Consultation for educators

"The role of the sensory experience of preschoolers
in the process of cognition of the surrounding reality "

Svergunova Tatyana Yuzikovna, educator MBDOU No. 37, Armavir

An important role in the process of children's cognition of the surrounding reality is played by their sensory experience. Contributes to the formation of sensory experience sensory education aimed at developing a full understanding (sensations, perceptions, ideas). Already in early childhood, the accumulation of sensory representations by the child is of great importance. It is necessary to ensure that preschoolers are familiarized with the color, shape, size, tangible properties of objects, musical sounds and their sound in their native speech. Tasks sensory education are solved to one degree or another in all types of classes: music, physical culture, art, speech development.

In the modern system of sensory education, along with training sessions, a large place is given to didactic games. In games, the teacher sets sensory and mental tasks for the children in a playful way, connects them with the game. The development of perceptions and ideas of the child takes place in the course of interesting game actions. (hiding and searching, guessing and guessing, competition in achieving results). Exercises with didactic materials and toys are also of great importance. These exercises, based on the practical activities of each child, allow you to improve his sensory experience, are useful for consolidating ideas about the shape, size, color of objects.

The problems of sensory education interested me very much, therefore, having recruited the junior group at the end of year II, I decided to pay special attention to these issues.

First of all, I'm working on creating environment, which is known to be the most important factor for the comprehensive development of the personality of the child. Games cover all aspects of sensory education: color, shape, development of fine motor skills of hands, etc. A variety of sensory developing games help my kids learn the names of an object, shape, and establish a connection between the property of an object and its verbal designation. In my work with children, I use an effective technique when a particular concept is associated in the child's mind with a real object for which this feature is characteristic. (a rounded object is a “ball”, a rectangular bar is a “brick”, a triangular prism is a “roof”, a red object is “tomato”, “berry”, yellow is “chicken”, “lemon”, orange is “orange”). I also exercise kids in grouping homogeneous objects according to one of the sensory features: size, color or shape. In the course of learning, children operate with words necessary to regulate the actions they perform: the same, different, big, small, color. As didactic aids, I use wooden inserts of five geometric shapes, wooden mushrooms, planar geometric figures. I pay special attention to games that help kids to distinguish and name those color tones that are most often found in their environment. After all, only adults can help children see the world of colors, catch all the variety of color tones and form a stable visual image of color. I pay great attention to the development of fine motor skills of the fingers. Here I use games with small toys “kinder surprises”, unscrewing and tightening corks on bottles, bottles, picking up corn seeds, beans, putting matches in a box. Of particular interest to kids are various games with fingers, accompanied by poetic texts, gymnastics for hands, imitation of various animals. And, of course, children enjoy playing in the development zone with games of various content, namely:

• For color perception:

"Collect a bouquet in a vase";

"Collect a Flower" (roses, chamomile, cornflower);

"Find feathers for the cockerel";

"What grows on a tree";

"Paired pictures";

"Magic Palette";

"Dress up the doll";

"What is this color?"

• On the perception of the form:

"What does it look like";

"Fix the blanket"

• Development of fine motor skills of hands:

"Lace up your shoe";

"Matryoshka" (button fastening).

An exemplary outline of a lesson inIIyounger group. sensory parenting

Program tasks: to develop in children the ability to isolate a certain color from a general group of objects, to see a given color in the environment, to improve the small muscles of the hands (put on, put on, twist); bring to the concept of "wild animals": lifestyle, nutrition; help children not to make a mistake in choosing products, to cultivate a steady interest in the lesson.

Material: didactic steam locomotive consisting of 6 wagons in 6 colors (red, white, yellow, blue, green, black), wheels of these colors, corks of different colors according to the number of cars, small toys with bows of different colors, Stuffed Toys: bear, hare, squirrel, hedgehog; products: nuts, mushrooms, grass, carrots, honey, apples.

Lesson progress

The teacher invites the children to go on a trip to the forest. He asks: “And what can you go to the forest on?” Children list: by plane, by car, by train. “Here we have a train with you, only you and I must repair the trailers. Just be careful. Trailers of different colors and wheels with corks should be the same: if the trailer is red, then the wheels with corks should be red.

The kids get to work, the teacher helps the struggling children. When the train is ready, the teacher praises the children, invites the kids to admire the results of their work. “And who will go with us? But the little animals want to travel with us, but they will also go each in their own trailer. What color is their bow, put them in those wagons.” When all the animals are sitting in their places, the kids hit the road, sing the song "Steam Engine".

“Well, here we are in the forest. Let's inhale fresh air, smell the flowers, stroke the grass" (what color is the grass and the flowers in it?)“How beautiful it is here! Look, guys, and here the little animals meet us. Kids, do you know if these are wild or domestic animals? Why?" Answers: live in the forest, get their own food). "Guys, I have prepared forest dwellers a treat, but I don’t know who needs what. Who eats what? Here honey, nuts, fruits, mushrooms, grass, carrots. Treat the little animals that each of them loves. The kids bring food. “The animals thank us. Let's stay with them and play."

Outdoor games: "At the bear in the forest", "A gray bunny is sitting".

The accumulation of sensory experience is a very large and important task. It begins to be realized from the first days of a child's life. As the child grows and develops, it becomes more difficult. Preschool age includes junior preschool age (3-4 years) and senior (5-6 years). At each age stage, the child acquires certain knowledge, skills and abilities that he needs not only for the perception of sensory experience, but in general for his whole life.

TASKS, FORMS AND METHODS FOR FORMING SENSORY EXPERIENCE IN PRESCHOOL CHILDREN

Sensory education means purposeful improvement, development of sensory processes (sensations, perceptions, ideas) in children.

All sensory processes are continuously connected with the activity of the sense organs. The object that we consider affects our eye. With the help of the hand, we feel its hardness (or softness), roughness, etc. The sounds made by any object are perceived by our ear.

Thus, sensations and perceptions are direct, sensory knowledge of reality.

Sensory education, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. The success of mental, physical, aesthetic education largely depends on how perfectly the child hears, sees, and feels the environment. It is important to teach the child to accurately, fully and dissected perceive objects, their various properties and relationships (color, shape, size, location in space, pitch of sounds, etc.). Research by psychologists and teachers shows that without such training, the perception of children remains superficial, fragmentary for a long time and does not create the necessary basis for general mental development, mastering various types of activities (drawing, designing, modeling, etc.), full assimilation of knowledge and skills. .

A.V. Zaporozhets, A.P. Usova, N.P. Sakulina and others studied the issues of sensory development and education of children in their works. This study showed that the development of perception is a complex process, which includes, as the main points, the assimilation of "sensory standards" by children and the mastery of methods for examining objects. Sensory education should be aimed mainly at ensuring these two points. .

"Sensory standards are generally accepted patterns of every kind of properties and relations of objects". So, in the field of form - these are geometric shapes (circle, square, triangle, etc.), in the field of color - seven colors of the spectrum, white and black. The infinite variety of colors and forms that exists in nature, however, humanity has managed to streamline them, reduce them to a few varieties. Assimilation of ideas about these varieties makes it possible to perceive the world as if "through the prism" of social experience.

The main content of sensory education in kindergarten is defined as familiarizing children with sensory standards and enriching the ways of examining objects. At each age stage, the child is sensitive to certain influences. The smaller the child, the more important sensory experience is in his life. At the stage early childhood familiarization with the properties of objects plays a decisive role. Professor N. M. Shchelovanov called "early age" the "golden time" of sensory education ".

In the first years of life (up to 3 years), the child receives great amount variety of impressions from the environment. He distinguishes colors, shapes, sizes. However, not all of these properties, and by no means in all cases, attract his attention. It is known that the perception of young children is very unstable, most often in an object they single out one of the most striking properties, not noticing other properties at all. During this period, there is no need to develop in children ideas about any individual varieties of shape or color.

As the studies of L. A. Wenger, R. Fantz and others have shown, children already in the first months of life achieve a rather subtle “indicative” distinction between old and new objects (which differ from each other in size, color, shape, etc.), but the formation of constant, objective perceptual images, which are necessary for managing complex changeable forms of behavior, is not yet taking place.

Later, starting from the 3-4th month of life, the child develops the simplest practical actions related to grasping and manipulating objects, moving in space, etc. A feature of these actions is that they are directly carried out by the organs of their own body ( mouth, hands, feet) without the help of any tools. The child learns the objective world, as well as natural phenomena, events of social life available to the observer. In addition, he receives information from an adult verbally: he is told, explained, read. Both of these paths are closely related.

Sensory functions are included in the service of these practical activities; are restructured on their basis and themselves gradually acquire the character of a kind of orienting-exploratory, perceptual actions.

At this stage of development, the child primarily identifies those properties of the object that are directly addressed to him and which his actions directly encounter, while the totality of others that are not directly related to him is perceived globally, indivisibly.

From the age of three, a new stage of sensory development of the child begins. This stage is characterized by the transition to the assimilation and use of sensory standards. An important place is beginning to be occupied by familiarizing children with different types of standards and how to use them.

The perception of color differs from the perception of shape and size, primarily in that this property cannot be distinguished practically, through trial and error. Color must be seen, that is, when perceiving color, you can only use visual orientation

Moving from early to preschool age (3-7 years), children, with appropriate training, begin to master certain types of specifically human productive activities aimed not only at using existing objects, but also at creating new objects (the simplest types of manual labor, design, drawing , modeling, etc.). Productive activity poses new perceptive tasks for the child.

Studies of the role of constructive activity (A.R. Luria, N.N. Poddyakov, V.P. Sokhina, etc.), as well as drawing (3.M. Boguslavskaya, N.P. Sakulina, etc.) in the development of visual perception show that under the influence of these activities, children develop complex types of visual analysis and synthesis, the ability to divide a visible object into parts and then combine them into a single whole before such operations are performed in practical terms. Accordingly, the perceptual images of the form acquire a new content. In addition to further refinement of the contour of the object, its structure, spatial features and the ratio of its constituent parts begin to stand out, to which the child had hardly paid attention before.

Familiarization with each type of standards has its own characteristics, since different actions of children can be organized with different properties of objects. When getting acquainted with the colors of the spectrum and, especially, with their shades, it is of great importance that children independently obtain them (when diluting paints). Learning to use ideas about colors in the perception of the color of objects involves, first of all, the development of skills to group objects that differ in shape, size, purpose, but have the same color.

In familiarizing with geometric shapes and their varieties, teaching children how to draw a contour with a look at the movement of a hand plays an important role. A deep perception of form implies the ability to “split” an object into separate elements and determine the ratio of the elements to each other.

Familiarization with the magnitude includes the alignment of objects in ranks of decreasing or increasing magnitude. development of visual estimation of proportions.

It is possible to single out the main tasks in the sensory education of children from birth to 6 years.

In the first year of life, this is the enrichment of the child with impressions. Conditions should be created for the baby so that he can follow moving bright toys, grab objects of various shapes and sizes.

In the second or third year of life, children should learn to distinguish color, shape and size as special features of objects, accumulate ideas about the main varieties of color and shape and about the relationship between two objects in size.

Starting from the fourth year of life, sensory standards are formed in children: stable, fixed in speech ideas about colors, geometric shapes and relationships in size between several objects. Later, they should be introduced to shades of color, to variants of geometric shapes, and to the relationships in magnitude that arise between the elements of a series consisting of a larger number of objects.

Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: grouping them by color and shape around standard samples, sequentially examining and describing the shape, and performing increasingly complex visual actions.

Finally, a special task is the need to develop analytical perception in children: the ability to understand color combinations, dissect the shape of objects, and single out individual measurements of magnitude.

Of particular importance is the question of the relationship between sensory education, carried out with the help of the proposed system, with sensory education, carried out when teaching productive activities (drawing, modeling, etc.). Productive activities begin to take shape in the third year of a child's life, but learning at this age does not yet occupy a significant place. Therefore, for young children it still makes no sense to distinguish between productive activities and didactic games and sensory education exercises.

Summing up, we can say that sensory perception

in children develops gradually, starting from the first months of life;

inextricably linked with the activity of the sense organs;

requires different ways and methods;

with visual acquaintance - the word plays a big role;

It is especially worth noting that the greatest effect for sensory education is produced by productive activities (sculpting, drawing, designing, examining objects).

