CHAPTER 2. Diagnosis of sensory development in young children

Color

Recognizing color from a sample

Task : match the pictures to the color background.

Recognizing color by verbal designation

Task : the child is presented with colored figures and a verbal name for the color. The child must show the given color.

Color differentiation

Task : the child is shown several figures of different colors and given instructions to show the given color.

Naming the color

Task : the child must name the color.

Age indicators:

4 years: red, yellow, blue, green, white, black.

5 years: the same + orange, blue, pink.

6 years: the same + purple, brown, gray.

Conclusions:

— ideas about color are formed by age;

- there is no concept of color:

- does not distinguish colors;

- does not recognize and does not name colors;

— does not group shapes by color.

CHAPTER 2. Diagnosis of sensory development in young children

Ascertaining stage

In order to study the education of sensory culture in young children, a study was conducted on the basis of MDOU No. 4 in the period from September 2012. to February 2013. The study involved 10 children of early preschool age from 2 to 3 years old.

The methodology of Nikolaeva T.V. was taken as a basis for carrying out work to identify and assess the sensory development of young children. (Annex 1)

The diagnostic results are listed in Table 1.

Table 1.

The “+” sign marks tasks that the child completed independently (or after demonstration). The “–” sign marks tasks that were not completed by the child (or completed with an inaccurate match). In connection with the study, the levels of sensory development of each of the children were identified: - high level - 4-5 completed tasks independently or after showing them to adults; — average level – 2-3 completed tasks; – low level – 1 completed task.

Diagram 1. Children's sensory development results

So, based on the diagnostic results that showed a small number of children with a high level of development, and a large number of children with a low level of development, it was concluded that further work is necessary to develop the sensory culture of young children through didactic games aimed at improving the acquisition of knowledge.

Formative stage

The goal of the second stage (formative) was targeted work on the formation of sensory culture in young children. Familiarization of young children with the properties of objects begins with their direct examination, during which children learn to distinguish such properties of objects and phenomena as size, shape, color. By becoming familiar with the basic properties and their verbal designations, the child can more easily navigate the world around him. The accumulation of sensory experience occurs through systematic classes, which are based on the use of didactic games and exercises. It should be noted that, having mastered the standard system, the child receives, as it were, a set of standards, standards with which he can compare any newly perceived quality and give it a proper definition. Mastering ideas about these varieties allows the child to optimally perceive the surrounding reality. We had to find out when, how and in what sequence do children begin to distinguish the properties of objects? Does practical orientation in the qualities of objects depend on their verbal designation, primarily on words-names of size, shape, color; on the nature of the child’s activities with these objects? Based on the diagnostic results, which showed a small number of children with a high level of child development, and a large number of children with a low level of development, in the experimental group of children, it was concluded that further work is necessary to develop the sensory culture of young children using didactic games aimed to improve the acquisition of knowledge about the properties of objects. The value of the didactic game also lies in the fact that, thanks to the element of self-control inherent in it, it allows you to organize more or less independent activity of young children and develop the ability to play next to others without disturbing them. In the course of this work, it turned out that memorizing color names is extremely slow and with significant difficulties for most children. Individual differences in the speed of learning color names, as well as the shapes of objects, depend to a large extent on the age of the children and associative connections from the child’s personal experience. If we talk about the peculiarities of shape perception, it should be noted that the selection of homogeneous objects of a given shape based on a model is more difficult for children than the correlation of dissimilar objects, which is carried out mainly through trial and error. Of particular importance in the practical orientation of young children is mastering the methods of examining forms. The main role in this case is given to such methods as cooperation with an adult, tracing the contour of an object with the child’s hand, guided by an adult, followed by the transition to independent tracing of the contour of the object and then a purely visual analysis of the properties. So, to develop the sensory culture of young children, we carried out systematic work using the following didactic games in an experimental group of children aged 2 to 3 years (see Appendix 2):

1) Game “Find a flower for the butterfly” Purpose : to teach to distinguish colors; enrich your speech with phrases:

“of the same color”, “of the same color”. 2) Game “Hide the Mouse” Goal : continue to teach children to distinguish colors, select similar

colors by eye followed by checking (application, overlay);

practice identifying a given color and naming it correctly

these colors. 3 ) Game “Miracle - Steam Locomotive” Purpose: to teach children to design based on color; highlight and name

parts of a steam locomotive: wheels, cars; develop fine motor skills. 4) Game “Fold the picture” Purpose: to train children in composing a whole object from its parts with

based on color; learn to analyze an elementary control circuit:

develop spatial thinking, will, perseverance. 5 ) Game “Pyramid” Purpose: to learn to correlate the size of the rings in a given sequence:

learn to analyze the result; develop perseverance and perseverance. 6 ) Game “Find a Friend” Goal: continue to teach children how to choose a color based on a pattern, how to

sound signal, develop attention. 7) Game-exercise “Narrow and wide path” Purpose: To consolidate the ability to place bricks with the long side facing each other

friend, distributing the structure over the surface. Planned practical work was also carried out with the children.

nature: classes were carried out on productive activities - such as modeling, design, drawing, as well as games and exercises in free time.

At the parent meeting, parents were asked to fill out a questionnaire:

“Identifying the interests and knowledge of parents of pupils on issues

sensory development and education of preschool children.” After analyzing the questionnaire data, parents at the meeting were given advice on the development of sensory abilities of young children. In the process of practical research, we were convinced that didactic

Games with content, form of organization, rules and effectiveness contribute to the development in children of the ability to analyze, compare, juxtapose, highlighting the characteristics of objects. As a result of the use of didactic games of a sensory nature

It was noticed that many children learned to recognize the colors of objects and identify their characteristic features. It was also noted that as a result of the work carried out with young children, the sensory culture of children increased: children became more focused on completing tasks and tried to analyze their practical actions. The use of didactic games also stimulated the development of mental processes: many children became more observant and attentive.

Control stage

At the final stage of the study, a repeated diagnosis was carried out in order to study the dynamics of formative work on the development of sensory culture of young children in the experimental group of children. The purpose of this (third) stage is to summarize the results of the formative work.

Table 2.

The “+” sign marks tasks that the child completed independently (or after demonstration). The “–” sign marks tasks that were not completed by the child (or completed with an inaccurate match).

In connection with the study, the levels of sensory development of each of the children were identified: - high level - 4-5 completed tasks independently or after showing them to adults; — average level – 2-3 completed tasks; – low level – 1 completed task.

Diagram No. 2. Repeated diagnosis

So, as a result of control diagnostics of the level of knowledge formation about the properties of objects in young children of the experimental group, the following indicators were identified, which are presented in diagram No. 3

Diagram No. 3. Comparison chart.

Thus, we can conclude that the process of developing sensory culture in young children is successful when using a system of didactic games and exercises.

As a result of the study, the features of the process of education and the formation of sensory culture of young children were studied.

During the ascertaining stage, a diagnosis was made of the level of development of the sensory culture of young children. Diagnostic data revealed the need for special work to develop children's ideas about the properties of objects: size, color, shape. Formation of representations of the reference system in children of the experimental group

was carried out using didactic games.

