Study of the level of sensory development of young children. Diagnostics of sensory education and development of elementary mathematical concepts in the 1st and 2nd junior groups block - Games for the development of olfactory perception

Pedagogical project for children of the 1st junior group "I explore the world"

Deryagina Marina Anatolyevna.
Position, place of work: teacher, MADOU d/s No. 1 "Carousel", Nevyansk, Sverdlovsk region.
I bring to your attention a pedagogical project for children 2-3 years old, aimed at the formation of sensory standards.
Intended for teachers and parents.

Introduction
Modern requirements of the Federal State Educational Standard for Preschool Education for the educational process in a preschool institution are changing the management system of preschool education, determining the need to develop new approaches to teaching activities and organizing interaction with the child, so that it is aimed at the formation of cognitive interest, cognitive independence and initiative.

An effective means of organizing the modern educational process is design technology and the project as one of the forms of search activity.

Currently, the following stages and levels of development of project activity in preschoolers are distinguished: the first - from 2.5 to 5 years - imitative-performing; the second – from 5 to 6 years – developmental; the third - from 6 to 7 years old - creative.

The imitative-performing level is characterized by the fact that children of primary and secondary preschool age cannot yet independently choose a problem and ways to solve it due to a lack of life experience and an insufficient level of development of intellectual and creative abilities.

Therefore, an active role in the project belongs to the adult, who helps to determine the problem “ordered” by the children, based on his observations of the needs and interests of the students. The project is implemented at an imitative-executive level through children completing tasks proposed by adults.

I am currently working on the pedagogical project “I Explore the World,” which is aimed at introducing children to didactic games that promote sensory development in an accessible and understandable form.

Having studied the works of psychologists (A.V. Zaporozhets, L.V. Venger, A.M. Fonareva, S.L. Novoselova), she revealed that the sensory education system is based on the following principles: a child is born with relatively developed sense organs, but is not able to to the perception of objects around him in their integrity and constancy. Research conducted by Russian psychologists has shown that a significant part of the difficulties that children encounter during learning, especially in the first grade, are associated with a lack of accuracy and flexibility of perception.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. 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 becomes superficial and incomplete.

The success of cognitive development is determined by the level of development of sensory processes.

The importance of sensory education is that it is the basis for intellectual development, develops observation, has a positive effect on the aesthetic sense, is the basis for the development of imagination, develops attention, gives the child the opportunity to master new methods of subject-cognitive activity, ensures the assimilation of sensory standards, provides mastering the skills of educational activities affects the expansion of the child’s vocabulary, affects the development of visual, auditory, motor, figurative and other types of memory.

I currently work with young children. The monitoring I conducted at the beginning of the year of the levels of development of sensory

The abilities of the children in the group showed that they mainly have a low level of sensory development.

During observations of children, it turned out that they do not know how and do not show the desire to play board and educational games or follow their rules. And the lack of knowledge of parents about the impact of such games on the mental development of their children, and how to present them to their children (which was revealed in the survey), further convinced us of the need to solve this problem.

In this regard, there is a contradiction between the real possibilities of project activities in the formation of cognitive and sensory activity of young children with the help of didactic games and the readiness of children and parents to accept them.

Based on the identified contradiction, I formulated the problem:

Organization of project activities in accordance with the Federal State Educational Standard for Educational Education, promoting the sensory development of children and enhancing the participation of parents in the development of the intellectual and creative abilities of children.

Project object: sensory development of young children.

Subject of the project: the use of didactic games in the context of project activities aimed at the sensory development of young children.

The goal of the project: the formation of cognitive and sensory activity of young children in the context of project activities through the activation of didactic games on sensory development.

To achieve this goal, I identified the following tasks:
1. Study psychological and pedagogical literature and Internet resources on the problem of sensory development of young children.

2. Determine the most effective methods, techniques, tools necessary for the sensory development of young children in the context of the implementation of the Federal State Educational Standard for Education.

3. Create conditions in the group that ensure the varied use of didactic games for the sensory development and cognitive activity of children during project activities through the addition of a subject-spatial environment.

4. Form an active parental position based on productive cooperation between the preschool educational institution and the family in matters of sensory development of young children.

Expected result of the project:

1. Increasing the level of sensory development of children.

2. Involvement of parents in creating conditions for the development of cognitive interest and sensory development of children.

3. Increasing one’s own professional competence in the issue of sensory education of young children and introducing pedagogical technology into practice - the project method.

Project duration: from September 2015 to January 2016.
Type of project: educational - gaming.
Project participants: children of the 1st junior group, teachers, parents.

I. Preparatory stage
1. Study of the features of sensory development of young children in the context of the implementation of the Federal State Educational Standard for Education.
Nowadays, a sharp update of knowledge in all areas, an increase in the flow of information that a person must quickly assimilate and use for his benefit, pose new, dynamic tasks for pedagogical science and practice. In this regard, the Federal State Educational Standard for Preschool Education (FSES DO) was adopted, which contains significant potential for the further cognitive, volitional and emotional development of the child.

The problem of mental education of preschool children, the basis of which is sensory education, is acquiring great importance.

In clause 2.6. The Federal State Educational Standard for Education directly states that the content of the programs of children's preschool educational institutions “... must ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas): a) socially -communicative development; b) cognitive development; c) speech development; d) artistic and aesthetic development; e) physical development."

Achieving these five goals for the development and education of children seems achievable through the use of various methods and methods of teaching and raising children. And first of all, through the sensory development of the child.

As practice has shown, sensory development is not only the basis of the child’s general mental development, but also has, to a large extent, applied significance, since the full perception of external properties

Subjects are necessary for a child’s successful education in kindergarten, school, and for many types of work.

The importance of sensory development at an early age cannot 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.

Knowledge of the world 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.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. He is surrounded by nature with a variety of smells, sounds and colors. Of course, every child perceives all this. But, without sound pedagogical guidance, it may turn out to be superficial. But it is precisely at the time of growth of children's self-awareness, when it is still fragile and not solid, that sensations and perceptions lend themselves to development and improvement. Therefore, during this period of the child’s development, sensory education should be brought to the rescue - a targeted pedagogical influence that ensures the formation of sensory experience and the improvement of sensations and perceptions.

At an early age, the leading activity is object-based activity, that is, activity aimed at mastering various ways of operating with objects. It has a decisive influence on the development of all aspects of the child’s psyche and personality.

The child’s perception, attention, memory and thinking function and are formed mainly in the process of objective actions. Thinking at an early age has a predominantly visual-effective character, and entails the development of such forms as visual-figurative and

Symbolic thinking, which is also based on the experience of the baby’s practical actions.

The emergence and development of a child’s speech occurs in joint substantive activity with adults. On its basis, a procedural game is born. Thanks to the development of objective actions and speech, play substitutions appear in the child’s play. The formation of play substitutions gives rise to plot-role play, which becomes leading at the next stage of the child’s development.

In turn, role-playing games create conditions for the development of independence and determination of the child. The results (victories and defeats) in the role-playing game and their recognition by adults become for the child a way of asserting his own dignity, a measure of his Self.

The ability to perceive objects, analyze them, compare, and generalize are not formed by themselves in the course of one activity or another. Training according to a certain system is required, which is relevant in the development of young children.

Children in the third year of life (if the necessary conditions are created) are characterized by an accelerated pace of sensory development. During this period, sensory education is the main line of development; all other lines of development are based on a sensory basis. The child intensively accumulates impressions and ideas about the most important features and properties of objects. The accumulated sensory experience is associated with specific objects and phenomena.

