Exercises and games for early sensorimotor development of children. Types of games and their classification in pedagogy Development of sensory-motor skills through play

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 and taste. The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

Sensory development games for younger children before school age aim to develop fine motor skills fingers, which in turn leads to improved intellectual development and speech development. 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 in kindergarten, at school, and for many types of work activities.

Card index of didactic games on sensory education for young children (2-3 years old)

"Assemble a pyramid"

Goal: to develop the child’s orientation in contrasting sizes of objects.

Materials: pyramid of 4 – 5 rings.

Methodical techniques: the pyramid is assembled from a large one, consisting of 8 - 10 rings. For children of this age, such a pyramid is assembled through one ring, i.e., the difference in the size of the rings here is more contrasting.

“Folding a matryoshka doll with two inserts”

Goal: continue to teach simple actions with objects of different sizes.

Didactic material: a set of three nesting dolls (for each child and adult).

Methodological techniques: showing actions and comparing the sizes of different objects are accompanied by the words: open, close, small, large, smaller, larger, this, not that.

"Close the windows"

Goal: to teach children to correlate objects by shape and color at the same time.

Didactic material: 4 houses of different colors, with geometric shapes (windows) cut out in them.

Methodical techniques: close the windows in the houses with figures.

"Find the same one"

Didactic material: three balls, three cubes of the same color and size.

Methodological techniques: the teacher invites children, while playing, to find objects of the same shape

"Let's dress the doll"

Goal: matching paired objects of the same color to a sample.

Didactic material: mittens in red and blue colors.

Methodological techniques: the teacher invites the children to put mittens on the doll. Places 4 mittens in front of the children (2 red and 2 of blue color). He puts a red mitten on one hand and offers the children to put it on the other. If the children have completed the task, the game is repeated using blue mittens.

"Wonderful bag"

Goal: to consolidate children’s knowledge about shapes (cube, ball, brick).

Didactic material: a bag with objects of different shapes.

Methodical techniques: identify objects by touch.

“Put it in boxes”

Purpose: to fix children's attention to the color properties of objects.

Didactic material: multi-colored boxes, yellow and green figurines.

Methodological techniques: the teacher invites the children to match a yellow figurine to a box of the same color.

“Match the lid to the box”

Goal: selection of items according to the sample.

Didactic material: boxes of different shapes (round, quadrangular, rectangular, triangular) and corresponding lids.

Methodical techniques: the teacher, holding the child’s hand, traces the shape of the box’s opening with his finger. Then he shows the object, accompanying the action with a word. In front of the children, he lowers the object into the corresponding hole. After that, he offers the children this task.

"Colored sticks"

Goal: to fix children's attention on the color properties of toys, to form the simplest techniques for establishing the identity and color differences of homogeneous objects.

Didactic material: sticks of red, yellow, green, blue, white, black (10 of each color).

Methodological techniques: first, the teacher distributes the sticks himself, then invites one of the children to take any stick, see where the sticks of the same color are, and put them together, then do the same with a stick of a different color.

"Colored balls"

Goal: continue to strengthen the ability to group homogeneous objects by color.

Didactic material: colorful balls, baskets.

Methodological techniques: the teacher groups the first two pairs himself, placing balls of the same color (red) in one basket, and balls of a different color (yellow) in another basket, then involves the children in the grouping.

"Ribbons for dolls"

Goal: continue to teach how to fix attention on the size of objects and develop the simplest techniques for establishing identity and color differences.

Didactic material: a box with ribbons of various lengths and colors, large and small dolls.

Methodical techniques: you need to dress up the dolls: big doll – big bow, for a small doll - a small bow. For a big doll in blue dress Let's choose a large blue bow, and for a small doll in a red dress - a small red bow (perform together with the children). Then the children choose on their own.

“Let’s tie a string to the ball”

Goal: grouping objects by color.

Didactic material: multi-colored circles (ovals), sticks of the same colors.

Methodical techniques: find a stick of the same color next to the red circle.

“Stringing rings of decreasing size onto a rod.”

Goal: continue to teach simple actions with objects (removing and stringing rings), enrich the visual and tactile experience of children. Didactic material: conical pyramid of five rings

Methodical techniques: on the table, all the rings are laid out in increasing order to the right of the pyramid. Then the pyramid is assembled in the appropriate order. The adult explains: “Here is the largest ring, here is a smaller one, this is even smaller, and here is the smallest.” Having covered the pyramid with the top, he invites the children to run their hands along the surface from top to bottom so that they feel that the pyramid is expanding downwards: all the rings are in place. The pyramid is assembled correctly.