The study noted high cognitive activity of children and interest in studying the properties of objects. At the third stage, control diagnostics were carried out and the results of the work performed were summed up. During the control diagnostics, positive dynamics were noted in the development of ideas in children of the experimental group of early age about color, shape, and size thanks to the use of specially selected didactic games.

Conclusion. As a result of the study, it was noted that sensory development can be carried out in different types of activities - in actions with objects in games, drawing, modeling, activities with building materials, etc. Perception will be more complete if several analyzers are involved in it simultaneously, i.e. e. the child not only sees and hears, but feels and acts with these objects. It is important to note that the impression gained from observing the actions of adults will be better cemented in the child’s memory if he reproduces these actions in his own play. Therefore, it is necessary to use aids and toys, by using which the child practically becomes familiar with the properties of objects - size, shape, heaviness, color and, by acting, reproduces impressions received from the environment. However, no matter how diverse the benefits presented to the child, they themselves do not ensure his sensory development, but are only necessary conditions that contribute to this development. An adult organizes and directs the child’s sensory activity. Without special educational techniques, sensory development will not be successful; it will be superficial, incomplete, and often even incorrect. Already in very early childhood, toys shown by adults evoke a longer, and therefore better, perception than a toy simply hanging in front of a child’s eyes. It is necessary to promote the development of sensory abilities and better perception through various techniques during games, special activities and observation of the environment. Without sufficient development of perception, it is impossible to know the qualities of objects; without the ability to observe, a child will not learn about many phenomena in the environment. In early childhood, the greatest importance is not the amount of knowledge that a child acquires at a given age, but the level of development of sensory and mental abilities and the level of development of such mental processes as attention, memory, and thinking. Therefore, it is more important not so much to give children as much different knowledge as possible, but to develop their orientation-cognitive activity and ability to perceive. At this age, it is not yet possible or necessary to introduce children to generally accepted sensory standards and provide them with systematic knowledge about the properties of objects. However, the work carried out must prepare the ground for the subsequent assimilation of standards, that is, it must be structured in such a way that children can later, already beyond the threshold of early childhood, easily assimilate generally accepted concepts and groupings of properties. In early childhood, perception remains very imperfect. The child cannot consistently examine an object and identify its different sides. He picks out some of the most striking signs and, reacting to it, recognizes the object. That is why, in the second year of life, the baby enjoys looking at pictures and photographs, not paying attention to the spatial arrangement of the objects depicted, for example, when the book lies upside down. It recognizes colored and contoured objects as well as objects painted in unusual colors equally well. That is, color has not yet become an important feature for a child that characterizes an object. The development of object-based activity at an early age confronts the child with the need to identify and take into account in actions precisely those sensory attributes of objects that have practical significance for performing actions. The child’s successful performance of practical actions depends on the preliminary perception and analysis of what needs to be done. Therefore, the sensory processes of each child should be improved, taking into account the content of his activity.

In the process of this study, the process of using didactic games in the sensory education of young children was studied. In the theoretical part, a general description of the problem of educating sensory culture was given, the importance of didactic games in the development of a young child was studied, and the possibility of solving problems of sensory education using didactic games was determined. Didactic games are necessary for the development of cognitive processes (imagination, memory, observation, perception, intelligence, speed of thinking, etc.). What attracts a child to a didactic game is not the educational nature, but the opportunity to be active, perform a game action, achieve a result, and win. The opportunity to teach young children through active, interesting activities is a distinctive feature of didactic games. The organization and conduct of such games is carried out under the guidance of a teacher. In the practical part of this study, we were convinced that didactic games contribute to the development of children’s ideas about the properties of objects. The modern theory of sensory education includes all the diversity of sensory characteristics of the surrounding world, as well as generalized methods of examining objects, their qualities, properties, relationships, i.e. perceptual actions, a system of examination actions, a system of standards that children master. Therefore, the task of sensory education - to teach the child these actions in a timely manner - is relevant and effective. And generalized methods of examining objects are important for the formation of operations of comparison, generalization, and for the development of thought processes.

Thus, the goal was achieved, the problems were solved, the hypothesis was confirmed.

List of used literature

1. Abdullaeva Sh.A. Formation of sensory experience and methods of its organization in young children. Abstract. – M., 2005. 2. Buyanova R. Sensory development of children // Social work. - No. 12. – 2006. 3. Vartan V.P. Sensory development of preschool children. – Mn.: BrGU, 2007. 4. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. – M., 2008. 5. Raising the sensory culture of a child from birth to 6 years. A book for kindergarten teachers / L.A. Venger, E.G. Pilyugina, N.B. Wenger/ Ed. L.A. Wenger. – M.: Education, 2008. 6. Gavrilushkina O.P., Sokolova N.D. Education and training of mentally retarded children of preschool age. Program for special preschool institutions. – M., 2007. 7. Preschool pedagogy. Textbook aid for students avg. ped. textbook institutions / Kozlova S.A., Kulikova T.A./ Publishing center Academy. – M., 2008. 8. Origins. Basic program for the development of a preschool child / T.I. Antonova, A.G. Arushanova and others. 2nd edition, corrected and supplemented. – M., 2004. 9. Kostyuk I. Harmonic atmosphere of Montessori // Preschool education. – M., 2006. – No. 11. 10. Lyubina G. Verbal and non-verbal means of communication in the Montessori group // Preschool education. – M., 2008. 11. Methods of teaching visual arts and design. /Text. manual for students ped. special schools 03.08 “Doshk. vosp." / T.S. Komarova, N.P. Sakulina, N.B. Khalezova and others / Ed. T.S. Komarova, 3rd ed., add. slave. – M.: Education, 2001. 12. Pilyugina E.G. Sensory education classes for young children. A manual for kindergarten teachers. – M., 2007. 13. Psychology of sensations and perception: Textbook. village for universities/Ed. Yu.B. Gippenreiter, V.V. Lyubimova, M.B. Mikhalevskaya. — 2nd ed., rev. and additional - M.: CheRo, 2009. 14. Baby’s sensory abilities. Games for the development of color, shape, size in young children. A book for kindergarten teachers and parents / E.G. Pilyugina. – M.: Education, 2, JSC “Educational Literature”, 2006. 15. Sorokina M.G. M. Montessori system. Theory and practice. Textbook for students. higher ped. textbook establishments. - M., Publishing. – M., 2003. 16. Tikheyeva E.I. The teacher must not only love children, but also know their age characteristics. // Preschool education. – M., 2002. – No. 10. 17. Uruntaeva G.A. Preschool psychology: Textbook. aid for students avg. ped. textbook establishments. — 5th ed., stereotype. – M.: Publishing House, 2001. 18. Usova A.P. Pedagogy and psychology of sensory development and education of a preschooler // Theory and practice of sensory education in kindergarten. – M., 2001. 19. Friedrich Froebel. We will live for the sake of our children / Comp. foreword by A.M. Volumbaeva. – M.: Publishing house “Karapuz”, 2001.

