an opportunity to master new methods of subject-cognitive activity;

— promotes the assimilation of sensory standards;

— helps to develop skills in educational activities;

— enriches the child’s vocabulary;

- forms elements of visual, auditory, motor, figurative and other types of memory.

Therefore, I set the following tasks in my work:

- teach children to see and combine the properties and qualities of objects into a holistic image;

- learn to find similarities and differences in one or more objects of the surrounding and man-made world;

- introduce children to new, unfamiliar objects and phenomena, using perceptual (exploratory) actions in practice;

- develop the ability to perceive shape, color, size, sense of space;

- develop logical thinking, attention, memory and imagination;

— broaden the horizons of children;

— teach children practical actions with objects, help them discover the basic properties of objects, their features and application in life;

— to form cognitive, creative activity and curiosity.

I would like to share my experience in using sensorimotor didactic games for the learning and development of a child.

The proposed games are aimed at developing mental operations through a verbal description of an object, highlighting the main object in the text, the ability to visually analyze and reproduce an object on a plane, using waste material (threads, caps, buttons, beads).

"Magic Strings"

Goals:

• develop fine motor skills of the hands, basic dexterity in handling small objects, the ability to coordinate their movements, orient on a plane;
• cultivate attention and perseverance.
• development of a child’s coherent speech

Directions: invite the child to prepare colored threads, examine them, and determine their color. Listen to the poem, highlight the main object, draw it with threads on a flannelgraph. If the child is afraid of not coping with the task, you can show a sample of the item on the card. Then try to do the work yourself without visual support.

For example: take a blue thread and draw waves, use a red thread to draw the hull of a ship, and use a yellow thread to draw a flag on the deck. What geometric shapes do you see? How many are there? Using a mnemonic map, you can ask the child to describe the resulting object or to compose a fairy tale.

I made a boat

He let him walk on the water.

You sail, my boat,

And then come home!

"Unusual caps"

Goal: to develop attention, logical thinking, fine motor skills.

Guide: This game is played by 3-4 players; a presenter is selected, who takes a lid from the bag and shows the players its contents, placing it in the center of the table; The one who has a part of the match with the main cover goes. A player may skip a move if he does not have a match.

"Interesting pictures"

Goal: learn to analyze an object, highlight the main and minor details, navigate the plane, fix colors, outline a plan for your work to reproduce a sample of the object; develop imagination.

Guide: the child is asked to look at a card with a schematic representation of an object (in the form of geometric shapes), then independently repeat it on a plane using caps. If the child finds it difficult, the teacher can guide his actions, suggesting the next move. At the end, you can beat this object. For example, compose a story, talk about application in life, etc.

Miracle of a fairy tale"

Goal: development of sensory perception, auditory attention, coherent speech, imagination.

Guide: from 2 to 5 children participate in the game; children are asked to choose templates with an open bottle neck; one by one, the teacher asks the children riddles, the child looks for the answer among the caps and screws it onto his template; then the teacher offers to combine all the children’s subjects into a single story; To develop the plot, the teacher can introduce additional characters from the tabletop theater.

Thus, sensory didactic games:

- is the foundation of a child’s intellectual development;

- systematizes the child’s received ideas when interacting with the outside world;

- develops observation skills;

— prepares for further socialization and adaptation in society;

- has a positive effect on the development of aesthetic taste and feeling;

- promotes the development of imagination;

- develops attention;

— provides an opportunity to master new methods of subject-cognitive activity;

— promotes the assimilation of sensory standards;

— helps to develop skills in educational activities;

— enriches the child’s vocabulary;

- forms elements of visual, auditory, motor, figurative and other types of memory.

Sensorimotor development of children of primary preschool age in various types of activities.

Innovative technologies I use in working with children:

health-saving

personality-oriented

information and communication

sensorimotor development technologies

speech technologies

technologies for organizing non-traditional productive activities

research technology

gaming technology

Expected Result:

a subject-development environment has been created in the group;

there is a positive dynamics in indicators of sensorimotor development of children;

Parents actively participate in the process of developing sensorimotor skills in children.