"Pushing objects of different shapes into corresponding holes"

Purpose: to teach children to compare objects by shape.

Didactic material: a box with holes of different shapes, the size of the holes in the box corresponds to the size of the cube and ball. It is important that the ball cannot fit into the hole for the cube, and the cube cannot fit into the round hole.

Methodological techniques: the teacher shows the children a box with holes, drawing their attention to the shape of the holes. By circling the round hole with his hand, the adult explains to the children that there is such a window; by circling the square hole, he says that there is also such a window. Then the teacher invites the children to place one ball at a time into the appropriate window.

"Funny Truck"

Goal: to form an idea of the shape and size of objects.

Didactic material: various geometric colored shapes (circles, squares, large and small rectangles).

Methodological techniques: the teacher shows how to build a truck from figures.

“Placement of round inserts of different sizes in the corresponding holes”

Goal: to strengthen children’s ability to compare objects by size.

Didactic material: inserts with large and small holes.

Methodical techniques: first, the child is offered an insert to cover the large holes; after the baby places the insert in the appropriate slot, he is given a small insert for the small hole.

Games with clothespins

"Sun"

Goal: learn to identify and name primary colors, and select the desired color based on a sample.

Didactic material: circle yellow color, clothespins in two colors.

"Hedgehog"

Goal: to teach children to make choices by size and word; alternate in color and size.

Didactic material: planar images of a hedgehog and a Christmas tree, clothespins in green, white, black colors.

"Men of Color"

Goal: to teach children to design according to a model, to name the main colors and shapes, to promote friendliness in children.

Didactic material: geometric shapes and clothespins.

"Funny Clothespins"

Goal: to teach children to correctly take and open a clothespin, find its location by color.

Didactic material: a transparent container with colored stripes glued along the edge, a set of colored clothespins.

"Find a suitable patch"

Goal: learn to find identical geometric figures(planar and volumetric).

Didactic material: geometric shapes.

Methodological techniques: the teacher distributes stencils of geometric shapes. Children select a shape that matches the shape from the set and insert it into the slot.

Games for sensory development for children of primary preschool age (3-4 years old)

"Decorate the butterfly"

Goals:
Teach children to group objects by color. To consolidate knowledge about the geometric figure of a circle, about the concepts of many - one, large - small. Develop fine motor skills.
Materials:
Butterflies of different colors, cut out of cardboard, circles different sizes and flowers.
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 one color from the four offered. At the same time, he invites one or the other child to choose mugs of the color they like. 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 for decorating the butterflies and making them even more beautiful.

"Mend the bunnies' clothes"

Goals:
Teach children to distinguish colors and use color names in speech. Strengthen the ability to recognize geometric shapes and name them (circle, square, triangle). Develop fine motor skills, color perception, attention.
Materials:
Silhouettes of clothes, geometric shapes cut out of cardboard.
Progress of the game:
A hare appears with a basket and cries.
Educator: Why are you crying, little bunny?
Bunny: I bought gifts for my bunnies - shorts and skirts. While I was walking through the forest, I touched a bush and they tore. (Shows cardboard shorts and skirts).
Educator: Don’t cry, bunny, we will help you. Children, let's pick up patches and patch up the holes. What do the holes in skirts and shorts look like?
Children: triangle, square and circle.
Educator: Correct.
The hare places her shorts and skirts on “stumps” (tables), on which patches are laid out in advance. Children come to the tables and complete the task. The teacher asks each child what color patch he put on and what geometric figure it resembles.
Hare: Thank you very much children!

"Big and small balls."

Purpose: To teach to distinguish between color and size (large - small); develop a sense of rhythm; pronounce words rhythmically.
Game task. Pick up balls for dolls.
Game rule. Choose the right balls by color and size.
Progress of the game. The teacher gives balls of different colors (blue, green, red, yellow) and different sizes (large and small) to look at. Shows how they jump rhythmically and says: 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 the children to pick up balls for the dolls. Children select balls of the required size (for a large doll - a large ball, for a small doll - a small ball). Doll Olya is capricious: she needs a yellow ball, like her skirt. Doll Ira is also angry: she needs a red ball, like her bow. The teacher invites the children to calm the dolls: pick them the right balls.