20. Korepanova M.V., Ikryannikova T.N., Ulitina V.V. “Development and education of children of early and preschool age” - Volgograd: Peremena, 2006

ANNEX 1

Tasks for identifying and assessing sensory development in young children.

Equipment: 1. wooden (or plastic) board with three (four) slots - round, square, triangular, semicircular shapes and three (four) flat geometric figures, the base of each of which corresponds in shape to one of the slots; 2. a wooden or plastic box with six slots - round, square, rectangular, semicircular, triangular and hexagonal shapes and twelve volumetric geometric figures, the base of each of which corresponds in shape to one of the slots; 3. one pyramid with three rings of equal size; pyramids of three rings, decreasing in size (two red, two yellow, one blue); 4. five large yellow cubes; two large red cubes; two large blue cubes; 5. five large yellow balls; two large red balls; two large blue balls; 6. colored cubes - five yellow; three red; three green; three orange; three white; 7. one three-piece and one four-piece nesting doll; 8. three pairs of subject pictures: in each pair, one picture is cut into two (three, four) parts. Basic tasks for children 2.5-3 years old. 1. Place the geometric shapes into the slots of the corresponding plane. 2. Group objects by color when choosing from 4, for example, red, yellow, blue and green cubes. 3.Fold a three-part matryoshka doll. 4. Fold three pyramids of different colors (red, blue, yellow) from 3 rings of decreasing size. 5. Fold the subject picture, cut vertically into 3 parts. Conducting an examination. The tasks were presented to the child immediately for independent completion. The teacher asked the child to insert the figures into the corresponding slots; disassemble and assemble the pyramid; open the nesting doll and assemble it; put together a whole picture from parts. Moreover, all tasks had to be accompanied by natural gestures. Education. If the child had difficulty completing tasks on his own, the adult demonstrated the corresponding action and then asked the child to reproduce it. If the child could not cope in this case, then taking into account the size of the rings; folded a cut picture. Following this, the child was asked to act independently. Assessment of the child's actions. For each task it was recorded: the method of joint actions was used. For example, the teacher inserted figures into the corresponding slots with the child’s hands; collected a pyramid - Desire to cooperate with an adult; accepting the task; the ability to detect the error of one’s actions; interest in the result of the activity; — Method of completing the task (independently, after a demonstration, after joint actions, failure); — Result: exact match to the adult sample, inexact match

The results of observations of the way children orient themselves in a task. Low level - the child acted by trial, for example: in order to put a geometric shape into a slot on the board, he went through all the holes in search of the one into which he could lower the form. In this way he found the desired slot and inserted the figure. The child acts purposefully and achieves a positive result. The middle level is the child’s actions at the level of trying on, for example: putting geometric shapes into the slots of the board, the child did not go through all the holes in search of the one into which to lower the triangular shape, but brought it to a similar one, for example, to a semicircle; when approaching and trying on, he began to see the differences and transferred the figure to the triangular slot. High level – the child acted at the level of visual orientation. The child identified the signs of objects that were essential for a certain action by eye and immediately performed the actions correctly without first trying them on. For example, the child accurately placed geometric shapes into the corresponding slots on the board; immediately and accurately folded a three-part matryoshka doll. Assessing the level of sensory development of a child. In the process of observing the nature of the performance of the above tasks, the level of sensory development of young children was assessed. Accordingly, four assessment levels were identified: 1. Ahead of the age norm - 1 child. 2. Compliance with the age norm - 4 children. 3. The gap from the age norm is 3 children. 4. Significant lag behind the age norm – 2 children.

APPENDIX 2

TYPES OF LEARNING TASKS

COLOR

TYPES OF LEARNING TASKS FORM

VALUE

APPENDIX 3

SENSORY EDUCATION LESSON PLANS

Lesson No. 1 (Hide the mouse)

Program content. Introducing children to the six colors of the spectrum and their names. Color identification training.

Material. Demonstration: sheets of paper of six colors (20x15 cm), in the middle a white square (8x8 cm) on which a mouse is drawn (mouse house), squares of the same six colors - doors (10x10 cm), a toy - a cat. Handout: the same material in a smaller size - colored sheets (10x8 cm), white squares on them (5x5 cm), colored squares (6x6 cm); three houses and six doors for each child.

Progress of the lesson. The teacher plays the game “Hide the Mouse!” with the children. First, he introduces the children to the rules of the game; the children play together with the teacher. Then the children play independently. They hide mice from the cat by matching multi-colored houses with windows that are exactly the same color as the house, and closing the windows so that the mouse is not visible.

Children learn the names of the six colors of the spectrum.

Lesson plan No. 2. (In the kingdom of human figures)

Program content. Familiarize children with circle, square, triangle and their names. Learning how to examine a shape - tracing the outline of a figure with a finger.

Material. Demonstration: large cardboard circle, square, triangle with painted “faces” - human figures. distribution : 2-3 circles, squares, smaller triangles of different colors for each child,

Progress of the lesson. The teacher, together with the children, takes turns examining a circle, square, triangle, tracing their contours with a finger, and gives the names of these figures. Then a game is played: the little figures go around each one in turn: children and collect cookies (multi-colored circles, squares, triangles) into a basket. Each figure takes cookies of the same shape as itself.

Note. In the “stronger” subgroup, children have 3 figures of each shape, in the “weaker” subgroup, 2 figures of each shape.

Form

Tasks:

- show geometric figures and shapes upon request;

- group them;

- correlate figures and shapes with specific objects from the environment;

- name the figures and shapes.

Age indicators:

4 years: circle, square, triangle.

5 years: the same + rectangle, ball, cube.

6 years : the same + oval, rectangle, quadrangle..

Conclusions:

— ideas about form are formed according to age;

- has no concept of form:

- does not group geometric shapes;

- does not distinguish and name geometric shapes (flat and three-dimensional);

- does not correlate the shape of an object with a geometric shape;

- does not group objects by shape.

MAGAZINE Preschooler.RF

1. 1. Diagnosis of the level of sensory development in young children

In order to verify the assumptions made on the basis of the MB preschool educational institution “Kindergarten No. 6 “Romashka” of a combined type in the city of Mezhdurechensk in the period from January 2022. until May 2022, an experimental study was organized and conducted. Pupils of the junior group, 10 children of early preschool age who regularly attend the junior group, took part in the experiment. The experimental group included 4 boys and 6 girls (Appendix 1).

The ascertaining experiment was organized in January 2020.

We defined the goal of the ascertaining stage of the experiment as identifying the level of sensory development in young children.

The objectives of the ascertaining experiment were:

• determine diagnostic tools for diagnosing sensory representations in children
• organize and conduct diagnostics of sensory ideas regarding children’s perception of color, shape, size
• study and summarize the data obtained.

In order to determine the diagnostic tools of the experiment, we identified the criteria for the sensory development of children of primary preschool age, proposed by L.A. Wenger:

• knowledge of sensory color standards
• knowledge of sensory standards of form
• knowledge of sensory standards of size.

