Sensory development of younger preschoolers through didactic games

The task of games-activities for the sensory development of children

The main task of games and activities for children is to accumulate a variety of sensory experiences, which would help to systematically accumulate knowledge, gain new ones, and apply them in different situations at the next stages of learning and fine art and design.

— What games do you use at home for sensory development?

— How do you play with your children?

— What do these games teach a child?

It is important that educators, when organizing games and activities, use brief verbal instructions and do not distract children from completing tasks with words.

But many studies in the field of correctional pedagogy show that children often have underdeveloped perception: it is fragmented, inaccurate and unfocused. Preschoolers have insufficiently developed sensory standards.

Therefore, there is a need to create conditions that would allow the exercise of sensory functions during systematic training. Children train to distinguish and classify signs of the world around them in order to more accurately and adequately interact with it.

The effectiveness of didactic games in the sensory development of preschool children

The main ways to influence sensory standards in preschoolers are exercises, didactic and objective games. This can be explained by the fact that younger preschoolers most of all need play activity.

In the process of didactic games, you can not only monitor the formation of the child’s skills and qualities, but also guide and correct them in the right direction.

Didactic games induce in children the ability to think independently and apply existing knowledge in different conditions in accordance with the assigned tasks. It should also be noted that exercises and games need to be carried out in a certain system in connection with the way children are raised and sensory trained.

Taking this into account, in order to develop sensory standards and increase the level of sensory development, we have developed a set of didactic games.

When working with sensory development, I consistently and systematically use exercises and didactic games. This is precisely the main means of sensory education. I try to introduce them into one form or another of the educational process.

First, I drew up a long-term plan for the formation of sensory standards. I tried to distribute the material in a sequence that provides for a gradual transition from easy to difficult.

For example, first children must become familiar with certain sensory properties - the shape and size of objects that are explored by touching. They are then able to perceive color using vision.

The principle of consistency is also applied in the fact that first children become familiar with properties that differ sharply from each other, and then those that have similar characteristics. Moreover, it is necessary to take into account the age of preschoolers and what stage of their development they are at.

When developing preschoolers’ ideas about different colors, you need to act in stages. First, preschoolers must learn to navigate contrasting colors and match similar objects to samples.

For this purpose, didactic games are organized in which children can put things on plates, find similar balls and show a similar mosaic. From the first lessons, it is important not only to name what color the objects are, but also to place some objects tightly against others.

At the next stage, children learn to develop the ability to navigate in contrasting colors: green and yellow, blue and red. To do this, they use tasks in which children select similar objects according to a sample.

There are various educational games for this purpose. Children tie strings to balls, put bouquets in vases, hide mice, arrange objects by color, and put butterflies on flowers. And if at first the children make mistakes, they are helped by showing them the correct pattern of actions.

To make it more interesting for children, you can use different teaching materials, trying to alternate them throughout the lesson.

At this stage, preschoolers usually develop an understanding that different objects can have the same color. Toys and natural materials that have the desired color are selected.

Children can complete the following tasks: “Find objects that are only blue or red.” To develop ideas about what shape objects have, you need to help children compare them.

For example, I can ask the question: “Tell me, guys, what shape is this ball?” And then I tell them: “This ball is round, like an orange.” Then I invite the children to find objects with a similar feature themselves.

At the same time, it is necessary to teach children to perform such practical actions as overlaying figures, turning them over and applying them. Children trace the outlines of the figures with their fingers and perform other actions.

When a child has completed a number of practical actions, it is easier for him to recognize the figures that he needs to know in early preschool age. To correctly determine the size of an object, preschoolers need to develop the ability to select objects with the same size as the sample.

Then the children are given tasks that would develop their ability to distinguish objects by their size, overlapping or applying them to each other.

This allows you to fix the names of subject properties. During games to determine quantities, you need to use as many objects as possible, which are prepared in advance. These can be toys of different sizes.

With the help of didactic games, you need to shape children's thinking and their attention. These processes are inextricably linked with the acquisition of new sensory experiences.

All this allows us to consolidate ideas about size. To form tactile sensations, you need to use exercises and games using tactile paths and sensory panels.

Children are offered colored sticks and beautiful laces, as well as baby clothespins. The kids love playing with colorful corks, Velcro, twisting objects and brushes.

It should also be noted that the development of sensory skills is an integral part of educational activities. But in joint activities, as well as in special moments, we also pay attention to this.

Depending on the age of the child, different approaches are used to organize didactic games.

Article:

Introduction
Early childhood is a special period of formation of organs and systems and, above all, brain function. Early age is the most favorable time for sensory education, without which the normal formation of a child’s mental abilities is impossible. This period is important for improving the functioning of the senses, accumulating ideas about the world around us, and recognizing creative abilities.

A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of sensory development in early and preschool age can hardly be overestimated. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

It is sensory development that forms the foundation of a child’s mental development and is the key to his further successful education. Knowledge begins with the perception of objects and phenomena of the surrounding world. His cognitive capabilities, as well as the further development of activity, speech and higher, logical forms of thinking, depend on how a child’s perception is developed and how ideas about the external properties of objects are formed. In early preschool age, learning about the world around us occurs through play. The main means of sensory education for younger preschoolers are didactic games, the main task of which is the accumulation of diverse sensory experience.

What is the importance of sensory education?

The significance is that sensory education is the basis for the intellectual development of a child, developing attention, imagination, memory, and observation. Sensory education promotes the assimilation of sensory standards. There are standards: colors (red, green, blue, yellow), shape (triangle, square, rectangle, oval, etc.), size (large, small, smallest, etc.), taste (sweet, sour , bitter, salty), smell (smell of burning, aroma of perfume, etc.).

Time (second, minute, hour, day, week, month, year, day-night, winter-summer.) Standards of spatial representations (up, down, right, left, etc.) Standards of touch (smooth, prickly, fluffy etc.).