"Hide the mouse"

Goals:
Continue to introduce children to the six primary colors and teach them to distinguish them. Develop reaction speed, attention, thinking. Strengthen knowledge about animals.
Material:
Demonstration: pieces of paper of six colors (20 - 15), in the middle a white square (8-8), on which a mouse is drawn (mouse house), squares of the same six colors - doors (10x10), a large cardboard toy - a cat, a soft mouse.
Handout: this material is smaller in size - 10x8 colored sheets, 5x5 white squares on them, colored squares.
Progress of the game:
Look, guys, what a little guest we have today. Who is this, right, a mouse? How small, fluffy, and gray she is. Pet her. Children take turns petting the mouse.
- Do you know where the mouse lives? In a mink. Who is the mouse hiding from? From a cat. Look if there is a cat somewhere, otherwise our mouse is afraid. Can we help the mice hide in the hole? Now we will play with you the game “Hide the Mouse”.
First, we will learn to play it together. I have Mouse houses. I arrange three houses on the demonstration board, next to them I place six squares of six colors. You see mice peeking out the window.
To hide the mouse, you need to close the window with a door - a square of the same color as the house, otherwise the cat will come and see where the window is, open it and eat the mouse.
I call three children in turn and ask them to close three windows in turn, I find out whether all the windows are well closed.
If someone has made a mistake, I call the child to correct it. I take out the previously hidden cat, which goes to “catch mice.”
“I’ll go and find where the mouse lives here. Children, have you seen the mouse? The cat leaves without finding the mouse. The children are given one piece of paper - a “mouse house” (I give those sitting next to each one a piece of paper of different colors) and six squares of all colors. “Now hide your mice while the cat sleeps. From the squares that lie on your plates, choose a square of the same color as your mouse’s house.”
When all the children have completed the task, the cat “goes hunting” again. I walk at a stealthy pace with a cat in my arms, walk through the rows and see whose mouse is poorly hidden. At the same time, I give opportunity to children who have made mistakes. Correct the situation before the cat gets closer to them. If the mistake is not corrected, the cat takes the piece of paper with the mouse from the child.
Everyone played well today, everyone hid their mice, only some of the guys made mistakes (I indicate exactly what mistakes were made). Next time they will definitely hide the mice well.

Game “Hide the Mouse” second option

Goal: To learn to determine the names of various geometric shapes, to correlate slots and liners by shape and size.
For this game you need silhouettes of houses made of cardboard. There are mice painted in the windows of the houses. The windows on the houses are of different shapes: round, oval, square, triangular. You will also need covers for the windows (figures of the same shape and size as the windows in the houses). There should be one set of such houses and lids for each child. The teacher shows the children in which houses the mice have settled.
- They are looking out the windows now. Everyone’s windows are different: round, oval, square, triangular. The mice close these windows only at night, when they go to bed or when they see a cat nearby. Imagine that night has come and the mice need to close the windows. Take the lids and close the windows so that the shape of the window matches the shape of the lid, that is, so that the windows are tightly closed. (The teacher helps the children choose the right covers for the windows.)
- Okay, now it’s morning, the windows need to be opened.
The day has come.
Suddenly, look who appeared (the teacher takes out a toy cat)?! You need to quickly hide the poor mice so that the cat doesn't eat them!
The kids are closing the windows of the houses again, but now they are trying to do it as quickly as possible.
- The cat left because it didn’t find a single mouse. You can open the windows of the houses and let the mice admire the evening dawn. But then night comes again, the mice go to bed, you need to close the windows.

Games with clothespins

Goals:
primary goal didactic games with clothespins - development of fine motor skills in young children.
Also, these games are aimed at developing the ability to compare and combine objects based on color.
In addition, playing with clothespins helps develop a sense of one’s own movements and the formation of a positive attitude towards working together with an adult. They stimulate children's speech activity.
Progress of the game:
Adult: Guess the riddle.
I'm swimming under the bridge
And I wag my tail.
Children: This is a fish. Adult: (shows a picture of a fish). That's right, it's a fish. Look at the picture and show where the fish’s eye is?
Children show their little eyes
Adult: Where is her mouth?
Children show the mouth of a fish in the picture.
Adult: Where is her tail and fins?
Children show tail and fins.
Adult: Now let's make the fish ourselves.
Children need to choose clothespins that match the color and add a tail and fins to each fish.
Adult: Guess who this is:
On the back there are needles, long, prickly.
And he curls up into a ball - no head, no legs.
Children: This is a hedgehog. Adult: (shows a picture of a hedgehog). That's right, it's a hedgehog. Show me where his eyes, nose, ears are?
Children show.
Adult: Let's help our hedgehog find the needles.
An adult gives the child a hedgehog cut out of colored cardboard, on which eyes, ears, and a nose are drawn, but there are no needles. Children attach clothespins to the back of the hedgehog.
Adult: (stroking the hedgehog on his new needles). Oh! What a prickly hedgehog has become!
Here's a new mystery.
The prickly, green one was cut down with an axe.
A beautiful, green one was brought to our house.
Children. This is a Christmas tree.
Adult: Yes, it’s a Christmas tree, but it’s crying. She lost all her needles. Don't cry, don't cry, Christmas tree! We will help you.
An adult distributes triangles cut out of green cardboard to the children. Children choose green clothespins from the box and “return” its needles to the tree.
Adult: (stroking the Christmas tree). Oh! The Christmas tree has pins and needles!
Adult: Where is the sun? It has lost its rays. What color are the rays of the sun?
Children. Yellow.
Adult: That's right. Let's help the sun. Sun, look out, yellow, shine.