The assimilation of the names of sensory properties of objects (color, shape) is significantly accelerated if, instead of words denoting these properties, their “objectified” names are used. For example, kids understand calling a rectangular block a brick, a triangular prism a roof, oval-shaped objects a cucumber or an egg, etc.

It is in the third year of life that the child begins to indicate sensory properties and signs with brief explanations; white spots on a blue background - this is “snowing”, “bunnies are jumping”; the orange spot is the “sun is shining”, “bun”. With color spots it represents grass, trees, leaves, etc. Using color, he generalizes the characteristic features of a fairly wide range of objects and phenomena.

By the age of three, a child has a definite idea of ​​the outcome of what he wants to do, and this idea begins to motivate his actions. The baby now strives to achieve a certain goal, to obtain the right result. The child needs to be helped to “hold” the goal, to direct him to achieve the desired result. To do this, it is advisable to use such games and toys, the actions of which require the presence of a model: figured pyramids, from which you need to assemble a certain object (a car, an elephant, a dog, etc.); all kinds of mosaics or puzzles; cubes or simple construction sets.

Timely sensory education at this age stage is the main condition for cognitive development, correct and quick orientation in an endlessly changing environment, emotional responsiveness, and the ability to perceive the beauty and harmony of the world. And the rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development.

2. Monitoring the sensory development of pupils
In September 2015 and January 2016, I monitored the sensory development of children in the group based on the diagnostics compiled by K.L. Pechora and G.V. Pantyukhina. Diagnostic data is presented in the Appendix (See Appendix 1).

At the beginning of the school year, 25% of children are able to distinguish between 4-6 contrasting shapes; 55% of children name some geometric shapes. According to the results of the intermediate diagnostics, the level for the same indicators was 70% and 75%, respectively. (see Fig. 1 and Fig. 2).

At the beginning of the school year, 55% of children know the four primary colors quite well and, at the request of an adult, can choose an object of the same color, but only 35% of children can name the colors. (see Fig. 3 and Fig. 4)

By the middle of the year, 95% of children can, with a little help from an adult, choose an object according to color and 80% name the color.

If at the beginning of the school year half of the children in the group could assemble the pyramid correctly, based on the size of the rings, then in January 85% of the children can do it independently, without the help of an adult. (Fig. 6)

By the middle of the school year, 90% of the children in the group had learned to compare objects by size (large, smaller, small). (Fig. 5)

Based on the results of monitoring the sensory development of children at the beginning of the school year and intermediate diagnostics, positive dynamics of the sensory development of children can be traced according to the main indicators (Fig. 7).

Therefore, we can conclude that my work with children on sensory development is systematic, expedient, and productive.

3. Questioning parents
In order to determine how familiar the parents of the pupils are with such an area as the sensory development of children, I conducted a short written survey - a questionnaire among parents. 20 people took part in the survey (See Fig. 8). Questionnaire questions (See Appendix No. 2)

When asked if you have any idea what sensory development and raising a child is, yes – 50% of parents answered, no – 50%.

All parents – 100% – consider sensory education of a child important.

To the question whether conditions for sensory education have been created in the preschool educational institution
When asked whether the preschool educational institution has created conditions for the sensory education of a child: 50% answered yes, 50% answered that they don’t know.

To the question: does your group have information for parents about sensory education, we received the following answers: visual information is interesting and useful for me - 40%; the information is interesting, but has no practical significance - 30%; I don't pay attention to information - 30%.

Answering the question: how do you assess the level of development in your child of all types of perception, 60% of the parents surveyed answered average, and 40% - high.

80% of children have educational games at home, but most parents rarely play at home with their children, citing their busy schedule.

Answering the question: what kind of help do you need from a specialist and teacher regarding the problem of your child’s sensory development? 20% answered that no help is needed, 50% needed systematic help, and 30% of parents answered - I don’t know, but are ready to learn in detail about ways sensory development of the child.

Thus, the analysis of the questionnaires showed that parents have little knowledge about this area of ​​children’s development, but recognize the importance of sensory development for a young child; most parents are ready to cooperate with the teacher and preschool specialists.

4. Long-term planning of direct organized activities with children for the 2015-2016 school year - “Games with didactic material” (sensory)

II. Practical stage
1. Subject-spatial environment of the group
To develop the cognitive interests of young children, the subject-spatial environment in the group is created taking into account the requirements of the Federal State Educational Standard.

The sensory center offers the following games:

2. Working with children to develop sensory abilities
To develop sensory abilities in my work with children, I use the following areas. (Fig. 9).

Direct organized activities on sensory development using didactic games are carried out 2 times a month, according to the long-term planning I developed.

Together with the music director, the group hosted the entertainment “Hello, beautiful matryoshka!” (synopsis in Appendix No. 3)

In joint activities, my children and I play various games. I have compiled a card index of didactic games on sensory development. (Appendix No. 4)

For visual perception (light, shape, size, for example: “We’ll hide it in the house”; “Find the same one...”; “Cockerel”, “Magic glass”, “Let’s decorate the Christmas tree”, etc.
For auditory perception (auditory attention, timbre, dynamics, speech hearing): “Let’s knock and rattle”; “Who is screaming?” etc.

For the development of motor skills: objects - inserts, rods for stringing rings, boxes for pushing figures, didactic toys, including various types of fasteners (buttons, snaps, Velcro, hooks, zippers).

Games with large colored construction sets; with pyramids of different sizes, colors, shapes; with nesting dolls; geometric liners, etc.

Mosaic: table and floor.

Board-printed didactic games, puzzles.

We also consider illustrations in children's books, subject and plot pictures.

Children play games independently as they wish.

3. Work with parents aimed at increasing their competence in matters of sensory development of children

Based on the survey conducted with parents, we can conclude: all parents consider the sensory development of children to be important, but do not have sufficient information on this issue, so I conducted individual conversations with the parents of some pupils, consultation “Development of sensory abilities of young children” (Appendix No. 5), visual information is placed in the parent corner.

A gaming workshop for parents on the topic “Sensory education of young children” was also prepared and conducted; information about this event is posted on the kindergarten’s website. (summary of the gaming workshop in Appendix No. 6)

To replenish the sensory corner, parents made homemade sensory books and educational games (mosaics, lacing, “Pick a string to the ball,” “Dress Masha”).

III. Final stage
The result of the project:
1. Creation of a card index of didactic games on sensory development.
2. Game workshop with parents “Sensory education of young children.”
3. Replenishing the sensory corner - making sensory books and games.
4. Presentation of the project at the pedagogical council in the preschool educational institution.

During the implementation of the project, I became acquainted with the pedagogical technology “Project Method” and the features of project activities with preschoolers.

The group created conditions that ensure the effective use of didactic games and aids for the development of children's sensory skills.

Together with parents, the sensory corner has been replenished; parents have become more actively interested in the success of their children.

I have selected didactic games that I use in joint activities with children and have drawn up long-term planning of immediate educational activities for the school year - games with didactic material.

According to monitoring data, there is a positive dynamics in the sensory development of children.

Consequently, we can conclude that the systematic use of didactic games in my work with children helps to increase the level of sensory development of pupils.

References
1. “Childhood”: an approximate basic educational program for preschool education / T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva and others - St. Petersburg. LLC Publishing House "Childhood-Press", Publishing House of the Russian State Pedagogical University named after. A.I. Herzen, 2014.
2. Bondarenko T.M. Practical material on mastering educational areas in the first junior group of kindergarten: A practical guide for senior educators and teachers of preschool educational institutions, parents, tutors. – Voronezh: LLC “Metoda”, 2013. – 256 p.
3. Veraksa N. E. Organization of project activities in kindergarten // Modern preschool education: theory and practice. - 2008. -No. 2. P. 16-20.
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5. Vysokova T.P. Sensorimotor development of young children: - Volgograd, 2010.
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7. Karpukhina N.A. No. 1 Software development of educational areas “Reading fiction”, “Communication” in the first junior group of kindergarten. Practical guide for senior educators and teachers of preschool educational institutions, parents, tutors - Voronezh: IP Lakotsenina N.A., 2012 - 160 p.

