Summary: Sensory development of children early age. Development of tactile sensitivity. Development of tactile sensations. Sensory development of a preschool child. Development of perception in children
A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc.
The importance of sensory development in early and preschool childhood 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.
The child's readiness for schooling depends largely 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 figures, 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, do different kinds 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 there is a mirror in the bathroom, 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 are placed in an opaque bag different shapes, sizes, textures (toys, geometric shapes and bodies, plastic letters and numbers, etc.). 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 object 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?
Other publications on the topic of this article:
- Seal
In early and middle preschool age, a child masters the world of objects - all their diversity: color, shape, size, material from which the object is made. Therefore, a favorite toy is not just everyday entertainment for a child, but also a means of development for the child. It is through toys that a child learns the world. The more diverse the world of objects surrounding the baby, the more bigger baby receives new impressions and his emotional and mental development occurs faster. A child develops through play
The main gaming fun of this period are the so-called sensory motor games. Their goal is to acquire sensory experience for the sake of this experience itself. Such enrichment occurs when children run on the grass, splash in the water, tear off petals from flowers, spin, roll in the sand, cover their ears with their hands, squint, look at sunlight, climb the ladder and much, much more.
List sensory games(developing feelings) can be so large that it involuntarily causes surprise and respect for how much knowledge and sensations that adults consider familiar and may not notice, children discover for themselves. During all these “useless” fun, the baby gets acquainted with his physical capabilities and sensory sensations. He also knows the qualities of objects: their smells, taste, weight, fluidity, tactile sensations that arise when touching them, sounds that can be obtained with their help, etc.
Motor games (games in which the child is constantly in motion) give him special pleasure, as they involve a constant change of sensations. Repeated and alternating actions not only give the child a positive emotional charge, but also allow him to practice coordinating the movements of his body.
Many such games are born by chance, when children suddenly notice a new effect from some of their actions. So, bending over to pick up a fallen object and accidentally looking behind his back at that time, the child discovers that in this position the world around him looks completely different than if he stands upright. This causes him joy and curiosity, a desire to take a “new point of view” again and again. It is not surprising that after this you will periodically find your baby looking at everything upside down. The joy that arises from sensory-motor games is explained, on the one hand, by the novelty of sensations, and on the other hand, by the child’s acquisition of confidence that he is able to influence the objects of the surrounding world and himself.
The baby tends to repeat any new sensory-motor game many times, because, as you know, “repetition is the mother of learning,” especially for children. During the next reproduction of the same actions with the same objects, the child becomes convinced of their consequences, and also understands that these consequences are not random, but depend on him and, possibly, some other conditions. When children perform actions such as splashing water from a tap, the predictability of the results is pleasant because it creates a feeling of stability and reliability of the world around them, and also creates the impression that certain parts of it have already been well mastered by the child. However, sometimes children face surprises and shocks.
So, when pulling your child away from a frozen puddle, think for a second about what kind of sensations and knowledge he is now receiving. After all, where sprays scattered from exactly the same foot stamping yesterday, today cracks form with a crunch... How much information is involuntarily perceived by the little researcher: about the time of year, about the temperature, about the conditions of the water, about the strength and topography of the surface.
Those parents who consider such games to be “empty” in terms of the child’s development and rush, without wasting time, to get the child to sit down for serious activities - reading, writing, counting, early language learning, are making a serious mistake! Subsequently, their child will spend much more time and effort to acquire from textbooks the information that other children receive naturally, joyfully exploring the world around them.
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 preschool 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 also 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).
Methodical 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 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.
Methodological 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 form 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"
Goal: 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 shapes (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:
The main goal of didactic games with clothespins is to develop 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 in their beds to sleep."
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 a suitable 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 toy animals). 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.
I work with children early age(from 2 to 3 years) on the problem of insufficient sensory development skills younger preschoolers.
Target: Show influence correctly selected methods of sensory education for the development of sensory skills in children junior preschool age.
Touch education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at visual development, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.
Early age- the most favorable time for sensory education, without which the normal formation of a child’s mental abilities is impossible.
The pedagogical process in a preschool institution must be built taking into account age and the individual characteristics of the child, his tendency to play. Games are of great importance in satisfying cognitive needs and interests children in sensory education. A game It organizes not only the child’s behavior, but also his inner life, helps him understand himself, his attitude to the world. This is practically the only area where he can show initiative and creativity. And at the same time, it is in play that the child learns to control and evaluate himself, understand what he is doing and learn to act correctly.
The more children learn, the richer they become sensory experience, the easier and simpler it will be for them develop motor skills, and all this will make it easier to learn. In order to easily learn and at a high level determine the shape of an object, its volume and size, the child must have good the periocular muscles are developed, which help the eyes move, as well as the muscles of the neck, which help it to be motionless or turn in different directions at will, and the muscles of both arms are coordinated. To get acquainted with any object, you need it study: touch with hands, squeeze, stroke, that is, perform any motor actions.