Polyanka

Goals:
Learn to group objects by color.
Establish identities and differences in color of homogeneous objects.
Learn to understand the words “color”, “this”, “not like this”, “different”.
Progress of the lesson:
Educator: Children want to go for a walk? Let's go for a walk to the music. We arrive “to the clearing”. Oh, where are we?
How did you guess? Right.
Grass, trees, flowers grow in the forest. These are not just flowers, but houses for butterflies.
Now, I will give each of you a cardboard butterfly toy. Music is playing. Children, let's “fly” with our butterflies. And now the butterflies are tired. Let's put butterflies in our houses. Be careful! Each butterfly must sit on its own house. They imprisoned me.
The game helps in game form learn or reinforce learned colors.
You can repeat this with leaves of different colors.

Lacing game

The game guide is aimed at developing fine motor skills of the hand, refinement of finger movements, concentration, and promotes the development of eye accuracy, coordination and sequence of actions.
It is a good way to prepare the hand for writing, trains perseverance, and often such a game calms the child.
In this game, the development of imagination is also not forgotten: “embroidering” conventional contours in association with real objects is the basis for the development of abstract thinking, generalizations of properties, “seeing the essence of an object.”
I develop manual dexterity
I play with lacing.
I train logic
And fine motor skills!

"Traffic Light", "Bear"

Target:
Encourage the child to independent activity; form a color representation, develop the skill of screwing caps.
Develop fine motor skills, sensory skills, and coherent speech.
Enrich your vocabulary.
You can use the following exercises with corks - children untwist and twist corks from plastic bottles to their necks.
To fix the color, screw multi-colored corks to matching necks.

Match cups to saucers

Goals:
Teach children to distinguish colors and use color names in speech. Develop fine motor skills and attention.
Materials:
Set of cloth, saucers and cups in different colors.
Progress of the game:
The saucers were first brought to the store. The sellers put them on the shelves. They put these saucers on the top shelf (shows)
Which? (Children's answers).
On the bottom - like this. What color are they? (Children's answers). Are the saucers on the top shelf and the ones on the bottom the same color? (Children's answers).
Then the cups arrived. Let's help sellers choose the right cups for the saucers. They should be the same color as the saucers.
The teacher places flat cardboard cups on the table. He instructs the child to match the cups to the saucers.
Approves the actions of the child, who, after looking carefully at the saucers, selects all the necessary cups. He asks what color they are.

Beads

Target:
strengthening and development of fine motor skills, visual-motor coordination; distinguishing objects by shape, color and material; development of perseverance
Materials:
buttons of various sizes and colors; beads of different shapes, sizes, materials; wire, fishing line, thin thread.
Progress:
The presenter invites the child to make beads. You can suggest making beads according to the sample, and choosing buttons according to shape and color. Perhaps the child himself can offer his own version of making beads. After this, the child begins to create beads.

“Put the pieces in their places!”

Target:
Introduce flat geometric shapes - square, circle, triangle, oval, rectangle. Learn to select the right shapes using different methods.
Materials:
Flat geometric shapes (circles, squares, triangles). Montessori insert frame.
Progress:
Take the figures out of the recesses and play with them: “Here are funny colorful figures. It's a circle, it rolls - like that! And this is a square. It can be installed. And now the figures are jumping (dancing).” Then invite the children to place the figures “in their beds”: “Evening has come. It's time for the figures to rest. Let's put them to bed in their beds."
Give the children one figurine each and ask them to take turns finding a place for each of them. When the kids have laid out the figures, sum up the game: “Now all the figures have found their beds and are resting.” Then show and name all the figures again, without asking the children to repeat. This game can be repeated many times, changing its plot each time.