In accordance with these criteria, we developed indicators of sensory development, which are presented in Table 1.

Table 1 - Criteria for assessing sensory development in young children.

№

In accordance with the criteria, we have identified the following diagnostic methods (Table 2, Appendix 2).

Table 2 - Diagnostic methods for determining the level of sensory development of young children

Let us consider the results of the first ascertaining experiment using the “Diagnostic Lotto “Color”” technique by T.E. Vasilyeva (Appendix 2).

In the process of using the “Color” technique, we gave children cards of primary colors (white, black, red, blue, green, yellow), as well as additional colors (orange, purple) and shades (gray, pink, blue). Then we showed cards with objects of different colors depicted on them, and asked which of the children had this or that object (red car, green cucumber, yellow ball, etc.). The child covered his pictures on the map.

The diagnostic results were recorded based on the following indicators of development levels:

- high level: the child acts independently, without any help, by the end of the game he covers all the objects on the lotto card (3 points);

- average level: the child acts with the help of an adult or at the promptings of other children. By the end of the game, 1-2 objects of those colors remain uncovered, the names of which he still unsurely knows and confuses (2 points);

- low level: the child does not complete tasks or covers only 2-3 objects on the lotto card of those colors whose names are familiar to him (1 point).

As a result of the diagnostics “Diagnostic Lotto “Color” T.E. Vasilyeva, we obtained the results presented in Table 3.

Table 3 - Results of the ascertaining experiment studying the level of color perception (method “Diagnostic Lotto “Color”” by T.E. Vasilyeva)

Quantitative processing of the research results showed that in the experimental group 2 children had a 20% high level, since these children were able to independently close all the cards in accordance with the color; the average level was found in 4 children - 40%, these children partially coped with the task and made two or three mistakes; 4 children were identified with a low level – 40%.

We also carried out a qualitative processing of the research results. Two children (20%) showed a high level, which indicates that these children know the names of both primary and additional colors and shades, and are able to independently correlate a color with a sample. These are: Alexander R. and Dmitry R.V. Five children - 50% showed an average level of knowledge of color standards, as they confuse the names of additional colors and shades, and cannot always independently correlate the color with the sample Three children - 30%, who confuse primary colors , don't know the shades. He showed little desire to complete tasks independently, asked for help, or relied on the opinions of other children.

The results of the study using the “Diagnostic Lotto “Color”” method by T.E. Vasilyeva as an indicator of the level of knowledge of color standards for young children are presented in Figure 1.

Figure 1 - Results of diagnosing the level of color perception of young children (method “Diagnostic Lotto “Color”” by T.E. Vasilyeva)

To identify the level of formation of shape perception, we used the diagnostic game “Let's Build Houses for Figures.” During the experiment, we showed the children geometric shapes (circle, square, triangle and rectangle) and asked them to build houses of the same shape from sticks and threads.

We assessed the level of formation of form perception in accordance with the following levels:

– high level: the child correctly names all the geometric shapes, independently builds houses for all the shapes (3 points);

– average level: the child does not firmly know the names of the figures, but names them with the help of the teacher; acts with the help of an adult who helps to see the difference in houses for different figures. It is allowed to demonstrate the method of building houses (2 points);

– low level: (1 point).

Quantitative processing of the study results showed that in the experimental group, 1 child had a high level of formation of shape perception - 10%; average level – 5 children – 50%; low level – 4 children – 40% (Appendix 2, Table 4).

Table 4 - Results of assessing the level of formation of shape perception (Diagnostic game “Let's build houses for figures” by N.V. Serebryakova)

1 person (10%) from the experimental group showed high results, which indicates that the child has formed an idea of ​​the standards of form, he can independently reproduce figures according to a given shape. 5 people (50%) have an insufficiently formed idea of ​​the form. These children coped with the tasks with the help of the teacher, did not always distinguish one figure from another, but at the same time showed interest and desire to cope with the task. It is worth noting that 4 people (40%) do not know the standards of the form, since they do not know the names of the figures, and cannot reproduce the shown figure even with the help of an adult. In addition, they demonstrate low interest: they played with chopsticks, laid out whatever they found. When faced with difficulties, they did not accept the help of an adult, often had conflicts, and more often showed negative rather than positive emotions.

The results of the study of the level of development of shape perception in the experimental group are presented in Figure 2.

Figure 2 - Results of assessing the level of perception of shape in young children (Diagnostic game “Let’s build houses for figures”

N.V. Serebryakova)

To identify the level of formation of the perception of size, we used the diagnostic game “Let’s Feed the Bears” by N.V. Serebryakova. During the experiment, we offered children a picture depicting 5 bears of different sizes standing in height, as well as 5 bowls of different sizes and 5 spoons of decreasing size. We offered each child to help the bears and find the right size bowl and spoon for them. While observing the children's activities, we recorded how the child laid out bowls and spoons. It was important to determine how to complete the task: by measuring, by eye, at random.

Assessment of the level of development of the formation of size perception was carried out in accordance with the following levels:

– high level: the child accurately completes tasks and, if necessary, uses the method of measuring objects to check; correlates three series of quantities well with each other, completes tasks accurately (3 points);

– average level: the child does not always use the method of measuring, makes 2-3 mistakes when arranging objects, but after the teacher’s questions he is able to correct them independently; correlates three series of quantities well with each other, completes tasks accurately (2 points);

– low level: the child lays out bowls and spoons at random, plays with them, lays out bowls and spoons without correlating their size with the size of the bears, as well as the size of the bowls and spoons with each other; the teacher's leading questions do not lead to success (1 point).

The results obtained are presented in Table 5 and Appendix 2.

Table 5 - Results of assessing the level of formation of size perception (Diagnostic game “Let’s feed the bears” by N.V. Serebryakova)

Analysis of the diagnostic results showed that a high level in the experimental group was detected in 1 person (10%): Alexander R. An average level was detected in 4 people (40%). A low level was found in 5 children (50%).

We also carried out high-quality processing. In the experimental group, half of the children showed a low level. During the experiment, children with this level laid out bowls and spoons at random, played with them, and did not at all correlate their size with the size of the bears, or the size of the bowls and spoons with each other. Leading questions from an adult, as a rule, did not lead to successful completion of the task. The average level of perception of size (40%) was shown by children who could not always use the method of measuring; in the process of arranging objects they made 2-3 mistakes. It is worth noting that after the teacher’s leading questions, they were often able to correct them on their own. Only one child (Alexander R.) completed all the tasks absolutely accurately, and when necessary, he used the method of measuring objects to check. Observation showed that he correlates three series of quantities well with each other, which allows him to complete tasks accurately.

The results of assessing the level of formation of size perception in the experimental group are presented in Figure 3.

Figure 3 - Results of assessing the level of formation of size perception (Diagnostic game “Let’s feed the bears” by N.V. Serebryakova)

The first ascertaining experiment showed that the majority of children show an average and low level of development of sensory perception. The children of the study group showed the highest results regarding the “Color Perception” criterion - 20% of the subjects showed a high level of development. Regarding the criteria of “Perception of shape” and “Perception of size”, only one child (10%) showed a high level of development. It is worth noting the high percentage of children with a low level: 40% regarding the criteria of “Color perception” and

“Perception of shape” and 50% relative to the criterion “Perception of size”.

