Development of sensory perception in preschool children 5-6 years old

PARENT CLUB, ON THE PROBLEM: “GAMES FOR THE DEVELOPMENT OF SENSORY PERCEPTION IN PRESCHOOL CHILDREN.”
Description: This material will be useful to both preschool teachers and parents. The material is written for children 5-6 years old with disabilities. Goal : to introduce parents to the stages of development of basic sensory concepts in preschool children with disabilities. Good morning dear parents. I'm very glad to see you! And I would like to begin our meeting with the words: The world enters the 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. Preyer Today we will talk about one of the main problems in the development of children.
Sensory education is of particular importance in the development of children. The development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes (memory, imagination, thinking). The period of preschool childhood is a period of intensive sensory development of the child - improving his orientation in the external properties and relationships of objects and phenomena, in space and time. The source of knowledge about the world around us is the sensations and perceptions that arise from the contact of the senses with various signs and properties of objects. Perceiving objects and acting with them, the child begins to more and more accurately assess their color, shape, size, weight, temperature, and surface properties. Children's ability to determine direction in space, the relative position of objects, the sequence of events and the time intervals separating them are significantly improved. Sensory education is aimed at teaching children to accurately, fully and clearly perceive objects, their various properties and relationships (color, shape, size, location in space). Traditionally, five types of perception are distinguished in accordance with the leading analyzer involved in the construction of a perceptual image: Visual, auditory, tactile (tactile), gustatory, olfactory. The significance of sensory education is that it: - is the basis for intellectual development; — organizes the child’s chaotic ideas obtained during interaction with the outside world; - develops observation skills; - prepares for real life; - has a positive effect on the aesthetic sense; - is the basis for the development of imagination; - develops attention; - gives the child the opportunity to master new methods of subject-cognitive activity; — ensures the assimilation of sensory standards; — ensures the development of skills in educational activities; - influences the expansion of the child’s vocabulary; — affects the development of visual, auditory, motor, figurative and other types of memory. Definition: Sensory (from Latin sensus, “perception”) is a category that describes the direct perception of sensations and external influences. In physiology, sensory is a function of the nervous system that involves the perception of external stimuli. A child’s sensory development is a way of understanding the world around him, which is based on the work of the senses. Sensations give us an idea of the various properties of the environment and help us form holistic images of objects. Thus, visual perception involves distinguishing objects in the surrounding world by color, shape, and size. Skin perception includes tactile sensations (distinguishing objects by texture - smooth/rough, hard/soft), tactile sensations (determining the shape of an object by touch - flat/volume), temperature sensations, baric sensations (weight, heaviness). Sensory development, aimed at the formation of a full perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children, i.e., on how perfectly the child hears, sees, and touches the environment. The level of sensitivity to sensory stimuli varies significantly for all of us and it depends on three factors: The first factor is innate qualities: absolute pitch, heightened sense of smell are genetically inherited, as well as the possibility of congenital anomalies - blindness, deafness, etc. The second factor is the state of the sensory organs: they can be affected by injury or illness. The third factor is the development of the senses and perceptions, both in the process of spontaneous cognition of the world and in the course of special training. For example, no one will doubt that a person who has tried a variety of dishes from different national cuisines since childhood will have a much finer taste than someone who has only eaten porridge and pasta. Sensory education of children, as defined in textbooks and manuals, means the development of perception various phenomena of the surrounding world and the sensations that arise, understanding their meaning and properties, forming ideas about certain objects and their differentiation. Improving sensory abilities is directly related to the mental and intellectual level of the child. Therefore, sensory education is also used as one of the methods for treating problem children with delayed development of any age. The sensory system of every healthy, fully developed person consists of five aspects of perception: touch, smell, vision, hearing and taste. If we talk about sensory perception, then there are generally accepted standards that must be learned from an early age: geometric shapes, sizes, primary colors of the spectrum, etc. This is exactly what sensory exercises for children are aimed at. Thanks to the sensory education method, the child learns such concepts as: shape and size; color and quality; taste and smell; sound, music. What are sensory standards? What and how to teach a child? The first and main task is to provide the child with a wide variety of objects for examination and draw his attention to their properties. But this is not enough for the full development of perception. The child must learn to determine the relationship of the identified or considered properties of a given object to other properties or objects. There are special “measures” for this; the main efforts should be directed towards their development. These measurements are called “sensory standards.” “Sensory standards” are generally accepted examples of the external properties of objects. We adults possess sensory standards without thinking about them at all. A child can operate them with the same ease only by the age of five. Sensory standards: - Color standards - seven colors of the spectrum and their shades of lightness and saturation. — Shape standards — geometric shapes; quantities - metric system of measures. — Auditory standards are pitch relations, musical notes, phonemes of the native language. — We divide tastes into sweet, salty, bitter and sour. - Smells - heavy and light, sweet, bitter, fresh, etc. Helping children master sensory standards is the main task of adults, teachers, and parents. After all, in order for the difference to be fixed in the child’s mind, it must be named, emphasized and repeatedly reminded of it. Sensory education faces different tasks: At an early age: accumulation of ideas about color, shape, size (it is important that these ideas are varied). In the first year of life, this is about enriching the child with impressions. Conditions should be created for the baby so that he can follow moving bright toys and grab objects of different shapes and sizes. In the second or third year of life, children must learn to identify color, shape and size as special characteristics of objects, to accumulate ideas about the main varieties of color and shape and about the relationship between two objects in size. In middle preschool age: - formation of sensory standards; - teaching children how to examine objects; — learning to group objects according to one or more characteristics; - development of analytical perception in children - the ability to understand the combination of colors, dissect the shape of objects, and isolate individual quantities. Starting from the fourth year of life, children form sensory standards: stable ideas about color, geometric shapes, and relationships in size between several objects, enshrined in speech. Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: grouping them by color and shape around standard samples, sequential inspection and description of the shape, and performing increasingly complex visual actions. In older preschool age: distinguishing speech sounds and distinguishing the perception of the outline of letters (during the acquisition of literacy). A low level of sensory development greatly reduces the child’s ability to successfully learn at school. The child’s sensory development must be given attention throughout preschool childhood. Once learned, the names of colors and the concepts of geometric shapes are forgotten without constant training and repetition. At each age stage, a child turns out to be the most sensitive to certain influences. In this regard, each age level becomes favorable for the further neuropsychic education of a preschooler. The younger the child, the more important sensory experience is. At the stage of early childhood, familiarization with the properties of objects plays a certain role. N.M. Shchelovanov called early age the “golden time” of sensory education. How to introduce a child to the signs of objects? It is best to do this according to the principle of a “three-step lesson” (Maria Montessori): 1. First, a new property is presented to the child (for example, an adult names and shows a red card).
2. Then the teacher offers various tasks to consolidate the concept being mastered (the game “Show the same color”). 3. The child’s independent naming of the mastered concept (the adult asks the question: “What color is this object?”). Working with the sensory development of children is a long and very labor-intensive process. For continuous sensory development, it is necessary to regularly reinforce knowledge with practical observations and exercises. You can repeat and consolidate what you have learned in your memory in a playful way. In the development of a preschool child, the leading role belongs to the adult. The role of the development of auditory attention in preparation for school Particular attention should be paid to the development of auditory attention. This factor is important for preschoolers who will have to concentrate on lessons in secondary school. Good phonemic awareness is important for teaching preschoolers to write. Distortion of one or two sounds of a word can significantly distort the meaning of the word. And the future first-grader is required to pronounce words so that the teacher and classmates can understand them. And if the child does not confuse the sounds, it will be easier for him to subsequently navigate the writing of the letters that represent these sounds. A system of games and exercises for the development of phonemic awareness in preschoolers
I. Preparatory stage of work 1. DEVELOPMENT OF AUDITORY PERCEPTION, ATTENTION, MEMORY Work on the perception of non-speech sounds begins with working with pictures, toys and their actions: The game “Tell me what you hear?” Goal: development of auditory perception, differentiation of non-speech sounds. Equipment: glasses (with water and empty), jars of cereals, foil, wooden and metal spoons, screen. Description of the game: the speech therapist shows and names objects, demonstrates their sound. The speech therapist behind the screen performs various actions with objects (pouring water, pouring cereal...). The child must determine what he hears (the rustling of paper, the sound of pouring water, etc.) Game “In the World of Sounds” Goal: development of auditory attention, differentiation of non-speech sounds. Description of the game: an adult invites children to close their eyes and listen to what is happening in kindergarten. Game “Woodpecker”, “Clap Like Me” Goal: development of auditory perception, differentiation of rhythmic patterns. Equipment: musical triangle, picture of spring. Description of the game: the speech therapist asks the children to determine what season is shown in the picture and name the signs of spring. The speech therapist invites the children to repeat spring songs. The speech therapist taps rhythms on the musical triangle, and the named child claps: /- /, / -//, //- //... 2. DEVELOPMENT OF SPEECH HEARING Differentiation of voices by timbre: Game “Guess whose voice?” Goal: development of speech hearing, differentiation of voices by timbre. Description of the game: the child turns his back to the other children. One of them (whom the speech therapist touches) calls the name of the leader. He must determine who called him. Game “Attentive Ears” Option 1 - An adult invites children to listen and memorize a number of words, and then, in strict accordance with the spoken words, put pictures on the board: catfish - house - scrap poppy - crayfish - varnish cat - whale - whale - cat roof - rat - rat - roof - rat goat - scythe - scythe - scythe Option 2 - An adult asks the children to raise their hand if he pronounces the word incorrectly, if he pronounces the word correctly, clap his hands. The speech therapist says: carriage, bottle, corral, carriage, carriage... “Guess whose voice” An adult depicts an object (airplane, cat, dog) with sounds. The child guesses. Games and exercises to develop visual perception. . Games to develop the ability to follow with your eyes. Goal: Formation of strategies for scanning images, development of precise tracking eye movements, eye control, hand-eye coordination. • “Labyrinths” Development of time orientation It is important to develop a child’s time orientation and teach him to distinguish between times of day;
give an idea of the months of the year. Knowledge of time standards helps the child to establish a clear sequence of events and the cause-and-effect relationship between them. This will subsequently help him in perceiving temporal relationships in texts of varying complexity, that is, it will contribute to the development of language analysis abilities. In turn, this knowledge is very necessary in the process of reading and writing. Games to develop spatial perception: Counting sticks – games with counting sticks develop not only fine hand movements and spatial concepts, but also creative imagination. Ideas about shape, quantity, color. The following tasks are offered: (for children 3–4 years old) • Lay out a triangle, square, rectangle. • Name the geometric shapes, how many triangles, how many squares. • Construct a figure according to the model. Games with sticks can be accompanied by reading riddles, poems, nursery rhymes, rhymes, suitable for the theme. A solid grasp of these concepts prepares the basis for successful mathematics studies. Didactic games in the classroom take into account the age characteristics of children: • the plots should be interesting, but not too difficult to understand; • various small-sized objects must be used – sticks, figurines, cubes; • verbal designations of elementary quantity are repeated many times; • when naming the criterion, gestures are used - pointing (if there is only one object) and circling (the more objects in the group, the wider the child circles it with his hand); • productive activities must be introduced - modeling, appliqué, drawing. Games to develop tactile perception:

1. Funny balls.
You need to pour different fillings into inflatable balls - flour, buckwheat, peas, beans, sugar. Make two balls with each type of filler, mix them and put them in a bowl. The child must guess the contents by touch and find a pair of the bag. 2. Name the letter. Place your child on a chair or lay him on the sofa with his bare back up and slowly write the letters of the alphabet with your finger. The preschooler must guess them. You can play with numbers in the same way. 3. Coincidence. It's better to play in a group. Each participant is offered a bag with different items. First you need to feel one of them with your eyes closed, describe it and guess what it is - for example, a round tennis ball made of felt. Then name and describe objects of similar qualities and shapes - for example, an apple is also hard and round, a carpet is also rough, etc. Games and exercises for the development of smell and taste in children Game exercise “Fruit or vegetable?” Goal: to develop the ability to recognize the sign of smell and classify objects. Material: pieces of fruits and vegetables (cucumber, apple, banana, orange, lemon, onion, etc.) placed in glasses. Progress of the game: invite children to identify the foods in glasses by smell with their eyes closed and divide them into fruits and vegetables. Game exercise “Let's help the monkey.” Goal: to develop children’s ability to identify edible and inedible by smell. Material: food products are laid out in glasses: bread, fruits, vegetables; toiletries: soap, perfume, toothpaste. Progress of the game: invite children, on behalf of a sick monkey who has lost his sense of smell and sight, to identify foods that are edible for him by smell. “What did the cook prepare for lunch?” This game exercise is best done during lunch. Goal: development of sense of smell and taste. Progress of the game: invite the children to determine the menu for today's lunch by smell. For example: cabbage soup, pea or fish soup, etc. Confirm the smell with the taste of the dish. Games for the development of perception for preschoolers are an important step towards acquiring the skills and abilities necessary in the future. Such activities will greatly facilitate the child’s first school years. Summary So, sensory education of a preschooler is a necessary and important event if you care about the child’s future, his performance at school, the full and deep development of potential talents and abilities, and self-realization in adulthood. It is impossible not to note another positive side of such activities: the child has contact with his parents, which contributes to warmer, trusting relationships in the family and with peers - this develops skills in behavior in society, in different situations, including conflict ones. Finally, it is training in discipline, attentiveness and perseverance. All the work was extremely interesting, both for me and for my students. The previously listed methods, techniques and forms of work taught children to compare surrounding objects and toys, generalize them according to similar features, and establish the simplest connections between them. Now I invite you to watch some excerpts from the lessons to see how I introduce some sensory concepts to your children.