Conditions for the formation of the leading idea of ​​experience, conditions for the emergence and formation of experience.

The work began with the selection and study of methodological literature that directly relates to the chosen topic.

At this stage, a diagnosis of the sensorimotor development of children of primary preschool age was carried out. In order to determine the level of sensory development of younger preschoolers in the process of diagnostic work, I used the following tasks:

1. The ability to highlight color as special properties of objects; know the names of the primary colors (red, blue, green, yellow, white, black).

2. The ability to highlight shape as special properties of objects; distinguish geometric shapes (circle, square, triangle).

3. The ability to identify magnitude as special properties of objects; be able to compare two objects by size (longer - shorter, higher - lower, larger - smaller).

4. Group homogeneous objects according to several sensory characteristics:

size, shape, color.

5. Improve the skills of establishing the identity and differences of objects by size, shape, color.

6. The ability to distinguish between the properties of materials (hardness, softness, surface structure (smooth, rough).

To determine the level of development of hand motor skills, I used the method of observing children: during routine moments (how does the child know how to hold a spoon, pencil correctly, how to tie shoelaces, fasten buttons). During continuous educational activities, joint activities with children (modelling, appliqué, games with mosaics).

The system of work on sensorimotor development of children of primary preschool age included 3 areas:

creation of a subject-developmental environment for a group of preschool educational institutions;

work with children on sensorimotor development;

active involvement of parents in the pedagogical process (use of modern forms of work with parents).

Throughout the entire period of work on this topic, special attention was paid to the organization of the subject-developmental environment of the group. Together with parents, we tried to create an effective, multifunctional environment for the sensorimotor development of children in order to enrich children’s ideas about the diversity of properties of objects in the surrounding world and their properties, to stimulate the development of different types of children’s perception: visual, auditory, tactile, gustatory, olfactory. To do this, they purchased ready-made teaching aids, created games and aids with their own hands and with the help of their parents.

Development of sensorimotor skills as a means of shaping the personality of preschool children

Daria Shlaeva

Development of sensorimotor skills as a means of shaping the personality of preschool children

A child's mind is at his fingertips.

Sukhomlinsky V. A.

The path of a preschooler is very responsible . It is difficult and joyful, with many joyful meetings and discoveries. The child first experiences the world only in a sensory way. The sensory world is limitless, as it is devoid of stereotypes, so the child feels free in it.

The child’s health (physical and spiritual) depends on how he sees the world around him, how we imagine it. One of the main tasks of teachers and parents is to give the child as much natural knowledge as possible to more accurately express himself and his behavior, since taking into account all the factors Child development Preschool age is one of the most important and responsible periods in a person’s life.

The life of a modern person, his activities in various fields of science and technology require a well- developed sensorimotor system . A well- developed ability to perceive is necessary, which means it must be developed , and it must begin from the moment of birth.

At the present stage, the problems of sensory and motor education are widely discussed in pedagogical theory. Sensory abilities are not innate, but develop during the process of ontogenesis in parallel with the physical and mental development of the child and serve as an indicator of his social development .

Sensorimotor education , in the broad sense of the word, contributes to the intellectual development of children , the successful readiness of children to study at school, children’s mastery of writing skills and other manual skills , and most importantly, their psycho-emotional well-being. Sensorimotor education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at developing visual , auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.

Sensory functions develop in close connection with motor skills , forming a holistic integrative activity - sensorimotor behavior , which underlies the development of intellectual activity and speech. Thus, sensory development should be carried out in close unity with psychomotor development .

According to the results of diagnostic studies, children with intellectual disabilities have sensorimotor weakness : lack of knowledge about certain sensory standards ; difficulties arise in graphically reproducing figures; children do not have rational examination techniques (there is a superficial, fragmentary examination of forms ); children do not give a complete account of perceived properties and relationships.