8. Karpukhina N.A. No. 2 Software development of educational areas “Communication”, “Cognition”, “Socialization”, “Physical Education” in the first junior group of kindergarten. Practical guide for senior educators and teachers of preschool educational institutions, parents, tutors - Voronezh: Uchitel LLC, 2013 - 160 p.

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Sensory abilities are understood as abilities that manifest themselves in the field of perception of objects and their properties. They form the foundation of a child’s mental development. The development of sensory abilities is based on children’s mastery of sensory standards. That is, generally accepted samples of the external properties of perceived objects (color, shape, size). The sensory standards that preschoolers master include colors (seven colors of the spectrum), shapes (five geometric figures), and sizes (gradations and size parameters). Sensory abilities are the basis for successful mastery of various school subjects (mathematics, reading, natural history, etc.). Diagnosis of sensory abilities allows us to determine a child’s readiness for school.
Several methods are proposed here to identify the level of development of ideas about the standards of form - 1, 2, colors - 2, values ​​- 3, 4, 5, 6.
To complete the tasks, the child will need a simple pencil. While completing tasks, do not help him or make comments. When finished, be sure to praise your child.

Method 1

Look at the objects shown in the picture. Now look at the figures. Connect each object with lines to the figure it most resembles.

Grade:
3 points – the child correctly connected all 6 objects with geometric shapes.
2 points – the child made 1–2 mistakes (did not connect an object with a geometric figure or connected it incorrectly).
1 point – the child made 3 or more mistakes.

Method 2
Look at the picture. Name all the geometric shapes and tell me what color they are

Grade:
3 points – no errors
2 points – the child made a mistake when naming a rhombus and an oval
1 point – the child made a mistake when naming other figures

Method 3
Look at the picture. Place a cross with a pencil next to the house that is tallest. Now put a tick next to the house that is the longest.
Grade: ; ;

Method 4
Look at the picture. Place a cross with a pencil next to the tree that is tallest. Now put a tick next to the tree that is the lowest.
Grade:

Method 5

Look at the picture. Place a cross with a pencil next to the ribbon that is the widest. Now put a check mark next to the ribbon that already belongs to everyone.

Grade:
3 points – the child did not make a single mistake
2 points – the child made one mistake
1 point – the child made more than one mistake

Method 6
Look at the picture. Place a cross with a pencil next to the snake that is the longest. Now put a tick next to the snake that is the shortest.
Grade:
3 points – the child did not make a single mistake
2 points – the child made one mistake
1 point – the child made more than one mistake

Interpretation of sensory abilities diagnostic results:
The overall result is more than 14 points - the child has an idea of ​​the standards of form and can correlate the standard with real objects. Distinguishes the shape of surrounding objects, knows the names of geometric shapes. Knows the basic colors and has a clear understanding of the parameters of size (height, width, length) and the gradation of objects according to these parameters (high - low, wide - narrow, long - short). Can name these parameters in surrounding objects.
The overall result is 9 – 14 points – the child does not have an idea of ​​all the standards of form and does not have sufficient knowledge of the actions of correlating standards with real objects. He sometimes does not distinguish between objects of similar shape (for example, round and oval, square and rectangular), and may not know some names. Sometimes confuses some primary colors. Has unclear ideas about size parameters and finds it difficult to compare objects by size.
The overall result is less than 9 points - the child has poor command of the actions of correlating standards of shape and size with real objects. Does not know many names of geometric shapes, does not distinguish them in the world around them. The size is denoted only by the words “big - small”. Often confuses the names of primary colors.

Literature
1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. Is your child ready for school? Book of tests. – M.: JSC “ROSMEN-PRESS”, 2007
2. A manual for teachers of preschool institutions “Diagnostics of a child’s readiness for school” / Ed. N.E.Veraksy. – M.: Mozaika-Sintez, 2007

Download printable version.

As part of the research work, a methodology for pedagogical examination of young children was developed and applied. This technique presents tasks for identifying and assessing the level of sensory development of young children.

Diagnosis of sensory development involves identifying the level of development of practical orientation to shape and size; the ability to highlight color as a feature of an object; level of development of a holistic image of an object.

At the MBDOU kindergarten No. 49 "Dandelion", a diagnostic study was carried out in the first junior group. 10 children aged 2.5-3 years took part in it.

The methodology of Nikolaeva T.V. was taken as the basis for carrying out work to identify and assess the sensory development of young children. (2004).

Equipment:

• 1. wooden (or plastic) board with three (four) slots - round, square, triangular, semicircular shapes and three (four) flat geometric figures, the base of each of which corresponds in shape to one of the slots;
• 2. a wooden or plastic box with six slots - round, square, rectangular, semicircular, triangular and hexagonal shapes and twelve volumetric geometric figures, the base of each of which corresponds in shape to one of the slots;
• 3. one pyramid with three rings of equal size; pyramids of three rings, decreasing in size (two red, two yellow, one blue);
• 4. five large yellow cubes; two large red cubes; two large blue cubes;
• 5. five large yellow balls; two large red balls; two large blue balls;
• 6. colored cubes - five yellow; three red; three green; three orange; three white;
• 7. one three-piece and one four-piece nesting doll;
• 8. three pairs of subject pictures: in each pair, one picture is cut into two (three, four) parts.

Basic tasks for children 2.5-3 years old.

• 1. Place the geometric shapes into the slots of the corresponding plane.
• 2. Group objects by color when choosing from 4, for example, red, yellow, blue and green cubes.
• 3. Fold a three-part matryoshka doll.
• 4. Fold three pyramids of different colors (red, blue, yellow) from 3 rings of decreasing size.
• 5. Fold the subject picture, cut vertically into 3 parts.

Conducting an examination.

The tasks were presented to the child immediately for independent completion. Each child was asked to insert the figures into the corresponding slots; disassemble and assemble the pyramid; open the nesting doll and assemble it; put together a whole picture from parts. Moreover, all tasks had to be accompanied by natural gestures.

Education.

If the child had difficulty completing tasks independently, the corresponding action was demonstrated, and then the child had to reproduce it. If the child could not cope in this case, then the method of joint actions was used. For example, the child’s hands inserted figures into the corresponding slots; the pyramid was assembled taking into account the size of the rings; a cut picture was formed. Following this, the child was asked to act independently.

Assessment of the child's actions.

For each task the following was recorded:

• - Desire to cooperate with adults; accepting the task; the ability to detect the error of one’s actions; interest in the result of the activity;
• - Method of completing the task (independently, after a demonstration, after joint actions, failure);
• - Result: exact match to the adult model, inexact match, failure.

Table 1 provides data on the possibility of the subjects performing each of the proposed activities:

Table 1.

	F.I. child	1 task	2 task	3 task	4 task	Task 5
	Polina A.
	Matvey G.
	Veronica M.
	Zamira S.
	Andrey T.

The “+” sign marks tasks that the child completed independently (or after demonstration).

The “-” sign indicates tasks that were not completed by the child (or completed with an inaccurate match).

In connection with the study, the levels of sensory development of each of the children were identified:

• - high level - 4-5 completed tasks independently or after showing them to adults (3 children);
• - average level - 3 completed tasks (5 children);
• - low level - 1-2 completed tasks (2 children).

The results of observations of the way children orient themselves in a task.