We recommend watching:

Parent meeting on traffic rules in the preparatory group Creative workshop in kindergarten “Making laboratory materials with your own hands” Lesson with parents in kindergarten. Abstract Literary quiz on fairy tales for kindergarten

Card index of games on sensory development in the senior group card index (senior group) on the topic

Card index of games for sensory development

in the senior group

Time navigation games

"What are we doing?"

Goal: To consolidate the names of the parts of the day - morning, day, evening, night. Progress of the game: Children stand in a circle. The teacher invites the children to show what they do in the morning. The players depict different actions, but do not name them. The presenter’s task is to guess what the players are depicting. Then the game continues, but the question is asked about other parts of the day. Complication – It is not the adult who guesses, but one of the children.

"Name the day"

Goal: To consolidate ideas about the parts of the day (morning, afternoon, evening, night)

Materials: cards depicting parts of the day.

Procedure: The teacher, together with the children, finds out how many parts a day consists of, offers to name them, show the corresponding pictures and lay them out in the correct sequence (Morning, afternoon, evening, night).

An adult offers to make up a day and names one of the parts of the day. Children list the remaining parts of the day and show the corresponding pictures. The game is repeated 2-3 times.

"Live Week"

Goal: to consolidate the ability to consistently name the days of the week, determine what day of the week is today, what it was yesterday, what it will be tomorrow.

Materials: cards with numbers from 1 to 7, musical accompaniment.

Progress: Children have cards with circles (from 1 to 7). According to the instructions of the leader, children perform various movements to the music. At the end of it, they line up in a row in accordance with the number of circles on the card, indicating the days of the week. Verification is carried out by roll call. The game is repeated 2-3 times with changing cards.

Games for spatial orientation

using safe analyzers

"Auto racing"

Goal: to teach children to use their hearing to determine the directions of moving objects and to designate these directions in speech using appropriate spatial terms.

Equipment: 2 cars of different colors, sizes, control methods (regular and energy), dark blindfold.