As part of the ascertaining experiment, the work of teachers of the junior group in organizing activities for the sensory development of children of early preschool age was studied. Classes, as well as independent activities of children in their free time, individual work with children were planned by teachers taking into account age characteristics. It is worth noting that classes directly related to sensory development are conducted sporadically; there is no systematic work in this direction.

We also had a conversation with the teachers. We were interested in how the play activity of the author's fairy tale is used as a means of sensory development for children of early preschool age, and whether there is a program that is directly aimed at the sensory development of children. As a result of the conversation, we found out that work aimed at sensory development does not have software, that is, there is no specially organized systematic work in this direction.

Having conducted a study of the level of sensory development of children of early preschool age, we found that the level of perception of color, shape, and size is not sufficiently developed. A high level of individuality development in the group we studied was found only in 10-20% of children, average and low – in 40-50%. The study showed that teachers in their work on sensory development mainly use standard methods and techniques, and are little focused on targeted work within the framework of a specially developed program for the sensory development of each child. The results of the ascertaining experiment served as the basis for conducting a formative experiment. Based on this, we decided to develop a sensory education program for young children aimed at increasing the level of perception of sensory standards.

LIST OF SOURCES USED

1. Bashaeva, T.V. Development of perception in children - shape, color, sound [Text] / T.V. Bashaeva. – Yaroslavl: Academy of Development, 1999.
2. Wenger, L.A., Pilyugina, E.G. Raising a child’s sensory culture [Text] / L.A. Wenger, E.G. Pilyugin. - Moscow, Education, 2008. –144 p.
3. Education and development of young children. Materials of the interregional scientific and practical conference on December 13-14, 2006. [Text] / N. Novgorod, LLC Printing House “Povolzhye”, 2006. – 282 p.
4. Nurturing a child’s sensory culture from birth to 6 years. Book for a kindergarten teacher [Text] / ed. L.A. Wenger, E.G. Pilyugin. – M.: Education, 1989. – 144 p.
5. Vygotsky, L.S. Collected works: in 6 volumes. T2. Problems of general psychology. [Text] / L.S. Vygotsky. - M.: Pedagogy, 1982 - 256 p.
6. Grigorieva, G.G., Kochetova, N.P., Gruba, G.V. "Playing with the kids." Games and exercises for young children. [Text] / G.G. Grigorieva, N.P. Kochetova, G.V. Rude. – Moscow, Education, 2003. – 80 p.
7. Demina, E.S. Development and education of young children in preschool educational institutions (educational and methodological manual). [Text] / E.S. Demina. - Moscow, TU Sfera, 2005, - 192 p.

Magnitude

Tasks:

- show objects of contrasting size upon request;

- arrange objects in ascending and descending order;

- name the corresponding quantity ratios.

Age indicators:

4 years: long - short, wide - narrow, high - low.

5 years: 4 gradations of each characteristic, determined by comparison (the red stripe is shorter than the yellow one, but wider than the green one).

6 years: 5 gradations of each characteristic, determined by comparison.

Conclusions:

— ideas about size are formed according to age;

- there are no concepts of size:

- does not differentiate objects of contrasting size;

- does not arrange objects in ascending and descending order;

- does not use words in speech that characterize quantities and their relationships.

Methods for studying sensory standards

At the ascertaining stage, we tried to adhere to the recommendations described in the works of L.A. Wenger. and Strebeleva E.A.

L.A. method Wenger's grouping of toys

The proposed task allows us to determine the degree of development of shape perception, the ability to use geometric standards as samples to determine the main shape of the examiner of objects, that is, to group objects according to their shape.

The following materials are used: boxes without lids 20 by 20. They must have the same color. In this case, a 4 by 4 image with a reference sample should be used.

On the front wall of one of the boxes there is a square, on the second - a triangle, on the third - a circle.

You need to place 8 square, 8 triangular and 8 round objects in the bag.

The examination is carried out according to the following scheme: the child must arrange boxes on the table. You need to draw the preschooler’s attention to this example: here is such and such a figure, and here is such and such. Then you need to take some objects out of the bags and ask: what does this object look like?

When the child can point to the correct standard, we ask him to:

- Throw it in the box

Then another object is demonstrated using the same scheme.

Then we give the child the opportunity to arrange the toys on his own and ask him: “Now please carefully examine and arrange all the toys, each in its own box.”

Training: if the child is not able to complete this task himself, you need to offer him toys sequentially and ask him to put them in the right boxes. If a child puts down a toy without focusing on a sample, then you need to draw his attention to this sample so that he can relate the toy to it.

The child’s actions are assessed according to the following algorithm:

• the preschooler understands and completes tasks;
• what are the features of completing the task, the preschooler acts in accordance with the model;
• Is the child’s work purposeful?
• how trainable it is;
• how the child feels about the result.

Result

1 point – the child acts inappropriately, which leads him to misunderstanding and inability to accept the task.

2 points – the child, even after being trained, cannot take into account the main principle of the task and is not able to focus on the standard model.

3 points - the child puts down the toys after he has been trained; match their shape with the model.

4 points – the child is interested in the final result, tries to take into account the sample.

Strebeleva’s “Matryoshka” technique

The following exercise was developed by Strebeleva E.A. It involves disassembling and assembling a matryoshka doll consisting of four parts.

By completing this task, the child demonstrates his ability to focus on magnitude.

Only the matryoshka acts as equipment.

The examination is carried out according to the following scheme: first, the child is shown a matryoshka doll. He must see what is in it. Then you need to ask him to put the nesting doll back together. If it is difficult for him to do this on his own, he needs to be trained.

The training proceeds like this: after the child has been shown how to make nesting dolls from two to four parts, you need to ask him to complete the task independently.

Then you need to appreciate the child’s actions: how much he understands and accepts the task, how he completes it, how trainable he is and how he feels about the result obtained.

1 point – the child, even after good training, cannot adequately complete the task.

2 points - the child understands the task and tries to act with the nesting doll, but is not able to determine the size of its parts, so his actions look chaotic.

It is necessary to monitor the adequacy of actions during the learning process. But after training, the child has no independence, he is not interested in the result of his activities.

3 points – the child understands and completes the task, selecting elements, tries to complete the task independently and is interested in the result obtained.

4 points - the child understands and completes the task well, folds the matryoshka doll, uses trying on, and shows interest in the final result.

Strebeleva’s technique “Cut pictures”

The following technique is based on the works of Strebeleva E.A. You need to put together cut pictures from three parts.

This task allows us to identify children’s ability to perceive the integrity of the object that is drawn in the image. With this exercise you can determine the level of holistic perception of the image of an object.

Equipment for an item: two pictures depicting the same item are selected. One of them is cut into three parts.

The examination is carried out according to the following scheme: the child receives three parts of the picture and must connect them.