To grab an object with one hand, the baby must already be motorically ready for this. If he cannot grasp this object, he will not be able to feel it. This means that if we teach a child’s hands to be dexterous and skillful, then he will be able to learn a lot with their help. And the sooner we put new, unexplored objects into his hands, the faster and better his development will be. sensory-motor skills.
Essence didactic The game consists in the fact that children solve mental problems proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. Children really like games made by an adult.
One of the main tasks is to give the child as much natural knowledge as possible in order to more accurately express himself and his vision of the world.
It is important that the world around us is enriched developing subject environment , toys and play aids have been selected that stimulate visual, tactile and olfactory sensations.
Therefore, I have developed and systematized games and manuals on sensory development younger preschoolers. I would like to tell you about the most interesting benefits.
Developmental didactic games for sensory-motor development of children 2-3 years old.
"Wonderful bags"
Previous experience children: Introduction children with bulk materials used in this game. Transparent plastic jars with filling: peas, nuts, pebbles, pasta (feathers, millet, dried grains. Children are allowed to touch in the presence of a teacher.
Material: Bags sewn from flannel, 16 pieces, with filling different materials. The bags have buttons and loops sewn on them.
Target: Learn children determine the contents of the bags by touch and name what is in it, then learn to make pairs of bags with identical contents. Exercise children in fastening a button, fasten a pair. Develop tactile perception, fine motor skills, visual-figurative and visual-effective thinking.
Presentation:
Place the bags in front of the child on the table.
Offer to examine the bags by touch. (Touch the bags, there is something interesting there)
Ask a Question: "What's in the bag?" Help identify with leading questions (if the child has difficulty). (What does it look like? Light or heavy? Soft or hard? etc.)
Offer to find identical bags. (Let's find the same one)
Then fasten the pair together with a button. (Now let’s connect them with a button, fasten them so they don’t get lost)
Set aside.
Start looking for another couple. (Maybe we’ll look for the same ones)
Special interest: Unknown, mystery, I don’t see, but I can see with my hands.
Error Control
Age: from 2-3 years.
« Educational bags»
Material: Bags 12 pieces, four primary colors (red, blue, yellow and green, and different shapes (square, circle, triangle) with filler (peas). Each bag has a button and loop sewn onto it.
Target: Learn children correlate objects by color and shape, create logical chains. Learn to generalize. Exercise children in fastening buttons. , speech, visual-figurative and visual-effective thinking, the ability to lay out and put away material.
Presentation:
Place bags of different colors and different shapes on the table in front of the children.
Offer to feel, name the shape and color. If the child is in the early stages of learning sensory standards, then the teacher introduces children with shape and color, naming them. (Look, here is a red circle, and here is a yellow triangle, etc.)
Arrange objects by color in front of the children. (Come on, you and I will arrange the objects by color)
Offer to connect the resulting chain by fastening the buttons. (And now we will connect the figures in "train")
Do the same thing by collecting objects according to shape.
Independent actions children.
Special interest: Bag filler, bright performance, many actions can be done, learning through play.
Error Control: embedded in the material, visual control.
Age: from 2-3 years.
"Universal fungus"
Material: Three-dimensional mushroom figure with a rotating hat, laces, balls and rings of four primary colors, clothespins, flat geometric shapes, sets pictures: fruits, vegetables, pets, etc.
Target: Learn children distinguish and name color and shape, consolidate knowledge of the material covered (a set of pictures on different topics, learn children match objects by color, strengthen the muscles of the legs and abdominals (in exercise “Get the ball and ring with your foot”, "Catch up", develop sensory perception, fine and general motor skills, speech, visual-figurative and visual-effective thinking. Promote physical development.
Presentation:
Invite children to look at an amazing and unusual mushroom.
Note children for the presence of geometric shapes or thematic pictures. (Guys, what color do you see)
Invite children to decorate geometric shapes with colored clothespins, matching them by color.
Independent actions children.
Replace the equipment with balls and rings.
Invite the children to lie on the floor and try to touch the ball or the ring with their foot, first with their right, then with their left.
When rotating the mushroom hat, offer the children "catch up" balls, but already working with both legs raised up.
Independent actions children.
Special interest: bright design, rotates like a carousel, can be used for different purposes.
Error Control: embedded in the material, visual control.
Age: s1g. 8m. up to 3 years old
"Colorful jars"
Material: A set of transparent plastic jars with a slot in the lid, four primary colors, lids of different colors, a container for lids.
Target: Learn children match objects by color, name the color, develop ability to push the lid into the slot, develop sensory perception, visual and effective thinking, fine motor skills, hand coordination, eye, determination.
Presentation:
Place jars of different colors in front of the children.
Offer to look at the lids, jars, and find the slot.
Note children on jars and lids calling them color: “This is a red lid, and here is a red jar too, let’s put the lid in it "house". So all 4 colors.