Contents: the child is offered 2 cars. The child, looking at them, notes the color, size, sound made during movement. Then the children close their eyes and are asked to use their intact analyzer (hearing) to determine and say in which direction the car is now moving away from you, what color and size it is.

A game of spatial orientation while moving

"Find toys"

Goal: to teach children to move in space, maintaining and changing direction in accordance with the instructions of the teacher, taking into account the landmark, to use spatial terminology in speech.

Equipment: various toys

Content: Children are informed that all the toys are hidden. To find them you need to carefully listen to the “hints” (instructions) and follow them. After finding the toy, the child tells in which direction he walked, which direction he turned, where he found the toy.

Orientation games in closed and open spaces

"The Road to School"

Goal: to develop the ability to navigate in open space, develop memory, and the ability to draw up a path diagram.

Equipment: sheet of paper, pencil.

Contents: The child remembers and tells where on the way to kindergarten he saw the school, what was near it, in which direction to go to it, where to make a turn, etc. Then the child draws up a diagram of the way to school.

Games to develop attention

"In the Mirror Shop"

Goal: development of observation, attention, memory. Creating a positive emotional background. Forming a sense of confidence, as well as the ability to submit to the demands of another person.

Description: An adult (and then a child) shows movements that all players must repeat exactly after him.

Instructions: “Now I will tell you a story about a monkey. Imagine that you are in a store where there are a lot of mirrors. A man came in with a monkey on his shoulder. She saw herself in the mirrors and thought they were other monkeys and began making faces at them. The monkeys responded by making exactly the same faces at her. She shook her fist at them, and they threatened her from the mirrors. She stamped her foot and all the monkeys stamped. Whatever the monkey did, everyone else exactly repeated its movements. Let's start playing. I will be the monkey, and you will be the mirrors.”

Note: At the stage of mastering the game, the role of the monkey is played by an adult. Then the children take on the role of a monkey. At the same time, it is necessary to ensure that over time each child can fulfill this role. It is necessary to stop the game at the peak of children’s interest, avoiding satiety and transition to self-indulgence. Those “mirrors” who often make mistakes may be eliminated from the game (this increases motivation for the game).

"Eliminate the unnecessary"

Goal: development of thinking and attention span.

Equipment: a card with a picture of objects, one of which is different from the rest.

Game actions: The child is asked to find one of the five objects shown in the picture that is different from the rest, and explain his choice.

Instructions: “Look carefully at the objects depicted here and find among them one that is different from the rest. Show the item you found and explain why it is not like the others. Get to work."

"Find differences"

Goal: to develop the ability to voluntarily switch and distribute attention.

Equipment: card showing two pictures that have differences.

Game actions: The child is offered: 1) a series of pictures, two pictures on each card; in each picture you need to find five differences; 2) a card depicting two pictures that differ from each other in details. It is necessary to find all existing differences

Instructions: “Look carefully at this card. It shows pictures that differ from each other in various details. It is necessary to quickly find all the existing differences. Start looking."

Thinking games

GAME “I BELIEVE-I DO NOT BELIEVE”

Progress of the game: you say a phrase, and the child must determine whether it is true or fiction. Example phrases:

"Elephants can fly."

"Watermelons grow on trees."

"Ships sail on land."

“It’s always cloudy in winter.”

“The sun shines only in the morning and evening.”

"No man can live without water."

Try to offer phrases that can be answered differently. Let your child think about each phrase and try to explain why he thinks so.

Example phrases:

“You can eat the juice with a spoon.” (Yes, if it's frozen.)

“You can have some ice cream.” (Yes, if it melts.)

“CALL IT IN ONE WORD.” This game develops the ability to generalize and abstract thinking. You name groups of words united by a common feature and ask the child to name them in one word.

Examples of tasks:

“Train, bicycle, plane, car, ship” (transport).

“Igor, Sergey, Ivan, Kirill” (male names).

“Cherry, strawberry, currant, gooseberry, watermelon” (berries).

“Table, bed, wardrobe, chair, armchair” (furniture).