The child at each age stage is the most sensitive to certain influences. In this regard, each age stage becomes favorable for further neuro- mental development and comprehensive education of preschoolers. The smaller the child, the more important sensory experience is in his life.

The word "sensory" comes from the Latin word "SENSUS" - "feeling", "feeling", "perception", "sensation ability". Knowledge of the surrounding world begins with sensations and perceptions. The richer the sensations and perception, the wider and more diverse the information about the surrounding world received by a person will be.

Sensory education is a system of pedagogical influences aimed at the formation of ways of sensory cognition. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. Professor N.M. Shchelovanov called early age the "golden time" of sensory education. A well-known foreign teacher M. Montessori calls the age from 0 to 5.5 years a “sensitive period” for sensory development. In the Russian dictionary of psychology, age sensitivity is defined as the optimal combination of conditions inherent in a certain age period for the development of certain mental properties and processes. Premature or delayed in relation to the period of age sensitivity training may not be effective enough, which adversely affects the development of the psyche.

The opinion of most scientists coincides that it is the early and preschool age that is most favorable for sensory development.

At preschool age, the child makes a qualitative leap in his mental development. By the beginning of this period, he had formed such cognitive processes as sensations, involuntary attention, active speech, and objective perception. In the process of acting with objects, he has accumulated experience, vocabulary, he understands the speech addressed to him. Thanks to these achievements, the preschooler begins to actively explore the world around him, and in the process of this development, perception is formed.

The development of perception in different periods has its own characteristics.

In early childhood, perception remains very imperfect. The child cannot consistently examine the object and highlight its different sides. He snatches out some of the most striking sign and, reacting to it, recognizes the object. That is why in the second year of life, the baby is happy to look at pictures, photographs, not paying attention to the spatial arrangement of the depicted objects, for example, when the book is upside down. It recognizes colored and outlined objects equally well, as well as objects painted in unusual colors. That is, color has not yet become an important feature for the child that characterizes the object.

Development of subject activity in early age puts the child in front of the need to single out and take into account in actions precisely those sensory features of objects that are of practical importance for the performance of actions. For example, a baby easily distinguishes a small spoon, which he eats himself, from a large one, which adults use. The shape and size of objects, if necessary, to perform a practical action, are allocated correctly. After all, if the stick is too short, it will not be possible to get the ball with it. In other cases, perception remains blurry and inaccurate. Color is more difficult for a child to perceive because, unlike shape and size, it does not have a great influence on the performance of actions.

Researches of scientists Istomina Z.M., Pilyugina E.G., Wenger L.A. and others showed that children of the third year of life, having named any of the colors, often do not associate this name with a specific color. A two-year-old child, pronouncing the word red on his own, may indicate green or some other color. A stable connection between words - color names and a specific color has not yet been formed. The complete merging of words - color names with a specific content in children occurs only by the age of five.

The perception of a younger preschooler is of an objective nature, that is, all the properties of an object, for example, color, shape, taste, size, etc., are not separated from the object by the child. He sees them as one with the object, he considers them inseparably belonging to the object. When perceiving, he does not see all the properties of the object, but only the brightest, and sometimes even one property, and by this he distinguishes the object from other objects. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual properties, the variety of properties in the object. This develops his ability to separate properties from the object itself, to notice similar properties in different objects and different ones in one object.

At preschool age, perception turns into a special cognitive activity, which has its own goals, objectives, means and methods of implementation. The perfection of perception, the completeness and accuracy of the images depends on how complete the system of methods necessary for the examination is mastered by the preschooler. Therefore, the main lines of development of perception of a preschooler are the development of new in content, structure and nature of investigative actions and the development of sensory standards.

In early childhood, the perception of the signs of an object arises when performing objective activities. In the younger preschooler, the examination of objects is subordinated mainly to game goals. For preschool age game manipulation is replaced by actually exploratory actions with objects with an object and turns into a purposeful testing of it to clarify the purpose of its parts, their mobility and connection with each other. By the older preschool age, the examination acquires the character of experimentation, exploratory actions, the sequence of which is determined not by the external impressions of the child, but by the cognitive task assigned to him. Sensory processes, being associated with various types of activity and developing along with them, are themselves active in nature, are a kind of orienting and research actions.

L. A. Wenger believes that at preschool age, practical action with a material object “splits”. It is divided into indicative and performing parts. The indicative part, which, in particular, involves examination, is still performed in an external expanded form, but performs a new function - highlighting the properties of objects and anticipating subsequent performing actions. Gradually, the orienting action becomes independent and is performed mentally. The nature of orienting research activity changes in a preschooler. From external practical manipulations with objects, children move on to familiarization with objects based on sight and touch. At preschool age, the disunity between visual and tactile examination of properties is overcome and the consistency of tactile-motor and visual orientations increases.

The most important feature of the perception of children of three to seven years is the fact that, combining the experience of other types of orienting activity, visual perception becomes one of the leading ones. It allows you to cover all the details, to catch their relationships and qualities. An act of consideration is formed.

As studies show, the development of children's perception is subject to the general laws of the ontogeny of the human psyche, which is carried out through "assimilation" (L.S. Vygotsky, A.N. Leontiev, etc.), mastering the social experience accumulated by previous generations. L.S. Vygotsky in his work "Tool and sign in the development of the child" considers such activities as verbal communication, reading, writing, counting and drawing as special forms of behavior that are formed in the process of the child's socio-cultural development. They form the outer line of development of symbolic activity, they exist along with the inner line, represented by the cultural development of such formations as practical intellect, perception, memory. The higher functions of perception, memory, attention, movement are internally connected with the sign activity of the child.

Thus, sensory processes do not develop in isolation, but in the context of the child's complex activity and depend on the conditions and nature of this activity.

Research by a group of scientists Zaporozhets, Lisina and others showed that the qualitative differences between the perception of a young child and a preschool child are associated with the transition from the simplest objective actions to more complex types of productive activities (drawing, designing, modeling, etc.), which place higher demands on children's perception. Scientists came to the conclusion that age-related changes in perception cannot be considered in isolation from all other manifestations of the child's personality, since they are subordinate moments in the general course of changes in his relationship with the surrounding reality, in the general course of the development of children's activities. The inclusion of the child in the types of activities available to him contribute to the acceleration of the development of perception, but if this activity is not organized expediently and is not aimed specifically at the development of perception, then the process will form spontaneously and by the end of the preschool period may not be organized into a system, there may be gaps in the child's ideas about a number of properties of objects. Incompleteness in the development of the process of perception will delay the development of other cognitive processes.

In visual activity, the child's acquaintance with color begins with chaotic scrawl, strokes, and spots. He still cannot hold the brush and makes the first drawings with his finger, palm. Such activities not only develop coordination of movements, but contribute to the accumulation of color experience. Early and younger age, where attention is directed to the development of new materials, interest in paints is explained by the possibility of obtaining bright color spots on a sheet of paper. Color may not be associated associatively with emotions, mood. Attract the brightest and purest colors. In the third year of life, children are attracted not only by the process of painting over, but by the perception of the spot. Associations arise from the color and mass of the spot. A piece of paper painted over in any color is perceived as a single image. The associative connection of color with an object may also arise not from visual correspondence, but from the nature of lines, spots, strokes. The associative drawing differs from the first karakul in that the child characterizes the color and expresses his attitude towards it.

At the beginning and end of the third year of life, the process of drawing changes significantly. This indicates the development of perception, ideas, figurative and semantic side of activity. The child can independently choose red, yellow and green colors. Under the definition of red, objects of orange, burgundy, brown colors can fall. This is especially noticeable if the teacher uses different color palettes in his work. In practical work with such palettes, it is especially noticeable that by the age of five, children have a particularly pronounced desire to find as many color shades as possible and come up with names for them. For example, red is brick, tomato, bloody, sunny. Thus, a typical association is assigned to each color. Of course, it can be different for all children. But the most common ones are determined, such as red - Santa Claus, tomato; Orange Orange; yellow - sun, flower; green - frog, grass; blue - sky, water; blue sea; purple - beets, eggplant.

By the age of four or five, a child will learn to recognize and name colors.

The third year of a child's life is characterized by rapid development speech, accumulation personal experience, the development of a specific figurative thinking development of the emotional sphere.

Sensory education is of particular importance in preschool childhood, because. it is during this period that sensory processes develop intensively. Moreover, the main attention is paid not to isolated exercises of the sense organs, but to the formation of various sensory abilities in the process of various types of meaningful activity.

So, by the age of three, the preparatory stage of the sensory education of the child is completed, and then the organization of the systematic assimilation of sensory culture begins. Starting from the age of 3, children take a special place in familiarizing them with generally accepted sensory standards and how to use them. Wenger L.A. for sensory education in preschoolers suggests the following sequence of introduction of sensory color standards.

The first stage of familiarization with the color of three-year-old children is the formation of their ideas about colors. In a public preschool education this stage can be carried out in the first junior group. With children who begin attending preschool institutions from the age of three, work is carried out in the form of games, exercises that contribute to the accumulation of color representations. These exercises involve comparing objects by color, choosing the same ones. The system of exercises includes familiarity with the colors of the spectrum, familiarization with the properties of objects includes the selection of properties, by correlating with each other, at a higher level of development of children, color recognition in the process of correlating the properties of objects with learned standards, in early childhood the task of mastering generally recognized standards by children is not set, training does not include the obligatory memorization of the names of individual colors. The basis for the introduction of the objectification of properties, the establishment by children of their signal value, are elementary actions of a productive nature, which children begin to master from the age of two. When solving various sensory tasks, it is important to learn external techniques for comparing objects, for example, putting them close to each other for color recognition. Transformed, these external orienting actions lead to the formation of sensory actions that make it possible to visually compare objects according to their properties.

Following this - preparatory - stage, children begin to familiarize themselves with color standards - samples of chromatic and achromatic colors. All seven colors of the spectrum, white and black, are used.

In the younger group of kindergarten, children (3-4 years old) learn to recognize all colors, remember their names. They use the received ideas about colors when performing tasks that require determining the color of various objects and elementary generalization of objects on the basis of color (grouping the same color). For the first time, children also get acquainted with color combinations - with the fact that colors can “match” or “not match” each other.

At first, children form ideas about achromatic colors, white and black, and conditions are created that facilitate the assimilation of the names of colors. Wenger L.A. believes that at first it is advisable to introduce not seven, but six color tones. Excluding blue, which is difficult to digest. Acquaintance with blue color it is better to transfer to a later period, when children get an idea of ​​\u200b\u200bthe shades, the location of color tones in the spectrum and their division into groups of warm and cold. Acquaintance with shades makes it possible to compare light blue and cyan colors, establishing their difference, and assimilation of the spectral sequence allows us to define cyan as being between green and blue.

Wenger L.A. argues that when introducing children to the shades of color tones, it is inappropriate to consider their lightness and saturation separately. In the coloring of real objects, lightness and saturation usually change simultaneously, creating different color brightness. In everyday life, when they denote shades of color, they usually indicate their lightness (dark green, light yellow), meaning brightness. Therefore, it is quite enough if children learn the variability of color tones in terms of lightness and the corresponding names of shades. Here it should be borne in mind that some light shades have special names in everyday life (light red is called pink). The use of such names by children is permissible, but children must also know the correct name. This applies to an even greater extent to the names of shades by color tone (that is, those occupying an intermediate position between neighboring colors of the spectrum). Almost all of them have “objectified” names in everyday life (lemon, lilac, etc.). Teachers have noticed that the assimilation of the names of sensory properties is significantly accelerated if instead of the generally accepted words denoting these properties, their “objectified” names are used. Abstract words are replaced by the names of specific objects that have a constant characteristic - they are understandable and accessible to kids.

V.Ya. Semenova notes that children of primary preschool age are characterized by fragmentation, impoverishment of perception, and a weak orientation of the process of analysis and synthesis. Children often find it difficult to distinguish, differentiate common properties, special and single properties, in the sequence of examination. In children, there is a decrease in color sensitivity. Usually they correctly distinguish between white and black, saturated red, blue. But weakly saturated colors are not sufficiently differentiated, they do not see similarities with saturated colors, they do not perceive shades and colors adjacent in the spectrum. Children confuse the names of colors; the active dictionary lacks the names of many color shades.