Sensory education influences the expansion of a child’s vocabulary.

Sensory development occurs in a wide variety of children's activities. A special place is given to games, thanks to which the accumulation of ideas about the world around us occurs. It is a game with educational elements that is interesting to the child that will help in the development of the preschooler’s cognitive abilities. This kind of game is a didactic game. Let me note: that a didactic game is an effective method of consolidating knowledge - it should not turn into a learning activity. The game captivates children only if it gives joy and pleasure.

Specifics of play activity and its significance for the sensory development of preschool children

The role of didactic play in the sensory development of children is indisputable. By solving didactic tasks of the game, children train attention, memory, thinking, develop the ability to compare, classify, group objects, sense, and characterize them. Children really like games aimed at developing sensory perception; they develop visual-effective thinking, and then visual-figurative thinking.

At 2-3 years of life, the child accumulates ideas about the size, shape, color and other properties of objects; the acquisition of these ideas takes place in the form of a game, through game situations in which the goal, the task, the skill that the child needs to master is introduced. Due to children’s interest in the development of the storyline, empathy for the characters, children, in the process of active cognitive activity, master the techniques of grouping and classification, relationships and dependencies between objects by their size, shape, color, location in space, and learn to determine the sequence and effectiveness of their actions. As a result, a transition from simple perception of objects, numbers, phenomena to an awareness of their meanings and the possibility of using them in life.

The object of perception in sensory games is color, shape, size. Games for color perception include: “Multi-colored ice floes”, “Fly to your flock”, “Colors”, “What color is the object”, Games for shape perception: “Complete the figure”, “Shapes”, “Describe the object” Games for perception quantities: “Animals line up”, “Compare objects”, “Multi-colored pieces of ice”.

The role of games in the development of sensory education for preschoolers is especially great. Among all mental processes at this age, perception plays an important role: in many ways, behavior and consciousness are determined by what the child sees here and now. The child’s perception is directly related to thinking - the child thinks, establishes connections between objects and phenomena. Already in early preschool age, the child begins to develop imagination, which appears especially clearly in play, when some objects act as substitutes for others.

With the help of games, preschoolers get acquainted with color, shades, learn to mix paints, obtain new tones, and master the shape and size of objects. Didactic games are aimed both at solving educational sensory problems and at improving children’s relationships. They help to interest children, promote their independent activity, and help them play next to other children without interfering with each other.

Many didactic games for sensory education are associated with the examination of an object, with the distinction of signs; they require verbal designation of these signs (“Wonderful bag”, “How are they similar and not similar”), in such games children classify objects according to a certain characteristic, compare them according to or other quality. As a result, teachers lead children to generalization based on the identification of essential features, thus, children are led to mastery of sensory standards.

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

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

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

3) games with riddles and solving, attracting children with the unknown “Find out”, “Guess”, “What is here”, “What has changed”.

4) games to familiarize yourself with the shape and size of an object - geometric games (mosaics, Lego constructors).

5) role-playing didactic games, the game action of which consists of depicting various life situations, playing the roles of adults (seller, buyer, postman, doctor) or animals (wolf, bunny, cat).

6) competitive games based on the desire to quickly achieve a game result and win - “Who is first”, “Who is faster”, “Who is more”.

Games with objects involve toys and real objects (household items, tools), objects of nature (vegetables, fruits, cones, leaves, seeds). Games with objects make it possible to expand and clarify children's knowledge, contribute to the development of mental operations (analysis, synthesis, comparison, abstraction, generalization, classification), speech improves (the ability to name objects, actions with them, their qualities, purpose; describe objects, compose and solve riddles, correctly pronounce speech sounds), cultivate arbitrariness of behavior, memory, attention.

Dramatization games provide an opportunity to clarify the understanding of various everyday situations (“Let’s arrange a room for a doll”), literary works (“Journey to the Land of Fairy Tales”), and norms of behavior (“What is good and what is bad”). Games with spillikins and skittles contribute to the development of coordination of small movements and visual control over them.

In didactic games, a variety of toys are used, in which the color, shape, purpose, size, and material from which they are made are clearly expressed. Games improve knowledge about the material from which toys are made, their characteristic properties and features.

Printed board games are varied in content, educational objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. Printed board games are varied in type: paired pictures, lotto, dominoes, mazes, cut pictures, cubes, puzzles.

Printed board games are common, based on the principle of cut pictures, folding cubes, on which the depicted object or plot is divided into several parts. These games promote the development of logical thinking, concentration, and attention. For preschoolers, putting a whole together from parts is a complex process of comprehension and imagination.

Currently, puzzles are very popular, where pictures using a special joining technique are divided into several parts and have different contents (animals, transport, dishes, fruits, fairy-tale characters). In the process of didactic games, the development of sensory culture in young children will be more successful if pedagogical conditions are specially created. They consist of the selection of didactic games in accordance with the goals, the organization of joint games between an adult and a child, and the provision of pedagogical guidance for independent games of children of primary preschool age.

The role of didactic play in the development of sensory education is not only that children learn properties - color, shape, size, etc., but also that, thanks to the principle of self-control inherent in educational toys and materials, they allow organizing more or less long-term independent activities of young children, develop the ability to play next to others without disturbing them.

Conclusion

Based on the above, we can conclude that sensory development is aimed at teaching children to accurately and fully perceive objects, their various properties and relationships (color, shape, size, etc.). Sensory development, which is aimed at forming a more complete perception of the surrounding reality, is the basis of knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children, that is, how much the child hears, sees, and touches the environment.

Didactic games act as a means of sensory development for young children. It solves the problems of mental, physical and aesthetic development of each child. The game creates favorable conditions for the acquisition of new knowledge and skills and for the development of mental processes in children. The most important psychological secret is that it is necessarily built on interest and voluntariness. You can’t force someone to play, but you can captivate them with the game. In it, in unique ways, the gradual formation of mental processes is carried out: sensory processes, abstraction, communication, etc. Children love it when a teacher plays with them. All these elements of the game develop the child’s mental abilities.