GAME "ASSOCIATION".

Progress of the game: Explain the task to the child as follows: “First I will say one word. It will be the main one. Then I will read a number of others that relate to this word. Your task is to name what the main word cannot do without.” Discuss each proposed word, let the child justify his answers, and you help him identify essential features.

Examples of tasks:

Room (walls, bed, floor, ceiling, TV, carpet, chandelier).

Man (body, brain, dress, hat, ring, legs).

Store (customers, goods, music, TV, money, seller, bed).

Tree (roots, flowers, water, air, trunk, bench, sun, leaves).

"Complete the figure"

You will need a squared notebook and a well-sharpened pencil. On the sheet of paper, draw an axis and, relative to it, draw half of some figure (tree, house, person) in the cells.

Ask your child to complete the second half

Memory games

"WALK THROUGH THE ZOO"

Equipment: 10 pictures of animals Game progress: The child is given 10 pictures with images of different animals and asked to look at them carefully. Time 3-5 minutes. Then the pictures should be removed. The child is asked to close his eyes and imagine that we are walking around the zoo. Instructions: “I will name the animals for you, you must remember those whom I did not name.” So, fox, wolf, hedgehog, giraffe, elephant... Task 1. List the animals that were in the pictures. Task 2. The child is again given 10 pictures, the same as at the beginning, and asked to name and show those animals that were at the beginning. Task 3. Find in the pictures the animals you named. Task 4. The pictures are removed. The child is asked to remember the animals in the order in which they were named. Task 5. List all the animals you know.

Game "Chameleon"

Progress of the game: An adult tells the children who a chameleon is. He explains that it is a lizard that changes color depending on the place where it is so that it is not noticeable.

Then the presenter begins to ask the children questions about what color the chameleon will become if it sits in green grass, on a brown log, on a black stone, on a chessboard, etc. The children must answer quickly, after which correct and incorrect answers are discussed.

The game is played as a competition. At the beginning, the response time is not taken into account, it is only important to answer correctly. But then an additional condition is introduced that the winner will be the one who gives the correct answer the fastest.

Instructions for carrying out. Before playing with children, it is advisable to repeat the colors of the rainbow and other color shades.

Note. This game develops the ability to navigate different colors (this is important because some children do not know the names of colors), listening skills, reaction speed, etc.

Games to develop creative imagination

"Fairy Tale - Inside Out"

Purpose of the game: The game consists of twisting a fairy tale or turning the fairy tale theme inside out. This game is similar to the game "Verse versa".

Progress of the game: Recall with the children a well-known fairy tale and suggest changing the character of its heroes. Positive character to negative and vice versa. Invite them to think and tell how the characters, their character, actions will change, and what the plot of the fairy tale will become. A proposal for a change of character can be different: 1. The Evil Sorceress bewitched the heroes... 2. A piece of ice fell into the heart of the good hero, and the evil one felt sorry for him and he became kinder... 3. The hero swallowed a magic pill, drank a magic drop, once said a bad word... All these options were proposed by children, invite the children to come up with their own versions and almost everyone will have their own, one better than the other. Using the principle of “turning it inside out,” you can find the starting point for a free story that can be independently developed in any direction.

“Chain of Words” Purpose of the game: Developing creative imagination by evoking sounds and images, associations, memories and ideas.

Progress of the game: Children are asked to make a long train of words - each word is a trailer. Cars, like words, must be connected to each other, that is, each word must pull the next one along with it.

Example: Educator: What kind of winter is it? (puts up the trailer - winter). Children: Snowy, cold (they put two trailers). Educator: What else is cold? Children: Ice cream, ice, snow, wind (a trailer is placed for each word). Educator: (starting from the last word) What kind of wind is it? Children: Northern, strong... Educator: Who else can be strong? Etc. until the children get bored or run out of trailers. Game option: The trailers can be of different colors. Each row of tables or subgroup of children has a different color. During the children's answers, the teacher's assistant or an older child places a trailer of a certain color. At the end of the game, they count which subgroup or row collected more carriages (whose train is longer), and they win.