Children with intellectual disabilities constitute one of the most representative groups among the “Problem”

Therefore, there is a need to find new effective ways to correct
preschoolers in a specialized preschool institution and carry out comprehensive, targeted work to protect the health and physical development of pupils .
The sensorimotor development of a child is the development of his perception and the formation of ideas about the external properties of objects: their shape , size, color, position in space. It is early preschool age that is most favorable for improving the activity of the senses and accumulating ideas about the world around us.

Of great importance in sensorimotor development is teaching children how to examine objects: applying, applying, feeling, grouping by color and shape around standard samples, as well as sequential inspection and description of the shape , and performing planned actions. Sensory-motor development forms the foundation of the general mental development of a preschooler and is one important part of the unified planned development and education of preschoolers .

There are three periods of sensorimotor development :

1. In infancy, the higher analyzers vision and hearing outstrip the development of the hand as an organ of touch and an organ of movement, which ensures the formation of all basic forms of child behavior , and therefore determines the leading role in this process.

Features of sensorimotor development in infancy: the act of examining objects develops; grasping is formed , leading to the development of the hand as an organ of touch and an organ of movement; visual-motor coordination is established, which facilitates the transition to manipulation in which vision controls the movement of the hand; differentiated relationships are established between the visual perception of an object, action with it and its naming by an adult.

2. In early childhood, perception and visual-motor actions remain very imperfect.

Features of sensory development in early childhood : a new type of external orienting actions is emerging: trying on, and later visually correlating objects according to their characteristics; an idea of ​​the properties of objects arises; mastering the properties of objects is determined by their significance in practical activities.

3. In preschool age, this is a special cognitive activity that has its own goals, objectives, means and methods of implementation. Playful manipulation is replaced by actual investigative actions with the object and turns into purposeful testing of it to understand the purpose of its parts, their mobility and connection with each other.

By older preschool age, examination takes on the character of experimentation, survey actions, the sequence of which is determined not by the child’s external impressions, but by the task assigned to them, and the nature of indicative research activities changes. From external practical manipulations with an object, children move on to familiarization with the object based on vision and touch.

Features of sensorimotor development in preschool age : visual perceptions become leading when familiarizing themselves with the environment; sensory standards are mastered ; purposefulness, planning, controllability, and awareness of perception increase; with the establishment of a relationship with speech and thinking, perception is intellectualized.

Sensorimotor development in the process of activity. The relationship between perception and activity was virtually ignored for a long time in psychology, and either perception was studied outside of practical activity, or activity was considered independently of perception.

In the early 30s, well-known educational psychologists determined that both activity as a whole and the perceptual processes included in it do not develop spontaneously . Their development is determined by the conditions of life and learning, during which, as L. S. Vygodsky rightly pointed out, the child learns the social experience accumulated by previous generations. of sensory standards developed by society (system of geometric shapes , colors of the spectrum)

. The individual uses learned standards to examine the perceived object and evaluate its properties.

Starting from 3-4 months, the child develops the simplest practical actions related to grasping and manipulating objects, and moving in space. Later, starting from the second year, the child, under the influence of adults, begins to influence one object on another. In this regard, his perception changes. At this genetic stage, it becomes possible to perceptually anticipate not only the dynamic relationships between one’s own body and the objective situation, but also certain transformations between objective relations (for example, anticipating the possibility of dragging a given object through a certain hole, moving one object with the help of another, etc.)

Moving on to preschool age (3-7 years old, children begin to master certain types of productive activities, aimed not only at using existing ones, but also at creating new objects (the simplest types of manual labor, designing, modeling, etc.)

.
Research on the role of constructive activity, as well as drawing, in the development of visual perception shows that under the influence of these activities, children develop complex types of visual analysis and synthesis, the ability to dismember a visible object into parts and then combine them into a whole, before such operations will be implemented in practical terms. Thus, it is believed that the most significant in the objective-practical activities of children 3-4 years old is sensorimotor development at the level of sensory and motor stimulation. Not yet mature analyzer systems require motor support and, conversely, sensory support .
And in children 4-5 years old, sensory integration (coordination, processing of more finely differentiated movements under the control of the perception system. At 5-6 years old, psychosensorimotor development , enrichment of functional perception with psychosocial experience and emotions, is considered leading.