The criteria for assessing the formation of color perception are the knowledge of sensory color standards, which are characterized by the following indicators:

Ability to correlate colors with a sample;

The ability to arrange colors in accordance with the sample;

The ability to find colors and shades by name;

Name primary colors (white, black, red, blue, green, yellow), secondary colors (orange, purple) and shades (gray, pink, blue).

In naming these colors and shades by children, we relied on the program of M.A. Vasilyeva and on the research of L.A. Wenger. According to the program of M.A. Vasilyeva, children of the second younger group should know at least five or six colors (white, black, red, blue, green, yellow). Younger preschoolers are introduced to shades (gray, pink, blue).

Essence, tasks, content, ways of implementing sensory education in foreign and domestic pedagogy

A child in life is faced with a variety of shapes, colors and other properties of objects, in particular toys and household items. He also gets acquainted with works of art - music, painting, sculpture. And of course, every child, even without purposeful upbringing, perceives all this. But if assimilation occurs spontaneously, without reasonable pedagogical guidance from adults, it often turns out to be superficial, inferior. This is where sensory education comes in. Sensory development of the child - literally from the first days of his life is the key to the successful implementation of various activities, the formation of various abilities. That is why it is so important that sensory education be systematically and systematically included in all moments of a baby’s life, primarily in the processes of cognition of the surrounding life: objects, their properties and qualities (shape, structure, size, proportions, color, position in space, etc. )

In the pedagogical encyclopedia, sensory education is understood as the purposeful development and improvement of sensory processes (sensations, perceptions, ideas).

In the pedagogical literature, scientists define sensory education in different ways.

S.A. Kozlova, T.A. Kulikov give such a definition. Sensory education is purposeful pedagogical influences that ensure the formation of sensory cognition and the improvement of sensations and perception.

According to Poddyakov N.N., sensory education means purposeful improvement, development of sensory abilities (sensations, perceptions, ideas) in children.

In the definitions of Kozlov S.A. and Poddyakova N.N. we are talking about a purposeful process. The first definition indicates who is in charge of the process, the second - to whom it is directed, the result of influences in one is the formation of sensory cognition, the improvement of sensation and perception, in the other - the development of sensory abilities (sensations, perceptions, ideas). The development of abilities is a higher level of development of all cognitive processes.

Zaporozhets A.V. defines sensory education as follows. Sensory education is aimed at shaping the child's processes of sensation, perception, visual representation, etc.

Zaporozhets A.V. and Poddyakov N.N. give different names for the result, in one case, sensations, perceptions and ideas are processes, in the other, sensory abilities.

L. A. Wenger understands sensory education as a consistent, systematic introduction of a child to a person’s sensory culture.

The definition of Wenger L.A. differs from previous concepts. Wenger L.A. indicates that the process of sensory education is carried out consistently and systematically, i.e. acquaintance with the sensory culture of a person is realized in a certain system. L. A. Wenger refers to sensory culture as generally accepted ideas about the color, shape and other properties of things. The sensory culture of a child is the result of his assimilation of the sensory culture created by mankind.

Thus, after analyzing and synthesizing the above definitions, we can say that sensory education is purposeful, consistent and systematic pedagogical influences that ensure the formation of sensory cognition in a child, the development of the processes of sensation, perception, visual representations through familiarization with the sensory culture of a person. .

In the future, we will focus on it.

The domestic system of sensory education is based on the theory of perception developed by L.S. Vygotsky, B.G. Ananiev, S.L. Rubinstein, A.N. Leontiev, A.V. Zaporozhets, L.A. Wenger and others.

Speaking of perception, psychologists call it an activity, a process, a way, a form of cognition of reality, a mechanism. Leontiev A.N., Rubinshtein S.L., speaking about perception, point to the versatility and complexity of this process, just as the world around us is multifaceted and complex. Scientists distinguish the following properties of perception: such as integrity, orthoscopicity or constancy, categoriality and objectivity, or meaningfulness, historicity.

L.S. Vygotsky argues that perception at the earliest stages of development is characterized by structure and integrity. The child perceives objects as a whole, and not as separate parts.

Orthoscopic - we see objects correctly, of the size, shape and color that they are all the time.

Categoriality and objectivity, or meaningfulness, lies in the fact that the sensory data that arise in perception and the visual image that is formed at the same time immediately acquire an objective meaning, i.e. relate to a particular subject. This subject is determined by the concept fixed in the word; in the meaning of the word, signs and properties are fixed, revealed in the subject as a result of social practice and social experience.

The historicity of perception lies in the fact that it is only a relatively direct act of knowledge of the world by historical man. The direct perception of reality at a given stage of development grows on the basis of its mediation by all past social practice, in the process of which the sensitivity of a person is also reshaped.

Perception changes with the age of a person and the perception of a child is different from that of an adult. The outstanding Russian psychologist L.S. Vygotsky says that during the development of the child, new psychological systems arise, within which perception operates and within which it acquires a number of properties. In the process child development there is a connection between the functions of perception and the function of eidetic memory, the merging of the functions of visual thinking with the functions of perception (the perception of an object as such is not able to separate from the meaning, the meaning of this object), the connection of speech and words with perception (the usual course of perception changes if the child does not simply perceive , but tells what is perceived). Along with the formation of new interfunctional connections, perception in the process of development is “liberated” from a number of connections that were characteristic of it at the early stages of development.

The theory of perception is based on the fact that a person cognizes the world around him, based on the activity of analyzers. Analyzer is a term introduced by I.P. Pavlov to designate the nervous apparatus, which provides the perception and analysis of external and internal stimuli and forms sensations specific to this analyzer. [,45] In other words, analyzers mean formations that carry out knowledge of the external and internal environment of the body. There is a generalized scheme of analyzers action. Each analyzer consists of three parts. The peripheral end, that is, the receptor, is directly facing the external environment. These are the retina of the eye, the cochlear apparatus of the ear, sensitive devices of the skin, etc., which are connected to the brain end through the conducting nerves, i.e. specific area of ​​the cerebral cortex. Hence, the occipital cortex is the cerebral end of the visual, temporal - auditory, parietal - skin analyzers. In turn, the cerebral end already in the cerebral cortex is divided into the nucleus, where the most subtle analysis and synthesis of certain stimuli is carried out.

The basis of perception is sensations caused by effects on the sense organs, more precisely, effects on the sensitive apparatus (receptors). Depending on which analyzer is involved or the sensory organ, olfactory, gustatory, auditory, visual, tactile sensations are distinguished. Any information that comes to us through the senses has its own specific form for each of them. And in the real world, each object can have different types of information (different properties). The role of perception is that it combines all the properties of an object and forms in us an idea of ​​the whole object with all its properties.

A group of teachers and psychologists A.P. Usova, A.V. Zaporozhets, N.P. Sakulina, N.N. Poddyakov, D.B. Elkonin and others argue that sensory education, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for understanding the world. The first stage of knowledge is sensory experience, sensory knowledge. In the process of sensory education, the transition from sensory to rational cognition, from perception to thinking is prepared, and the basis for subsequent intellectual activity is formed. Sensual and rational cognition are considered as different aspects of a single process of the child's cognition of the objective world, as different forms of cognitive activity that are organically interconnected with each other. At the same time, the development of sensory processes plays a significant role in the performance of the child's practical activities.

The process of development of children's perception at preschool age was studied in detail by L.A. Wenger and described as follows. During the transition from early to preschool age, i.e. in the period of time from three to seven years, under the influence of productive, design and artistic activity, the child develops complex types of perceptual actions. In particular, the ability to mentally divide a visible object into parts and then combine them into a single whole before such operations are performed in practical terms. New content is also acquired by perceptual images related to the shape of objects. In addition to the contour, the structure of objects, spatial features and the ratio of its parts are also distinguished.

L.A. Wenger identifies a number of stages in the development of perceptual actions. At the first stage, the process of their formation begins with practical, material actions performed with unfamiliar objects. At this stage, which poses new perceptual tasks for the child, the necessary corrections are made directly into material actions, which must be made to form an adequate image. The best results of perception are obtained when the child is offered for comparison the so-called sensory standards, which also appear in an external, material form. With them, the child has the opportunity to compare the perceived object in the process of working with it.

At the second stage, L.A. Wenger notes that sensory processes themselves become perceptual actions, rearranged under the influence of practical activity. These actions are now carried out with the help of the corresponding movements of the receptor apparatus and anticipate the implementation of practical actions with the objects being performed. At this stage, writes L.A. Wenger, children get acquainted with the spatial properties of objects with the help of detailed exploratory movements of the hand and eye.

At the third stage, perceptual actions become even more hidden, curtailed, reduced, their external, effector links disappear, and perception from the outside begins to seem like a passive process. In fact, this process is still active, but it takes place internally, mainly only in the consciousness and at the subconscious level in the child. Children get the opportunity to quickly recognize the properties of objects of interest to them, to distinguish one object from another, to find out the connections and relationships existing between them, as a result, an external perceptual action turns into a mental one.

In pedagogy and psychology, the sensory development of a child implies 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, the formation of a musical ear, the improvement of a sound analyzer of speech, etc.

Teachers and psychologists (A.P. Usova, A.V. Zaporozhets, N.P. Sakulina, N.N. Poddyakov, D.B. Elkonin and others) came to the conclusion that for the development of perception, the child must master the social sensory experience, which includes the most rational ways of examining objects, sensory standards.

Sensory standards are generalized sensory knowledge, sensory experience accumulated by mankind throughout the history of its development.

As a result of centuries of experience, mankind has identified such systems of generally accepted sensory standards as the pitch scale of musical sounds, the lattice of “phonemes” of the native language, systems of measures of weight, length, directions, geometric shapes, color spectrum, size, etc.

Survey methods are understood as certain perceptual actions, during which children identify the properties of objects, objects, and phenomena.

Poddyakov N.N. believes that the child should be taught to perceive objects and phenomena: to develop purposeful perception, to develop the ability to direct one's attention to certain aspects, to single out the most significant, characteristic features and properties in objects and phenomena.

Poddyakov N.N. also notes that with visual acquaintance, the word plays a big role, however, on the other hand, the verbal path must be supported by sensory experience. Knowledge obtained verbally and not supported by sensory experience is unclear, indistinct and fragile.

The child, perceiving, highlights individual signs and properties, but usually these are the signs that involuntarily catch his eye, and they are far from always the most important and characteristic. In this regard, Poddyakov N.N. calls for teaching children to single out the most essential, characteristic in objects and phenomena.

Poddyakov N.N. believes that in didactic manuals the task of highlighting one or another property is facilitated. Moreover, all attention is directed to comparison on this property. And the object itself with a complex of properties, as it were, recedes into the background. In this case, it is not objects that are cognized, but properties inherent in both given and many other objects.

Another way is from the general holistic perception of objects to the isolation of their individual properties and features. Individual properties appear in objects in complex and diverse relationships, and such a comparison is much more difficult than with the help of didactic manuals.

In this regard, in order to develop a complete perception of objects, N.P. Sakulina, N.N. Poddyakov offer such a sequence of examination of objects, common for different types of activities.

1. Perception of the integral appearance of objects.

2. Isolation of the main parts of the subject under examination and determination of their properties (shape, size, structure, etc.)

3. Determination of the spatial relationships of parts relative to each other (above, below, right, left)

4. Isolation of smaller parts of the object and the establishment of their spatial arrangement in relation to the main parts.

5. Repeated holistic perception of the subject.

At each age, sensory education has its own tasks, a certain link in sensory culture is being formed.

Wenger L.A. and Pilyugina E.G. identify the following tasks in the sensory education of children from birth to 6 years.

In the first year of life, this is the enrichment of the child with impressions. Conditions should be created for the baby so that he can follow moving bright toys, grab objects of various shapes and sizes.

In the second or third year of life, children should learn to distinguish color, shape and size as special features of objects, accumulate ideas about the main varieties of color and shape and about the relationship between two objects in size.

Starting from the fourth year of life, children form sensory standards: stable, fixed in speech ideas about colors, geometric shapes and relationships in size between several objects. Later, they should be introduced to shades of color, to variants of geometric shapes, and to the relationships in magnitude that arise between the elements of a series consisting of a larger number of objects.

Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: grouping them by color and shape around standard samples, sequentially examining and describing the shape, and performing increasingly complex visual actions.

Finally, a special task is the need to develop analytical perception in children: the ability to understand color combinations, dissect the shape of objects, highlight individual measurements of quantities

The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, i.e. on how perfectly the child hears, sees, touches the environment.

success cognitive development is largely determined by the level of development of sensory processes, that is, how correctly the child perceives the world around him. The most important processes in this case are: sufficient accuracy and subtlety of perception of sensory information, good sensory coordination and motor dexterity, the ability to establish connections between the main features and phenomena of external events against the background of a reduced role of fantasy, which is the basis of analytical thinking, well developed arbitrary memory with the weakening of the role of its mechanical form, sufficient development of fine motor skills of the hand, mastery of colloquial speech by ear on the basis of sufficiently developed phonemic hearing, initial mastery of symbolic operations, the maturity of the child's motivational system, which provides the ability to expend effort to acquire new knowledge based on developed cognitive motivation.

The connection between aesthetic and sensory education lies in the fact that children learn not only to correlate colors according to sensory standards, but also, under the guidance of an adult, learn to see the beauty of color in the surrounding reality: in natural objects, paintings, folk toys, children's clothes. An adult draws the attention of children to a beautiful blue sky with white clouds floating across it, a green spruce, bright yellow dandelions in green grass, a red (blue, blue) doll dress with white lace, etc.

Thus, sensory education is the task of mental, aesthetic and physical education.

In our research work, we are talking about the education of children's sensory culture in the field of color perception. Familiarization with this property is the main content of sensory education, along with the form and size. The formation of ideas about sensory color standards relies only on visual sensations and perception. In this regard, the assimilation of sensory color standards is slower and more difficult.

The role of visual sensations in the knowledge of the world is especially great. They provide a person with exceptionally rich and finely differentiated data. Vision gives us the most perfect, genuine perception of objects. In visual sensation, the moment of sensual contemplation is especially strong. Visual perceptions are the most objectified, objectified perceptions of a person. That is why they are of great importance for knowledge and for practical action.

All colors perceived by the eye are divided into two groups: chromatic and achromatic. Chromatic ones include: red, orange, yellow, green, cyan, indigo, violet, i.e. by color tone, to achromatic - white, black, and shades of gray.

In addition, the color has the following characteristics:

Hue is a specific quality by which one color differs from any other with equal lightness and saturation.

Lightness is the degree to which a color differs from black. Black has the least lightness, white the most.

Brightness should be distinguished from the lightness of objects. Brightness is characterized by the product of illumination by the reflection coefficient. Lightness is the color property of a surface, while brightness is characterized by the amount of radiant energy reflected from a given surface.

Saturation is the degree to which a given color differs from gray, which is the same with it in lightness.

The perception of color cannot be separated from the perception of color. Usually we perceive not color in general, but the color of certain objects.

Artists are accustomed to consider the main three colors - red, yellow, blue. These colors correspond to the three colors from which the largest number of colors can be obtained by mixing. But still, four are considered the main, main colors: red, yellow, blue and green. The reason is the fact that the named colors are completely different, while all other colors are close to one of the four primary ones. In European languages, these colors are denoted by words whose roots go deep into the times. All the rest are called either compound words (yellow-green) or words derived from words denoting specific objects (pistachio, lemon, etc.).

In the formation of ideas about color in preschool children, teachers (Venger L.A., Pilyugina E.G., Semenova V.Ya.) distinguish a number of stages.

The first stage is the identification and identification of objects. Initially, the child should be taught to isolate from the objects in front of him, completely identical (according to the principle: identical - unequal, contrasting). Thus, the child develops the ability to fix attention on exactly the same toys, objects of the world. At the same time, a verbal designation of identifiable concepts should be introduced: such - not such, identical - different. Only after the child has been trained and has mastered the skill of identifying objects as a whole, can one proceed to the identification of individual features and qualities of objects.

The second stage is learning to find an identical object by color. At this stage, an adult teaches a child to concentrate his attention only on a certain property of objects - color. The primary colors of the spectrum are introduced red, blue, yellow, green, but initially only two can be presented (for example, red and blue). The instruction that the adult offers to the child: "Give the same."

The third stage is the correlation of the color of the object with color standards. The assimilation of sensory standards presents significant difficulties. An adult at this stage gives a verbal designation of an object.

The fourth stage is the choice by the child of objects of a certain color according to the verbal instructions of an adult. The main type of instruction at this stage is for the child to give an object of a certain color.

The fifth stage is the formation of a child to verbally designate a color. The actualization of the names of the colors of the spectrum in the child's speech is temporally long. In case of particular difficulties, this process can be divided into shorter stages. An adult provides a child with dosed assistance using various ways speech support: calls the color himself and asks to repeat the name, suggests the first letter or the first syllable of the word or asks a leading question. At a more advanced stage, children are offered, in addition to the main four colors, to add white, black, orange and purple colors spectrum.

The sixth stage is learning to generalize and classify objects based on color.

The seventh stage is learning to transfer the color of an object in productive activities (green grass, etc.).

In the history of preschool pedagogy, at all stages of its development, the problem of sensory education occupied one of the central places. Teachers and psychologists have come to the conclusion that the ability to perceive does not develop on its own and children need to be taught the actions of perception. One of the first to talk about this was J. Comenius, I. Pestalozzi, F. Froebel.

In the field of development of color perception, various development paths have been proposed.

F. Fröbel at one time developed a methodology for the development of perception in an infant from the first days of his life. He advised parents to hang objects of various geometric shapes over the child's cradle (F. Fröbel called them "gifts": a ball, a cube, a cylinder), changing their color, size, height above the cradle. He changed the distance so that he began to reach for objects with his hand, get them, grab, feel.

F. Fröbel organized Kindergarten, where he included for the development of the mental abilities of children, the games and game tools developed by him.

Among Frobel's play tools that formed the perception of color were: a felt ball, of various colors (rainbow colors and white), suspended on a string, demonstrating to the child different colors, as well as different types and directions of movement. Mosaic-type games are borrowed from Friedrich Fröbel's kindergarten. Fröbel believed that beads of different colors, made of ceramics, glass and wood, strung at your discretion on threads or ribbons and then used for playing or for decorative purposes, develop artistic taste in children, introduce the concept of "multiple", help to understand quantitative designations, contribute to the development of finger dexterity, concentration, endurance and accuracy.

Maria Montessori, an Italian educator, MD, is known for creating a special school to help children with dementia adapt. M. Montessori came up with unusual benefits and games, with the help of which kids explored the world around them in a way that was accessible to them - based on sensory experience. With the help of Montessori didactic material, the sense organs are exercised.

Domestic pedagogy notes the weaknesses of the Montessori theory, pointing out that: firstly, the external features of objects are abstracted, separated from real objects, phenomena; secondly, the child works with the material independently (since it is built on the principle of autodidacticism), as a result, the child, subtly distinguishing, for example, colors and shades, cannot name, compare and generalize them, apply them in other activities that go beyond the scope of the exercise with didactic material. Without adult guidance, a rich sensory experience does not become the foundation for the development of a child's thinking.

Maria Montessori believed that the education of feelings consists precisely in the repetition of exercises; their goal is not for the child to know the color, shape and various qualities of objects, but for him to refine his feelings, exercising them with attention, comparison and judgment.

The didactic material is very rich in content, it is difficult to single out what forms the color standards, M. Montessori's color is an additional feature for the formation of representations of other features.

Domestic teacher E.I. Tikheeva created her original system of didactic materials for the development of the senses, built on the principle of pairing and consisting of various objects familiar to children (two cups, two vases of different sizes, colors, etc.), toys and natural material (leaves, flowers, fruits, cones, shells, etc.). Children's games and activities in which these didactic materials are used should be accompanied by conversations. E.I. Tikheeva assigned the leading role in didactic games and classes to the educator.

B.I. Khachapuridze, to master the perception of color, suggests using didactic material for collective and individual games: “Sectorina”, “Live Domino”, “Vase of Flowers”, “Vertolina”, and also suggests using paints, colored pencils, natural material. Didactic games proposed by B.I. Khachapuridze, provided for the need for the child to use active intellectual operations (abstraction, generalization, analysis and synthesis) and master the verbal designation of objects and distinguished properties.

A group of domestic psychologists and teachers A.P. Usova, A.V. Zaporozhets, N.P. Sakulina, N.N. Poddyakov, D.B. Elkonin et al. in their studies came to the conclusion that sensory education in preschool age is carried out through the types of visual activity accessible to children - drawing, modeling, application, design. It is these activities that create favorable conditions for the formation of sensory abilities associated with the knowledge of the spatial and color properties of objects.

Based on the research of N.N. Poddyakov, V.N. Avanesova, N.P. Sakulina, A.P. Usova and others developed a modern general system of sensory education.

The leading form of sensory education, according to teachers (N.N. Poddyakov, V.N. Avanesova, N.P. Sakulina, etc.), are classes based on the direct teaching influence of the teacher, his instructions and samples of a verbal, visual and effective nature . The systematic development of children's perceptions and ideas about the color, shape, size of objects is carried out in the process of teaching fine arts, design, native language, etc.

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

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

Rich opportunities for sensory development and improvement of manual dexterity are fraught with folk toys: turrets, nesting dolls, various balls, eggs and many others. Children are attracted by the colorfulness of these toys, the fun of actions with them. While playing, the child acquires the ability to act on the basis of distinguishing the shape, size, color of objects, masters a variety of new movements and actions. And all this kind of training in elementary knowledge and skills is carried out in forms that are fascinating and accessible to the child.

Teachers Pilyugina E.G., Zvorygina E.V., Karpinskaya N.S., Kononova I.M. Novoselova S. L, T.V. Bashaeva et al. have developed special classes, didactic games, and exercises that contribute to the sensory education of children.

Many practicing teachers offer to introduce children to the colors of the rainbow through the word of art, poets write poems for children, among them there are such authors: A. Wenger “Colors of the Rainbow”, L.B. Deryagin "The Tale of How Paints Came to the World", N. Efremova "Colored Country".

Teachers come up with new didactic aids that contribute to the formation of color perception, use in their work an unusual material created from plastic bottles, lids, disposable tableware. "Dry aquarium" - a set of colored lids in a plastic basin or box. Playing with it, children relieve tension, fatigue, relax the muscles of the back, shoulder girdle; perception, attention, thinking, imagination, creativity, fine motor skills develop. "Feed the chick" - game modules - chicks made from plastic bottles, and a lot of colorful caps. The purpose of this manual is to reinforce the idea of color scheme and its shades, as well as teach throwing at a target, encourage exercise in counting, develop attention, imagination, eye, fine motor skills hands .

Winner of the All-Russian competition "The most demanded article of the month" NOVEMBER 2017

Introduction

Sensory development of children of primary preschool age is one of the main directions of their mental development in general.

Having been born, the child is able to see, hear, feel heat and cold, i.e. perceive the infinite variety of the environment. One of the main systems in the human body, aimed at the perception and representation of objects, objects and phenomena of the surrounding world, is called sensory (feeling).

At each age, sensory education has its own challenges. In early childhood and early preschool age, ideas about color, shape, and size are accumulated. It is important that these representations are varied. This means that the child must be introduced to all varieties of properties - all the colors of the spectrum, with geometric shapes. Develop cognitive and language skills. Determine the color, size, shape of objects by visual, tactile and motor examination, comparison. In its centuries-old practice, humanity has created a certain reference system of sizes, shapes, and color tones.

Based on the data of science about this age, we can judge not from the point of view of its imperfection, but from the point of view of its uniqueness. His weakness and imperfection is essentially his strength, since imperfection is the limitlessness of the possibilities of spiritual and physical perfection.

The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, that is, on how perfectly the child hears, sees, and feels the environment.

At the stage of early preschool age, familiarization with the properties of objects plays a decisive role. Early and younger preschool age is considered "golden time" sensory development.

Thus, the relevance of the research problem lies in the fact that human knowledge of the world around begins with "living contemplation" , with feeling (reflections of individual properties of objects and phenomena of reality with direct impact on the senses) and perception (reflection in general of objects and phenomena of the surrounding world, acting at the moment on the senses). It is known that the development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes. (memory, imagination, thinking).

