Purpose: development of sensory abilities of children in art.

Materials, equipment: 2 houses (red and green); sequins: red, green, yellow, blue, pva glue, fabric glade.

Toys: cat, dog.

Tasks: "Knowledge" (development of sensory culture)

Lesson progress:

In the group on the table there are 2 houses of red and green color, behind them are a cat and a dog. Between the houses is a glade made of fabric, green.

The teacher brings the children to the table and examines the children at home.

Bring up. : The guys came to visit us, let's say hello (children say hello).

Guys, what beautiful houses.

Let's go to the houses.

What color is this house? (green).

That's right, this house is green.

Who lives in the house? (shows a cat).

Children's answers: cat.

Bring up. : That's right, the cat lives in a green house.

The cat's paws are soft

And on the paws - claws.

The cat sharpens its claws,

He wants to catch a mouse.

Our cat's name is Murka.

This is Murka's cat, you can pet Murka.

Bring up. : What color is this house? (red).

Tell Kostya, Katya, Artem, Nastya.

That's right, this house is red.

Who lives in this house? (dog shown)

Children's answers: dog.

Bring up. : The dog growls and barks loudly,

And he chases away strangers.

Bring up. : Our dog's name is Sharik. Sharik lives in a red house, pet Sharik.

The cat and dog guys are sad. There is a clearing near the houses, but there are no flowers in the clearing, so they are sad.

Can we help Murka and Sharik?

Children's answers.

Bring up. : The flowers in the clearing will be different colors.

We will make flowers from beautiful beads and sequins.

Katya, what color are your beads? (blue). That's right, it's blue. Katya will glue a blue flower from beads.

Kostya, what color are your beads? (red). That's right, Kostya will glue a flower from red beads.

Artem, what color are your beads? (blue). Correctly.

Nastya, what color are your beads? (green). Correctly.

What color is the center of the flower? (yellow) .

Guys, I'll put glue on the white mugs, and you glue the beads.

Bring up. : guys, look who flew into the clearing to Murka and Sharik? (ladybug). That's right, it's a ladybug.

What color are ladybugs? (yellow and red).

Ladybug liked the glade and wants to stay.

I’ll drop a drop of glue, and put it in a clearing (I’m gluing a ladybug).

Guys, a butterfly also flew into the clearing, what color is the butterfly (blue). That's right, a blue butterfly.

The butterfly liked the clearing and wants to stay.

I'll put a drop of glue, and I'll put the butterfly in the clearing.

Bring up. : Guys, what a beautiful meadow turned out. You like?

Children's answers.

Bring up. : And Murka and Sharik like the glade.

On the lawn

Flowers have grown.

That's what, that's what

Flowers have grown.

They are happy and thank you, they will not be sad anymore.

Murka and Sharik prepared a treat (showing sweets to children).

Bring up. : what is this? (candies). Help yourself.

What color is your Katya candy? (answer) .

Do you have Kostya? Answer. Correctly.

What color is Nastya? Answer.

What color is Artem's? Answer.

That's right, well done.

Let's treat our guests too.

Abstract of the lesson on the sensory development of young children "Bear in kindergarten."

Educational technologies: knowledge, communication, socialization.

Types of children's activities: speech, play, motor.

Target: The formation of sensory abilities in children 2-3 years old in the process of various activities.

Tasks:

Continue to teach children logical thinking using the siriation method (correct assembly of the pyramid);

Find a pair by two signs (large - small and color);

Consolidate knowledge of colors (red, blue, yellow, green);

Consolidate children's knowledge about wild animals (bear);

Cultivate a friendly attitude between peers, a desire to help each other;

Strengthen children's knowledge about parts of their body.

Equipment: teddy bear, pyramid, ball, basket with mushrooms, split pictures, dishes.

Members: children of the 1st junior group, educator.

Lesson progress:

(Children enter the group, see rings from the pyramid scattered on the floor.)

Educator: Ai - ai - ai, who scattered the toys?

(A teddy bear sits on a chair.)

Educator: Mishka, did you scatter the toys around the group?

Bear: Yes, I came to visit you and played a little.

Educator: Guys, is it possible to behave like this at a party? (Answers of children).

Bear: forgive me, I won't do that again.

Educator: Bear, since you realized that this is bad, then assemble the pyramid, and the guys will help you, you just need to assemble it correctly, first large rings, then smaller ones.

(Children collect rings throughout the group. The teacher holds a rod on which rings are strung. As the pyramid is collected, the teacher specifies the color, size and shape of the ring. When the pyramid is assembled, the teacher praises the children. The bear thanks the children for their help and offers to play the game “Let's Let's get to know each other". Children stand in a circle, Mishka throws the ball to them in turn, the children say their name).