If the child cannot correctly complete the task on his own, the teacher shows the child the whole picture and again asks him to complete the task. If there is no result, then the parts are superimposed on the whole. Then the baby must repeat it himself.

The following factors are assessed:

• whether the child accepts the task;
• in what ways he tries to fulfill it;
• how trainable it is;
• how he feels about the result;
• what result.

1 point – the child is inadequate in completing the task even after receiving training. He does not understand and does not accept the task.

2 points - he accepts the task, but cannot understand it. He superimposes one part on another, during training he acts adequately, but something prevents him from moving on to independent actions. He also shows indifference to the result.

3 points – the child can accept and understand the task, tries to connect all the parts into a whole image, but cannot complete it independently; After training, he is able to complete the task correctly and is interested in the final result.

4 points - the child understands and accepts the task, completes it himself, uses the trial method and trying on.

Unfolding and folding pyramids

When performing this task, you need to focus on the magnitude, what correlating actions are available, which hand is dominant, how coordinated both hands are, how purposeful the child’s actions are.

Training: if the child cannot assemble the pyramid himself, you need to give him one piece at a time and point to the rod with a gesture so that the child understands where the ring needs to be placed. After this, you need to encourage the child to complete this task himself.

It is assessed whether the task is accepted, whether the child takes into account the size of the rings, how trainable he is and how he feels about performing the exercise and the final result.

1 point – inadequacy in the child’s performance. Even after training has been received, the child tries to put rings on the rod, while the rod is closed with a cap.

2 points – the child accepts the task and tries to assemble a pyramid. But he does not adhere to the order of the rings in size, so the pyramid, although assembled, is not beautiful. Both hands act uncoordinated, it is difficult to understand which one is leading. The child is not interested in what the result of the work will be.

3 points – the child immediately accepts the task and tries to put the rings on the pyramid, without taking into account their size. After training has been carried out, he performs the task correctly. You can immediately see what kind of hand he has and how uncoordinated the actions of his hands are. He evaluates his results adequately.

4 points – in this case the child acts independently. The baby tries to take into account the size of the rings himself. It is clear that he has a leading hand. Both hands act in concert. The child is interested in the end result.

Exercise to find paired illustrations

This task helps determine at what level the child’s visual perception of pictures depicting objects is, and how much he understands gesture instructions.

Equipment: four pairs of images with objects are selected.

The examination is carried out according to the following principles: two images with objects are laid out in front of the child. The teacher holds such a pair in his hands. Using a gesture, he shows the preschooler that he has two similar pictures, just like the child’s. Then he closes these pictures, takes out one of them and asks to show a similar one.

Training: if the child does not complete the task, he is shown how paired pictures relate.

The child’s actions are assessed according to the following criteria: how much he understands and accepts the task, whether he makes choices, whether he understands instructions using gestures, how teachable he is, how he feels about his activities.

1 point - the child acts according to the following scheme: he turns the illustrations over, tries not to fix his gaze on the image, tries to take the picture from the adult. All this speaks to the inadequacy of the baby.

2 points - in this case, he understands the task, during training it is clear that he can distinguish between paired images, but he is not interested in assessing his own performance, and cannot complete the task on his own.

3 points - before learning, the child may make a mistake, but it is clear that the task was understood correctly. After training, he acts confidently and after completion sees that he was able to achieve the desired result.

4 points – the child understands his task, is immediately able to find paired pictures, is interested in completing the task and in the result obtained.

Exercise on playing with multi-colored cubes according to the method of Stebeleva E.A.

Using this task, you can determine how much your child is able to identify colors and name them.

The equipment used is cubes of blue, yellow, green and red colors.

The examination is carried out according to the following scheme: the child must show the necessary cubes, relying on the same color as the adult’s in his hand. To do this, you need to place two or four cubes in front of the child. Then the teacher asks to show which cube has a given color or asks to name the color of a certain cube.

Actions are assessed according to the following criteria: whether the child understands and accepts the task, whether he can compare colors, whether he can recognize a color by name, whether he can name the colors himself, whether he accompanies the result with speech, and how he feels about performing the exercise.

1 point - the baby has no understanding of what color is, he cannot distinguish between different colors.

2 points - the child cannot identify colors by name even after training, does not strive to get results, and does not show interest in the activity.

3 points - in this case, he is interested in the result of the task, compares the colors and identifies them by word.

4 points – the child is able to distinguish different colors, gives them names, identifies them by name, and is interested in the final result.

Conducting research, we determine the following levels of sensory development:

• the highest level is shown by children who independently complete the task and score from 24 to 18 points;
• the average level is shown by children scoring from 12 to 18 points;
• sufficient level – from 6 to 12 points;
• initial level – less than 6 points.

The results of the study are presented in the table.

Time orientation

Tasks:

- show the corresponding time categories in the pictures;

- name the time categories shown in the pictures;

- select a series of pictures to the corresponding time categories and explain the selection criteria.

Age indicators:

4 years : morning, afternoon, evening, night.

5 years : morning, day, evening, night, yesterday, today, tomorrow, seasons.

6 years: morning, afternoon, evening, night, day, earlier, later, yesterday, today, tomorrow, seasons.

Conclusions:

— ideas about time are formed according to age;

— temporary representations are not formed:

— does not find it in the pictures;

- does not name;

- doesn’t explain.

Article: “The role of sensory culture in the mental development of a child”

Article: “The role of sensory culture in the mental development of a child”

A child’s sensory development is the development of his perception, that is, the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc.

Sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education. The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the activity of the senses and accumulating ideas about the world around us.

Sensory development, on the one hand, forms the foundation of the general mental development of the child, on the other hand, it has independent significance, since full perception is necessary for the successful development of the child in kindergarten, at school, and for many types of work .

Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of knowledge

– memorization, thinking, imagination – are built on the basis of images of perception and are the result of their processing.

Therefore, normal mental development is impossible without relying on full perception.

In kindergarten, a child learns drawing, modeling, design, gets acquainted with natural phenomena, and begins to master the basics of mathematics and literacy. Mastering knowledge and skills in all these areas requires constant attention to the external properties of objects, their accounting and use.

Thus, in order to obtain in a drawing a resemblance to the depicted object, the child must quite accurately grasp the features of its shape and color. Design requires research into the shape of an object (sample) and its structure. The child finds out the relationships between parts in space and correlates the properties of the sample with the properties of the available material. Without constant orientation in the external properties of objects, it is impossible to obtain clear ideas about the phenomena of living and non-living things.

living nature, in particular about their seasonal changes.

The formation of elementary mathematical concepts presupposes familiarity with geometric shapes and their varieties, comparison of objects by size. When mastering literacy, a huge role is played by phonemic hearing - accurate differentiation of speech sounds - and visual perception of the outline of letters. A child's readiness for school largely depends on his sensory development. Research conducted by Soviet psychologists has shown that a significant part of the difficulties that children encounter during primary education (especially in 1st grade) are associated with insufficient accuracy and flexibility of perception. As a result, distortions arise in the writing of letters, in the construction of a drawing, and inaccuracies in the manufacture of handicrafts during manual labor lessons. It happens that a child cannot reproduce movement patterns in physical education classes. But the point is not only that a low level of sensory development sharply reduces the child’s ability to successfully learn.