Sensorimotor development , on the one hand, forms the foundation of the child’s overall mental development and at the same time has independent significance, since full perception is basic for the successful mastery of many types of activities. By the end of preschool age, normally developing children should develop a system of sensory standards and perceptual actions as a result of properly organized training and practice.

We all want the baby's face to shine joyfully, the music to please his ears, the work of art to please the eye, the body to be flexible, and his hands to be dexterous and skillful. We all want our children to be better than us, more beautiful, more talented, smarter. Nature gave them this opportunity that needs to be revealed.

We develop sensorimotor skills with a child from 2 to 3 years old

With sufficient attention from adults under 2 years of age, children of this age already have a good experience of sensorimotor skills and easily respond to the invitation to explore new options. There is a desire to create, to create fictitious images. Coordination and motor skills allow you to introduce new options for stimulating sensory-motor functions into your baby’s life. Thanks to the development of primary speech skills, based on the experience gained, increased curiosity appears. It is this skill that will become the main driver in learning new knowledge.

MAGAZINE Preschooler.RF

Municipal Autonomous Educational Institution of Additional Professional Education "Institute for Advanced Studies" Department of Preschool Education Sensorimotor development in preschool children Creative development Completed by: Tarasova Ekaterina Anatolyevna Listener of CPC No. 27/7 Novokuznetsk 2014 A child's mind is at his fingertips. Sukhomlinsky V.A.

The preschool period is one of the important critical periods of development, characterized by high rates of psychophysiological maturation. The baby is born with already fully formed sensory organs, but not yet capable of active functioning; he must learn the ability to use his senses. In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. He gets acquainted with works of art: painting, music, sculpture. The baby is surrounded by nature with all its sensory signs - colors, smells, noises. And, of course, every child, even without targeted upbringing, perceives all this in one way or another. But if assimilation occurs spontaneously, without competent pedagogical guidance from adults, it often turns out to be superficial and incomplete. Full sensorimotor development occurs only in the process of education. The sensorimotor development of a preschooler is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste and the development of the motor sphere. Sensorimotor development forms the foundation of the general mental development of a preschooler. Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception and are the result of their processing. Therefore, normal mental development is impossible without relying on full perception. Sensorimotor development is one important part of the unified planned development and education of preschool children. The relevance of this creative work lies in the fact that sensorimotor education contributes to the intellectual development of children, the successful readiness of children to study at school, children’s mastery of writing skills and other manual skills, and most importantly, their psycho-emotional well-being. The purpose of the course work: to theoretically substantiate the features of the formation of sensorimotor skills in preschool children. Object of study: sensorimotor development of children in preschool age. Subject of research: features of the formation of sensorimotor skills in preschool children. The objectives of this work include: 1) characterize the concept of “sensorimotor” and analyze the connection between sensory and motor skills; 2) consider the development of sensorimotor processes in children; 3) study ways to develop sensorimotor skills in preschool children. 1. Age-related features of sensorimotor development in children One of the important areas of research into sensorimotor reactions is the study of their development in human ontogenesis. Ontogenetic research of sensorimotor reactions makes it possible to reveal the patterns of formation of purposeful movements at different stages of child development and to analyze the formation of the mechanisms and structure of voluntary human reactions. A.V. Zaporozhets pointed out that in preschool age perception turns into a special cognitive activity. L.A. Wenger draws attention to the fact that the main lines of development of a preschooler’s perception are the development of new examination actions in content, structure and nature and the development of sensory standards. Research by Z.M. Boguslavskaya showed that during preschool age, playful manipulation is replaced by actual exploration actions with objects and turns into purposeful testing to understand the purpose of its parts, their mobility and connection with each other. The most important distinctive feature of the perception of children aged 3-7 years is the fact that, combining the experience of other types of orientation activities, visual perception becomes one of the leading ones. The relationship between touch and vision in the process of examining objects is ambiguous and depends on the novelty of the object and the task facing the child. Thus, when new objects are presented, according to V.S.’s description. Mukhina, a long process of familiarization and complex orientation and research activity arises. Children take an object in their hands, feel it, taste it, bend it, stretch it, knock it on the table, etc. Thus, they first become familiar with the object as a whole, and then identify individual properties in it.