Low level - the child acted by trial, for example: in order to put a geometric shape into a slot on the board, he went through all the holes in search of the one into which he could lower the form. In this way he found the desired slot and inserted the figure. The child acts purposefully and achieves a positive result.

The middle level is the child’s actions at the level of trying on, for example: when putting geometric shapes into the slots of the board, the child did not go through all the holes in search of the one into which to lower the triangular shape, but brought it to a similar one, for example, to a semicircle; when approaching and trying on, he began to see the differences and transferred the figure to the triangular slot.

High level - the child acted at the level of visual orientation. The child identified the signs of objects that were essential for a certain action by eye and immediately performed the actions correctly without first trying them on. For example, the child accurately placed geometric shapes into the corresponding slots on the board; immediately and accurately folded a three-part matryoshka doll.

Assessing the level of sensory development of a child.

In the process of observing the nature of the performance of the above tasks, the level of sensory development of young children was assessed. Accordingly, four levels of assessment were identified:

• 1. Ahead of the age norm - 2 children.
• 2. Compliance with the age norm - 6 children.
• 3. The gap from the age norm is 1 child.
• 4. Significant lag behind the age norm - 1 child.

Description.

• 1. Ahead of the age norm: the child easily and quickly established contact with the teacher and met the proposed tasks with expressed interest. He remained interested in the results of his activities throughout the entire examination. He acted purposefully and accurately. If I made individual mistakes, I immediately noticed them and corrected them myself. He independently completed a series of tasks compiled for his age, and also independently and with minimal help from an adult coped with a series of tasks intended for older children (child under 2.5 years old - with tasks for children 2.5-3 years old; child over 2.5 years old - with tasks for children 3-4 years old). When completing tasks, the child used the sampling method, trying on, as well as a visual method of orientation. The leading hand is determined, the actions of both hands are coordinated.
• 2. Compliance with the age norm: he quickly established contact with an adult, the tasks interested the child. He maintained a positive emotional attitude towards the activity process until the end of the task. He acted purposefully, but corrected mistakes made, as a rule, with the help of an adult. The child independently and with the help of a teacher completed at least four tasks intended for his age, and completed tasks for older children with the help of a teacher. In some cases, the result did not exactly match the adult sample. When completing tasks, the child used the trial method, practical trying on, and also used visual orientation. The leading hand is determined, but the actions of both hands are not always coordinated.
• 3. Lag from the age norm:

As a rule, contact was not made immediately; contact was often formal (purely external). The child was somewhat interested in the general situation of the lesson, but was generally indifferent to the content of the tasks and the results of their implementation. Didn't notice and didn't correct the mistakes made. The result of the activity often did not exactly match the model. After training, the child could not cope with tasks intended for his age, but independently and with the help of an adult completed a series of tasks compiled for younger children. Along with search methods of orientation, actions by force and enumeration of options were noted. At the same time, the child did not discard the erroneous options of action, but repeated them again. As a rule, the leading hand was not determined, and there was no coordination of the actions of both hands.

4. Significant lag behind the age norm:

He did not make contact, indifference to the content of the tasks was noted, the child did not understand at all that he was being presented with tasks. Of all the tasks, he only caught the form of activity that was required of him. After training, the child could not cope with tasks designed for his age, as well as with tasks for younger children. He did not use search methods of orientation, but acted by force. Inappropriate actions with objects were noted: he took toys into his mouth, knocked, and threw.

In picture No. 1 The general results of children's sensory development are presented.

Rice. № 1

Conducting a diagnostic study made it possible to determine a methodology that helps to increase the level of development of sensory education in young children.

Sensory development must be planned in close connection with all other sections of work, and be included in the process of integrated activities so that this work does not turn into additional activities. Thus, successful organization of classes to become familiar with the size, shape, and color of objects is possible if there is a certain level of physical development of the child. First of all, this relates to the development of hand movements when carrying out actions of inserting and removing objects, when working with mosaics, and painting with paints. The combination of sensory and motor tasks, as pointed out by E.I. Radin, is one of the main conditions for mental education carried out in the process of objective activity.

Titova Larisa Vladimirovna

Introduction

Preschool age is the period of initial acquaintance with the surrounding reality; at this time, the child’s cognitive abilities intensively develop. The initial stage of knowledge of the world is sensory experience, which accumulates most intensively in early preschool age. Individual sensations received from an object are summarized into a holistic perception of it. Based on sensations and perceptions, ideas about the properties of objects are formed, it becomes possible to differentiate them, to single out one from many others, to find similarities and differences between them.

Prominent domestic scientist N.M. Shchelovanov called early preschool age the “golden time” of sensory education. The lack of targeted perception distorts children's ideas about the subject.

Sensory development- this is the development of the child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, etc. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is the key to successful mastery of any practical activity, the formation of abilities, and the child’s readiness for school.

Sensory education- this is a purposeful pedagogical influence that ensures the formation of sensory experience and improvement of sensory processes: sensations, perceptions, ideas.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. The baby is surrounded by nature with all its sensory signs - colors, smells, noises. And of course, every child, even without targeted education, perceives all this in one way or another. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be superficial and incomplete. But sensations and perceptions can be developed and improved, especially during preschool childhood. Therefore, it is important to consistently and systematically include sensory education in the routine moments of a preschool educational institution.

Starting from the age of three, the main place in the sensory education of children is to familiarize them with generally accepted sensory standards and ways of using them. The perception of sensory standards is a complex process. Ensuring that children acquire sensory standards means forming in them an idea of ​​the main varieties of each property of an object.

At the same time, the main means of sensory education are gaming technologies. Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:

Selection, development, preparation of games;

Involving children in play activities;

Implementation of the game itself;

Summing up the results of gaming activities.

The types of pedagogical games are very diverse. They may vary:

1. By type of activity - motor, intellectual, psychological, etc.;

2. By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.

3. By the nature of the gaming methodology - games with rules; games with rules established during the course of the game; a game where one part of the rules is specified by the conditions of the game, and is established depending on its progress.

5. By gaming equipment - tabletop, computer, theatrical, role-playing, director's, didactic.

In didactic games, cognitive activity is combined with play. On the one hand, a didactic game is one of the forms of an adult’s educational influence on a child, and on the other hand, a game is the leading type of independent activity of children.

The practice of using didactic games with sensory content has shown that the sensory development of young children occurs most intensively, provided that they should not be carried out occasionally, but in a certain system, in close connection with the general course of sensory training and education of younger preschoolers. The teacher, in joint play activities with children, enriches their sensory experience for a full perception of the world around them. The richer the sensations and perceptions, the broader and more multifaceted the child’s information about the world around him will be.

Thus, one of the central places in working with children is the use of gaming technologies for the development of sensory standards, since the youngest preschool age is the most sensitive to improving the functioning of the senses and accumulating ideas about the world around them. Sensory development, on the one hand, forms the foundation of the child’s overall mental development, on the other hand, it has independent significance, since full perception is necessary for the child’s successful education at school.

2 . Analysis of psychological and pedagogical literature on the problem.

Many domestic and foreign teachers and psychologists have paid great attention to research in the field of sensory education of preschool children. In the pedagogical literature, scientists have defined the essence and methods of sensory education in different ways.

Ya.A. was the first to draw attention to the problem of sensory education of children. Comenius in the 17th century. He contrasted verbal education with active education. Comenius considered it necessary to organize the perception of phenomena in the surrounding world by children using all senses. He reflected his views on this problem in his work “The World of Sensual Things in Pictures.”