Much attention has been paid to research in the field of sensory development of a preschooler by many domestic and foreign scientists. The most important contribution to the development of research in this direction was made by such domestic authors as A.P. Usova, A.V. Zaporozhets, A.G. Ruzskaya, N.A. Vetlugina, L.A. Wenger, V.P. Zinchenko, P. Sakulina, E. G. Pilyugina, E.I. Tikheeva and many others, as well as foreign ones: Ya. A. Kamensky, F. Froebel, M. Montessori, O. Decroly. However, even today there is a need to study the sensory development of children of primary preschool age, as one of the most important areas for the comprehensive development of the child's psyche.

Problem: what are the possibilities for the influence of didactic games on the sensory development of younger preschoolers.

The purpose of the study is to study the theoretical issues of sensory development of younger preschoolers and to test the system of didactic games for the sensory development of children of primary preschool age.

The object of the study is the sensory development of children of primary preschool age.

The subject of the study is the sensory development of a younger preschooler in the process of didactic games in preschool.

Research objectives:

1. study and analyze the psychological and pedagogical literature on the research problem;
2. determine the content and means of sensory development of children of primary preschool age;
3. to analyze the methods and conditions for using didactic games for the sensory development of younger preschoolers;
4. empirically determine the effectiveness of the proposed methods and didactic games.

Research methods: analysis of scientific literature on the research topic, descriptive method, method of generalizing advanced pedagogical experience in sensory development of younger preschoolers, methods of qualitative and quantitative data processing.

In this paper, we propose a model of sensory development in kindergarten No. 1863 in the second junior group No. 3, as well as a phased system of games aimed at the sensory development of younger preschoolers.

The methodological basis of the study is:

• psychological theory of activity and its pedagogical aspect (A.N. Leontiev, S.L. Rubinshtein, V.V. Davydov, A.V. Zaporozhets, D.B. Elkonin, etc.)
• the concept of the formation of perceptual actions (L.A. Venger, A.V. Zaporozhets, V.P. Zinchenko, B.F. Lomov, H.N. Poddyakov, etc.)

Research on Sensory Development in Early Preschool Children (Sh.A. Abdullaeva, L.A. Venger, D.Kh. Gizatullina, Z.M. Istomina, V.I. Lupandin, L.N. Pavlova, E.G. Pilyugina, E.I. Radina and others .)

The structure of the work consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

The work was carried out in GBOU TsO kindergarten No. 1863

In the second junior group No. 3

Chapter I. Theoretical foundations of the problem of sensory development of children of primary preschool age by means of didactic games

1. 1. Sensory development as a psychological and pedagogical problem

The importance of sensory development in early preschool age cannot be overestimated. It is this age that is most favorable for improving the activity of the sense organs and accumulating ideas about the world around us. Without purposeful upbringing, assimilation occurs spontaneously, and it often turns out to be superficial, inferior. Therefore, it is necessary to organize the systematic work of a teacher with children to develop and enrich the child's sensory experience, which will contribute to the formation of his ideas about the properties and qualities of objects. These directions are implemented by the teacher of the preschool educational institution in the course of sensory education of children .

In modern psychological and pedagogical literature, the essence and content of the sensory development and education of preschool children are quite fully described. At the same time, the practical experience of organizing sensory education for children of primary preschool age in terms of preschool partially lost. There is a need to generalize the achievements of the past in the field of sensory development, to systematize recommendations for improving the sensory education of children of primary preschool age in order to determine effective ways and means of organizing sensory education of children in modern conditions and putting them into practice.

Outstanding foreign scientists (F. Fröbel, M. Montessori, O. Decroly), as well as well-known representatives of domestic preschool pedagogy and psychology (E. I. Tikheeva, A.P. Usova, etc.), rightly believed that sensory education, aimed at ensuring the full sensory development of children, is one of the main aspects of preschool education.

Analysis of psychological and pedagogical literature (A. V. Zaporozhets, L. A. Venger, A. G. Ruzskaya) on the problem allowed us to highlight the essence of the sensory education of preschool children. Based on the definition given by L. A. Wenger, sensory education was considered as a purposeful pedagogical influence that ensures the formation of sensory cognition and the improvement of sensations and perception. The result of purposeful sensory education of preschool children is sensory development . Therefore, at each age stage, the tasks of sensory education of children should correspond to their level of sensory development. .

The sensory development of a child 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. The importance of sensory development in early preschool childhood cannot be overestimated. It is this age that is favorable for the improvement of the senses, the accumulation of ideas about the world around .

The main task of sensory development is to create conditions for the formation of perception as the initial stage of cognition of the surrounding reality. From the perception of objects and phenomena begins the knowledge of the surrounding world. Such forms of cognition as - memorization, thinking, imagination - are built on the basis of images of perception, are the results of their processing. Therefore, normal mental development is impossible without relying on full perception.

The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, that is, on how perfectly the child hears, sees, and feels the environment.

According to A.G. Uruntaeva, the meaning of sensory education is that it:

• is the basis for intellectual development
• arranges the chaotic representations of the child, obtained in the course of interaction with outside world
• develops observation
• preparing for real life
• has a positive effect on the aesthetic feeling
• is the basis for the development of imagination
• develops attention
• gives the child the opportunity to master new ways of subject-cognitive activity
• ensures the assimilation of sensory standards
• ensures the development of learning skills

Affects the expansion of the child's vocabulary .

So, the sensory development of a child is the development of his perception and the formation of ideas about the properties of objects and various phenomena of the surrounding world. Sensory standards are an important issue in sensory development.

According to L.A. Wenger, sensory standards are generally accepted samples of the external properties of objects . Sensory standards have developed historically and are compared with them, compare the results of perception. Seven colors of the spectrum and their shades in lightness and saturation act as sensory color standards, geometric shapes are used as shape standards, and the metric system of measures is used as size standards. (in everyday life, the value is often determined by eye, by comparing one object with another, that is, it is relative). In auditory perception, the standards are pitch relations, phonemes of the native language, musical notes, etc. There are different types of standards in taste perception - these are four main tastes (salty, sweet, sour, bitter) and their combinations. In olfactory perception, there is a highly specialized division of odors into sweet and bitter, fresh, light and heavy odors, etc.

The formation of sensory standards in children is of great importance in sensory education. The assimilation of sensory standards is a long and complex process, not limited to preschool childhood.

N. N. Podyakov argues that knowledge of sensory standards teaches us to use ideas about the varieties of each property to analyze and highlight the properties of a wide variety of objects in various situations, that is, to use them as "units of measure" . The word is of great importance in the assimilation of sensory standards. In the process of perception, the child accumulates visual, auditory, tactile (tactile), gustatory and olfactory patterns. But at the same time, it is necessary that the properties and relationships of the objects that the child perceives are connected - indicated by a word, which helps to fix the images of objects in the representation, to make them more stable, clear. If the images of perception are fixed in the word, they can be evoked in the child's imagination even when some time has passed from the moment of perception, and the object of perception is no longer in the field of vision. To do this, it is enough to pronounce the appropriate word-name. Thus, it is with the help of the word that it is possible to fix the received images of perception, forming representations on their basis.

The special importance of the sensory development of a child of primary preschool age is explained by the fact that the active study of the sensory properties of objects in the surrounding world is one of the priority tasks for the development of the child. In the third year of life, the child begins to accumulate ideas about the color, shape, size and other properties of objects. It is important that these representations are sufficiently diverse. Therefore, at a younger age, it makes sense to conduct special classes on sensory development. The main task of such classes is the accumulation of a variety of sensory experiences. This is the necessary foundation on which, at the next stages of training, it becomes possible to systematize the accumulated experience and knowledge, their awareness, expansion, and also use in various situations. .

Sensory sensations can be different:

• visual sensations - the child sees the contrast between light and darkness, distinguishes colors and shades, the shape and size of objects, their number and location in space
• auditory sensations - the child hears a variety of sounds - music, sounds of nature, city noises, human speech, and learns to distinguish them
• tactile sensations - the child feels through touch, feeling materials of various textures, surfaces of objects of various sizes and shapes, strokes animals, hugs people close to him
• olfactory sensations - the child inhales and learns to distinguish between various smells of the world around

Taste sensations - the child tries and learns to distinguish the taste of a variety of foods and dishes .

Different sensory experiences differ in their degree of importance in a person's life. Visual and auditory sensations are dominant.

Gerbova V.V. argues that the special importance of the sensory development of the child is due to the fact that the active study of the sensory properties of objects in the world is one of the priority tasks for the development of the baby .

In the third year of life, the child begins to accumulate ideas about the color, shape, size and other properties of objects. It is important that these representations are sufficiently diverse. Therefore, at an early age it makes sense to conduct special classes on sensory development. The main task of such classes is the accumulation of a variety of sensory experiences. This is the necessary foundation on which, at the next stages of training, it becomes possible to systematize the accumulated experience and knowledge, their awareness, expansion, and also use in various situations. (both during training and in life) .

Already from the early preschool age, the child should be introduced to all the main varieties of properties:

• color - red, blue, yellow, green, orange, purple, black and white
• shape - circle, square, triangle, oval, rectangle
• size - large, small, medium, the same (same) in size
• sounds - the sound of various children's musical instruments, musical works, human speech of various volumes

elemental quantity (without account)- many, few, one, none, the same; etc. .

Thus, domestic and foreign teachers and psychologists consider the problems of sensory development and education to be very important for the development of a child of primary preschool age and for the further full development of a person.

1. 2 Features of the sensory development of children of primary preschool age

Sensory development at preschool age turns into a special cognitive activity that has its own goals, objectives, means and methods of implementation. The perfection of perception, the completeness and accuracy of the images depend on how complete the system of methods necessary for the examination is mastered by the preschooler. Therefore, the main lines of development of the perception of a preschooler are the development of new in content, structure and nature of investigative actions and the development of sensory standards.

In addition to the perception of color, shape and size, manipulation with objects leads to the discovery of more and more new properties in objects: movement, falling, sound, softness or hardness, compressibility, stability, etc. For sensory cognition of these properties, it is important to enrich the sensory experience of the child, offering him a variety of toys - hard and soft, filled with cereals or peas, rustling or ringing, round and flat. Such items can be not only toys, but also various household utensils: pot lids, bowls, rolling pins, spoons, etc. A kid can put different items into a pot, try on lids of different sizes, knock a spoon on the table. Thus, the baby develops his perception and begins to understand that different objects are arranged differently and require different ways actions. However, all these properties "knows" only at the moment when it acts - as soon as the action stops, it disappears and "knowledge" . Therefore, he is ready to return to these studies again and again.

Classes in drawing and other types of creativity also help sensory development, the formation of a child's speech, broaden his horizons, and teach game skills. Therefore, than before a child introduce different types of creativity, the more intense will be their influence on the overall development of the baby.

In a child of the second year of life, the intensive development of the mental sphere continues, although somewhat more slowly than in the first year of life. The most important skill that begins to form in a child in the second year of life is, of course, speech. During this period, it is important for the child not only to hear the speech of other people, but also to develop fine motor skills of the hand. By developing the baby's fingers, we develop his speech. That's why it's so important finger games and toys that stimulate small and precise movements, providing a rich sensory experience.

The main activity of a child in the second year of life is objective activity, during which the child gets acquainted with the various properties of objects; his sensory development continues.

The game complex of a child of the second year of life should include such toys as: cubes, balls, pyramids, nesting dolls, boards with inserts of various geometric shapes, building materials of various sizes.

The child must be constantly guided in the game, otherwise primitive monotonous actions may be preserved and consolidated for a long time: he can endlessly roll the car, take cubes in his mouth, shift toys from one hand to another. Show your child how to use a hammer, scoop, shovel, etc.

Under the guidance of adults, the child perceives the environment better: he distinguishes, compares, establishes the similarity of objects according to their characteristics - in color, shape, size. First, according to the pattern, and then according to the word, he can choose a cube of the required color from two or three colored cubes, or choose a small nesting doll from two or three nesting dolls of different sizes.

Starting from the age of 3, the main place in the sensory development of children is occupied by familiarizing them with generally accepted sensory standards and how to use them.