Uruntaeva G.A. distinguishes three periods of sensorimotor development: 1) In infancy - higher analyzers - vision, hearing - advance the development of the hand, as an organ of touch and an organ of movement, which ensures the formation of all basic forms of child behavior, and therefore determines the leading role in this process. Features of sensorimotor development in infancy: •The act of examining objects develops; • Grasping is formed, leading to the development of the hand as an organ of touch and an organ of movement; • Visual-motor coordination is established, which facilitates the transition to manipulation in which vision controls the movement of the hand; • Differentiated relationships are established between the visual perception of an object, action with it and its naming by an adult. 2) In early childhood - perception and visual-motor actions remain very imperfect. Features of sensorimotor development in early childhood: • A new type of external orienting actions is emerging - trying on, and later - visual correlation of objects according to their characteristics; • An idea of ​​the properties of objects arises; • Mastering the properties of objects is determined by their significance in practical activities. 3) In preschool age, this is a special cognitive activity that has its own goals, objectives, means and methods of implementation. Playful manipulation is replaced by actual investigative actions with the object and turns into purposeful testing of it to understand the purpose of its parts, their mobility and connection with each other. By older preschool age, examination takes on the character of experimentation, survey actions, the sequence of which is determined not by the child’s external impressions, but by the task assigned to them, and the nature of indicative research activities changes. From external practical manipulations with an object, children move on to familiarization with the object based on vision and touch. The most important distinctive feature of the perception of children aged 3-7 years is the fact that, combining the experience of other types of orientation activities, visual perception becomes one of the leading ones. Features of sensorimotor development in preschool age: • visual perceptions become leading when familiarizing themselves with the environment; • sensory standards are mastered; • purposefulness, planning, controllability, awareness of perception increases; • with the establishment of a relationship with speech and thinking, perception is intellectualized. Thus, we can conclude that the relationship between the development of motor skills and sensory skills with the maturation of the corresponding areas of the brain and the development of the most important mental functions, the age-related dynamics of this process has been identified, and its improvement during the development of the child has been shown 2. Methods for the development of sensorimotor skills in preschool children Preschool age is sensitive period for developing abilities. Losses incurred during this period cannot be fully recovered in later life. Insufficient sensorimotor development of children of early and preschool age leads to various difficulties in the course of further education. The importance of a child’s sensorimotor development for his future life confronts the theory and practice of preschool education with the task of developing and using the most effective means and methods of sensorimotor education in kindergarten. The task of the kindergarten is to ensure the most complete development of pupils, taking into account age characteristics at the stage of completion of preschool education, to prepare them for school. The level of sensorimotor development is one of the indicators of intellectual readiness for school education. Typically, a child with a high level of sensorimotor development is able to reason logically, his memory and attention, and coherent speech are sufficiently developed. In preschool age, it is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate sensory, motor and practical experience, and to develop manual skills. The role of the teacher is mainly to reveal to children those aspects of phenomena that may go unnoticed, and to develop children’s attitude towards these phenomena. To help your baby better master his movements and sensory knowledge, it is important to create an active preparatory environment that promotes the development of coordination, improvement of motor skills and the development of sensory standards. Numerous studies (L. A. Wenger, E. G. Pilyugina, etc.) show that, first of all, these are actions with objects (selection of objects in pairs, etc.), productive actions (simple constructions from cubes, etc.), exercises and educational games. In the modern system of sensorimotor education, a certain place is given to classes that are conducted in the form of organized didactic games. In classes of this kind, the teacher sets sensory and motor tasks for children in a playful way and connects them with play. The development of the child’s perceptions and ideas, the acquisition of knowledge and the formation of skills occurs during interesting play activities. The value of early educational influence has long been noticed by the people: they have created children's songs, nursery rhymes, toys and games that amuse and teach the child. Popular wisdom has created a didactic game, which is the most suitable form of learning for a preschooler. Folk toys offer rich opportunities for sensory development and improvement of manual dexterity: turrets, nesting dolls, tumblers, collapsible balls, eggs and many others. Children are attracted by the colorfulness of these toys and the fun nature of their actions. While playing, the child acquires the ability to act on the basis of distinguishing the shape, size, color of objects, and masters a variety of new movements and actions. And all this unique training in basic knowledge and skills is carried out in exciting forms accessible to the child. Play is a universal way of raising and teaching a small child. She brings joy, interest, confidence in herself and her capabilities into a child’s life. Why should the emphasis in choosing games for children be on sensory and motor games? The sensorimotor level is basic for the further development of higher mental functions: perception, memory, attention, imagination, thinking, speech. Classification of games necessary for the development of preschool children: Sensory games. These games provide experience working with a wide variety of materials: sand, clay, paper. They contribute to the development of the sensory system: vision, taste, smell, hearing, temperature sensitivity. All organs given to us by nature must work, and for this they need “food”. Motor games (running, jumping, climbing). Not all parents like it when their child runs around the apartment and climbs on high objects. Of course, first of all you need to think about the child’s safety, but you should not prohibit him from actively moving. The task of teachers in children's institutions is to organize a play area for children, saturate it with such objects, toys, while playing with which the child develops movements, learns to understand their properties - size, shape, and then color, since correctly selected didactic material and toys attract attention baby to the properties of objects. The harmony of the combination of various shapes, sizes, textures, colors of objects, the natural qualities of natural materials not only allow children to master new sensations, but also create a special emotional mood. A very important part of the development of sensorimotor abilities is “finger games”. “Finger games” are the staging of any rhymed stories or fairy tales using the fingers. Funny folk nursery rhymes are passed down from generation to generation: “Ladushki-Ladushki”, “Magpie-white-sided”, “Horned Goat” and other finger games. Teacher Vasily Sukhomlinsky wrote: “The child’s mind is at his fingertips.” The famous German scientist Emmanuel Kant called the hands the visible part of the cerebral hemispheres. Maria Montessori said that every movement of a child is another fold in the cerebral cortex. Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc. Three-year-old children master games that are played with two hands, for example, one hand depicts a house, and the other - a cat running into this house. Four-year-old preschoolers can play these games using several events that follow each other. Older children can be invited to decorate the games with a variety of props - small objects, houses, balls, cubes, etc. Finger games are exercises to improve the mobility of the fingers, develop their strength and flexibility and, as a result, reduce physical fatigue, massage the “active” points" on the fingers and palms. The best option for the development of fine motor skills is the use of physical education minutes. Physical education, as an element of physical activity, is offered to children to switch to another type of activity, increase performance, and relieve the stress associated with sitting. Traditionally, physical education sessions are carried out in combination with movements and children’s speech. Pronouncing poetry simultaneously with movement has a number of advantages: speech is, as it were, rhythmicized by movements, becomes louder, clearer, more emotional, and the presence of rhyme has a positive effect on auditory perception. To develop manual skills, as well as children's creativity and artistry, various types of dramatization are used in children, in which all children take part. Games reminiscent of theatrical performances require painstaking collaboration between children and adults: finger theater, “Mitten Theater”, shadow theater, etc. In these performances (where fingers and hands act) there are great opportunities for the development of manual dexterity, movements of the hand and fingers, skill, accuracy, expressiveness of movements and speech development. Modern kindergartens have a sensory development room. This is an environment that consists of various kinds of stimulants (projectors, light tubes, fiber optic fibers, dry pools, soft surfaces, unloading seats, odor generators, special music, etc.), this is a small paradise where everything murmurs, sounds, shimmers , attracts, and affects all human senses. A variety of subject-based activities, including those combined with self-care skills, which also contribute to the development of fine motor skills have proven themselves to be very effective: • drawing with fingers, a brush, a piece of cotton wool, etc.; • modeling from clay, plasticine, dough; • games with large and small mosaics, construction sets; • fastening and unfastening buttons; • all kinds of lacing; • stringing rings on braid; • cutting • applique from different materials (paper, fabric, fluff, cotton wool, foil); • paper design (origami); • macrame (weaving from threads, ropes); • collecting puzzles; • sorting small objects (pebbles, buttons, acorns, beads, cereals, shells), different in size, shape, material. • use of massage balls • “Ball” baths” • “Tactile baths” • tactile panels • “Sensory path for feet” • self-massage • playing with water, sand • didactic games • outdoor games Sensorimotor development of a child occurs during special games-activities, in the process of didactic games and exercises, in productive activities (appliqué, drawing, modeling, design, modeling), in the process of work in nature, in the everyday life of children: play, on a walk, in everyday life, in the process of practical actions with objects and observations . The development of manual skills is impossible without timely mastery of self-care skills: by the senior preschool age, a child should not have difficulty fastening buttons, tying shoelaces, knots on a scarf, etc. It is also important for children to participate within their capabilities in household chores: setting the table, cleaning the room, etc. etc. These daily activities not only have high moral value, but are also good systematic training for the fingers. The most effective types of activities are those that present increasingly complex tasks to the child’s perception and create conditions conducive to the assimilation of sensory standards. Thus, we can conclude that sensorimotor development requires guidance from an adult who includes the child in activities and shapes action and perception: • identifies standards with words; the word generalizes, that is, it brings in what sensory experience provides, and what the child himself cannot identify in an object or phenomenon. • teaches how to examine an object in different ways depending on the purpose of the examination and the qualities being examined. Mastering, under the guidance of adults, the standard values ​​of qualities based on previous sensory experience, the child rises to a new, higher level of knowledge - generalized, systematized. Knowledge of standards allows a child to analyze reality, independently see the familiar in the unfamiliar and highlight the features of the unfamiliar, accumulate new sensory and motor experience. The child becomes more independent in cognition and activity. Conclusion According to the statements of well-known representatives, sensorimotor education, aimed at ensuring full sensorimotor development, is one of the main aspects of preschool education of children. An important factor in planning classes to familiarize children with the color, shape, size of objects and actions with them is the relationship with other types of activities and the principle of consistency, systematicity, and variability. In this regard, sensorimotor education is not allocated to a special independent section “Education programs in kindergarten”, but is included by type of activity: visual, musical, gaming, labor, speech, etc. The combination of sensory and motor tasks is one of the main conditions of mental education carried out in the process of activity. Sensorimotor education creates the necessary prerequisites for the formation of mental functions and manual skills, which are of paramount importance for the possibility of further learning. Sensory functions develop in close relationship with motor skills, forming a holistic integrative activity - sensory-motor behavior that underlies the development of intellectual activity and speech. Thus, sensory development should be carried out in close unity with psychomotor development. Therefore, we must remember: everything that happens in the child’s immediate environment is transformed in his soul. The more children learn, the richer their sensory experiences will be, the easier it will be for them to develop motor skills, and all this will make learning easier. To grasp an object with one hand, the child must already be motorically ready for this. If he cannot grasp this object, then he will not be able to feel it. This means that we will teach the child’s hands to be dexterous and skillful, and he will be able to learn many different things with them. Senso - feeling, motor - movement. It is in preschool childhood that children form an image of the “bodily self”, they begin to become aware of their body, and learn to control it. Let the child get acquainted with the world around him: touch, look, smell, tumble. We all want the baby’s face to shine joyfully, music to please his ears, works of art to please his eyes, his body to be flexible, and his hands to be dexterous and skillful? We all want our children to be better than us - more beautiful, more talented, smarter. Nature gave them this opportunity that needs to be revealed. There is a long way to self-realization, but there is one short and very important period - childhood.