No less important is the importance of a high level of such sensory development for human activity in general, especially for creative activity. The most important place among the abilities that ensure the success of a musician, artist, architect, writer, designer is occupied by sensory abilities, which make it possible to capture and convey with particular depth, clarity and accuracy the subtlest nuances of form, color, sound and others. external properties of objects and phenomena. And the origins of sensory abilities lie in the general level of sensory development achieved in the early periods of childhood.

The importance of a child’s sensory development for his future life puts before the theory and practice of preschool education the task of developing and using the most effective means and methods of sensory education in kindergarten. The main direction of sensory education should be to equip the child with sensory culture. A child’s sensory culture is the result of his assimilation of sensory standards created by humanity (commonly

generally accepted ideas about color, shape and other properties of things).

In life, a child encounters 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 targeted education, perceives all this in one way or another. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be superficial and incomplete. This is where sensory education comes to the rescue - consistent, systematic familiarization of the child with sensory culture.

swarm of humanity.

At each age, sensory education has its own tasks, and a certain element of sensory culture is formed.

In the first year of life, this is the enrichment of the child with impressions.

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

Starting from the fourth year of life, children form sensory standards - generally accepted examples of the external properties of objects and use them as “units of measurement” when assessing the properties of substances.

Orientation in space

Tasks:

— show relevant spatial references;

- move in a given direction;

- name the corresponding spatial landmarks.

Age indicators:

4 years: show objects located above, below, in front, behind, left, right.

5 years: show objects located above, below, in front, behind, left, right, in front of me, to my right, to my left.

6 years old: show objects located above, below, in front, behind, left, right, left, between, next to, around.

Conclusions:

— spatial representations correspond to age;

- there are no concepts of space;

- does not perform a movement in the indicated direction according to verbal instructions;

- does not determine position in space in relation to itself;

- does not use words denoting the location of an object in space.

Formation of sensory standards in younger preschoolers through didactic games

 The world enters human consciousness only through the door of the external sense organs. If it is closed, then he cannot enter it, cannot enter into communication with it. The world then does not exist for consciousness.

B. Preyerladshikh

Key words: child, sensory development, sensory education, sensory experience, preschool age, standard.

When working with preschool children, the issue of developing a sensory culture is one of the important and priority ones, since sensory development is one of the main aspects of preschool education.

The level of sensory perception and sensory development in general in modern children is somewhat different from the level it was, for example, 10–20 years ago. The reality is that the child has more and more means that allow him to get acquainted with phenomena and objects not in their natural form, but through photographs, drawings, cartoons, computer games, which, of course, does not satisfy the needs for sensory knowledge of objects. At an early age, it is necessary to give the child the opportunity to gain as varied and rewarding sensory experiences as possible.

The problem of sensory education in modern pedagogy has been quite well studied and is in demand. This issue was dealt with by such prominent representatives of preschool pedagogy as J. Komensky, F. Frebel, M. Montessori, O. Decroli, E. I. Tikheyeva and others. A whole system of sensory education was developed by Soviet scientific teachers and psychologists - A. V. Zaporozhets , A. P. Usova, N. P. Sakulina, L. A. Wenger, N. N. Poddyakov.

The word “sensory” comes from the Latin word “sensus” - “feeling”, “sensation”, “perception”, “ability to sense”.

Sensory development is the development in a child of the processes of perception and ideas about objects and phenomena of the surrounding world. Sensory development serves as the basis for knowledge of the world, the first stage of which is sensory experience. Therefore, the main thing at a young age is to enrich the sensory experience necessary for a full perception of the world around us. First of all, it is a replenishment of ideas about the properties of objects: color, shape, size of surrounding objects, position in space. [2, p.10]

The basis of knowledge of the surrounding reality is sensation and perception. The future emergence of such more independent processes as memory, imagination, and thinking depends on the level of their development. In preschool age, the development of sensations and perceptions occurs very intensively. At the same time, correct ideas about objects are more easily formed in the process of their direct perception, both visual, auditory and tactile, in the process of various kinds of actions with these objects. [5, p.4].

Sensory development serves as the basis for the successful implementation of various types of education: mental, aesthetic, physical and even moral, i.e., the development of the child’s personality as a whole. [6 p.3]. The basis of all subsequent mental development, as well as success in school, will depend on how completely a child is cognitively developed. Sensory development is the key to successful mastery of any practical activity, the formation of abilities, and the child’s readiness for school.

For this to take place fully, targeted sensory education is necessary. Sensory education is a targeted pedagogical influence that ensures the formation of sensory experience and the improvement of sensory processes: sensations, perceptions, ideas. [5, p.11]

Preschool age is the period of initial acquaintance with the surrounding reality; At the same time, at this time the child’s cognitive powers and abilities are intensively developing. The child learns about the world, as well as natural phenomena and events in social life that are observable. But knowledge gained through observation and not supported by sensory experience is unclear, indistinct and fragile. Without enriching sensory experience, children often develop superficial ideas. [5, p.12]

Of course, every child, even without targeted upbringing, one way or another perceives the surrounding reality. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be incomplete. But sensations and perceptions can be developed and improved, especially during preschool childhood. Therefore, it is important to consistently and systematically include sensory education in all moments of a child’s life, and therefore in the regime moments of a preschool educational institution.

So, one of the main tasks of sensory education of preschoolers is mastering the ability to identify the properties of objects: color, shape, size. These properties should act for children as permanent signs of objects by which objects are recognized and which are important for performing various actions with them. This is the basis for all further work on the development of children's perception.

Starting from the age of three, the main place in the sensory education of children is occupied by familiarization with generally accepted sensory standards and ways of using them. Sensory standards in preschool age are generally accepted examples of each type of properties and relationships of objects developed by humanity. Mastering these skills occurs gradually, starting from a very early age. A common point for all types of sensory standards is that children should first become familiar with the basic patterns, and later with their varieties. When getting acquainted with sensory standards, special attention is also paid to mastering the correct use of the names of the properties of objects.

Sensory standards in the field of color perception are chromatic “color” colors of the spectrum (red, orange, yellow, green, blue, indigo, violet) and achromatic colors - white, gray, black. Full mastery of the system of color standards means familiarity with all color tones, with all shades, with differences in lightness and color saturation, as well as mastering the idea of ​​the sequence of color tones in the spectrum and the possibility of obtaining colors by mixing others. In early preschool age (the fourth year of life), acquaintance with color standards begins with the formation in children of ideas about chromatic colors, white and black colors, and with the assimilation of their names. First, children develop the ability to group objects that differ in shape, size, purpose, but have the same color. Next, the ability to group objects that have the same color, but presented in different shades, is formed. After this, the transition to highlighting and indicating shades is carried out.