In a didactic game, a child must independently solve various mental problems: describe objects, group them according to various properties and characteristics, guess objects and actions based on descriptions, and invent stories. Children should be able to find the answer, guess, compare, contrast, and draw the correct conclusion using existing knowledge and experience. At the same time, they demonstrate intelligence, the ability to independently solve problems, and the ability to exert strong will in achieving their goals.

Bibliography

1. Wenger, L.A. Nurturing a child’s sensory culture from birth to 6 years. Book for a kindergarten teacher - M.: Prosveshchenie, 2000.- 267 p.
2. Gubanova, N.F. Development of gaming activities. System of work in the first junior group of kindergarten - M.: Mozaika-Sintez, 2008.
3. Sensory education in kindergarten / / Ed. N.P. Sakulina and N.N. Poddyakova, Method. Indication - M.: Education, 2001.
4. Sensory education of young children: educational and methodological manual / Yu.M. Khokhryakova: Publishing house "TC Sfera", 2014.

Methodology for organizing didactic games for sensory development

Let's consider the methodology for organizing didactic games for children of primary preschool age.

1. In younger preschoolers, excitation processes prevail over inhibition processes. Visuals are more effective for them than words. Therefore, it is advisable to explain to them the rules and demonstrate the game action itself. If a game has different rules, don't tell them all at once.
2. Games should be conducted in such a way that they allow children to experience joy and cheerfulness.
3. We need to teach children to play in such a way that they do not interfere with each other, gradually learn to unite to play in small groups and realize that playing together is much more interesting.
4. A teacher with younger preschoolers should try to get involved in the gameplay themselves. First you need to attract children to play with didactic materials. Then you need to take them apart and put them back together with the guys. It is necessary to awaken children's interest in didactic materials and teach them to play with them.
5. At this age, children have a predominant sensory perception of the surrounding reality. Taking this into account, the teacher tries to select material that can be explored and actively acted upon.
6. Games familiar to children will become even more exciting if something complex and new is introduced into their content, which requires activation of mental processes. Therefore, you need to repeat the game in different variations, gradually complicating their rules.
7. When the rules of the game are explained, the teacher should turn his attention to the different players so that everyone thinks that they are telling him about the game personally.
8. In order for the game to become more successful, the teacher must prepare the children for the game process: before the game, children must become familiar with the objects that will be used, with the images and their properties.
9. After the game, the teacher must definitely notice the positive aspects: praise the children for what they did.
10. Interest in games will increase if the teacher invites them to play with the toys that were used during the game.

Touch gaming systems and conditions for their use

The methodological literature contains information about different gaming systems. Such systems were developed, among others, by T.V. Bashaeva. They allow you to develop the perception of preschoolers and primary schoolchildren. ISSE was developed on the basis of the patterns of development of perception in the preschool period and on the psychological aspects of the transfer of external actions to the internal plane. The laws of mastering sensory standards were also taken into account.

To realize each type of perception, game systems were created that are based on the principle of gradual complication according to the stages of development of perceptual actions. In the beginning, children play with real objects with the help of adults, so they begin to perceive what properties different objects have. Then models are introduced into the game system, with the help of which the property can be specifically highlighted to facilitate their perception.

By playing with models, children learn to manipulate properties as in real actions in order to dissect external actions and objects themselves into their constituent elements. This makes it easier to assimilate perceptual actions and transfer them to the level of visual perception of objects.

Each type of perception must end with visual discrimination and recognition of the properties of phenomena or objects, with the help of which it is possible to determine whether the preschooler has developed a mechanism for perceiving the properties being studied.

Sensory education of preschoolers through a system of didactic games and exercises

Raising children is one of the most complex and responsible processes, on which not only the future of the child himself, but also the future of the family, those around him and the new generation depends. This process is a large complex of measures and technologies that are aimed at shaping the child’s personality.

One of the important complexes of education is sensory education of preschoolers. Sensory education is aimed at teaching children to accurately, completely and separately perceive objects, their properties and relationships (shape, color, size, location in space, etc.).

Many psychological studies show that without such upbringing, children’s perceptions for a long time can remain fragmentary and superficial, which greatly complicates both the mastery of various types of activities (drawing, modeling, etc.) and the acquisition of knowledge and skills.

The study of issues of sensory development and education has shown that this is a complex process that includes: children’s assimilation of “sensory standards” and mastering methods of examining objects.

Sensory standards are generally accepted examples of each type of properties and relationships of objects (for example, in the area of ​​shape - these are geometric figures; in the area of ​​color - seven colors of the spectrum, black and white). Thus, ensuring that children assimilate sensory standards means precisely forming their ideas about the types of properties of an object. But such ideas will not be able to control perception, since the child does not have any means by which it would be possible to find out which of the images corresponds to the property of a particular object. This is precisely why there are methods for examining objects, that is, methods for comparing the properties of an object with established models that need to be taught to children.

Thus, sensory education in preschool age is nothing more than familiarizing children with sensory standards and mastering ways of examining objects. In order for a child to begin to assimilate these standards and methods, he must be prepared for this. After all, this assimilation and mastery itself is a process that lasts several years and includes a gradual transition to more complex forms of perception.

In the first years of life (up to 3 years), the child receives a huge number of impressions. He distinguishes shapes, colors, sizes, but not all of these properties attract his attention and become signs of objects that influence his actions. The perception of young children is very unstable (most often, one property is isolated in an object). In this regard, young children only need to remember the names of those very properties (shape, color). What actions lead to the initial identification of these properties of objects and the formation of elementary ideas about them? Scientists say that these are, first of all, object-based actions, that is, actions in which the child will use each object as a model. All this will be preparation for the assimilation of sensory reference samples.