Bear: I slept all winter in my lair, and spring came, I woke up and decided to come to visit you - to play. Do you know where I live?

Children: In the woods!

Bear: That's right, do you know who else lives in the forest? (children's answers). My friend Squirrel gave you gifts from her stocks, look, what is it? (Shows the children a basket of mushrooms. The bear, as if by accident, scatters the mushrooms on the floor.)

Bear: Oh, guys, can you help me collect mushrooms?

Children: Yes! (Children pick mushrooms, the teacher specifies what they are (what color, size, hard or soft).)

Educator: Guys, let's also give Mishka a gift, we will treat him with delicious and sweet berries. (The didactic game "Cut pictures" is being conducted).

Bear: Thank you guys, you are so good!

(The teacher invites the children to recite A. Barto's poem "Bear".)

Bear: Oh, guys, show me where my paw is? Eyes? Ears? Spout?

Educator: Mishka, don't you know the parts of your body at all? We will help you guys! (Physical minute “Studying our body” is being held)

One, two, three, four, five - let's study the body!

Here is the back, and here is the tummy, arms, legs,

Eyes, nose, mouth, ears, head -

I barely managed to swing.

Neck - turns head

Oh, tired oh - oh - oh!

The forehead and eyebrows, here are the cilia - fluttered like birds.

Pink cheeks, bumpy chin.

Hair is thick, like meadow grass.

Shoulders, elbows and knees.

I, Seryozha, Lena!

Bear: Thank you guys, you taught me a lot today.

(The teacher invites the children to treat Mishka with tea, but the cups on the table are messed up.)

Educator: I will give you saucers, and you will match them with cups of the same color and size.

(The didactic game "Find a Pair" is being conducted.)

2.3. Sensory education games for young children

To enrich the sensory experience of young children in the process of subject-play activity, didactic games are used. In the practice of sensory education, a lot of experience has been gained in using a variety of games. At each stage, their games are used in accordance with the tasks of education. Let's consider some of them.

Games-classes on sensory education of children of the first year of life.

1. Tracking the movement of a single-color object (organized from 4-10 days of life)

didactic task. Teach the child to follow the movement of toys in the field of view.

Material. Plastic one-color rings with a diameter of 5-7 cm in the following colors: red, orange, yellow, green, blue, purple. Rings one by one are mounted on a rod 60--70 cm long.

In front of the baby, lying on his back, at a distance of 60-70 cm in the center above his face, an adult begins to slightly shake the ring. The amplitude of the oscillation of the object is 7-5 cm, the frequency is one or two oscillations per second. The task of an adult is to draw the baby's gaze to a moving object. The main condition is the oscillation of the toy when moving in all directions. You should start moving the toy only when the baby sees it, that is, focuses on the oscillating object. Then the adult begins to move, slightly shaking, the ring to the right, then to the left, up, down, bringing it closer to the baby at a distance of 20-30 cm and removing it at arm's length, about 1.5 m from the child. After moving to the right, the adult returns the toy to the center and from the starting position begins to move to the left. Having returned the object to the center, the adult moves it up and back to its original position. In the same way, the object is moved down from the child's eyes, then brought closer and further away. The size of toys with a diameter of 5-7 cm is most convenient for this purpose. Children follow larger or smaller toys much worse.

2. Grasping of objects of rectangular and triangular shape (organized from 4.5 - 5 months).

Didactic task: to exercise the child in adapting hand movements in the form of a grasped object.

Material: three items of triangular and rectangular shape. Each side of triangular objects is approximately 3 cm, the sides of rectangular objects are 3 and 4.5 cm. The thickness of the objects is 1.5 cm. As didactic material, you can use parts from a set of building materials, rectangular bars "bricks" and triangular prisms - "roofs".

In front of the child lying on his stomach, first put one rectangular bar. An adult observes what the baby will do with the object provided at his disposal. After the child grabs the toy, the adult places another rectangular bar in front of him. As a rule, children immediately leave the old toy and grab a new one. Another block is placed in front of the child.

The game lasts about 5 minutes and can be played twice during the day. In a day or two, one triangular prism is placed among three familiar bars. Gradually, the adult adds two more triangular prisms to the objects at the child's disposal and fixes for himself which toys the child prefers. It is good if the baby shows interest in the proposed material, especially in objects of a new shape. An adult praises the child, strokes his head, picks him up, smiles at him.

The game is held for 3-4 days in a row and may again interest the baby after a week break, but now it is advisable to play 2-3 times.

3. Acquaintance with the size of objects (organized from 10 months).

didactic task. Teach children to perform simple actions with objects, given their size.

Material. Large and small buckets with a set of different cubes (four large and five small). The height of the large bucket is 16 cm, the small one is 10 cm. The size of the large cube is 4.5X4.5X4.5cm, the small one is 3X3X3cm.