The first comprehensive system of sensory education for preschoolers was proposed by Friedrich Froebel. He created the manual “Froebel's Gifts”, which had 6 gifts (balls, cubes, cylinders, tiles, etc.). The use of this manual contributed to the development of children's construction skills and formed an understanding of shape, size, spatial relationships, and quantity. A valuable feature of “Froebel's Gifts” is the consistency in introducing children to geometric shapes, the very thought of building material. The strengths of this system include the inclusion of sensory education tasks in the general tasks of the child’s mental development, recognition of the role of the child himself in mental and sensory development, and provision of systematic guidance of this activity by the teacher. The disadvantage of “gifts” is the abstractness, formalism of the material, the limitations of the entire system of sensory education, practically unrelated to living reality, which limited the children’s horizons and freedom of creativity.

Maria Montessori created a clear, well-thought-out system of sensory education, which is still the basis of programs in kindergartens abroad. She believed that it was impossible to teach a child to think correctly if he himself did not practice correct thinking. For these purposes, a system of sensory exercises should be used. In order to teach a child to think, it is necessary to teach him to compare and group correctly, i.e. correctly discern the surroundings. M. Montessori came up with unusual aids and games with the help of which children explored the world around them in a way that was accessible to them - based on sensory experience. With the help of Montessori didactic material, the senses are exercised. To develop the sense of touch, weight, size, vision, hearing, rhythm, etc. Using her method, objects were made: planks, cubes, cylinders, plates, from various materials. The child had, for example, to insert bars and cylinders of different sizes into the corresponding holes or by touch, blindfolded, to determine the property of the material and its configuration, to name what material the object was made of and what kind of object it was.

In domestic pedagogy, E.I. made a huge contribution to the development of the problem of sensory education of preschoolers. Tikheeva. She considered it possible only in certain cases to use special exercises in the so-called “mental orthopedics”, which, with skillful guidance, can contribute to the development of sophistication of perception in children, cultivate endurance, will and observation. These exercises should be associated with practical exercises and games conducted in kindergarten, and they should be constantly varied. She created her original system of didactic materials for the development of the senses, built on the principle of pairing and consisting of various objects familiar to children (two cups, two vases of different sizes, colors, etc.), toys and natural materials (leaves, cones, flowers, fruits, shells, etc.). Children's games and activities in which these didactic materials were used were accompanied by conversations. E.I. Tikheeva assigned the leading role in didactic games and activities to the teacher.

Of interest is the system of didactic and educational games proposed by M.B. Medvedeva and T.P. Babich. This system aims to develop “targeted perception of color, shape and size, object representations, orientation in space, visual attention, analytical-synthetic activity...” and represents a fairly clear and reasonable sequence of work. Thus, the authors propose to formulate ideas about the size of objects in the following way: correlating objects by size, by total volume (matryoshka dolls, pyramids); verbal designation of objects by size: show a long, short path; arranging objects in ascending or descending order; localization of quantity; development of the eye; sense of rhythm; games and exercises to develop visual attention.

In the modern system of sensory education, along with educational activities, a certain place is given to activities of a different nature, which are conducted in the form of organized didactic games. In classes of this kind, the teacher sets sensory and mental tasks for children in a playful way and connects them with play. The development of the child’s perceptions and ideas, the assimilation of knowledge and the formation of skills does not occur in the process of educational activities, but in the course of interesting game actions (hiding and searching, guessing and making riddles, depicting various life situations, competition in achieving results).

Exercises with didactic materials and toys (with sets of geometric shapes, collapsible toys, inserts, etc.) are also important. These exercises, based on the practical actions of each child with the details of didactic toys, materials (assemble, decompose, make a whole from parts, put into a hole of the appropriate shape, etc.), allow you to improve the child’s sensory experience and are useful for consolidating ideas about shape, size , color of objects.

Thus, having analyzed the psychological and pedagogical literature on this issue, we can say that sensory development occurs only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, the characteristics and properties of individual objects and materials, their position in space, etc., all types of perception develop, thereby laying the foundation for the development of mental activity.

The problem of sensory development is recognized as a priority and is of paramount importance in the development of a child of primary preschool age. At the same time, didactic games play a central role in the development of sensory standards in children.

3. The use of gaming technologies in the development of sensory standards of younger preschoolers.

There are 3 year old children in my group. This is the age when the baby realizes himself as a separate person. And I, as a teacher, must expand and enrich the child’s accumulated experience in the world around him, form ideas about objects, about the simplest connections between them.

I began my work by monitoring the level of development of ideas about sensory standards of color, shape, and size in pupils of the second junior group.

Based on the monitoring results, the levels of sensory development of each of the children were identified: 25% of children distinguish primary colors and cope with the task of grouping by color; 42% of children did not immediately begin to assemble the pyramid by color. Children have difficulty mainly in arranging flowers according to a pattern. After the teacher suggested that they compare their pyramid with the example: “Look at yours the same as here?”, the children did not know what exactly needed to be compared. In this case, they were asked to start all over again, but with the help of a teacher. The children made mistakes while completing the task; not all colors matched the sample. 33% of children did not complete the task, despite the help of the teacher.

When children determined the form, 10% of children completed the task independently, 50% of children completed tasks with the help of a teacher and answered questions, 40% of children did not complete the task.

When determining standards of magnitude, it is clear that children find it difficult to determine the magnitude between objects: 20% showed high results; 45% - average level, and 35% did not cope with the task.

Based on the diagnostic results, it is clear that children master practical actions of selecting and grouping objects by color, shape, size, but do not sufficiently differentiate colors, do not see the similarities and differences of colors, placing colors according to a visual example, children confuse the names of colors in the active dictionary Some children lack the names of many primary and secondary colors. Difficulties for children were caused by determining the shape of objects of size standards. Diagnostic data is presented in histogram 1.

Histogram 1.

Analysis of psychological and pedagogical literature on the topic, the results of diagnosing students made it possible to determine targetworks:

Increasing the level of sensory development of younger preschoolers through the use of didactic games and exercises.

In accordance with the goal, we settasks:

1. Creating conditions for enriching and accumulating the sensory experience of children during joint object-based play activities of the teacher and children.

2. Creation of a system of didactic games and exercises aimed at developing sensory standards of younger preschoolers.

3. Stimulating the development of different types of children's perception: visual, auditory, tactile, gustatory, olfactory.

3. Maintaining and developing children’s interest in jointly with an adult and independently examining objects and various actions with them.

4. Formation of the ability to compare objects according to basic properties (color, shape, size), establishing identity and difference; selecting pairs and groups of objects based on similar sensory attributes.

In accordance with the objectives, I work with younger preschoolers in the following areas:

I continue to develop perception, create conditions for children to become familiar with the color, shape, size, and tangible properties of objects; I develop the ability to perceive the sounds of music, nature, and native speech;

I consolidate the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color, using a system of didactic games and exercises;

I improve the skills of establishing the identity and difference of objects according to their properties: size, shape, color, telling children the name of the shape: round, triangular, square, rectangular;

I improve children’s perception, actively including all senses, and develop imaginative ideas;

I show different ways of examining objects, actively including hand movements on the object and its parts.

I implement the tasks of sensory education through the use of the following methods, forms and means:

Studying scientific and methodological literature on this issue;

Monitoring the development of ideas in younger preschoolers about sensory standards;

Creation of a subject-spatial environment in the group;

Selection of didactic games, exercises, tasks; - experimental games for the development of all types of perception;

Long-term planning of didactic games for the development of sensory standards;

Development of notes on joint play activities of the teacher and children on sensory education;

A combination of different forms of work with children: frontal, subgroup, individual;

Organization of independent play activities for preschoolers in a sensory corner;

Increasing the level of knowledge among parents on the sensory development of children.