In the third year of life, children begin to master the simplest productive actions (folding cubes, laying out mosaics, etc.). But the child does not yet take into account the properties of these objects. This happens not because children do not recognize properties well, but because they do not understand their meaning. Making it clear the meaning of the properties of objects is the main task of sensory education in the third year of life. Properties (color, size, shape) should appear for children as permanent signs of objects by which these objects are recognized.

At the age of three, a new stage of sensory development begins. It is at this stage that the transition to the assimilation and use of sensory standards occurs. It is very important here to begin to introduce children to the different types of standards and how to use them.

Sensory standards of different types:

1. In the field of color, these are the colors of the spectrum (red, orange, yellow, green, blue, indigo, violet, white, gray, black); lightness and saturation; shades of color; the order of tones in the spectrum;

2. In the area of ​​shape – geometric shapes (square, circle, rectangle, oval, triangle, polygon); volumetric and planar figures

3. Magnitude

Speaking about ways to familiarize children with sensory standards, we can say that first you need to introduce children to the main samples, and then to the varieties. It must be said that when getting acquainted with standards, it is not enough to simply show and indicate the name; it is important to include the actions of the children themselves in order to consolidate them in memory.

Familiarization with each type of standard has its own characteristics, since different actions can be organized with different properties of objects. So, for example, when becoming familiar with the colors of the spectrum, it is very important for children to obtain them independently (dilution of paints). Teaching children how to trace a contour plays an important role in introducing geometric shapes and their varieties. Familiarization with magnitude involves arranging objects in rows from largest to smallest, for example.

Thus, in the third year of life, children should be able to identify color, shape, and size as special characteristics of objects and accumulate ideas about the varieties of color and shape and the relationship of two objects in size.

Starting from the fourth year of life, children need to form sensory standards: stable ideas about colors, geometric shapes and relationships in size, fixed in speech. Later, you need to acquaint them with shades of color, with variations of geometric shapes and with the relationships in size between the elements of a series. Simultaneously with the formation of standards, children should be taught how to examine objects: sequential inspection and description of shape, grouping by color and shape, and performing more complex visual actions.

Based on these tasks, a system of didactic games and exercises was formed. This system aims to develop ways of perception that facilitate the performance of any productive activity.

Examples of didactic games and exercises

1.
Familiarization with color for children from 1 year 8 months to 3 years
- laying out objects of sharply different colors into two groups

– placement of fungi of two sharply different colors in the holes of the tables in accordance with the color

– laying out a colored mosaic – “Hen and Chicks”

– painting with paints – “Leaves of trees”

2. Familiarization with color for children of primary and secondary preschool age

- "Beautiful bouquet"

– “Swan”

- "Rainbow"

– “Water coloring”

- “Multi-colored sundress”

– “Colored Ice”

3. Familiarization with the shape and size of an object for children of primary and secondary preschool age

- “Wonderful bag”

- “Find an object of the same shape”

– “Geometric Lotto”

– “Laying out the ornament”

- “Glue the teapot together”

- “Arrange the furniture”

4. Familiarization with the shape and size of children in senior and preparatory school groups

- “Find the same pattern”

– “Find by description”

- “Guess what’s in my picture”

- “Guess what’s in the bag”

- “Put out the item”

Didactic games and exercises are of great help in sensory education. However, this help will be significant only with a creative approach to the use of these games and exercises and when including them in the overall system of sensory education.

Game methods for forming ideas about color

The main focus is on color recognition exercises and games. With their help, a preschooler can become familiar with the generally accepted system of shades and color tones, which are included in the form of transitional phrases.

These games are very important, because children, when perceiving color in the environment, drawing it with paints and pencils, are not able to independently learn to systematize shades and tones.

G.S. Shwaido offers his own model for constructing games for color discrimination and recognition. First, the child must remember colors that are close to each other. Then he must learn to distinguish colors by dark and light shades.

After this, children should learn to distinguish between shades of one color. First, choose two shades. Then several.

To firmly grasp sensory standards, you need to repeat games many times. But repetition needs to be organized in different ways. If you repeat didactic games without changes, this will give children the opportunity to consolidate acquired skills and knowledge during the exercises.

But if you make familiar games a little more complicated, it develops interest in them. Solving new problems brings children a sense of satisfaction and joy, and children are fueled by a desire to be mentally active.

Formative environment and game methods

According to R.A. Kurashova, we can highlight a subject-based developmental environment, which is one of the conditions for the development of sensory standards in preschoolers.

Today, as the education system improves, as the principles of humanization of the educational process are introduced, great importance is attached to the creation of a formative environment.

The environment, which includes the child's environment, consists of the family, immediate environment and social environment. The environment can both enhance and inhibit a child’s development. But she cannot but influence his development at all.

The developing subject environment is a complex of objects of the material world with which the child interacts. It allows you to model the content of the child’s physical and spiritual appearance.

In order for didactic games to produce results, you need to follow general didactic principles in their organization.

For example, one must adhere to the principle of consistency and systematicity, which is manifested in the fact that the knowledge system should be transmitted to children in a logical sequence, taking into account the cognitive capabilities of students. Another principle is the principle of learning. It involves organizing a process of several steps. It produces more results if you take fewer breaks, stay consistent, and avoid uncontrollable moments.

Based on all this, didactic games should be carried out sequentially from simple to complex.

According to V.N. Avanesova, during classes that are based on the direct influence of adults on the teacher, it is impossible to implement all the goals of sensory education: didactic games still play a large role.

The researcher believes that in some cases games are a specific playful form of conducting classes. They can be organized with all preschoolers during classes. In other cases, games should be used in everyday life, when the child plays independently.

Didactic games for learning motivation

Didactic games are games that are created and adapted specifically for teaching children.