The adult shows the child a large bucket with a lid and explains that there are toys in it. Offers to open the lid and get them. As the action progresses, he praises the baby. When all the cubes are considered, the adult asks the child to put them in a bucket and close it with a lid. Helps complete the task if needed.

Having praised the child, the adult puts a small one next to the big bucket. The kid, with the help of an adult, opens the lid and, taking out objects one at a time, examines them. Then the adult puts large cubes on the table next to the small ones and explains that there are a lot of toys.

Together with the child, he sorts objects by size: he puts the large cubes into a large bucket, the child himself puts the remaining small cubes into a small bucket.

The duration of the game is 5-10 minutes.

Games-classes on sensory education for children of the second year of life.

1. Stringing large and small rings on the rod.

didactic task. Teach children to pay attention to the size of objects when performing actions with toys; to form the ability to correctly focus on the words "big", "small".

Material. Homogeneous pyramids, consisting of rings of large and small sizes. The diameter of the large ring is 4.5 cm, the small one is 3 cm.

Showing the children a pyramid, the teacher says that it consists of rings. Then he begins to disassemble the pyramid, removing the small rings. He explains: “Here is a small ring and another small ring,” etc. The removed rings are placed to the right of the rod. Then the adult draws the attention of the children to the large rings, explains that they are not the same as the previous ones: “They are different, that’s what they are - a big ring, another big ring, more and more (folds them to the right of the small rings)”.

Then the teacher collects the pyramid. Having put on a large ring, he invites one of the children to put on the same ring. The other child does the same task. Then small rings are put on.

When the entire pyramid is assembled, the adult provides an opportunity for each child to complete the task on their own. The teacher makes sure that when parsing the pyramid, the children correctly lay out rings of different sizes. If they find it difficult to string rings, reminds them to put on a large ring first, then another one, etc.

The duration of the game-lesson is 5-8 minutes.

2. Folding a double matryoshka

didactic task. Teach children to compare objects by size. Develop understanding of the words "big", "small".

Material. Nesting dolls: large double and one-piece small.

The teacher shows the children a large nesting doll, notes that it is bright, elegant. Shakes: inside something rattles. He opens the lid and shows the second matryoshka, a small one. The children are happy to respond.

Having closed a large nesting doll, the teacher puts the toys nearby. It fixes the children's attention on their size, coordinating the words with the gesture - one nesting doll is small, hiding in the palm of your hand, and the other is large, you cannot hide it in the palm of your hand. Then the adult invites the children to show a small matryoshka.

Next, the teacher opens a large nesting doll, puts a small one in it and invites one of the children to hide the nesting doll - close it with the other half. Having tightly connected a large nesting doll, the teacher rotates the upper and lower parts until the pattern is aligned.

Once again admiring the matryoshka, the teacher distributes individual material to the children. He offers to open a large nesting doll and get a small one. If the baby cannot open the lid, the teacher helps.

Having closed the large nesting doll and placing both nesting dolls side by side, the children show where the big and where the small toy is. Finally, one matryoshka is again hidden in another. If the kids are interested in the objects, the teacher offers the little nesting doll to “walk”: the nesting doll walks top-top-top (combines display and verbal explanation).

At the end of the lesson game, the children collect the matryoshka and take it to its place, saying: “top-top-top”. The game-lesson is held twice, lasts 5-8 minutes. Three or four children are engaged at the same time.

3. Stringing rings, decreasing in size.

didactic task. To teach children to perform simple actions with objects: remove and string rings. Enrich the visual-tactile experience of toddlers. Build a positive attitude towards work.

Material. Conical pyramid of five rings. The lesson uses one-color pyramids: red, orange, yellow, green, blue, purple, black and white.

The teacher shows the children one of the pyramids and says that it is very beautiful. Offers to remove the rings from the pyramid. Since this is not the first time such a lesson has been held, this task is not particularly difficult for children. The teacher fixes the attention of the kids on the fact that the rings of the pyramid are different. Having removed the first ring, he shows it to the children and explains that it is very small (puts it next to the base of the pyramid on the right). Then he takes off the next ring, shows it to the children again and explains that it is larger (puts it next to the first, to the right of it). Gradually demonstrates each next ring, which is slightly larger than the previous one, accompanying the show with the words: "This is a big ring, that's what it is."

On the table, all the rings are laid out exactly, in increasing size to the right of the pyramid. Then, in the appropriate order, the pyramid is assembled. The teacher explains: “Here is the largest ring, here is the smaller one, and this is the smallest.” Having closed the pyramid with a cap, the teacher invites the children to run their hands along its surface from top to bottom so that they feel that the pyramid expands downward: all the rings are in place, the pyramid is assembled correctly.