Bibliography:

1. Wenger L.A., Pilyugina E.G. Nurturing a child’s sensory culture: a book for kindergarten teachers. - M.: Education, 1998. - 144 p. 2. Gerbova V.V., Kazakova R.G., Kononova I.M. and etc.; Education and development of young children: A manual for kindergarten teachers. garden - M.: Education, 2000. - 224 p. 3. Grizik T.I. Nimble fingers. - M: Education, 2007. - 54 p. 4. Dvorova I.V., Rozhkov O.P. Exercises and classes on sensory-motor education of children 2-4 years of age. - MPSI Modek, 2007. 5. Dubrovina I.V. and others. Psychology. Textbook for students. avg. ped. textbook establishments. - M.: Academy, 2002. - 464 p. 6. Ilyina M.N. Development of a child from the first day of life to six years - M.: Delta, 2001. - 159 p. 7. Kozlova S.A., Kulikova T.A. Preschool pedagogy.Text. manual for students of the environment. ped. textbook establishments. – 3rd edition corrected. and additional - M.: Academy, 2001. - 416 p. 8. Krasnoshchekova N.V. Development of sensations and perception in children from infancy to primary school age. Games, exercises, tests. - Rostov n/d: Phoenix, 2007. 9. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. Textbook for students. universities – M.: Academy, 2000. 10. Nemov R.S. Psychology. Textbook for students higher ped. textbook institutions: - M.: VLADOS, 2001. - 688 p. 11. Pavlova L.N., Volosova E.B., Pilyugina E.G.. Early childhood: cognitive development. Method. allowance. – M.: Mozaika-Sintez, 2002. 12. Pilyugina V.A. Baby’s sensory abilities: Games to develop the perception of color, shape, size in young children. -M.: Education, 1996. – 112 p.