3.1. Creation of a subject-development environment for the development of sensory standards in students .

In the pedagogical process, she paid special attention to creating conditions for the sensory development of children in the process of organizing personality-oriented interaction between an adult and a child, as well as independent activities of children. Free, varied activities in an enriched developmental environment allow the child to show inquisitiveness, inquisitiveness, learn about the environment without coercion, and strive for a creative reflection of what he knows.

In the group, I have created favorable conditions for the sensory development of children and equipped a sensory corner. When organizing the corner, I took into account the following criteria:

accessibility;

safety;

aesthetics;

compliance with the age characteristics of younger preschoolers.

In addition, to eliminate the fear of using certain objects or materials, I try to create situations where children have the opportunity to observe the actions of adults - I deliberately transfer children from the position of “observer” to an active position of cooperation. When using objects, I explain and show children how to act in order to eliminate undesirable situations. I always appreciate the achievements of each child, their desire to keep themselves busy with something.

For development tactile sensations I use natural and waste materials: cones, chestnuts, pebbles, beans, plastic plugs, various vessels, etc. The ways of using these materials are not limited only to the imagination of the teacher, but also to the children.

For development touch I use samples of materials and surfaces: pieces of fur, different types of fabric and paper; items for creating cold and hot (heating pad, ice trays); bags with different fillings.

For development fine motor skills, and also to familiarize yourself with the various properties of objects I have made the following didactic games and manuals: “Collect beads”, “Laces”, “Flower Glade”, “Whisperer”, “Find by touch”, various “ladybugs”, turtles, etc.

For development auditory perception in the sensory corner there are aids for creating sounds: these are various voiced toys: a cockerel, a bell; “rustles” made from fir cones, option 2 - from yogurt cups; “rattlers”, etc. To develop an ear for music, we play musical and didactic games: “Guess what I’m playing”, “Guess where it’s ringing?”, “Who lives in the house”, “Sunshine and rain”. In addition, I use a tape recorder to listen to various melodies and sounds: birdsong, the sound of rain, the babbling of a brook, the cries of animals.

For development sense of smell I use fresh fruits and vegetables, and substances with different smells are placed in the corner: coffee, mint, orange peels, etc. I play games with preschoolers: “Test by taste”, “Guess by smell”.

IN "center of activity" There are games and manuals that develop children's sensory perceptions:

Games to develop ideas about color (“Tie a string to a ball”, “Mosaic”, “Miracle Train”, “Put a butterfly on a flower”, “Hide the mouse”, “Colored squares”, “Dress up the dolls”);

Form (“Decorate the carpet”, “Hide the mouse”, “Geometric lotto”, “Educational cubes”);

The size of objects (“Assemble a nesting doll”, “Big and small”, “Beads for mom”).

The corner contains permanent and additional objects that are added depending on the interests, needs of the children, educational and developmental tasks set by the teacher.

The enrichment of sensual, sensory experience is facilitated not only by the sensory corner, but also by the entire subject-development environment of the group.

For example, in sports corner there are cubes of different colors, balls of different diameters, ribbed tracks, skittles, bags with different fillings: sand, cereals; tracks with footprints, massage mats, ring throwing, etc. The sports corner is aimed not only at developing physical qualities, but also at consolidating children’s ideas about color, shape, size, and properties of materials: plastic, rubber.

In the corner artistic creativity For children there is paper of different textures, pencils, brushes, stencils, coloring books. Children have the opportunity to draw with various visual media on various surfaces.

Organized in the group Sand and Water Center. This is a separate table with two slots for basins, the containers of which are filled with sand and water. It is designed to introduce children in an accessible form to the properties of sand and water: dry sand flows, wet sand can be used to make pies; You can make a snowman out of snow; water pours and takes the shape of a vessel.

Corner design allows children to interact interestingly with parts of building material in various ways: tapping a part on a part, putting one on top of another, placing it, applying it. At the same time, they discover their physical properties (the ball rolls, the cube stands stable, the brick stands unsteadily on a narrow short edge). The group contains not only traditional materials for building games, but also non-standard ones - these are ordinary dishwashing sponges, which are wonderful “bricks” for buildings.

IN theater corner Various types of theaters are concentrated: finger theater, mug theater, spoon theater, table theater. Children of this age can act out short excerpts from familiar fairy tales.

As noted above, the material for the games is placed in accessible places. I made sure that in each zone there was enough colorful, attractive material, compactly located at different levels, so that the child could constantly engage in active practical activities that would allow him to realize his plans and receive certain information.

Thus, the conditions created in the group contribute to:

stimulation of sensory functions (vision, smell, hearing, touch);

development of fine motor skills of the child’s hands;

simulation of motor activity;

activation of cognitive processes: memory, thinking, attention, perception);

relieving muscle and psycho-emotional tension;

increasing motivation for independent and experimental activities of preschool children.

Such an organization of a subject-development environment for children of primary preschool age is the most rational, since it takes into account the main directions of the child’s development and contributes to his favorable development.

3.2. The use of gaming technologies in the joint activities of the teacher and children at various moments.

Considering that play is the main form and content of the organization of children’s lives, that play is the most favorite and natural activity of younger preschoolers, children’s sensory development is carried out through play activities. I carry out work on sensory development systematically and consistently, including it in various forms of educational work with children. Joint play activity is one of the forms of organizing children's activities. And this is no coincidence: the relationship between participants in the educational process (teacher and children) is an important component of all educational work in preschool educational institutions, since the methods of interaction are learned by the child almost without changes and become the norm for further personal development.

I have drawn up a long-term plan for didactic games to develop sensory standards. The material was distributed from simple to complex.

As a means of sensory education for children of primary preschool age, I used didactic games and exercises.

Didactic games are the most suitable form of teaching sensory standards for children. Before starting a game, I arouse children’s interest in it and a desire to play. I achieve this using various techniques. I use nursery rhymes, riddles, educational toys, colorful demonstration and handout materials.

I offer children colored sticks, funny laces for dexterous hands, funny clothespins; games with colored corks and twisting objects, Velcro, brushes: “Decorate the meadow”, “Dress up the Christmas tree”, “Feed the birds”, “Flowers have grown”, “Multi-colored trailers”, etc. “We are playing now, but soon we will We’ll be able to tie our own shoelaces.”

To properly form children’s ideas about color, I carry out the work in stages: - at the first stage, I teach children to navigate two contrasting colors, to select homogeneous paired objects to match the sample. I conducted the following didactic games with the children: “Show the same mosaic”; “Bring the same ball”; “Place it on plates” (at the same time, I used new objects each time: markers, cubes, caps, so that the children would be interested, and the proposed game would not get boring); “Find a pair” (mittens, boots).

In the first lessons I didn’t name the colors of the objects. In order for children to understand such expressions as “the same” and “not the same,” I use the technique of placing one object close to another.

In the second stage, I teach children to navigate in four contrasting colors: red, blue, yellow and green. This is facilitated by the selection of various objects (strips, cubes) according to the pattern.

At this stage, children enjoy such didactic games as: “Tie the strings to the balls”; “Place a bouquet of flowers in a vase”; “Hide the mouse”; "Sort by color"; "Put a butterfly on a flower." If children make mistakes at first, I help them and resort to the “model by example” technique. To keep children interested, I use various teaching materials, alternating them throughout the lesson. At this stage, I bring the children to understand that different objects can have the same color.

Work at the third stage - selection of toys, natural materials to the word denoting the color of the object (4-6 colors). Children play and complete the following tasks: “Find objects that are only yellow (red, blue, etc.) in color; "The Hen and the Chicks." Of course, there are mistakes, but I correct them as the game progresses. Kids enjoy playing the proposed didactic games and love looking at book illustrations.