When children start independent actions with individual pyramids, the teacher tells how to remove the tip, where to put it (on the right, next to the base of the pyramid). When removing the rings, he pays attention to their size. (“The smallest ring should be placed next to the cap.”) The teacher can show the place where the ring should be placed. When all the rings are removed, he invites the children to see how many rings and how beautifully they lined up in a row: first lies the largest ring (points to a ring of the appropriate size), then smaller, even smaller and finally the smallest. Children following the adult indicate the size of the rings.

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The child enters preschool age at 3 years old, when he begins to perceive the world with his own eyes. This period of formation of the personality of a small person ends before entering the school stage, usually it is 7 years old.

Fundamentals of sensory education for preschoolers

The child enters preschool age at 3 years old, when he begins to perceive the world with his own eyes. This period of formation of the personality of a small person ends before entering the school stage, usually it is 7 years old. This is a fairly long period for a child's body, so age can be conditionally divided into the following stages:

• junior preschool;
• middle preschool;
• senior preschool.

In a short period of his life, the child makes a real breakthrough in his psychological development. At this stage of growing up, the baby separates from his parents, he begins to feel and perceive the world on his own. The child especially sensitively feels the need not just for a parent nearby, but for a mentor and teacher. And the better the parents cope with this important task, the more they know about the psychological needs of their baby, the more comfortable the process of adaptation to adulthood will be for the child.

The content of the psychological development of preschoolers

In children of this age, interest in communicating with peers awakens: the child ceases to perform actions exclusively together with his parents and strives for independence. There are three key points in the behavior of preschool children:

• expanding the child's social circle;
• involvement in role-playing games;
• formation of a system of values ​​and figurative thinking.

Children begin to establish their first social contacts, they fence themselves off from an adult. In children of this age, the first conscious decisions are made, his ambitions and desire to be the first, to be a leader in a group of peers are manifested.

The child actively imitates the lives of adults, trying to be like them, and adopts behavioral models within the framework of role-playing games, their tasks can be different: daughters-mothers, games in the hospital, school, shop, etc. During the game, the child models behavior in a particular life situation in the likeness of the behavior of parents. In addition, other children are also involved in the game, which also contributes to the social adaptation of the baby.

At this stage of growing up, the child begins to form his own system of values, the content of which is based on the moral norms adopted in the family. The child begins to perceive the world not as straightforwardly as before: by the senior preschool age, he is already able to look at himself from the outside. His speech becomes mediated and planned.

The main tasks of parents in the preschool period of a child's development are to accompany his psychological and moral development so that school does not become stressful for him. One of the key aspects of successful school preparation is sensory education.

What is sensory education

In the preschool period, children's sense organs are actively developing, with the help of developed figurative and visual thinking, kids receive a lot of information about what surrounds them, learns the shape of objects and their properties. It is for the improvement of these skills in the process of education that sensory development is singled out separately.

Sensory education (from the Latin "sensus" - "sensation, feeling") is the development and improvement of the development of preschoolers' sensations, perceptions and ideas. These processes are the first stage of sensory cognition of the world; on their basis, sensory cognition of the world and further mental education are formed, so the timely development of sensory feelings in children is extremely important. The solution of this problem will allow the child to perform successful psychological activities in the future.

The basis of sensory education is the improvement of his knowledge and skills regarding the external properties and dimensions of objects and phenomena, space and time. The child begins to adequately perceive shapes and sizes, distances, distinguish colors, evaluate weight and temperature, develops an ear for music.

Features of sensory development in preschool children

Sensory development of the child occurs due to the successful assimilation of sensory traditional standards. The standards are colors (primary colors of the rainbow), geometric shapes, the metric system of measures, its content. As a rule, by the age of three, a child knows several primary colors, can choose one of two objects, distinguishes between a circle and a square, knows the words “more” and “less”, willingly names different types of animals and imitates sounds, preschoolers of this age solve light logical tasks.

In addition to knowing the established standards, the child needs to understand the principle of their work. Children of primary preschool age do this mainly by touch: their actions are indicative, they explore objects for a long time before making one or another conclusion.

By the age of five, these skills are being improved, the processes of feeling and perceiving the world around us develop. Learning objects through the game (designing, drawing), the baby begins to more subtly distinguish colors, shapes of objects, their correspondence or difference. Tactile contact is accompanied by visual, auditory, olfactory.

Another indicator that the baby's sensory skills are developing at the proper level is speech. By the age of 5-7, the child should develop a vocabulary that allows not only to name objects, but also to give them definitions, to indicate their signs. Also, children of this age actively develop their imagination: the child can create the content of images of objects that he has not yet met, endow them with properties, think out hidden details.

Methodology of sensory education

In order for the process of sensory education of the baby to be successful, it is necessary to integrate various methods into games and his usual daily activities. The method of sensory education of a child involves several basic methods, we will consider each of them.