Encourage children to self-control: “Look, Sasha’s lid ended up in the wrong house.” the child can open the jar and remove the lid.
Independent actions of the child.
Special interest: bright and comfortable equipment, for children of this age repetitive movements and manipulation of objects are interesting.
Error Control: embedded in the material, visual control.
Conclusion:
As a result of the work done, the group has created a rich, diverse development environment, promoting sensory development and development of fine motor skills of children. In the process of implementing my ideas, I receive great support and help from my parents.
Thus, as a result of the work done, I came to the conclusion that targeted, systematic and systematic work on sensory development and development fine motor skills of hands young children promotes the formation of intellectual abilities, a full perception of the surrounding world, and also has a positive effect on the speech zones of the cerebral cortex. And most importantly, it helps maintain the physical and mental health of the child.
For a full perception of objects and phenomena of the surrounding world, sensual (sensory) development is of great importance. It is on this basis that memory, thinking and imagination, even readiness for school, will then develop.
You can say as much as you like - “sour”, “bitter”, “hot”, but until the child tries it himself, he will not know what it really is. And on the one hand, this is normal: such sensory experience must be passed through oneself, only then does it matter for the development of the individual.
On the other hand, such entertainment can be unsafe both for the child himself and for surrounding objects: give the baby free rein, he will “test” all the dishes for strength, and all the puddles for depth.
Therefore, channel your child’s energy and thirst for knowledge into a peaceful direction - play sensory games!
1. Arrange/sort by color/shape/size.
Arrange figures cut out of colored paper or cardboard by color, sort them by shape (circle, triangle, oval) or size - large to large, small to small.
Ask your child to show the same small blue square or large yellow circle as you have in your hands.
2. Find the same/find similar.
While walking or indoors, look for objects in the colors you have chosen: houses, cars, leaves, pieces of clothing, pieces of furniture. You can search for everything small or large. At the same time, the child will better understand the concept of relativity - the bus is big compared to you, but small compared to the house.
Also look for objects that are shaped like geometric shapes - a house like a rectangle, a puddle like an oval, a sandbox like a square, etc.
3. Colorful fantasies.
Pour plain water into several glasses and show your child how it turns different colors if you dip a brush with paint of any color into it. Try mixing different colors to get new and new shades.
4. Big/small.
Let your child try on your clothes - they will be too big for him, because he is still small, and yours is too small for him, because you are already big.
Try to hide toys of different sizes in your fist - small ones will easily fit, but large ones will not.
5. What does it sound like?
For each game you can take 2-5 items, increasing their number depending on the age of the child.
Rattle, knock, ring the selected objects in front of the baby. And then, having already turned away, let him determine only by ear what sounded - a bell, a spoon on the table, or the rustling of a bag?
6. Listen to how it sounds!
Use every opportunity to draw your baby’s attention to this or that sound of an object - leaves rustling, rain drumming on the glass, an elevator moving, a dog barking, a drill working, etc.
A more complicated option is to try to give each sound an emotional connotation: for example, a drill sounds dissatisfied, the elevator moves tiredly, thunder rumbles angrily, a tambourine sounds cheerful, and water flows with laughter.
7. Musical games.
The child’s task is to walk quickly or slowly, depending on how fast you clap your hands or hit the tambourine.
It is not an easy task for very young children to stop when the music stops, especially if before that it sounded fast and energetic.
8. Mmm... it smells so good!
Draw your baby's attention to the most different smells- what a vanilla pie smells like coming out of the oven or fresh bread in the store. What kind of smells are there in the meat and sausage department, how pleasant is the smell of fresh linen, book pages and a blooming flower on the window.
9. What does it feel like?
To develop tactile sensitivity, invite your baby to touch a variety of objects, paying attention to how they feel: smooth, rough, fluffy, hard, prickly, soft, cold, hard, warm, etc.
Touch everything you can: fabric, clothes, furniture and toys, tree bark and leaves on the street, stroke your or someone else’s pet or parrot, try to pick up water, hide your palms in flour or cereal, roll out a spool of thread and a ball of wool, tear a piece of paper and touch the cactus.
10. Wonderful bag.
A very famous game, common in preschool institutions- the child must find and pull the object out of the bag by touch.
You can put anything into this bag - three-dimensional geometric shapes, various pieces of fabric and thread, a toy, and even fruits and vegetables.
11. Who is this?
The child must guess by touch which family member’s hand he is now touching. Be sure to switch roles with your baby.
12. Oh, how delicious!
While eating, pay your child's attention to the flavors of the dish. Offer to try new things - lemon, pepper, garlic, mango, avocado, of course, in small quantities. Invite your child to close his eyes and guess what he is eating - lemon, apple, bread or cookies.
13. What has changed?
Place several toys in a row in front of the baby, remembering their location, he will turn away, and when he turns back, he will guess which toys have changed their place.