Sensory standards are generally accepted samples of the external properties of objects.

The assimilation of sensory standards is a long and complex process that is not limited to preschool childhood.

Assimilation of sensory standards is their use as units of measurement in assessing the properties of objects.

The assimilation of sensory standards occurs in 3 stages:

1. stage - pre-reference occurs at 3 years of age. The child begins to call triangular shapes roofs, about round shapes says it's a ball. That is, when using one item, the other is used as a model.
2. stage - specific objects act as means of perception. Children master the main colors of the spectrum, both in everyday life and on the material of didactic games. A special place is occupied by the standards of magnitude, since it is conditional. Any object cannot be large or small in itself, it acquires these qualities when compared with another.

Stage 3 - at the age of 4-5, already owning sensory standards, children begin to systematize them. The teacher helps the child to build a sequence of colors of the spectrum by recognizing their shades.

Starting from the age of 3, the main place in the sensory education of children is occupied by familiarizing them with generally accepted sensory standards and how to use them.

At the same time, sensory development occurs both during special classes and in everyday life. For example, knowledge about the color, shape and position of objects in space is consolidated, expanded and refined in the classroom of fine arts. (drawing, modeling, application) and during the design process; ideas about the size and number of objects - in the classroom for the formation of elementary mathematical representations, etc. Touch, taste and smell continue to develop in everyday life.

The assimilation of sensory standards is a long and complex process, not limited to preschool childhood.

Methods of actions of the child with objects

The child acquires sensory experience in the process of orienting-research activity. Learning the world, the baby uses the following methods of action:

• chaotic actions during which he acts with an object, regardless of its function - knocks, grabs, throws, pulls into the mouth, etc. Such actions are typical for infants, but can also be present in preschool children with intellectual, visual, hearing impairments, autistic kids
• trial and error method. Using this method of action, the child, in the course of studying the subject, carries out a large number of trials, fixing right action and discarding erroneous options. For example, inserting a figurine into a recess of the same shape (Seguin board), the baby tries to insert it into each of the recesses in turn until he finds the correct
• practical fitting - a perceptual way of orientation (occurring internally), during which the child compares the properties of objects in their immediate proximity and acts in accordance with the results of trying on. For example, when working with the Segen board, the baby alternately applies the figurine to the recesses, without trying to insert it, until he finds a suitable hole.

Visual correlation is a perceptual way of orientation; tying, in which the child compares the properties of objects at a distance with the help of vision. For example, when working with the Seguin board, he looks at the figure, then looks for the same recess with his eyes and inserts the figure.

The experience gained in the process of sensory cognition of the world is fixed in the representation with the help of the word (the child can restore in memory the properties of objects by their name, he himself names the properties and qualities of objects). For example, when working with a Segen board, a child can find the right figure at the request of an adult, independently name the figures and the recesses for them.

At the level of perception, there is also an acquaintance with variants of geometric shapes that differ in aspect ratio - short and long.

In early childhood, the perception of the signs of an object arises during the performance of objective activities. In the younger preschooler, the examination of objects is subordinated mainly to game goals. Research by Z.M. Boguslavskaya showed that during the preschool age, play manipulation is replaced by actual exploratory actions with the object and turns into its purposeful testing to clarify the purpose of its parts, their mobility and connection with each other.

By the older preschool age, the examination acquires the character of experimentation, exploratory actions, the sequence of which is determined not by the external impressions of the child, but by the cognitive task assigned to him.

Sensory development is a condition for the successful mastery of any practical activity, and the origins of abilities lie in the general level of sensory development achieved in early preschool age. Sensory development is aimed at teaching children exactly, fully and prudently to perceive objects, their various properties and relationships. (color, shape, value, pitch, etc.). Psychological studies show that without such training, the perception of children remains superficial and fragmentary for a long time and does not create the necessary basis for general mental development, mastering various types of activities. (drawing, construction, speech development, etc.) full acquisition of knowledge and skills.

In the pedagogical process of sensory development of children, there are such tasks as enriching the directly sensory experience of children in different types activities, hand movements on the subject in the process of familiarization with it, finding similarities and differences between objects with the same names, to form the ability to name the properties of objects.

The means of sensory development of children are didactic games and exercises, visual activities (drawing, modeling, appliqué, design, game activities, since playing is easier for a child to remember.

The significance of sensory development lies in the fact that it streamlines the child's chaotic representations obtained when interacting with the outside world, develops attention, develops observation, is the basis for intellectual development, and ensures the assimilation of sensory standards.

1. 3 The specifics of the use of didactic games for the sensory development of children

Importance didactic game in that it develops independence and activity of thinking and speech in children. The presence of a didactic task emphasizes the educational nature of the game, the focus of its content on the development of children's cognitive activity. In contrast to direct staging in the classroom in a didactic game, it also arises as a game task of the child himself. The great importance of didactic play in the sensory development of the younger preschooler was noted in their works by T.M. Bondarenko, L.A. Wenger, Z.M. Boguslavskaya, V.V. Gerbova, G.A. Shirokov.

The pedagogical value of a didactic game is that it requires children to focus, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. Games contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge. Didactic games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.

It is necessary to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to common development child, served his formation.

Didactic game, which, according to A.K. Bondarenko, “A multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of education, and independent game activity. And a means of all-round development of the individual" .

D.V. Mendzheritskaya believes that the essence of a didactic game lies in the fact that children solve mental tasks offered to them in a playful way, find a solution themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, which increases his mental activity. In the didactic game is formed cognitive activity child, the features of this activity are manifested. .

Didactic game as a game form of learning is a very complex phenomenon. In contrast to the educational essence of classes in a didactic game, two principles operate simultaneously: educational, cognitive and playful, entertaining. The educational, cognitive beginning in each game is expressed in certain didactic tasks, thanks to which educational games give the game a purposeful, didactic character. The game, entertaining beginning is closely connected with game tasks and game actions.

In preschool pedagogy, didactic games and exercises have long been considered the main means of sensory education. They were almost completely entrusted with the task of forming the child's sensory: acquaintance with the form, size, color, space, sound. Many such didactic games are presented in the works of researchers and educators, (E.I. Tikheeva, F.N. Bleher, B.I. Khachapuridze, A.I. Sorokina, E.F. Ivanitskaya, E.I. Udaltsova and others, as well as in special collections of games.)

In the creation of a modern system of didactic games, the role of E.I. Tiheeva, who developed a number of games for getting to know the environment and developing speech. Games I.E. Tiheeva are associated with observations of life and are always accompanied by the word .

A.V. Zaporozhets, assessing the role of the didactic game, writes: “We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child, serves to form his abilities” .

Based on the above definitions of didactic play, we can conclude that the child's sensory development in didactic play is inextricably linked with the development of his logical thinking and the ability to express his thoughts in words. To solve a game problem, it is required to compare the features of objects, establish similarities and differences, generalize, and draw conclusions. Thus, the ability to make judgments, inference, the ability to apply one's knowledge in different conditions develops. This can be only if the children have specific knowledge about the objects and phenomena that make up the content of the game.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects (toys, natural material) , board-printing and word games. The value of games with objects lies in the fact that with their help children get acquainted with the properties of objects and their characteristics, color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. Board games - interesting activity for kids. They are diverse in types: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different. (selection of pictures by pairs, selection of pictures by common ground, memorizing the composition of the number and arrangement of pictures, drawing up split pictures and cubes, description and story about the picture showing actions, movements). In these games, such valuable qualities of the child's personality as the ability to reincarnate, to creative search in creating the necessary image are formed.

Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use the acquired knowledge in new connections, in new circumstances. With the help of word games, children are brought up with a desire to engage in mental work. In the game, the very process of thinking proceeds more actively, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.

Regardless of the type, the didactic game has a certain structure that distinguishes it from other types of games and exercises. Mandatory structural elements of a didactic game are: a teaching and educational task, game actions and rules.

When defining a didactic task, it is necessary, first of all, to keep in mind what kind of knowledge, ideas of children (about nature, about surrounding objects, about social phenomena) must be assimilated. To be fixed by children, what mental operations should be developed in connection with this, what personality traits of children can be formed by means of this game. Each didactic game has its own learning task, which distinguishes one game from another. The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can prohibit, allow, prescribe something to children in the game, make the game entertaining, tense. Compliance with the rules in the game requires certain efforts from children, will, the ability to deal with peers, to overcome negative emotions that manifest themselves due to an unsuccessful result. It is important, when defining the rules of the game, to put children in such conditions under which they would receive joy from completing the task. Using the game in the educational process, through its rules and actions, children form correctness, goodwill, endurance.

A didactic game differs from game exercises in that the implementation of game rules in it is directed, specified by game actions. The development of game actions depends on the imagination of the educator.

The value of didactic games and exercises is not only in the fact that children learn properties - color, shape, size, etc., but also in the fact that, thanks to the principle of self-control embedded in educational toys and materials, they allow organizing more or less long-term independent activity of young children. , develop the ability to play alongside others without disturbing them.

An important condition for the implementation of sensory tasks is the teacher's knowledge of games and the systematic teaching of these games to children, the development of their ability to independently play games that are accessible and interesting to their age.

So, the didactic game has a serious educational function aimed at organizing and further improving the sensory experience of children, as well as at forming generalized ideas and methods of action in them. In the general system of sensory education in kindergarten, didactic games thus solve educational problems: in addition, it is a good school for children to use the acquired sensory experience, ideas and knowledge, and, finally, they perform the function of monitoring the progress of sensory education.

Thus, the influence of interesting, accessible and useful didactic games on the development of sensory culture in young children allows the educator to provide a solution not only to educational, sensory tasks (improves the perception of form, teaches to distinguish colors, materials, etc.) but also affect the behavior and relationships of children.

Young children, due to their age and individual abilities, do not immediately learn the program material, so the teacher must repeat the same content several times, but with a mandatory change, complication of tasks and using other visual material.

In sensory-integrated activity, an honorable and necessary place is occupied by joint experimentation of children and teachers. (with glue, dough, water, paints, etc.) which develops children's interest in acting with various materials to bring the work started to the end.

Educators should engage children in constructive activities. In the process of game interaction, children acquire the ability to compare surrounding objects and toys, generalize them according to similar features, and establish the simplest connections between them. They master the techniques of working with building material: lay bricks or cubes on top of each other, lay them in a row on a plane, make simple two-tier floors, close space, types, shapes. At the same time, teachers should show different variants buildings of towers, houses, furniture, etc. Always play with buildings, thereby supporting the interests of the desire to play building games, form a lasting sensory experience in children.

In the process of didactic games, the development of sensory culture in young children will be more successful if pedagogical conditions are created. They are concluded in the selection of didactic games in accordance with the set goals, in the organization of joint games of an adult with a child and the provision of pedagogical guidance. independent games children of primary preschool age.

The organization of the didactic game by the teacher is carried out in three main directions: preparation for the didactic game, its conduct and analysis. The preparation and conduct of the didactic game includes:

Selection of the game in accordance with the tasks of education and training; deepening and enrichment of knowledge; development of sensory abilities; activation of mental processes (memory, attention, thinking of the child) and etc.

• Establishing the compliance of the selected game with the program requirements for the upbringing and education of children of a certain age group
• Determining the most convenient time for a didactic game
• Choosing a place for a didactic game where children can play safely without interfering with each other
• Determination of the number of children playing (whole group, small subgroup, individual)
• Preparation of the necessary didactic material for the selected game (toys, various objects, pictures, natural material)
• Preparation for the game of the educator himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game
• Preparation for the game of children: enriching their knowledge, ideas about the objects and phenomena of the surrounding life, necessary for solving the game problem

Conducting a didactic game includes:

• Familiarization of children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the knowledge and ideas of children about them are clarified)
• Explanation of the course and rules of the game (what they forbid, permit, prescribe)
• Showing game actions, during which the teacher teaches children to perform actions correctly, proving that otherwise the game will not lead to the desired result
• Determination of the role of the educator in the game, his participation as a player, fan or referee. Participating in the game, the teacher directs the actions of the players (advice, question, reminder)
• Summing up the game; the educator emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play new game, it will also be interesting.