Survey

This is the initial level of sensory education, it begins even when the baby picks up his first rattle. Children's toys are made in bright colors and have standard shapes so that the child can remember the basic sensory patterns. And if before the onset of preschool age, kids simply manipulate objects, then by preschool age they begin to make a real examination of objects, carefully study the forms, distinguishing sizes, colors, geometric shapes, and their content.

Learning to examine objects in preschoolers is necessary to identify the properties of an object, so that in the future the child has personal experience. Each subject is purely individual, but the rules of the survey, the methodology, in general, are similar:

• the study of the general, holistic view of the subject;
• division of the object into separate main parts and identification of the main features (shape, color, material, etc.);
• studying the location of parts in space (they are on the right or left, above or below, etc.);
• the study of the smallest details and their location in space.

After these manipulations, the child once again examines the general appearance of the object, summarizing the information received and reinforcing it with tactile sensations.

Special attention should be paid to the study of nature. Nature provides colossal material for studying the structure of the world and the properties of certain objects. In winter, snow is of particular interest to children. For example, if younger preschoolers need to touch it in order to draw a conclusion about the properties of snow, then older preschoolers can determine whether the snow is sticky or loose, only by its external characteristics.

Autumn is rich in colors, watching how the leaves fall from the trees, the child learns the change of seasons. Looking at various fallen leaves: from ash, oak, birch, poplar, he begins to memorize the varieties of trees. In summer, there are even more bright colors, as well as smells: smell flowers with your child, study colors. An excellent tool for the sensory development of the baby will be a trip to the sea, lake or river, where you can go into the water, walk barefoot on the sand. These tactile sensations the child will be able to analyze, remember the properties of phenomena. Spring is the period of the birth of a new life, pay your child's attention to how the birds sing, returning from warm countries, or the snow melts, turning into water again.

Didactic games

Didactic games will become an assistant in the rational use of toys. These are training sessions conducted in the form of games that allow developing the child's logical skills, developing motor skills, and analytical abilities.

Thanks to such games, children gradually, in the form of games, study sensory standards, develop fine motor skills, logical skills and analytical abilities. There are a lot of didactic games, but they can be divided into zones of influence:

• for the development of a child's speech (games with a description of drawings or objects);
• for the development of hearing (“guess by voice”);
• for the development of taste (“guess by taste”);
• for the development of fine motor skills (puzzles, designers, etc.).

The role of didactic games in the sensory education of the child is colossal. Fascinated by the game, he gladly fulfills all the requests and conditions of the game, learning is easy and fun. Thanks to these games, children begin to competently build their speech, it becomes more figurative. This technique helps to build their understanding of the nature of different objects, and games for the development of motor skills are an excellent tool for developing logical skills and increasing the mobility of the fingers.

You can come up with a didactic game for your child yourself.

Just pay attention to:
1. what aspects of sensory education need additional development;
2. what games are most attractive to the baby.

Creative activity

Developing sensory education through creativity is an excellent technique for examining objects and instilling a sense of beauty in a child from a very young age. In addition, fantasy and imagination develop, the child, looking at the source materials, begins to present the final version.

In order for the creative process to be productive, you need to constantly talk with the child and ask him to talk about what he is doing. If you are drawing a house, ask the kid what kind of house it is, who lives in it. Discuss the drawing itself in detail: what parts it consists of, what color, how they are located in relation to each other.

The development of fine motor skills has a beneficial effect on the overall development of the child and the improvement of his speech. Invite your child to mold several figures or a whole panel from plasticine. The child, being carried away by the game, independently thinks through the details and makes up a whole story, endowing the characters with one quality or another.

At preschool age, children are very sensitive to the words of adults, because they see them as mentors and follow the example shown in everything. Words are very important in the development of sensory skills, they produce a reinforcing effect - the child receives new knowledge, but only with the help of an adult can he systematize them and designate them with one word or another, give them names.

Methods of sensory education of children with intellectual disabilities

Children with diagnosed developmental disabilities have a lack of interest in the world around them and a low level of development of tactile skills. They move poorly chaotically, their coordination is disturbed. With such children, correctional and developmental work on sensory education is carried out, aimed at developing the perception of different properties and shapes of objects.

To achieve a result, it is necessary that the classes are systematic and comprehensive. During classes, it is necessary to work out all types of the child's life: regimen, games, classes, walks. So it will be easier for children to adapt and perceive the world around them. It is important that in contact with objects, its examination and study, the child experiences emotions. With systematic work, children develop sensory stimuli, they begin to recognize and respond positively to the studied subjects. All actions must be accompanied by loud, accessible and intelligible speech, and all manifestations of independence in the baby should be encouraged.