This is a type of game with rules that are specially created by teachers for raising and teaching children.

Didactic games are a rather complex pedagogical phenomenon, consisting of many plans. A game is a gaming method, a form of learning, an independent activity, and a means for personal education.

We study didactic games as teaching methods in two forms: activities and didactic games. During classes, the leading role is taken by the teacher, who tries to increase preschoolers’ interest in classes using game techniques. He can create competitive elements and introduce game situations. The use of different components of gaming activity can be combined with instructions, demonstration, explanations and questions.

Researchers in the field of games highlight its structure: tasks, rules and actions.

The game used for teaching includes a didactic, educational task. During the game, children try to solve the problem in a form that is exciting for them, which can be achieved through certain game actions.

Each didactic game is endowed with a detailed game action. According to a group of teachers, didactic games become games due to the fact that they contain game moments: surprises and expectations, elements of competition and movement, riddles and distribution of roles.

Motivation for completing didactic tasks is the child’s natural desire to play, achieve gaming goals, and win. This is what encourages them to listen and look more carefully, quickly focus on the necessary properties, select objects and group them as required by the game conditions and rules.

Usually teachers confuse the concepts of “game exercise” and “game”. And game exercises are sometimes mistakenly called games by teachers.

But if you use play exercises instead of games, then children's interest can often quickly fade away. N.Ya. Mikhaileno identifies the following components of the game: actions, rules, winnings.

If the activity that the teacher offers for children does not have a competitive component and it is impossible to record championship as a win, then it is just a game exercise. To prevent the game from turning into a gaming exercise, it is necessary to introduce gaming actions with a competitive component into the process.

MAGAZINE Preschooler.RF

Author: Ibragimova Irina Petrovna teacher of the first category, GBOU School No. 199, preschool department No. 5 (GBOU kindergarten No. 368), Moscow

Sensory education is the development of a child’s perception and the formation of ideas about the external properties and qualities of objects: shape, color, size, position in space, smell, taste, and so on. The child’s knowledge begins with the perception of objects and phenomena of the surrounding world. Therefore, normal development is impossible without relying on full perception.

The development of perception and sensation occurs more successfully in conditions of purposeful, meaningful activity: playing, drawing, modeling, appliqué, design. This not only creates favorable conditions for the development of sensation and perception, but also creates the need to master shape, color, and spatial orientation on a sheet of paper. The child’s sensory experience is enriched through touch, muscle feeling, and vision. The child is taught to distinguish the size, shape and color of an object through didactic games. When examining an object, a child of primary preschool age, as a rule, identifies one most striking feature, and, focusing on it, conveys the image of the object in visual activity through the color scheme, in design, modeling - through shape, color.

It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. In the system of didactic games, children of the younger group master the basic skills of various types of productive activities. Didactic games systematically teach and reinforce children’s knowledge in a playful way. The combination of a teaching task in didactic games, the presence of ready-made content and rules, allows the teacher to use these games more systematically for the sensory development of children. However, as many studies have found, it is impossible to achieve all the tasks of sensory education in classes on productive activities. Specially organized didactic games are a good addition to learning in classes to familiarize yourself with generalized ideas and socially established sensory standards.

Games with didactic toys, collapsible toys and inserts: nesting dolls, turrets, balls, cubes have a lot in common with the exercises under consideration. The content of didactic toys expresses the features of nature, the life of a particular people, and national character. What attracts a child to a didactic game is not the educational nature, but the opportunity to be active, perform a game action, achieve a result, and win. The ability to teach young children through active, interesting activities is a distinctive feature of didactic games. Let's look at some techniques and methods for leading didactic games. A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to carry them out.

Children operate with existing knowledge, which is acquired, systematized, and generalized during the game. With the help of didactic games, a child can acquire new knowledge: by communicating with the teacher, with his peers, in the process of observing the players, their statements and actions, acting as a fan, the child receives a lot of new information. And this is very important for its development. Children who are inactive, unsure of themselves, and less prepared, as a rule, first take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.

Before starting the game, it is necessary to arouse children's interest in it and the desire to play. This is achieved by various techniques: using riddles, counting rhymes, surprises, an intriguing question, agreement to play, reminders of a game that children willingly played before. The teacher must direct the game in such a way that, unnoticed by himself, he does not stray into another form of learning - classes. The secret of successfully organizing a game is that the teacher, while teaching children, at the same time preserves the game as an activity that pleases the children, brings them closer together, and strengthens their friendship. Children gradually begin to understand that their behavior in play may be different than in class. Here they can react violently to various actions of the players: clap their hands, encourage, empathize, joke.

The teacher helps to ensure that the children remain in a playful mood throughout the game, so that they are captivated by the game task. The pace of the game set by the teacher is of great importance. The development of the tempo of the game has a certain dynamics. At the very beginning, children seem to “play out” , assimilate the content of game actions, the rules of the game and its course. During this period, the pace of the game is naturally slower. Towards the end, the emotional mood decreases somewhat and the pace of the game slows down again.

The explanation of the rules and the teacher’s story about the content of the game are extremely brief and clear, but understandable to the children. From the very beginning to the end of the game, the teacher actively intervenes in its course: notes the successful decisions and discoveries of the children, supports the joke, encourages the shy ones, and instills in them confidence in their abilities. If the game has elements of competition (who will complete the task faster, who will solve the problem correctly without making mistakes, who will name the most objects, etc.), then when summing up the results you must be especially careful and objective. To avoid mistakes, the teacher uses chips with which correct decisions are assessed.

The presence of a large number of chips in one of the players allows you to determine him as the winner. In some games, for incorrectly solving a problem, the player must contribute a forfeit, that is, any thing that is won back at the end. The game does not tolerate coercion or boredom. Didactic games, held outside of class or as part of a lesson, teach and reinforce knowledge in a playful way. Didactic games and exercises for children 3-4 years old are carried out sequentially and systematically. One of the important conditions for the sensory development of preschool children is also its implementation in the process of meaningful activities of children.