“Find a window for the figurine”

Target:
Teach children to correlate the shape of parts with the shape of the hole.
Progress:
The game is played with the participation of 3-4 children. The teacher lays out geometric shapes on the table and hands out cards with embossed figures to the children. The teacher suggests looking at the cards and circling the windows with their fingers.
- Which figure is suitable for your window?
If the child chooses the wrong figure, give him the opportunity to make sure that it is not suitable and offer to choose the next one. When the child finds the right one, you should praise him, demonstrate to the other players that the window has closed, and invite him to open and close the window several times on his own. Then next child selects a figure for his window.

Game "Magic bag"

Goal: To learn to determine the name of the smell of an object, to establish the relationship between the object and its smell; work on the ability to determine the name of an object, relying on the sense of smell, that is, the perception of smell.
Various objects with a certain smell are placed in a bag made from any opaque fabric. These should be items that always smell the same (for example, lemon, apple, orange, flowers with a characteristic smell: geranium, lilac, rose; paint, fish, etc.). All these objects should be placed in separate boxes with holes to exclude the possibility of other (for example, tactile) perception of these objects. You can also blindfold each child and ask: “What is this?”, holding the scented soap in front of them, baby cream or a bottle of perfume. For the correct answer, rub your child’s hands with cream, perfume, or give him a flower that he correctly identified.

Game “Name the properties of materials”

Goal: To learn to determine the names of various properties of a material, to establish relationships between the material and its sensation.
Demonstration material for the game: samples of materials that feel different to the touch (smooth tiles, plastic, linoleum, velvet, terry cloth, fur, flannel) glued to cardboard.
Before playing, introduce children to different materials that feel different to the touch. To do this, you need to prepare a couple of samples of materials that clearly differ in feel. It can be smooth tiles, plastic, linoleum, velvet, terry cloth, fur, flannel. Paste the samples onto square sheets cardboard Let each child play with the squares and feel them. Talk to your children about various properties materials: hard or soft, smooth or rough... When children remember their sensations arising from tactile perception various types surfaces, mix the squares and give each child one sample. Will they be able to find a match for this sample? Of course, children will be able to navigate not only with the help of tactile sensations, but also with the help of vision. But on initial stage this will not hurt, as children will be able to gain confidence in their abilities.
Then you can complicate the task. Let the children try to pick “doubles” blindly. In this case, they will navigate based entirely on tactile perception. When giving this task, ask the children to name the properties of materials: hard, soft, smooth, rough.

“Lay out the ornament”

Goal: to teach the child to identify the spatial arrangement of geometric shapes, to reproduce exactly the same arrangement when laying out the ornament.
Material: 5 geometric shapes cut out of colored paper, 5 each (25 pieces in total), cards with ornaments.
“Look at the ornaments in front of us. Think and name the figures you see here. Now try to make the same ornament from the cut out geometric shapes.”
Then the next card is offered. The task remains the same. The game is over when the child has laid out all the ornaments shown on the card.

Game "Assemble a toy"

Goal: Work on the ability to differentiate various geometric shapes, relying on tactile and visual sensations, that is, develop tactile and visual perception.
For this game, you need to make a silhouette of some toy (a hare, a bear or a doll) from plywood, foam rubber or cardboard, cut out the eyes, nose, mouth so that these parts can then be put in place. The inserts can be painted in appropriate colors. Children must independently find a place for each of the cut out parts and insert them into the slots for the missing eyes, mouth and nose. Gradually add new geometric shapes that are more difficult to distinguish (you can, for example, cut out patterns on a doll’s dress or on the clothes of a toy animal). Let the children insert the cut out pieces into the holes.

Game "Picture of Shapes"

This game requires sets of geometric shapes of different shapes (circles, triangles and squares) and two sizes (large and small) for each child: a total of 12 or 24 shapes (2 or 4 of each type). These figures can be made from cardboard or thin plastic. The teacher needs the same figures bigger size for fixing them on the flannelgraph.
This game is aimed at developing children's imagination and creativity. At the beginning of the game, the teacher shows the children on a flannelgraph what kind of drawings can be obtained if certain figures are placed next to each other. The teacher demonstrates to the children the method and procedure for constructing simple structures. After that, he invites the children to use their figures to lay out other drawings that they come up with themselves. The picture on the flannelgraph is removed so that children do not copy the finished image.