Conclusion

For normal, age-appropriate, mental development, the baby needs to fully study the properties and nature of the objects surrounding him, be able to describe them and identify differences. It is necessary to start studying with a child from early childhood, but it is the preschool age that allows you to consolidate and systematize the skills that the baby has, develop and improve them.

At the first stages of sensory education, children get acquainted with sensory standards, study them. Then, when they receive much more information about the structure of the world through examination, they begin to use the existing knowledge to identify new qualities of objects and phenomena.

One can rightly call sensory education, laid down in preschool age, the foundation of a child's mental development, his intelligence and learning abilities. Knowledge of the world occurs in the process of play, the child perceives the learning process with curiosity, he is involved in the process.

Summing up, the main methods of sensory development can be called the following methods:

• examination of objects;
• didactic games;
• creative pursuits.

Non-standard ways of sensory education include, for example, going to the zoo. In combination with the correct actions of the parents or the leader of the excursion, the content of such a trip will not only bring extraordinary impressions, but will also be able to systematize the information received immediately. Learn that some animals live on land, others live underwater. It is very important not just to tell, but to conduct a dialogue with the child, to ask him questions that make him activate brain activity. Such a trip to the zoo will help develop a child's love for animals, interest in wildlife and fauna.

To help parents, bookstores and children's shops sell sets for didactic games, educational games and books. For example, one of these books has a new cover on each page - one page is covered with wool, another has a mustache made of fishing line that resembles an animal mustache, and so on. You can make these benefits yourself.

Literature

Psychologists have written and compiled a huge number of manuals on the sensory education of children of different ages. One of the most interesting practical aids is the book by E. Davydova "Fabulous world of the sensory room". In it, as the main tool for the development of sensory, she suggests using a specially equipped room in which there is simultaneously a huge amount of sounds and images: the murmur of a stream, music, birdsong, snow, rain, various lighting, etc. Finding a child in a room activates several organs of sensory development at once.

In another manual, compiled by a practicing teacher N. Kirpichnikova, you can find a lot of useful tips on planning sensory education. Activities are distributed depending on the age of the preschooler, the book contains many practical ideas that can be used in working with the baby.

A wide variety of basic didactic games for child development can be found in the classic guide for kindergarten teachers "Didactic games and exercises for sensory education of preschoolers".

Drawing with paints on the theme "Lights at night"

didactic task. To contribute to the further formation in children of an attitude towards color as an important property of objects, to lead them to an independent choice of a given color (out of four proposed). To teach the technique of applying a brush stroke using the sticking method, emphasizing the moment of applying and tearing off the brush.

Material. Sheet of black paper measuring 21 X 30 cm (landscape). For each child, paint is prepared in rosettes - gouache: red, yellow, green, blue. Squirrel or kolinsky brush No. 8-12.

Management. The teacher reminds the children that lights are lit in the windows of houses in the evening. Then he shows a sheet of black paper and applies two strokes of blue paint. Explains to children that such the colors of the lights are poorly visible at night. Next, the adult applies two green strokes and asks the children if the lights are clearly visible. such colors. Explains that such(green) lights are also hard to see at night. He applies two strokes of red paint and again asks the children the same question. Pupils note that such lights are visible better. Finally, the adult applies two strokes of yellow paint, and they all come to the conclusion that such(yellow) lights are best seen.

Then each child receives sockets with four colors of paint, and they are asked to show what paint they will use to draw lights. The choice of paint of the desired color is significantly influenced by the method of supplying the material: it is better to place rosettes with paints in such a way that the required paint would not be at the bottom right.

After all the children have found the paint of the desired color, the teacher gives each brush (dry at first) and the child’s hand applies several strokes on his sheet of paper, focusing on the moment of applying and tearing off the brush from the paper. Then the teacher gives the baby a piece of paper and offers to draw lights on their own. An adult makes sure that the child applies strokes over the entire surface of a sheet of paper, without applying one stroke to another. After the child draws a sufficient number of lights, the teacher immediately takes away his work and brush, explaining to the child that when the paint dries, they will all look at the drawings together.

After completing the task, the children willingly remain in their places, continue to examine the paints, and observe the work of their comrades.

The game-lesson lasts 6-8 minutes, is carried out once (4, p. 70).

Laying out of a mosaic on the theme "Hen and chickens"

didactic task. Fix the children's attention on the fact that color is a sign of different objects and can be used to designate them.

Material. Boxes with a mosaic of octagonal elements. Each box contains one piece of white and six pieces of yellow mosaic. Panel with holes for placing mosaic elements.

Management. The teacher begins the lesson by singing the song "Chickens" (music by A. Filippenko, lyrics by T. Volgina).

The hen went out for a walk

Pinch fresh herbs.

And behind her guys -

Yellow chickens.