Geometric shapes serve as standards of form. At the initial stage of mastering sensory standards, it is necessary to introduce children to only a few geometric figures that reflect in a generalized form the most characteristic forms of real objects. These shapes are square, rectangle, circle, oval, triangle and polygon. The child must be able to separate geometric shapes from other objects, giving them the meaning of samples. This is done by matching each figure with a number of objects of similar shape. Objects (or their images) are grouped around corresponding figures. Then the transition is made to the use of represented samples, to the verbal designation of the shape of objects (round, square, etc.) Finally, the child, having mastered the sensory standards of shape, must be able to analyze objects in the surrounding world that have a more complex shape: first identify the general outlines, shape the main part, the shape and arrangement of smaller secondary parts, and, finally, individual additional parts. At all stages of mastering actions to examine the shape of objects, it is advisable to use the technique of children tracing the outline of an object and its parts. This helps to compare the traced form with the learned standards.

Standards of magnitude are of a special nature, since magnitude is a relative property, and its precise determination occurs using conventional measures. The determination of size, therefore, occurs on the basis of the place that an object occupies in a series of similar homogeneous objects. The standards here are ideas about the relationships in size between objects, denoted by the words “big”, “small”, “largest”. The complication of ideas about the relationships of objects in magnitude consists of a gradual transition from mastering the relationships between two or three objects to mastering the relationships of many objects, forming a series of decreasing or increasing values. For example, by the age of three, a child should be able to select by eye the larger (or smaller) object out of two, then choose an object according to the pattern, when out of two objects you need to choose by eye the one that is equal to the third. The task is even more difficult when you need to use an eye to select two objects by eye, which in their total size are equal to the third (eye “addition”). At the initial stage of acquaintance with magnitude, when it is necessary to move from applying comparable objects to each other to an eye-measuring action, it is advisable to introduce children to the use of the simplest measure. For example, when a child, choosing an object as a sample, measures it with a strip of paper or a cord, and then examines and selects other objects using this measure.

The main means of forming and developing sensory standards in children are: object-based play, didactic games and exercises. This is explained by the fact that in early preschool age the leading type of activity and the basis of a child’s development is play. During the didactic game, you can not only observe the development of certain qualities and skills, but also correct them and direct them in a more correct direction. [3, p. 15]. With the help of didactic games, children develop the ability to think independently and use acquired knowledge in various conditions, in accordance with the assigned game task. It should be noted that games and exercises must be carried out not from time to time, but in a certain system, in close connection with the general course of sensory learning and upbringing of children.

Based on this, in order to form sensory standards and increase the level of sensory development of children, I compiled a system of didactic games. I carry out work on sensory development systematically and consistently, using didactic games and exercises as the main means of sensory education, and including them in various forms of educational work.

Firstly, I drew up a long-term work plan for the development of sensory standards. The distribution of the material was carried out in a sequence that provided for gradual complication from simple to complex. For example, first children become familiar with quite tangible sensory properties - the size and shape of objects that can be examined by touching, and then with color, which is perceived through vision. The sequence is also reflected in the familiarization first with the sharply different properties of objects (round - square shape, red - blue), then with more similar features (round - oval shape, yellow-orange color). In addition, the age of the children and their level of development were taken into account.

The formation of children's ideas about color occurs in stages. At the first stage, children must navigate two contrasting colors and select homogeneous paired objects to match the sample. The following didactic games are suitable for this: “Show the same mosaic”; “Bring the same ball”; “Place it on plates” (you can use new objects each time: felt-tip pens, cubes, caps, so that the children are interested and the proposed game does not get boring); “Find a pair” (mittens, boots). It is important in the first lessons not to name the color of objects (so that children can understand such expressions as “the same” - “not the same”), and also to use the technique of placing one object close to another.

At the second stage, the formation of the ability to navigate in four contrasting colors begins: red, blue, yellow and green. This is facilitated by the selection of various objects (strips, cubes) according to the pattern. At this stage, children enjoy such didactic games as: “Tie the strings to the balls”; “Place a bouquet of flowers in a vase”; “Hide the mouse”; "Sort by color"; "Put a butterfly on a flower." If children make mistakes at first, you can help them using the “model by example” technique. To keep children interested, I use various teaching materials, alternating them throughout the lesson. At this stage, children usually develop an understanding that different objects can have the same color.

The work at the third stage consists of selecting toys, natural materials to match the word indicating the color of the object (4-6 colors). Children complete the following tasks: “Find objects that are only yellow (red, blue, etc.) in color; "The Hen and the Chicks."

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

To correctly determine the size, children must first develop the ability to select objects of the same size according to a model. Then tasks are selected to develop the ability to distinguish objects by size by applying and superimposing. At the same time, the names of the properties of objects of different sizes are consolidated: “large”, “small”, “short”, “long”, “narrow”, “wide”.

Games for determining magnitude use the largest number of objects prepared in advance. These are toys of different sizes: cubes, balls, boxes. Games such as “Which ball is bigger”, “Big and small dolls”, “Fruit picking”, “Pyramids”, “Find the cube (big or small)” contribute to the development of attention and thinking. Children develop ideas about the size of objects.

To develop tactile sensations, I use games such as “Handkerchief for a Doll”, “Wonderful Bag”, as well as exercises using sensory panels and tactile paths. You can offer children colored sticks, funny laces for dexterous hands, funny clothespins; games with colored plugs and twisting objects, Velcro, brushes: “Decorate the meadow”, “Dress up the Christmas tree”, “Feed the birds”, “Flowers have grown”, “Multi-colored trailers”, etc.

It should be noted that the formation of sensory culture is carried out by me, first of all, in the course of direct educational activities, in routine moments, in joint activities. It is very important to carry out individual work with children who have a low level of sensory development. In my work, I often use the environment to implement sensory education. Great opportunities are provided in the work of familiarizing children with the world around them, especially with nature. For example, during a walk you can organize observation of various objects of living and inanimate nature.

Ultimately, as a result of systematic and systematic work on sensory education of children of primary preschool age, a selected system of didactic games and exercises for preschoolers: 1) the formation and assimilation of a system of sensory standards occurs; 2) the ability to examine objects is formed: to compare, compare, establish patterns between them; 3) mastery of ways to use them in various activities occurs. The system of didactic games for the formation of sensory standards generally increases the level of sensory development and perception in children.

Literature:

1. Bashaeva T.V. Development of perception in children. Shape, color, sound. - Yaroslavl: Academy of Development, 1997;
2. Wenger L. A. Education of a child’s sensory culture from birth to 6 years” - M.: Prosveshchenie 1995;
3. Didactic games and exercises for sensory education of preschoolers. Edited by JI. A. Wenger. M.: “Enlightenment”, 1973.
4. Sensory education in kindergarten (Guidelines). Ed. N. P. Sakulina and N. N. Poddyakov. M., “Enlightenment”, 1969.
5. Theory and practice of sensory education in kindergarten. Ed. A. P. Usova and N. P. Sakulina. M., “Enlightenment”, 1965
6. Pilyugina V. A. Classes on sensory education. - M.: Education, 1983