Game "Alternating flags"

Goal: To work on the ability to differentiate geometric figures of different shapes and sizes, relying on tactile and visual sensations, that is, to develop tactile and visual perception.
For this game you need to prepare 4 - 5 triangular and rectangular shape for each child and the same number of flags covered with reverse side velvet paper to attach them to the flannelgraph for the teacher. Flags for children can be made from cardboard. The teacher says that on holidays the streets are decorated with flags, but they are not hung haphazardly, but in the form of a garland, where flags of different shapes alternate. For example, like this (an adult attaches flags to a flannelgraph so that rectangular flags alternate with triangular ones). The teacher asks you to tell him which flag needs to be attached now: rectangular or triangular, and now, etc. After the children have thoroughly mastered the order of alternating flags, the teacher invites the preschoolers to make the same garland themselves from the flags that are on their tables. While the children are working, the teacher approaches each child and, if necessary, helps him place the flags correctly.

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

Look at the toy

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

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

Listen and grab

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

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

Studying mom's face

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

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

Getting to know the toys

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

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

Massage

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

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

Listen

When to start: 1 month.

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

Options for sensorimotor games from 6 months to a year

Finger fun

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

Finger painting

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

Modeling

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

Sensory cubes, mats, soft bodyboards

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

Construction

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

Introduction to classical music

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

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

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

Construction

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

Modeling, drawing, applications

It’s good to introduce from one year onwards various options applied creativity. Using plastic materials, develop visual, tactile, and motor perception. By drawing with paints, pencils, crayons, foam rubber, stimulate visual-motor skills. Using simple applique methods (crushing, tearing, gluing) to develop sound, visual, tactile and motor skills.

Lacing and stringing objects

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

Sorters and touch panels

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

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

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

Dancing and singing

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

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

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

Games for children aged 2 to 3 years:

Outdoor games with objects

Games with a ball, a jump rope, a rope and other objects allow you to improve the acquired skill of hand-eye coordination.

Creative activities

By the age of 2, the child gradually begins to move away from object-based activities to role-playing activities, and the process of sensorimotor development moves to a new level. The use of new techniques, color solutions, and imaginative thinking allows one to reveal creative potential, based on the acquired sensorimotor experience.

For uniform development of different skills, it is good to use alternately different types creative activities: drawing, modeling, applique, origami, music.

Mosaics, lacing, macrame

A pressing issue for a 2-3 year old child is increased attention to the development of fine motor skills. Increasing the time spent doing activities that require finger work not only has a beneficial effect on this skill, but also stimulates a variety of sensory experiences.

Didactic games

At the age of 2, you can begin to use the simplest didactic games. Most store-bought manuals are intended for children aged 3 years and older, but they can be used earlier by introducing the rules gradually and teaching the principles of play behavior.

Music, theater, singing, dance

To stimulate the development of speech, hearing, and coordination of different sensory sensations, it is good to use music (classical, children's) and singing, accompanied by dance. It is advisable to pay attention to displaying emotions in front of the mirror and observing what singing looks like from the outside.

Municipal autonomous educational institution of additional professional education "Institute for Advanced Studies" Department preschool education

Completed by: Tarasova Ekaterina Anatolyevna Listener of CPC No. 27/7 Novokuznetsk 2014
A child's mind is at his fingertips.
Sukhomlinsky V.A.

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

Uruntaeva G.A. distinguishes three periods of sensorimotor development:
1) In infancy, the higher analyzers - vision, hearing - are ahead of the development of the hand, as an organ of touch and an organ of movement, which ensures the formation of all basic forms of child behavior, and therefore determines the leading role in this process.
Features of sensorimotor development in infancy:
The act of looking at objects takes shape;
Grasping is formed, leading to the development of the hand as an organ of touch and an organ of movement;
Visual-motor coordination is established, which facilitates the transition to manipulation in which vision controls the movement of the hand;
Differentiated relationships are established between the visual perception of an object, action with it and its naming by an adult.
2) In early childhood - perception and visual-motor actions remain very imperfect.
Features of sensorimotor development in early childhood:
Folds up new type external indicative actions - trying on, and later - visual correlation of objects according to their characteristics;
An idea of the properties of objects arises;
Mastering the properties of objects is determined by their significance in practical activities.
3) In preschool age, this is a special cognitive activity that has its own goals, objectives, means and methods of implementation. Playful manipulation is replaced by actual investigative actions with the object and turns into purposeful testing of it to understand the purpose of its parts, their mobility and connection with each other.
By older preschool age, examination takes on the character of experimentation, survey actions, the sequence of which is determined not by the child’s external impressions, but by the task assigned to them, and the nature of indicative research activities changes. From external practical manipulations with an object, children move on to familiarization with the object based on vision and touch.
The most important distinctive feature of the perception of children aged 3-7 years is the fact that, combining the experience of other types of orientation activities, visual perception becomes one of the leading ones.
Features of sensorimotor development in preschool age:
visual perceptions become leading when familiarizing with the environment;
sensory standards are mastered;
purposefulness, planning, controllability, and awareness of perception increase;
with the establishment of a relationship with speech and thinking, perception is intellectualized.
Thus, we can conclude that the relationship between the development of motor skills and sensory skills with the maturation of the corresponding areas of the brain and the development of the most important mental functions, the age-related dynamics of this process has been identified, and its improvement during the development of the child has been shown