Co-co-co-co, co-co-co,

Don't go far

Row with your paws,

Look for grains.

Ate a fat beetle

Earthworm.

Drank water -

Full trough.

The teacher shows the children a white mosaic and says: "Such color we will have a chicken. Demonstrating the elements of the yellow mosaic, he explains: "Such the colors will be chickens. The adult inserts one element of the white mosaic into the holes of the panel and once again explains that the chicken will such colors. Then he places one element of the yellow mosaic behind the chicken - a chicken and invites one of the children to come to his table, find another chicken and place it on the panel behind the chicken. If the child performs the task uncertainly, the teacher helps him and asks him to find another chicken.

When all the chicks are found and placed “in single file” behind the hen, the children are given individual material for independent completion of the same task. During the lesson, they can complete this task twice.

If any of the children make mistakes when completing an individual task, the teacher can prompt: “Are all your chickens the same? Is that the color of a chicken? etc.

The lesson lasts 8-10 minutes, is held once (20, p. 86).

Stringing beads of various shapes

didactic task. Teach children to alternate objects in shape.

Material. Eight round and square wooden or clay beads of the same color and size for each child; the diameter of a round bead is 2 cm, the side of a square bead is 2 cm. Thick threads or thin cords for stringing. The ends of the threads or cords are first dipped in melted wax or glue to stiffen them.

Management. A visiting doll or other character brings didactic material in a basket. After the traditional knock on the door, mutual greetings, acquaintance with the guest, the teacher pays attention to what is in the basket. The doll asks the children to make decorations for the rest of the dolls.

The teacher shows the children beads, says that they various shape: balls and cubes. Having prepared a pair of beads for stringing, an adult determines the procedure: first a ball, then a cube. Then he invites one of the most prepared children to his table, offers to choose two beads from the box (a ball and a cube) and string them. The attention of all the guys is fixed on the fact that they were put on a thread - a ball, a cube, a ball, a cube.

Gradually, the teacher approaches each child with his material, offers to select a pair of beads of different shapes and string them in a certain order: a ball, then a cube. The teacher shows the toy with his hand outstretched, trying not to distract the child. In front of the baby, lying on his back, at a distance of 60-70 cm in the center above his face, an adult begins to slightly shake the ring. The amplitude of the oscillation of an object is 7-5 cm, the frequency is one or two oscillations per second.

The task of an adult is to draw the baby's gaze to a moving object. The main condition is the oscillation of the toy when moving in all directions. You should start moving the toy only when the baby sees it, i.e., focuses on the oscillating object. Then the adult begins to move, slightly shaking, the ring to the right, then to the left, up, down, bringing it closer to the baby at a distance of 20-30 cm and moving it away at arm's length, about 1.5 m from the child.

After moving to the right, the adult returns the toy to the center and from the starting position begins to move to the left. Having returned the object to the center, the adult moves it up and back to its original position. In the same way, the object is moved down from the child's eyes, then brought closer and further away.

The size of toys with a diameter of 5--7 cm is most convenient for this purpose. Children follow larger or smaller toys much worse. It should also be noted that on a bright, sunny day, babies follow the movement of green, blue, blue, purple toys better, on a cloudy day, objects of warm color tones - red, orange, yellow. The object moves slowly, smoothly, so that the child has time to follow it.

The toy is moved to the right and left to such a distance at which the child can turn his head after it (almost at the distance of an adult's outstretched hand). In the same way, the distance is determined when the toy is moved up (the baby, following it, throws its head back) and down (lowers it, pressing its chin to the chest).

It does not matter if the child at the first show follows the toy moving in only one direction. The third or fourth time, the child will follow the toy moving in all directions.

The show lasts 1-2 minutes, is repeated twice in a row, is held once or twice a day. Do not exercise with your child at bedtime and more than twice a day. This can lead to overworking independent games (20, p. 99).

The games proposed above teach the child to observe objects, touch them, form the activity necessary in the search for new experiences.

Having learned to follow the objects being moved, the baby independently examines for a long time the pattern of the carpet hanging on the wall, the dishes in the sideboard, the pattern on the curtains, etc., and follows the mother entering and leaving the room. Pay attention to how he listens to the voices of adults, the sounding melody, smiles when he hears a familiar voice or sees the joyful face of someone close to him.

The described games can be successfully supplemented taking into account the specific situation and the experience of education in each family.

The child of the first months of life is much more receptive to the surrounding reality than is commonly believed. But if adults did not have time to start the games at the time indicated by us, they can be held later, while observing the established sequence. Older children will learn tasks in a shorter time.

First year of life.

By 2.5-3 months, children are awake much longer than in the previous age period. The duration of each period of wakefulness reaches one and a half, and by 5-6 months, two hours.