To form ideas about the shape of objects, I teach to distinguish objects using the operation of comparison. For example: I encourage children to look for comparisons: “What is the shape of a ball?” I say the phrase: “The ball is round in shape, as round as an orange.” Next, I invite the children to find objects with this characteristic on their own. I carry out such practical actions as superimposing figures, applying, turning over, tracing a contour with my fingers, feeling, drawing. After mastering practical actions, it is easier for the child to recognize the figures that need to be known at a younger age.

To correctly determine the size in children, I form the following ideas:

Selection of identical values ​​according to the sample;

Differences between objects in size by applying and superimposing;

Assigning names to objects of different sizes: “large”, “small”, “short”, “long”, “narrow”, “wide”.

In games to determine magnitude, I use the largest number of objects that I prepare in advance. These are toys of different sizes: cubes, balls, boxes. Games: “Which ball is bigger”, “Big and small dolls”, “Fruit picking”, “Pyramids”, “Find a cube (big or small)” contribute to the development of such mental processes as attention and thinking. Children develop skills about the size of objects.

To develop tactile sensations, I use games such as “Handkerchief for a doll”, “Recognize the figure”, “Wonderful bag”.

To implement tasks such as: the formation in children of perceptual actions and the ability to independently use them, the formation of systems of sensory standards - generalized ideas about the properties, qualities and relationships of objects and the ability to use them in a variety of activities, the following forms of organizing sensory education for children 2 younger were used groups: sensory activities, didactic games, joint experimentation games between the teacher and children. Individual work was carried out with those children who have a low level of sensory development. Children were offered exercise games in which they solved certain tasks. The children completed the tasks with pleasure, as they were presented in a playful way.

I use various opportunities to implement sensory education. Great opportunities for sensory education are provided in the work of introducing children to the environment, especially nature. On a walk, I stop the children to listen to what sounds are heard around them. I offer them the game “Who will hear the most sounds?”

In order to develop visual sensations, I organize an observation: “Look at the sky: is it the same color everywhere?” Children notice how the edges of the clouds, behind which the sun is hidden, glow pinkish, how the bright blue color of the sky turns almost gray.

Children transfer the accumulated experience to other objects and phenomena, use it in everyday life: “Let's pour sand: it will be damp, and we will make pies from it.” “Don’t lift this bucket: there is sand in it, it’s very heavy.” Using the environment, I consistently develop children’s sensations and perceptions.

In the joint activities of children, I use such methods as: showing, explaining, figurative comparison; I pay attention to those children who complete tasks correctly; I activate children's creativity with additional tasks and more complex game actions.

I try to make every day for my students a little holiday. While playing, the child learns touch, perception and assimilates all sensory standards; learns to compare, compare, establish patterns, make independent decisions; develops and learns about the world. The knowledge gained during play helps children in life. Games are included in all components of educational activities: direct educational activities, educational activities in restricted moments, independent activities of preschoolers.

After carrying out systematic and systematic work on the use of didactic games and exercises to form sensory standards in younger preschoolers, in December 2014 I carried out repeated monitoring of the sensory development of pupils.

As a result, the levels of development of practical orientation to shape, size, and the ability to highlight color as a feature of an object were identified, and the degree of mastery of program content by children was analyzed. At the end of the academic year, the monitoring results are expressed by the following indicators:

Mastering Color:– 55% – high level; 35% - average level and only 10% of children showed results below average.

Mastering the form: 40% - high level; 45% – average; 15% is a low level.

- Mastering the magnitude: 50% - high level; 40% - average level; 10% of students showed low results. Monitoring data is presented in histogram No. 2.

Histogram 2.

A comparative analysis of monitoring data obtained at the beginning and middle of the school year demonstrates positive dynamics in the sensory development of preschool children: the number of pupils with a high level of mastery of color standards increased by 30%, shapes - 30%, and sizes - 25%.

Histogram No. 3 shows the dynamics in the sensory development of children.

Histogram No. 3.

Thus, the data obtained during monitoring confirm the fact that the systematic use of didactic games and exercises in joint play activities significantly increases the level of sensory development of younger preschoolers.

3. 3. Interaction with families of development students

sensory standards for preschoolers.

The most important conditions for successful sensory development are the general psychophysical well-being of the child and pedagogical literacy of both the teacher and parents.

In order to identify parents’ knowledge of sensory education issues, I prepared questionnaire questions and conducted a survey. As a result of the survey, it was revealed that 65% of the parents surveyed

The interaction of parents and teachers in the upbringing of preschool children represents the mutual activity of responsible adults, aimed at introducing children into the space of culture, comprehending its values ​​and meaning. Interaction allows us to jointly identify, recognize and solve problems in sensory education of children. I educate parents of pupils and increase their competence in matters of sensory education in various forms of work. In my work I use the following forms:

placement of information in corners for parents, design of folding folders;

questioning and testing of parents;

group and individual consultations;

parent meetings in a non-traditional form;

seminars - workshops;

holding “open days” showing a variety of activities and routine moments;

individual conversations.

Consultations– one of the forms of individual work with families. Consultations for parents are similar in nature to conversations. While working on the problem of sensory development, I conducted consultations on the following topics:

- “Creating conditions for a child’s play activities at home”;

- “Games and toys in the development of a child’s objective activity”;

- “The role of play with children of primary preschool age in the development of cognitive abilities.”

I designed it in the corner for parents methodological recommendations on the topic: “Using didactic sensory games at home.”

I consider one of the most effective forms parent meetings. I often organize parent meetings in a non-traditional form with the involvement of kindergarten specialists . At parent meetings “Sensory education is the foundation of a child’s mental development” (form of seminar - workshop); « Playing with a child in the life of your family" - (round table ) parents got acquainted with the content of work on sensory education in kindergarten, got acquainted with games for the development of sensory concepts, parents shared their experience of family education, and took part in the presentation of manuals. It is very pleasant that the parents gladly took part in replenishing the group’s development environment. They produced didactic aids for the development of fine motor skills: “The Whisperer”, “Ladybugs”, “Miracle Rug”.

During the open days Parents were introduced to the features of educational work with children of primary preschool age, introduced to an exhibition of children's games, and experimental activities were presented to the attention of parents.

Observations show that as a result of using various forms of work, parents:

their pedagogical knowledge is constantly improved;

their responsibility for raising children in the family increases;

an atmosphere of mutual understanding and trusting relationships is created between teachers, parents, and children;

There is an exchange of experience of family education between parents.

Only the unified pedagogical influence of educators and parents on young children contributes to their successful preparation for their transition to the next age level.

Conclusion

So, the development of sensory abilities actively occurs in early preschool age, since numerous studies have proven that this period of a preschooler’s life is the most sensitive for the development of perception.

An analysis of the work carried out showed that as a result of systematic and systematic work on sensory education of children of primary preschool age, a selected system of didactic games and exercises, preschoolers develop skills and abilities that indicate an appropriate level of perception development:

- children successfully identify and take into account color, shape, size, texture and other characteristics of objects and phenomena when performing a number of practical actions;

 group objects according to the sample according to color, shape, size and other properties;

 correlate dissimilar objects by color, shape, size, texture when choosing from four varieties (either four varieties of color, or four varieties of shape, etc.);

 actively use “objectified” words-names to denote shape (brick, ball, sphere, roof, egg, cucumber), color (grass, orange, tomato, chicken, sky, etc.);

 select objects of the required shape or color for the development of an independent plot game (they load bars - “bricks” or cubes of a certain color onto the car; select details of outfits for dolls in accordance with the color of their clothes);

- kids are happy to participate in experimentation activities, showing emotions of joyful surprise and verbal activity.

The presented system of work is aimed not only at the sensory development of the child, but also at the formation of the prerequisites for educational activities, since the tasks aim the child at mastering ways of orienting himself in the world around him.