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

Bibliography:

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

Non-traditional games and exercises for sensorimotor development of preschool children

Kudryashova Elena Alekseevna, teacher of the Children's Educational Institution "Kindergarten No. 76 of a combined type", Republic of Mordovia, Saransk
Description of work: This material represents options for non-traditional didactic games created with the help of modern materials that promote the development of sensorimotor skills in preschool children and will be useful for secondary school teachers. preparatory groups DOO.

The rapid formation of all psychophysiological processes characteristic of humans begins from an early age. Timely and correctly carried out education of children is an important condition for their full development. Therefore, it is the preschool age that is most favorable for the development of the sensory and motor sphere of the child - the development of motor skills and abilities, fine motor skills, versatile enrichment of visual, auditory and tactile perception, perception of space, sensation of one’s body, accumulation of ideas about the world around us (sensorimotor development).
Sensorimotor development forms the basis of the general mental development of a preschooler. It is with the perception of objects and phenomena of the surrounding world that knowledge begins. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception and are the result of their processing. Therefore, optimal mental development is impossible without relying on full perception.
In this regard, a preschool educational organization requires painstaking daily systematic work (a carefully selected block of games, exercises, tasks) to develop the sensory and motor spheres of preschoolers.
L.A. Venger, E.G. made a great contribution to the creation of such a system. Pilyugina, V.A. Pilyugina, N.N. Poddyakova, V.N. Avanesova (sensory development), M. M. Koltsova, N. N. Novikova, N. A. Bernshtein, V. N. Bekhterev, M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya (motor development), scientists of our time continue their activities.
Based on the works of theorists, practicing teachers also contribute to the creation of a diverse system of sensorimotor development of preschool children. And they can be helped in this by accessible modern materials and... a little creativity.
In the process of using non-traditional games and exercises aimed at the sensorimotor development of preschool children, children develop knowledge about certain sensory standards, they master rational examination techniques, curiosity and inquisitiveness increase, a desire to create appears, children become more active in interaction with adults.
My students now are 5-6 year old children (senior preschool age). The problem of their sensorimotor development is relevant for me as the problem of school readiness of future kindergarten graduates. It is also relevant in connection with work educational institution in an innovative mode in the area of physical education, health and sensorimotor development of preschool children.

What exercises will help a child improve his sensorimotor skills?
If you use your imagination and imagination, you can come up with them endlessly. The main thing here is to take into account the individual characteristics of each child, mood, desire and capabilities.

Variant of the game “Carnations” (using soft colored hair bands, accounting rubber bands, silicone rubber bands for weaving bracelets) - it is possible to create a variety of images (using diagrams or from the imagination); changing the basic components for work allows you to diversify tactile sensations and expand your understanding of the colors of the spectrum.

Games with construction sets made of Velcro (colored or painted in different colors) develop fine and gross motor skills, are indispensable for the development of imagination, logical thinking, and are good for organizing the work of two or more children.

Games with a construction set made of flexible wire covered with colored fabric - allows you to create the widest range of objects (individual (from one basic component) and complex (from several basic components)), can be used to solve problems in different areas of development of preschoolers.

Game exercises with beads - the availability and variety of material allows you to organize exercises of various types with children: laying out images (the ability to work according to a model, instructions), creating images from individual beads (developing imagination, creativity), assembling beads (building perseverance, developing creative imagination) , Creation " magic paper"with the help of beads (development of emotions. Formation of teamwork skills).

And if you rely on the use of various materials modern technologies sensorimotor development, then amazing results of children's creativity can be obtained.

Literature:
1. Wenger L.A., Pilyugina E.G. Nurturing a child’s sensory culture: a book for kindergarten teachers. M.: Education, 1998.
2. Krasnoshchekova N.V. Development of sensations and perception in children from infancy to primary school age. Games, exercises, tests. Rostov n/d: Phoenix, 2007.
3. Krasheninnikov E.E., Kholodova O.L. Development of cognitive abilities of preschool children. M.: Mosaic-Synthesis. 2014.
4. Potapova E.V. Visual activities and artistic work using modern preschool materials. Ed. Childhood-Press, 2012.