For this age, the development of hand movements is very important. At 2.5 months, the baby, with proper upbringing, for the first time begins to actively capture objects. From this moment, purposeful work on the development of movements is necessary. If it is not conducted in the family, then even at an older age, the child’s hands remain passive. Much depends on the environment in which the baby is located. It should be surrounded by a variety of age-appropriate objects, toys. Otherwise, even with an abundance of attention from adults, the proper developmental effect will not be achieved. In addition, children who are accustomed to constant communication with adults constantly demand attention to themselves, ask for hands, not knowing how to occupy themselves.

The timely development of hand movements also contributes to the formation of general movements. Having learned to take toys, the child seeks to take not only those that are directly within reach, but also not far from it. So, seeing an interesting toy on the right or left, the baby turns to it with his whole body, and later tries to get closer to it, crawl.

Very early, at the age of 20 days, children can already distinguish between many color tones, objects of different sizes and shapes. From one and a half to two months, children for the first time begin to practically act with objects and comprehend the meaning of their properties. The accumulation of sensory experience when a baby is introduced to the color, shape, size of objects, we designate as the accumulation of sensory impressions. It is these impressions that contribute to the subsequent formation in children of a full-fledged perception of the world around them.

The selection of didactic material necessary for the following games was carried out taking into account the conditions of modern life. Wooden spoons with Khokhloma painting, Zhostovo trays, ribbons or braid with decorative folk patterns, Valdai bells, which are available almost everywhere, do not belong to the category of toys, but they have a picturesque range that can evoke a deep emotional response in kids.

second year of life.

Manipulating objects, children of the second year of life continue to get acquainted with a variety of properties: size, shape, color. In most cases, initially the child performs the task by chance, autodidacticism is triggered. A ball can only be pushed into a round hole, a cube into a square hole, etc. The child is interested in the moment the object disappears, and he repeats these actions many times.

At the second stage, through trial and error, children place inserts of different sizes or different shapes in the appropriate nests. Here, too, autodidacticism plays a significant role. The child manipulates objects for a long time, trying to squeeze a large round insert into a small hole, etc. Gradually, from repeated chaotic actions, he proceeds to preliminary trying on the inserts. The kid compares the size or shape of the liner with different nests, looking for an identical one. Preliminary fitting indicates a new stage in the child's sensory development.

Ultimately, children begin to compare objects visually: they repeatedly look from one object to another, carefully choosing the liners of the required size or shape! The pinnacle of achievements of children in the second year of life is the fulfillment of tasks for correlating dissimilar objects by color, there is no longer that autodidacticism that took place when correlating objects by size or shape. Only repeated one hundred visual comparison allows the child to perform the task correctly.

The movements of the children's hands are also becoming more complex, if earlier the child simply laid out objects or placed rather large liners in the appropriate nests, now, in order to “plant” a fungus in a small hole, subtle hand movements are needed under the control of sight and touch. Tasks for grouping objects by size, shape, color become available to children when they can keep in mind the conditions for performing an action. Children remember that they must not only take two types of objects and put them in different places, but at the same time take into account their size, shape or color.

Initially, children are offered additional guidelines: lay out small circles on a narrow path, large circles on a wide path, etc. Later, children move on to grouping objects without additional guidelines.

third year of life.

For children of the third year of life, tasks are provided, in the course of which the ability to group homogeneous objects by size, shape, and color is consolidated. Often, both grouping and correlation are included in one game-lesson.

Tasks for sensory education are included not only in the subject, but also in elementary productive activities - drawing, laying out a mosaic. Given the increased opportunities for children, they are invited to choose two varieties of objects out of four possible.

The fulfillment of tasks for correlating heterogeneous objects simultaneously in size and shape is quite accessible to children of the third year of life. Making individual mistakes, the baby can correct them himself if an adult asks him the question: “Look, what is wrong?”

Placement of tabs of different sizes and shapes is carried out by children in two ways. In the first case, objects of the same variety are first selected, then the remaining liners are laid out in nests. This method is not only simpler, but also more time-saving. In the second case, the children take the liners in a row and look for the corresponding nest for each. It is desirable that every child learn both ways. Children who do not master the second method subsequently find it difficult to alternate objects according to one or another attribute.

Laying out the mosaic, the child not only takes into account the various sensory properties of objects, but also carries out rather subtle movements of the fingers. Even more complex hand movements are needed when performing drawing tasks.

By the end of the third year of life, children accumulate a certain sensory experience, which is used in drawing, especially according to the plan, laying out the mosaic, and so on.

When conducting games-classes, the educator uses a short speech instruction, without distracting the children from the tasks with unnecessary words. An adult should not require children to memorize and independently use the names of colors and shapes. It is important that the child actively perform tasks, taking into account these properties, since it is in the process of practical work that the accumulation of ideas about the properties of objects occurs.