It is in the conditions of meaningful, effective activity that it becomes possible to make features, relationships, and properties the subject of children’s attention, a subject of development. In the formation of a child’s personality, various types of artistic and creative activities are invaluable: drawing, modeling, cutting out figures from paper and gluing them, creating various designs from natural materials. Visual activity of this age is characterized by rapid transitions from the process of depiction to play, which is explained by the mobility of imagination and general activity. Play is a special type of activity for a preschooler; it is always creative in nature.

Didactic games on art activities and design increase children's sensory culture and develop sensory perception of color, shape, and size. When conducting such games with preschool children, the teacher explains the rules as the game progresses. The following examples of didactic games for the sensory development of preschoolers can be given:

1. Game “Hide the Bunny” .

Goal: To consolidate children's ideas about six colors (red, blue, yellow, green, orange, purple).

2. Game “Match by color” .

Goal: To strengthen in children the ability to group homogeneous objects by color.

3. Game “Who has what dress? ”

Goal: To teach children to choose objects based on the word denoting color. Group shades of the same color tone.

4. Game “Pick a figure” .

Purpose: To consolidate children’s knowledge about geometric shapes, to practice

naming them. Learn to select shapes according to the model. Strengthen the skill

examination of geometric figures using the technique of tracing and overlaying.

5. Game “Who has what form” .

Goal: To teach children to group geometric shapes (ovals and circles) by shape, distracting from color and size.

6. "Geometric Lotto".

Goal: To teach children to compare the shape of a depicted object with a geometric figure and select objects according to a geometric pattern.

7. "Let's assemble a pyramid".

Goal: To strengthen in children the ability to establish the relationship between several objects in size when assembling a pyramid.

8. "Tower".

Goal: To consolidate the idea of ​​the relativity of the size of objects.

Give an idea of ​​the relationship in size between flat objects and volumetric objects.

9. "What's there?"

Goal: To teach children to establish the relationships of three objects in size when composing nesting dolls.

10. "Narrow and wide path".

Goal: To consolidate the ability to place bricks with the long side to each other, distributing the building over the surface.

11. “Building a slide with a ramp”.

Purpose: To teach children to build a ladder by placing it at an angle to the highest side of the plate. Develop eye and coordination of movements.

The didactic game provides ample opportunities for children's sensory development. There are methodological techniques for preparing and organizing games that help the teacher teach children in a form that is interesting to them. The variety of didactic games allows the teacher to select didactic games, focusing on the individual and age characteristics of children.

Didactic games increase the child’s interest in mastering sensory culture. A wide variety of didactic games allows the teacher to build a set of activities with children.

Bibliography

1. Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. — M.: Enlightenment
2. Wenger L.A. Nurturing a child’s sensory culture, from birth to 6 years. — M.: Enlightenment.
3. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. — M.: Enlightenment.
4. Zaporozhets A.V. Sensory education of preschoolers. - M.: APN RSFSR
5. Kostina E. P. The role of didactic games in the sensory development of preschool children. — M.: Progress.

Types of didactic games for sensory development

A.N. Avanesova, taking into account the experience of sensory development of children, identified several types of didactic games:

1. assignments that are based on children’s passion for actions with objects and toys: they can be assembled, laid out, inserted and performed other operations with them;
2. hiding and searching: children are fascinated by the unexpected disappearance or appearance of objects, their finding and searching;
3. guessing and riddles in which children are attracted by the unknown;
4. plot-role-playing: children find themselves in the depicted life situations and play the roles of adults: buyers, postmen, sellers, etc.;
5. competitions in which children try to quickly achieve game results and win;
6. forfeits: in them, children try to discard a card, get rid of something, hold on, avoid a penalty item, and not utter a forbidden word.

According to A.N. Avanesova, in order to develop preschoolers’ ideas about colors and the solar spectrum, you must first conduct didactic games, during which children could learn to distinguish primary colors, recognize them and name them correctly.

After this, preschoolers are introduced to complementary colors. Then children do exercises in which they learn to name and distinguish shades for primary and secondary colors.

This is how ideas are formed about certain systems of color relationships, about the sequence of all colors in the solar spectrum and about their place there.

The knowledge children acquire about color allows them to develop mentally and sensory. Using this knowledge as standards, children try to navigate space faster and better, more accurately and more consciously. Their activities are taking on more advanced forms.

The acquired sensory representations do not indicate that children will use them in practice.

Didactic games make it possible to expand the practice of using standards and expand practical orientations.

As a result, the function of the didactic game becomes not educational, but aimed at applying existing knowledge.

Games can be used in every lesson. It is best to accompany them with nursery rhymes and riddles, which allows children to be emotionally aware and perceive game images, understand their aesthetic character, and develop imagination and imaginative thinking.

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Sensory development of children of primary preschool age through didactic games

Dear friends, we are pleased to introduce you to Lyudmila Vyacheslavovna Novikova, teacher of the MBDOU combined type kindergarten No. 2 in Nelidovo, Tver region. Today Lyudmila Vyacheslavovna is pleased to share with us useful material on the sensory development of children of primary preschool age through didactic games. The article will be of interest to preschool teachers and parents.

A short commentary on the article from Lyudmila Vyacheslavovna:

“The development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes: memory, imagination, thinking. Developed sensory skills are the basis for improving the practical activities of modern man. Sensory development, aimed at the formation of a full perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage, which is sensory experience.”

Useful reading...

Sensory development of children of primary preschool age through didactic games

Project type:

By number of participants: group.

According to the dominant activity in the project: gaming, informational, practice-oriented.

Focus: sensory development.

Participants: children of primary preschool age (2-3 years), parents, group teacher.