The analysis of the conducted game is aimed at identifying the methods of its preparation and conduct: what methods were effective in achieving the goal, what did not work and why. This will help to make both the preparation and the process of the game itself, to avoid mistakes later. In addition, the analysis will reveal individual characteristics in the behavior and character of children and, therefore, to properly organize individual work with them.

When organizing didactic games for children from 3 to 4 years old, the teacher needs to know their age characteristics well: the child becomes more active, his actions are more complex and diverse, the desire to establish himself increases: "I myself!" But the attention of the child is still unstable, he is quickly distracted. The solution of the problem in didactic games requires from him greater than in other games, stability of attention, enhanced mental activity. From here to small child there are known difficulties. You can overcome them through entertainment in learning, i.e. the use of didactic games that increase the child's interest in knowledge.

The educator should rely on the sensory experience that the child has acquired in the first 3 years. In games with children 4 years of age, more complex didactic material is used than in the previous group, with large quantity parts, liners - up to 5-6 and 6-8, sensory tasks become more complicated - selection of parts according to 2-3 signs is given, it is proposed to alternate different colors; geometric shapes are diversified, etc.

It is important that preschoolers get clear ideas about these properties, learn to recognize them in different situations and options, which involves a generalization of color, shape, and ratio of sizes. Particular attention at this age is paid to the assimilation and correct use of the names of the properties of objects. Part of the tasks is aimed at teaching children to apply the received ideas in the examination and designation of the properties of real things.

To conduct didactic games aimed at developing sensory culture in children of primary preschool age, S.L. Novoselova is guided by the following didactic principles:

• their regularity (thanks to which perception, speech develops, elementary knowledge about the environment accumulates)
• the use of visuals in combination with the word
• repetition (at which the activity of children increases)
• duration
• proper organization of the didactic game

Proper organization of children, taking into account their age and individual characteristics

S.L. Novoselova believes that by observing didactic principles and carefully, thoughtfully organizing children in the classroom (by age and level of development), a strong assimilation of information and skills on sensory development by the whole group is observed.

Based on the general system of sensory education E.G. Pilyugina developed classes and didactic games according to the following didactic principles:

• Enrichment and deepening of the content of sensory education (acquaintance with the color, shape, size of objects)
• Combining sensory learning with a variety of meaningful activities for children
• Providing children with generalized knowledge and skills related to orientation in the surrounding reality (examination of the size, shape, color of objects)

Formation of systematized ideas about the properties and qualities that are the basis - the standards of examination of any subject

The implementation of the principles outlined above is possible already at the stage of younger preschool age.

At the heart of the system of educational games developed by Z.M. Boguslavskaya, E.O. Smirnova, the following principles lie:

• Combination in the activity of the child of the elements of play and learning and a gradual transition from games-amusements through games-tasks to educational and cognitive activity
• Gradual complication of the learning task and game conditions
• Increasing the mental activity of the child in solving the proposed tasks
• Organic connection and interdependence between external and internal (mental) activity of the child and a gradual transition to more intensive mental work

The unity of teaching and educational influences .

As a result of the implementation of these principles, conditions are created that contribute to the formation of the initial forms of self-esteem and self-control of the child, which is of great importance for his educational activities. (future and present), and for a full life in a team of peers. The fun of the game increases if it includes elements of mystery. When conducting didactic games with young children, the teacher explains the rules during the game. For example, in the game "Assemble the right pyramid" the teacher explains the rule when assembling the toy. Each child has a pyramid in their hands. The teacher offers to remove the rings from the rod and put them on the table. Then, turning to the children, he says: "Children, let's assemble the pyramid again, like this (shows). To get such a pyramid, you must first find the largest ring and put it on a stick. (Children perform). And now let's look for the largest ring and also put it on a stick. . Then you can introduce an element of competition: who will collect the pyramid faster? At the same time, the teacher of the younger group remembers that his speech should be emotional, clear and at the same time calm.

To make the game more successful, the teacher prepares the children for the game: be sure to introduce them to the objects that will be used, their properties, images in the pictures before the game.

Summing up the results of the game with young children, as a rule, only positive aspects are noted: they played together, learned how to (specify exactly what), removed the toys. It is also necessary to create interest in new games in young children: “Today we played the Miraculous Pouch well. . And next time there will be other toys in the bag, and we will guess them. Interest in the game will increase if the teacher offers children to play with those toys that were in the bag, which the children talked about during the game. (if this is dishes, then play kindergarten, cook, etc.)

So, properly organized didactic games allow children of primary preschool age to acquire knowledge and skills in practical activities in the presence of involuntary attention and memorization, which ensures better development sensory culture.

Thus, the main most effective pedagogical conditions include: the use of didactic games and exercises for teaching sensory culture, their improvement; observation of children's games and the use of special methods and techniques to shape the child's sensory development. We will try to test these conditions in our formative research.

Chapter II. Experimental work on sensory development children of primary preschool age by means of didactic games

2. 1. Indicators and level of sensory development of children of primary preschool age

Experimental and practical work was carried out on the basis of GBOU TsO kindergarten No. 1863 from November 2013. to April 2014. The study involved 12 children of primary preschool age.

The purpose of the study was to identify the features of sensory development (formation of sensory standards) younger preschoolers in kindergarten.

In accordance with the purpose of the study, the following tasks were defined:

1. Development of a diagnostic complex for studying the features of sensory development (formation of sensory standards) younger preschoolers.
2. Definition of main directions and content practical work on sensory development in the conditions of GBOU TsO kindergarten No. 1863.

The study took place in three stages:

• ascertaining stage. At this stage, the primary diagnosis of the sensory development of children was carried out.

Formative stage. At this stage, there was educational activities, aimed at the sensory development of children of primary preschool age by means of didactic games.

Control stage. At this stage, a repeated diagnosis of the development of children was carried out, and an analysis of the results obtained was carried out.

In the course of conversations with a psychologist, educator, parents, in the process of games, classes, features of the sensory development of children were revealed.

Statement stage.

Purpose: To identify the level of development of younger preschoolers in the field of sensory standards of color, shape, size through didactic material.

Tasks:

Conduct a diagnostic survey of younger preschoolers on perception

colors, shapes, sizes;

Record the received data in a table.

Techniques: Sensory examination of objects with a visual explanation.

Equipment: A set of geometric shapes (circle, square, triangle) 4 primary colors (red, blue, green, yellow)- trees, leaves, sky, three different sizes (large, very large small - nesting dolls), form box.

Form of organization: group (six people in a subgroup).

familiar «+» tasks that the child completed independently (or after showing).

familiar «–» tasks not completed by the child are marked (or made with an inexact match).

When using methods based on motor skills, we took into account not the speed and accuracy of movements, but the effectiveness of the task.

1. Methodology "Box of Forms" .

It is aimed at determining the formation of ideas about the form, the ability to correlate planar and volumetric forms.

Equipment. A house with a different number of slots of various configurations (circle, square, rectangle, oval, semicircle, triangle, hexagon); volumetric figures- inserts corresponding to the size and shape of the slots in the box.

Instruction. The teacher asks the child to place geometric shapes in the slot of the house, having previously analyzed the figures with the child - liners, isolating the necessary plane volumetric figure so that the child can identify it with the slot of the box.

Preschool age is a very important stage in a person's life. During this period, there is a functional improvement of the brain, nervous system, main organs and systems of the body.

The peculiarities of the development of preschool children are studied by such psychologists as L.S. Vygotsky, G.A. Uruntaeva, L. A. Venger, N. K. Krupskaya, E. E. Kravtsova, G. S. Abramova and others.

Knowledge of the age characteristics of the development of the child will help parents and educators to correctly carry out the artistic and creative education of preschool children: to monitor their physical, mental and creative development, select methods of education available to the child, prepare the necessary material for classes.

The great Russian teacher K. D. Ushinsky wrote: “If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects too”

"The pedagogical essence of the process of forming artistic and aesthetic ideals in children, taking into account their age characteristics, is to form stable meaningful ideal ideas about beauty, about society, about a person, about relationships between people, from the very beginning, from early childhood, doing this in a diverse, new and fascinating form that changes at each stage," notes E.M. Torshilov.

Preschool age is of great importance for both the physical, mental, emotional, and creative development of the child. It distinguishes three periods: younger preschool age (from 3 to 4 years), middle (from 4 to 5 years), senior preschool age (from 5 to 6-7 years). The beginning of preschool age is usually correlated with the crisis of 3 years.

The driving forces behind the development of the psyche of a preschooler are the contradictions that arise in connection with the development of a number of his needs. The most important of them are: the need for communication, with the help of which social experience is assimilated; the need for external impressions, resulting in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.

The social situation of the development of a preschooler. The need to communicate with adults and peers determines the formation of the child's personality. Communication with adults develops on the basis of the increasing independence of the preschooler, expanding his acquaintance with the surrounding reality. At this age, speech becomes the main means of communication. Younger preschoolers ask thousands of questions. They want to find out where the night goes, what the stars are made of, why the cow lows and the dog barks. Listening to the answers, the child demands that the adult take him seriously as a comrade, partner. Such cooperation is called cognitive communication. If the child does not meet such an attitude, he develops negativism and stubbornness. At preschool age, another form of communication arises - personal (see ibid.), characterized by the fact that the child actively seeks to discuss with an adult the behavior and actions of other people and his own from the point of view of moral standards. But for conversations on these topics, a higher level of development of the intellect is required. For the sake of this form of communication, he refuses partnership and takes the position of a student, and assigns the role of a teacher to an adult. Personal communication most effectively prepares the child for school, where he will have to listen to an adult, sensitively absorbing everything that the teacher will say.

A significant role in shaping the personality of the child is played by the need to communicate with peers, in whose circle he is from the first years of life. A variety of forms of relationships can arise between children. Therefore, it is very important that the baby from the very beginning of his stay in a preschool institution acquire a positive experience of cooperation, mutual understanding. In the third year of life, relationships between children arise mainly on the basis of their actions with objects and toys. These actions acquire a joint, interdependent character. By the senior preschool age, in joint activities, children already master the following forms of cooperation: alternate and coordinate actions; jointly perform one operation; control the actions of the partner, correct his mistakes; help the partner, do part of his work; accept the partner's comments, correct their mistakes. In the process of joint activities, the children acquire the experience of leading other children, the experience of submission. The desire for leadership in a preschooler is determined by the emotional attitude to the activity itself, and not to the position of the leader. Preschoolers do not yet have a conscious struggle for leadership. At preschool age, ways of communication continue to develop. Genetically, the earliest form of communication is imitation. A.V. Zaporozhets notes that the child's arbitrary imitation is one of the ways of mastering social experience.

During preschool age, the nature of imitation changes in a child. If at a younger preschool age he imitates individual forms behavior of adults and peers, then in the middle preschool age the child no longer blindly imitates, but consciously learns patterns of behavioral norms. The activities of a preschooler are diverse: playing, drawing, designing, elements of labor and learning, which is the manifestation of the child's activity.

The leading activity of a preschooler is a role-playing game. The essence of the game as a leading activity is that children reflect in the game various aspects of life, the characteristics of the activities and relationships of adults, acquire and refine their knowledge of the surrounding reality, master the position of the subject of activity on which it depends.

At preschool age, elements of labor appear in the child's activity. In work, his moral qualities, a sense of collectivism, respect for people are formed.

Children at preschool age think purely concretely, think in living images. Coloring is of particular importance. If you tell a preschooler a fairy tale about a girl in a pink dress, and if you say the next time that the girl is in blue, you will arouse the indignation of the young listener.

The development of the cognitive sphere of the preschooler. In preschool age, under the influence of training and education, there is an intensive development of all cognitive mental processes. It refers to sensory development.

Sensory development is the improvement of sensations, perceptions, visual representations. In children, the thresholds for sensations are reduced. Visual acuity and accuracy of color discrimination increase, phonemic and sound-altitude hearing develops, and the accuracy of estimates of the weight of objects increases significantly. As a result of sensory development, the child masters perceptual actions, the main function of which is to examine objects and isolate the most characteristic properties in them, as well as to assimilate sensory standards, generally accepted patterns of sensory properties and relations of objects. The most accessible sensory standards for a preschooler are geometric shapes (square, triangle, circle) and spectrum colors. Sensory standards are formed in activity. Sculpting, drawing, designing most of all contribute to the acceleration of sensory development.