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Exercises and games to develop sensorimotor skills in a child from 1 to 2 years old

By the age of one year, the baby already coordinates his movements quite well, improves gross and fine motor skills, distinguishes the shapes, colors and tastes of various objects, but cannot name them. The main goal of parents during this period is to expand their understanding of the functionality of objects, increase the variety of actions with objects, and establish differences between toys by weight, shape, and material in words. It is advisable to introduce during this period the first educational games for the development of logical thinking, to teach a creative type of game.

1. Construction

During this period, cubes and construction sets continue to play a big role, but the quality of the game increases. From simple turrets it is good to move on to building other shapes and objects familiar to the child (house, garage, stairs, bridge).

1. Modeling, drawing, applications

From year to year it is good to introduce various options for applied creativity. Using plastic materials, develop visual, tactile, and motor perception. By drawing with paints, pencils, crayons, foam rubber, stimulate visual-motor skills. Using simple applique methods (crushing, tearing, gluing) to develop sound, visual, tactile and motor skills.

1. Lacing and stringing objects

Simple games with lacing have a beneficial effect on coordination and train visual-motor skills.

1. Sorters and touch panels

Depending on the objects placed, various sensory skills are coordinated. Sorters are used for additional study of objects intended for the game.

1. Games with natural materials (water, sand, pebbles, plants)

Communication of a child with natural materials has a beneficial effect on his emotional state. Invite your baby to pour water from different vessels, build a sand slide or a figurine from a mold, knock pebbles against each other, and smell the plants.

1. Dancing and singing

Listening to classical music is relevant for ages 1 to 2 years. An additional stimulus for the interaction of sensory sensations and motor skills is provided by the use of children's musical compositions and learning simple dances. The baby’s desire to sing along to his favorite song indicates a general positive trend in the development of visual and audio skills.