Thus, timely sensory education at this age stage is the main condition for cognitive development, correct and quick orientation in an endlessly changing environment, emotional responsiveness, and the ability to perceive the beauty and harmony of the world. And the rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development.

References.

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2. Wenger L.A. Raising a child’s sensory culture M.: Enlightenment. 1988

3. Gorbunova I. Sensory room in “Ladushki” / I. Gorbunova,

A. Lapaeva // Journal of Preschool Education. – 2006. – No. 12 – P. 30

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5. Dubrovskaya. N.V. Color and features of its perception by preschool children // Journal of Preschool Pedagogy. – 2003. – No. 6 (15) – P. 21 – 26.

6. Efremova. N. Learning to distinguish colors and remember their names // Journal of Preschool Education. – 2002. – No. 12 – P. 20 – 21.

7. Plekhanov A., Morozova V. Sensory development and education of preschool children // Journal of Preschool Education - No. 7 - 1995

8. Poddyakov N.N. Sensory education in kindergarten: M.: Education, 1981.

9. Pilyugina E.G. Classes on sensory education: M.: Education, 1983.

10. Soltseva O. G. Our assistants are the senses. // Magazine Child in kindergarten - No. 3 - 2007

11. Tikheyeva I. E. Preschool age: sensory development and education // Journal of Preschool Education - No. 5 - 2007

Sensory development of children of the first younger group

teacher

Demidova Elena Vladimirovna

Sensory education is the development of a child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, and so on. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is a condition for successful mastery of any practical activity. And the origins of sensory abilities lie in the general level of sensory development achieved in early preschool age. The age of early childhood is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. The child’s sensory experience is enriched through touch, muscle sense, vision, the child begins to distinguish the size, shape and color of an object.

Sensory education in the second and third years of life consists, first of all, in teaching children objective actions that require the correlation of objects by their external characteristics: size, shape, position in space. Mastering knowledge about the external properties of objects is achieved by correlating them with each other (since at this stage children do not yet possess standard ideas).

Sensory education of young children is carried out in those forms of pedagogical organization that ensure the formation of sensory abilities as an effective basis for the overall development of the child - this is a specially organized environment and routine moments.

Didactic games are used as a means of sensory education for children of early and early preschool age. They take into account the age and moral motives of the players’ activities, the principle of voluntariness, the right of independent choice, and self-expression.

The main feature of didactic games is educational. 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 education of children. They are created by adults for the purpose of raising and teaching children, but not openly, but are implemented through a game task. These games contribute to the development of cognitive activity, intellectual operations, and the development of sensory experience.

In our work on the sensory development of children of the first junior group, we use games at different periods of routine moments - this is in the morning, and before lunch, when the assistant teacher sets the tables for lunch, and in the evening.

We use didactic games to develop and understand the shape of objects, colors and their standards:

Show red circle, green square, blue triangle, yellow square;

We offer two identical geometric shapes of different colors laid out on the table;

Find a pair: red square, yellow circle, blue triangle, green square.

Game “Different mugs for the hare and fox”

Develop ideas about color and shape;

Select rugs for the hare and fox;

Select the correct mats and load them onto cars in the appropriate colors.

Progress of the game:

The teacher brings two houses and tells the children that one house is for the fox and the other is for the hare. The animals are renovating their houses, bought furniture, and decided to lay new rugs on the floor. Invites children to help the animals choose rugs that look like mugs. The teacher shows the rugs: green and red. The fox immediately liked the red rugs, the hare green. Children must select the rugs and load them for the fox on the red car, and for the bunny on the green car.

Game option: invite children to select large and small rugs of the same color or different colors.

We use a variety of games and play exercises for size, for example, we offer 2 objects each, sharply different from each other in length, width, height:

Show me the short ribbon. The yellow ribbon is short, and the blue one...(long);

Show me the wide path, the blue path is wide, and the red one...(narrow);

Find two identical Christmas trees (out of the three offered).

Game "Big and small balls"

Learn to distinguish between color and size (large - small);

Select balls for dolls by size;

Choose the right balls by color and size.

The teacher gives the children to look at balls of different colors (blue, green, red, yellow) and different sizes (large and small). Show them jumping and say rhythmically:

Jump and jump

Everybody jump and jump

Sleep our ball

Not used to it.

The teacher brings out two dolls - a large and a small one - and says: “The big doll Olya is looking for a ball for herself. Little doll Ira also wants to play with the ball.” Invites children to pick up balls for dolls. Children select balls of the required size (for a large doll - a large ball, for a small doll - a small ball). The doll Olya is capricious: she needs a yellow ball, the same as her skirt. The doll Ira is also angry: she needs a red ball like her bow. The teacher suggests calming the dolls: picking up the right balls for them.

Game "Decorate the butterfly"

Teach children to group by color.

To consolidate knowledge about the geometric figure of a circle, about the concept of many - one, large - small.

Progress of the game:

The teacher shows the children butterflies and says that they have come to visit them. He says that the butterflies brought mugs of different colors with them and want the children to decorate their wings. The teacher offers to help the butterflies. First, he asks each child to choose mugs of the same color from the four offered. At the same time, he invites one or the other child to choose mugs of the color he likes. After all the children have chosen, the teacher gives them silhouettes of butterflies and invites them to decorate them.

At the end of the game, the teacher praises all the children.

Game “Help the bear find his plate”

Target: - Teach children to compare objects by size (large - small), compare them (small plate - for a small bear, large - for a big bear).

The teacher and the children look at the toys (small bear, large bear), then asks:

What plate should we give to little Mishka? (small) What plate should we give to the big bear? (large)

Game "Where did we throw the ball"

Purpose of the game:

Reinforce the concepts: “close”, “far”.

- Teach children to compare objects by size (large and small balls)

Progress of the game:

The teacher takes two balls of different sizes and throws one far, the other closer. She asks the children which ball she threw far and which one close. The second time she asks where she threw the big ball and where the small ball. Then two children throw the ball, and the rest determine which ball was thrown far and which was thrown close.

Game “Guess where they hid it”

Purpose of the game:

To train children in the ability to navigate in space.

Progress of the game:

The teacher explains: “Now I will hide this toy, you will look for it, and I will help you: tell you which side to look for the toy from.”

The children leave the room, while the teacher hides the toy. Children enter and stop near some object. If there is no toy there, the teacher says, “Go forward, go back.” If the child stands close to where the toy is hidden, the teacher says, “Look on the right, on the left.” When a toy is found, the child hides it.

To develop orientation in space, we use the child’s body and rely on his practical experience:

Show your right hand where you are holding the flag;

Raise the flag up, lower it down, stretch your arms forward, hide them back;

Show me where your ears are;

Where are the legs, below? And the head, at the top?

Name what is in front (behind, right, left) of you;

Having studied the theoretical foundations of the sensory development of young children through didactic games, we can draw the following conclusion.

The process of mastering the surrounding world at an early age occurs through sensory cognition. Direct sensory perception of the surrounding world forms the basis of ideas. The completeness and accuracy of these ideas depends on the degree of development of sensory processes that provide a reflection of reality, that is, the development of sensation and perception. Preschool age is the age when sensory processes take shape and develop. Sensory development is the process of improving sensation and perception. It is a condition for successful mastery of any practical activity, therefore sensory education during this period occupies the most important place.

In didactic games, children are given other tasks, the solution of which requires concentrated attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge.

In the general system of sensory education for young children in preschool educational institutions, didactic games solve educational problems. In addition, they are a good school for children to use the acquired sensory experience, ideas and knowledge and, finally, perform the function of monitoring the progress of sensory education.