In the study of E.E. Kravtsova showed that the neoplasm of the preschool period of development is imagination. The author believes that in preschool age, three stages and at the same time three main components of this function can be distinguished: reliance on visibility, the use of past experience and a special internal position. The main property of the imagination - the ability to see the whole before the parts - is provided by the holistic context or semantic field of an object or phenomenon. It turned out that the system used in practice to familiarize children with various standards, which occurs at early age stages and precedes the development of imagination, contradicts the logic of the development of the central neoplasm of preschool age.

The child's imagination begins to develop at the end of the second - beginning of the third year of life. The presence of images as a result of imagination can be judged by the fact that children are happy to listen to stories, fairy tales, empathizing with the characters. The development of the recreative (reproductive) and creative (productive) imagination of preschoolers is facilitated by various activities, such as playing, designing, modeling, drawing. The peculiarity of the images that the child creates is that they cannot exist independently. They need external support in their activities. So, for example, if in the game the child must create the image of a person, then he takes on this role and acts in an imaginary situation. Of great importance in the development of creative imagination is children's word creation. Children compose fairy tales, teasers, counting rhymes, etc. In the early and middle preschool years, the process of word creation accompanies the child's external actions. By the older preschool age, it becomes independent of its external activity.

At preschool age, notes K.I. Chukovsky, the child is very sensitive to the sound side of the language. It is enough for him to hear a certain sound combination, as it is immediately identified with the thing and serves as an impetus for the creation of an image. "What is Bardadym?" - they ask the four-year-old Vali. He immediately answers without any hesitation: "Terrible, big, like this." And points to the ceiling. Characteristic of the preschooler is the increasing arbitrariness of imagination. In the course of development, it turns into a relatively independent mental activity. From an early age, the baby lives in an atmosphere of positive attitude towards others, love, trust, mutual understanding.

The main thing is to educate, develop such qualities, such abilities that will allow the individual not only to achieve success in any activity, but also to be the creator of aesthetic values, enjoy them and the beauty of the surrounding reality. A variety of creative activities for children contribute to the development of their thinking, will, perseverance, organization, and discipline.

In order for an adult to become spiritually rich, special attention must be paid to the upbringing of children of preschool and primary school age. B.T. Likhachev writes: "The period of preschool and early school childhood is perhaps the most decisive in terms of education and the formation of an artistic and aesthetic attitude to life." The author emphasizes that it is at this age that the most intensive formation of relations to the world takes place, which gradually turn into personality traits.

Preschool age is the initial stage of personality formation. Children have such personal formations as the subordination of motives, the assimilation of moral norms and the formation of arbitrariness of behavior. The subordination of motives consists in the fact that the activities and behavior of children begin to be carried out on the basis of a system of motives, among which the motives of social content, which subordinate other motives, are becoming increasingly important. The study of the motives of preschoolers made it possible to establish among them two large groups: personal and socially significant. In children of primary and secondary preschool age, personal motives predominate. They are most clearly manifested in communication with adults. The child seeks to receive an emotional assessment of an adult - approval, praise, affection. His need for evaluation is so great that he often ascribes positive qualities to himself. So, one schoolboy, a decent coward, said about himself: “I went to the jungle to hunt, I see a tiger. I caught him - once - and sent him to the zoo. Am I really brave? Personal motives are manifested in different activities. For example, in play activity, a child seeks to provide himself with toys and attributes of the game, without analyzing the process of play itself in advance and without finding out whether he will need these items during the game. Gradually, in the process of joint activities of preschool children, socially significant motives are formed in the child, expressed in the form of desires to do something for other people. At preschool age, children begin to be guided in their behavior by moral standards. Acquaintance with moral norms and understanding of their value in a child is formed in communication with adults who evaluate opposing actions (telling the truth is good, deceiving is bad) and make demands (one must tell the truth). From about 4 years old, kids already know that they should tell the truth, and it’s bad to lie.

Mastering actions with objects and comparing them with the actions of an adult forms in the child an idea of ​​an adult as a model. Therefore, the preschooler is approaching the "discovery" of the world of adults. In early childhood, the child learned social reality from the side of objects created by people. Before the preschooler "opens" the world of adults from the side of their relationships and activities. The social situation of development at preschool age is reorganized into the following ratio: child-subject-adult.

The main need of the child is to enter the world of adults, to be like them and to act with them. But the child cannot really perform the functions of older children. Therefore, there is a contradiction between his need to be like an adult and limited real opportunities. This need is satisfied in new activities that the preschooler masters. The range of its activities is expanding significantly. All activities of a preschooler are united by their modeling nature. Children model human relationships when they act out a story in a game. They create models that represent relationships between items when they use proxies instead of real items. A drawing is a visual model of the depicted object or situation. The structures created are three-dimensional models items.

At the same time, the types of activities of a preschooler differ from the point of view of the relationship that develops between the child and the adult, that is, according to the form in which the adult is present in one or another activity of the child. In the game, an adult, his social functions, attitudes towards things and other people are present indirectly, through a role. Thanks to the role, its effective implementation, the preschooler learns the attitudes towards people and things accepted in society. Close to the game are productive activities. In them, the surrounding reality is mediated in the form of the child's representation of objects and situations. In everyday activities associated with the implementation of routine processes, the child acts in a real situation in the same way as an adult. AT various types labor available to the preschooler, he becomes a direct employee of the adult, as in household activities. And at the same time, the child enters into a relationship with an adult through a socially significant result of his work. At preschool age, there is a significant expansion of the scope of communication with an adult, primarily due to mastery of speech, which takes communicative contacts beyond the limits of a specific situation, expands their boundaries. Now communication takes place about cognitive, moral, personal problems. In addition, the child communicates not only with close people, teachers, but also with outsiders, the forms and content of communication with peers are intensively developing, turning into a powerful factor in mental development, which entails the development of appropriate communication skills and abilities.

The leading activity is a role-playing game. It is in it that the child takes on the role of an adult, performing his social, public functions. Thus, preschool age can be called the period of the most intensive development of the meanings and goals of human activity, the period of intensive orientation in them. The main neoplasm is a new internal position, a new level of awareness of one's place in the system of social relations. If a child at the end of early childhood says: “I am big,” then by the age of 7 a preschooler begins to consider himself small. This understanding is based on the awareness of their capabilities and abilities. The child understands that in order to be included in the world of adults, it is necessary to study for a long time. The end of preschool childhood marks the desire to take a more adult position, that is, go to school, perform a more highly valued by society and more significant activity for it - learning.

In preschool childhood, significant changes occur in all areas of the child's mental development. As at no other age, the child masters a wide range of activities - play, labor, productive, household, communication, both their technical side and the motivational-target side are formed.

The main result of the development of all types of activity, on the one hand, is the mastery of modeling as a central and mental ability (L.A. Wenger), on the other hand, the formation of voluntary behavior (A.N. Leontiev, D.B. Elkonin). The preschooler learns to set more distant goals, mediated by the idea, and strive to achieve them, despite obstacles. In the cognitive sphere, the main achievement is the development of the means and methods of cognitive activity. Close relationships are established between cognitive processes, they are becoming more and more intellectualized, realized, acquiring an arbitrary, controlled character. The first schematic outline of the children's worldview is being formed on the basis of the differentiation of natural and social phenomena, animate and inanimate nature, flora and fauna.

In the sphere of personality development, the first ethical instances arise, subordination of motives is formed, differentiated self-esteem and personal consciousness are formed.

The process of personal growth is facilitated by both evaluation by other people and the development of self-esteem. During preschool childhood, the child's self-esteem, his evaluative statements about himself become more and more complete, detailed, and detailed. A preschooler is able to realize himself, his position among adults and peers, the attitude of others around him (“He loves me: plays with me, gives toys, treats”). In older preschool age, the child increasingly begins to evaluate his personal moral qualities, to realize, to differentiate the emotional states of himself and other children and adults. The independence and criticality of children's evaluation and self-esteem increases. Children, first of all, evaluate those qualities and characteristics of the behavior of their peers and themselves, which are most often evaluated by others and on which their position in the group largely depends. Throughout preschool childhood, children evaluate others more objectively than themselves. At the same time, self-esteem of older preschoolers, like younger ones, is often overestimated.

Preschool childhood is a period of high sensitivity of the child to educational and environmental influences. It is at this age that the foundation is created on which all subsequent training and education is based. Therefore, the family plays an important role in the upbringing of a preschooler. Often it is the only environment that forms his personality, says O.L. Zvereva.

Attitude towards children is the most important material for the well-being of a civilized society, and the main foundations of education are laid at an early age and make up 90% of the entire educational process.

Parents and teachers have always been concerned about the question: how to ensure the full development of the child in preschool age? How to prepare him for school? Answer: "Of course, it is necessary to know the features of preschool age."

Features of artistic and creative activity of preschoolers 3-5 years old.

Children emotionally respond to works of art in which various emotional states people, animals.

There is more interest in music, various types of musical activity. Children emotionally respond to the sound of a piece of music, talk about the nature of musical images, means of musical expression, correlating them with life experience. Musical memory allows children to remember, recognize and even name their favorite tunes.

The development of performing activity is facilitated by the formation of motivation (sing a song, dance a dance, play a children's musical instrument, reproduce a simple rhythmic pattern). Children make their first attempts at creativity: create a dance, improvise simple march rhythms, etc. formation of musical taste and interest to musical activity in general are actively influenced adult settings.

By 4 years of age drawings details appear. The idea of ​​a child's drawing may change as the image progresses. Children possess the simplest technical skills and abilities: they saturate the bristle of the brush with paint, wash the brush at the end of work, use color to decorate the picture. The composition of the drawings changes: from the chaotic arrangement of strokes, strokes, shapes, children arrange objects rhythmically in a row, repeating the images several times. Draws straight horizontal and vertical lines, paints simple shapes. Schematically draws a house, a person, a tree.

In the process modeling children can roll out plastic materials with circular and direct movements of the palms of their hands, connect finished parts to each other, decorate molded objects using a stack.

Construction begins to have the character of purposeful activity (from the idea to the search for ways to implement it). They can make crafts from paper, natural material; begin to master the technique of working with scissors; make up compositions from ready-made and self-cut simple shapes.

Features of artistic and creative activity of preschoolers 5-7 years old.

It is characterized by great independence in determining the concept of the work, a conscious choice of means of expression, sufficiently developed emotional, expressive and technical skills.

Preschoolers understand artistic image, presented in the work, explain the use of means of expression, show interest in visiting theaters.

In visual activity children can purposefully follow their goal, overcoming obstacles and not giving up his intent. The created images become similar to the real object, recognizable and include many details. The technique of drawing is being improved and complicated. Children can convey the characteristic features of an object: shape outlines, proportions, color. In drawing, they can create color tones and shades, master new ways to draw, use methods of different overlay of a color spot, and color as a means conveying mood, state, attitude to the depicted or highlighting in the figure of the main one.

Many children who know the basics of visual activity do not have sufficiently conscious figurative ideas about the phenomena of reality.

"The ascertaining examination of children aged 6-8 showed that only 24% of the diagnosed ones show the ability to feel the emotional nature of the phenomena of reality and highlight the "expressive" in the world (admire the world); 88% of children do not adequately assess their creative abilities. The same group does not social motivation to realize themselves, creative initiative is not sufficiently developed.They do not know how to take a worthy place in the team, to reveal to others the value of the idea and execution of their work, they are not confident, shy, internally "clamped".

AT modeling children can create images from life and from imagination, also conveying the characteristic features of familiar objects and using different modeling methods.

AT applications preschoolers master the techniques of cutting out identical figures or parts from paper folded in half with an accordion.

Children are capable design according to the scheme, photographs, given conditions, own design of the building from a variety of building materials, supplementing them with architectural details; make toys by folding paper; create figurines of people, animals, heroes of literary works from natural material.

Most important achievement of children- mastering the composition, taking into account spatial relationships, in accordance with the plot and one's own plan. They can create multi-figured plot compositions, placing objects closer, farther.

Children show interest in teamwork and can negotiate among themselves.

By the end of preschool childhood, the child develops conscious independence : from the culture of self-service to the ability to independently make decisions and be responsible for their actions.