By time: long-term: October 2013. — May 2014

Relevance:

The development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes: memory, imagination, thinking. Developed sensory skills are the basis for improving the practical activities of modern man.

Sensory development, aimed at the formation of a full perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage, which is sensory experience.

B.G. rightly notes. Ananyev “The most far-reaching successes of science and technology are designed not only for a thinking, but also a feeling person.”

The success of mental, aesthetic and moral education largely depends on the level of sensory development of children, that is, how much the child sees, hears, and touches the environment. Thus, the relevance of a systematic approach in the sensory development of children is determined by the need to summarize the achievements of the past in the field of sensory education and the introduction of modern technologies and developmental techniques.

Objective of the project:

• Develop intellectual and sensory abilities in children of primary preschool age through didactic games

Tasks:

• Develop mental processes: attention, memory, thinking, perception.
• Develop color discrimination, shape perception, the ability to perceive size, group, compare and generalize objects according to these characteristics.
• To develop in children visual ways of examining objects.
• Learn to correlate the shape of objects with the shape of planar images and volumetric geometric bodies (sphere, cube).
• Enrich children’s active and passive vocabulary, teach them to understand and use the words “color”, “same”, “different” in speech.
• Develop the ability to play side by side without interfering with each other.
• Develop the ability to listen and understand the teacher’s instructions.
• Develop fine motor skills of the hands.

Hypothesis:

I assume that if you use didactic games, the sensory development of younger preschoolers will be more effective under certain conditions.

Conditions:

• Selection of didactic games that correspond in purpose to the development of sensory abilities in children with a gradual transition from simple to complex.
• Education of parents in the field of sensory development of children.
• Creating a developmental environment in the group.

Expected result:

The level of sensory development of children of primary preschool age will change qualitatively. Children will develop the foundations of a cognitive, caring, creative attitude towards the world around them.

Work principles:

• Individual-personal orientation of the educational process.
• Developing, stimulating cognitive activity orientation of the lesson.
• The principle of growth, independence and activity of children.

Methods and means of project implementation:

• Educational activities.
• Game educational situations, everyday life, regime processes.
• Working with subject and subject pictures.
• Didactic games.
• Exercises to develop fine motor skills of the hands.
• Working with parents.
• Working with teachers.

Implementation stages:

Stage 1 - preparatory (October 2013)

• Monitoring the level of development of children.
• Creating conditions for children's activities.
• Development of phased plans.

Stage 2 - formative (November 2013 - May 2014)

• Approbation of thematic planning.
• Analysis and selection of accumulated material on organizing activities

Stage 3 - final (May 2014)

• Summing up the implementation of goals and objectives.
• Defining tasks for the future.

Project implementation:

I built my work taking into account the psychological and pedagogical characteristics of children of primary preschool age (visual-figurative and visual-effective), the gradual and consistent complication of cognitive material.

The training of preschoolers during the stages was carried out taking into account the requirements of the program. The work included didactic games to consolidate younger preschoolers’ ideas about the shape, color, and size of surrounding objects.

This system of didactic games was compiled from the system of didactic games by L.A. Wenger “Sensory development of young children”, O.A. Novikovskaya “Mathematics in games and pictures”, V.E. Voronin "Didactic games on sensory skills for children 2-4 years old."

The educational activities of the teacher with children took place in natural conditions in a kindergarten group, equipped with the necessary equipment that allows for didactic games to develop all sensory abilities. The development of sensory abilities was facilitated by an atmosphere of goodwill, cooperation and mutual understanding.

At the preparatory stage, the goal was set: to identify the level of development of younger preschool children in the field of sensory standards of color, shape and size through didactic material.

The tasks were determined: to conduct a diagnostic survey of younger preschoolers on the perception of color, shape, and size. Record the received data in a table.

Techniques used at this stage: examination of objects with a visual explanation.

Material: a set of geometric shapes (circle, square, triangle), four primary colors (red, blue, yellow, green), two different sizes (large, small).

While completing tasks, children made mistakes in their ability to navigate in two and three contrasting quantities, in the relationship in size between flat spaces and volumetric ones.

The results show that children do not have sufficient knowledge of practical actions to select and group objects by color, and do not see the similarities and differences of primary colors.

During the preparatory stage, aimed at identifying the level of development of sensory abilities, I determined that many children’s sensory abilities are not sufficiently developed.

I assume that with the active use of didactic games and exercises, the results will become better.

A survey of parents and interviews showed that:

• most parents have a superficial understanding of sensory development and cannot assess the level of sensory development of their child;
• all parents are interested in receiving qualified help on this issue. Parents noted that children love to assemble pyramids, play with blocks and construction sets, but not all parents attach importance to the development of various types of perception.

During the preparatory stage, data was recorded that became the source for subsequent work at the formative stage.

At the second stage, the goal was determined: to promote the sensory development of children and the assimilation of sensory standards of color, shape and size, using didactic games according to plan.

The formative stage lasted from November 2013 to May 2014.

The work at the second stage was carried out in the form of games and activities aimed at developing sensory abilities. For this purpose, I chose individual and group classes, conversations, independent play activities and joint ones with the teacher.

Play activities together with adults are the main basis for the sensory development of children and preschoolers. The didactic material included the previous material with mandatory complication.

In my work I used didactic games to develop the perception of color, shape, and size according to a drawn up plan.

I played games twice a week, lasting 10-15 minutes.

The main methods of activity were: game techniques, speech patterns, demonstration of methods of action, use of elements of surprise, concretization of communication between the teacher and the child during or at the end of the lesson: both Vanya and Anya, all the children will listen to what the doll Masha tells and shows.

The children took part quite lively and with interest when they were asked to play. To maintain interest, a competitive moment was introduced: “Who can arrange the figures on the plates the fastest.”

In the game “Hide the Mouse”, to create positive emotions, I used a cat toy, the children reacted quite vividly to it and quickly performed actions that corresponded to the content.