Summary: Sensory development of young children. Development of tactile sensitivity. Development of tactile sensations. Sensory development of a preschool child. Development of perception in children

The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

A child's readiness for school largely depends on his sensory development. Research conducted child psychologists, showed that a significant part of the difficulties that children encounter during primary education (especially in 1st grade) are associated with insufficient accuracy and flexibility of perception.

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

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

There are various games and exercises to develop sensory abilities. In this article we will sequentially look at games for the development of each of the five sensory systems.

Games for developing the sense of touch (tactile perception)

Touch includes tactile (superficial) sensitivity (sensation of touch, pressure, pain, heat, cold, etc.).

To develop your child’s tactile perception, play with a variety of natural materials and objects that differ in surface structure. Give your baby different toys: plastic, rubber, wooden, soft, fluffy. When bathing, you can use washcloths and sponges of different hardness. Lubricate the child's body with cream and do various types of massage. Let your baby play with a brush, pompom from knitted hat, a ribbed ball from a pet store. Colored dish scourers are also of great interest! You can make an interesting tactile album yourself from scraps of fabric of different textures: burlap, wool, silk, fur. You can also add a sheet of polyethylene there, wrapping paper from flowers, mosquito nets, velvet, corrugated and sandpaper and much more.

Games with foil are interesting for children. You can first crumple it, making a ball out of it, then smooth it out again.

Play with pine cones, prickly chestnuts, ribbed walnuts and smooth acorns. It is also useful to play with various cereals: put your hands in the box and look for a hidden small toy. We can advise you to play with pebbles, dry and wet sand, clay, potions, plasticine, dough made from flour and salt.

More information about games with sand and earth can be found at the following links:

Draw the child's attention to cold snow or juice from the refrigerator and hot tea, hot radiators, fire on the stove. When bathing, draw your baby's attention to the temperature of the water in the tap and bath; You can pour warm water into one basin, cool water into another and alternately lower the arms or legs.

Since the overall sensitivity of the skin is reduced, it is useful for the child to receive interesting sensations throughout the body. It is good to wrap it entirely in a woolen blanket; you can wrap the baby terry towel, put a fur coat directly over your panties and T-shirt, tie a knitted scarf around your back and stomach.

The sensations of gouache paint on the arms, stomach, and back will be very interesting for the child. It’s especially great if the bathroom has a mirror so you can look at yourself from all sides.

The sensitivity of not only small hands, but also legs should be developed. Allow children to run barefoot on grass, sand, wet clay, river or sea pebbles as often as possible in the summer. At home you can walk on peas, beans, and roll rubber ribbed balls with your feet.

Self-massage and mutual massage of the arms, legs, and back using massage brushes, terry mittens, a wheel massager, a foot massage roller, etc. are useful.

Additional educational games:

"Catch the Pussy"

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

"Wonderful bag"

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

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

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

"Guess by touch what this item is made of"

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

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

"Find out the figure"

Geometric shapes identical to those in the bag are laid out on the table. The teacher shows any figure and asks the child to take the same one out of the bag.

"Recognize an object by its outline"

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

"Guess what the object is"

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

"Find a Pair"

Material: plates covered with velvet, sandpaper, foil, corduroy, flannel.

The child is asked, blindfolded, to find pairs of identical plates by touch.

"What is inside?"

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

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

"Guess the number" (letter)

A number (letter) is written on the child’s back with the back of a pencil (or finger). The child must determine what this symbol is. More detailed description For this exercise, see the link >>>>

Very useful also for preschoolers and students primary school(especially first grade) games with letters made of rough (velvet, sandpaper, etc.) paper: “Identify by touch”, “Find the right letter”, “Show the letter”. The child repeatedly runs his hand over the letter, feels it and names it. At the same time, not only the shape is remembered, but also the way of writing this letter, which is associated with its name. Children who wish to immediately write this letter should be given this opportunity.

Games of this type are recommended to be carried out with gradual complication: from teaching palpating actions under the guidance of an adult to the student independently completing the task, with his eyes closed. By analogy, it is possible to use different numbers.

"What is this?"

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

"Collect a matryoshka doll"

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

"Cinderella"

Children (2-5 people) sit at the table. They are blindfolded. In front of each is a pile of seeds (peas, sunflower seeds, etc.). In a limited time, you should sort the seeds into piles.

"Guess What's Inside"

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