Each child had the opportunity to be active, help the hero, etc.

Sensory development was carried out both in educational activities and during routine moments. For example, when welcoming children, I paid attention to the color of the child’s clothes and shoes: “Anya, what a beautiful yellow dress. Does Kirill have a green T-shirt? Let’s take a look and find who else is wearing green clothes today.”

When washing, I paid attention to the color of the towels, when feeding, to the dishes, the color of the salad bowls and napkins. When dressing for a walk, they compared scarves by length, color (Alina had a long red scarf, and Vitya had a short white scarf), socks, and children’s shoes.

In story games, I paid attention to the size, color and shape of objects: “And what apples will we make compote from: big or small? What color should we take the pan? etc.

When working with the fairy tale “The Three Bears,” the illustration had to show a big bear and a little Mishutka, show the dishes and crib that were suitable for each of them. In the fairy tales “Turnip”, “Teremok”, “Kolobok”, name which of the heroes is big and which is small.

Working with pictures, she suggested showing a big cat and a small one. Long and short paths to the houses of a bunny, a duckling, draw, build from a builder.

While walking, compare sand cakes: the same in shape, size, look for leaves that are the same in shape, size and color. When pouring sand into buckets, when filling them with water, stones, when pouring soup, compote, she drew the children’s attention to when everyone’s bucket, cup, plate was empty, and when it was full, etc.

In the morning, while conducting individual work, she offered children didactic material for games: “An entertaining box”, “Colored inserts”, “Find whose house?”, “Big - small”, “Merry meadow”, “Arrange by color”, games with matryoshka dolls (disassemble the matryoshka doll and make a round dance of large matryoshka dolls on one lawn and small ones on the other).

For example, when getting to know the environment, I used a series of games with dolls. The dolls Dasha and Masha came to visit. The dolls were of different sizes. It was necessary to select dishes for each doll according to its size. She asked the children how big the doll is Dasha and how big is Masha?

- Nastya, what cup will we give Dasha?

- Which Masha?

— What color is Masha’s cup?

- What about Dasha?

Appropriate conditions and a developmental environment were created in the group.

In addition to various educational games: “Collect an object”, “Beads”, “Colored shapes”, “Matryoshka”, “Find by shape”, “Find a pair”, “Guess the figure”, “Arrange the pencils”, “Hit the gate”, cut pictures, cubes, etc., a sensory center was organized, which was replenished with materials specific to the experiments: balls of thread, fabrics of various textures, clothespins, natural materials, containers with water and sand, and much more.

As a result, I found out that didactic games combine all the teaching, developmental and educational functions; with their help, sensory operations are carried out that enrich the child’s experience and contribute to the formation and development of sensory abilities.

Teaching aids that are correctly selected in color, shape, and size have a great emotional charge, determined by texture, proportions and color harmony.

Work with parents at this stage included consultations on the following topics:

• “What is sensory development of children”
• “Why does it need to be developed?”
• “Games and toys for younger preschoolers”
• "Moving folders"
• "Mathematics in games and pictures"
• "Finger games and exercises"
• “Introducing the baby to the properties of objects”
• “How to help your child learn colors”
• "Pencil - massager"

Parents took an active part in making games with their own hands for sensory development and fine motor skills.

After the implementation of activities aimed at the sensory development of children of primary preschool age through didactic games, the final stage was carried out to determine the effectiveness of the work done.

The purpose of the final stage: to identify the level of development of younger preschoolers in the field of sensory standards of color, shape, size. Comparison of the results of the preparatory and final stages.

Date: May 2014.

Planned and systematic work on sensory development, using games, significantly influences the sensory development of children and the development of personality in general.

Children began to better distinguish colors and distinguish objects by shape and size.

During conversations with children, I noticed that they developed an interest in the world around them, they began to pay attention to the properties of surrounding objects and demonstrate this knowledge to others.

The positive results obtained during the work confirm the correctness and validity of the hypothesis put forward: the sensory development of younger preschoolers using didactic games will be more effective under certain conditions.

At this stage, I prepared and conducted with the children a pedagogical event “Didactic games on color, shape, size “Dwarfs”” for preschool teachers.

A workshop meeting “Game is not fun” was held with parents, a photo album “We Play” was made.

Experience on this topic was exchanged with teachers with a presentation of didactic material at the pedagogical council, GMO “Fair of Pedagogical Ideas”.

Result:

1. Children of primary preschool age have developed skills and abilities that indicate a high level of development of perception (color, shape, size).

2. Conditions have been created to ensure the effective use of didactic games, and didactic games have been tested.

3. Parents received methodological and practical recommendations on this topic; consultations on the acquisition and production of didactic games and their implementation with children at home.

4. Experience on this topic is widespread in preschool educational institutions No. 2, No. 7, and is used by teachers.

Project development prospects:

1. Continue work on the use of project technologies for the sensory development of children.

2. Further systematic work on the formation of sensory standards in children of primary preschool age in other educational areas, based on the use of integrative methods.

3. To produce multifunctional manuals on the sensory development of children, using these developments.

Bibliography

1. “Rainbow” program, 2006

2. Voronina V.E. "Didactic games on sensory skills for children 2-4 years old"

3. Wenger L.A. “Didactic games and exercises for sensory education of preschoolers,” Education, 2008.

4. Glushkova G. “Game or exercise”, Preschool education, 2008.

5. Dubrovskaya N.V. “Color and features of its perception by preschool children,” Preschool Education, 2003, No. 6.

6. Efremova N. “Learning to distinguish colors and remember their names,” Preschool Education, 2003, No. 12.

7. Yanushko E.A. “Sensory development of young children”, M. Mozaika-Sintez, 2009.

8. Novikovskaya O.A. “Mathematics in games and pictures” School before school, St. Petersburg “Paritet”, 2006.

9. Internet.