Summary of an open lesson on the sensory development of children in the preparatory group on the topic: “The world around us.” Goal: To summarize children’s knowledge about the functions of the sense organs, to form children’s idea that each human sense organ is of great importance for him. Educational objectives: To develop all sensory channels of perception and sense organs in children using Dusima equipment. Educational objectives: Learn to distinguish between the concepts of “body part” and “sensory organs”, clarify with the help of didactic games what these or other organs are needed for; introduce you to ways to prevent the preservation and strengthening of your health, using eye gymnastics and hand massage. Develop visual and tactile perception. Corrective tasks: Develop visual and auditory perception. Practice making pairs of identical noises of different volumes. Develop children's sense of smell and taste buds, continue to develop the ability to distinguish the smell and taste of vegetables and fruits and relate them to the verbal form of description. Develop tactile sensitivity of the hands and consolidate the ability to convey one’s sensations in coherent speech. Develop general and fine motor skills, speech, and mental processes. Educational objectives: Cultivate friendliness towards peers, instill social skills: the ability to work in pairs, a group, negotiate, take into account the opinions of comrades. Equipment: Mitya doll, nuts, individual cards with overlaid contours, pencils, tactile boards “Dusima”, “Noise boxes”, a set for smells and tastes – “Sensibar”, a tray with the same fruits, covered with a napkin, a figurine for visual gymnastics, computer, cards with images of sensory organs, individual. cards - puzzles “The World Around Us”, blindfolds. Progress of the lesson. 1. Org. moment - Guys, look, we have guests today, let's say hello to them. Go to your seats (children sit down). — Today we will go on a journey to the “World around us.” This is a world that we can see, hear, sense, feel, and also tell other people about all this. And today the boy Mitya came to visit us, he is also going to school, wants to play with us and learn something new. Mitya brought “Nuts of Knowledge” for you. First, let's massage our palms and fingers with nuts. Knowledge is a hard nut to crack, But still, we are not used to retreating. Our desire “I want to know everything” will help us split it. Let's name each finger (starting with the big one, starting with the small one). 2. Sense organ – eye. Teacher. Today the nut will help us learn everything about our helpers, about our senses. What sense organs do you know? (Children's answers). Well done, you named everything correctly. Why are they called helpers? (Children's answers). The first sense organ is... Guess my riddle. Two brothers live across the street, but don’t see each other. (Eyes) – a picture is attached to the board. How else can you call them? (Organ of vision) - let's say in chorus. What are eyes for, what do we notice with our eyes? (The eyes help to see everything around, distinguish the color, shape, size of objects). Game “Superimposed Drawings” (Goal: to distinguish the contours of 4-5 objects superimposed on each other) Each child is given an individual card. It is necessary to list the depicted objects, give a general concept and paint over one object according to the teacher’s instructions. What should you do to make your eyes see better and not get tired? (You need to do eye exercises). Performing visual gymnastics exercises “Fun Week” The exercise is performed standing, glasses placed on the table. The eyes do exercises in order all week. On Monday, when they wake up, their eyes will smile at the sun, they will look down at the grass and back to the heights. (Look up and down, the head remains motionless, the exercise relieves eye strain) On Tuesday, the watch-eyes Look back and forth, Walk left, walk right, Never get tired. (Look left, right; the head remains motionless, the exercise relieves eye strain.) On Wednesday we play blind man's buff, closing our eyes tightly. We close our eyes and open it - So we continue the game. (close your eyes tightly, count to five and open your eyes wide; the exercise relieves eye strain.) And on Thursday we look into the distance, We don’t regret time for this. What is near and what is far away - the eyes must see. (look straight ahead, place your finger at a distance of 25-30 cm from the eyes, move your gaze to the tip of the finger and look at it, lower your hand; the exercise strengthens the eye muscles, improves their coordination.) On Friday we did not yawn, our eyes ran in circles . Stop! They have to run in the other direction again. (look up, right, down, left and in the opposite direction; the exercise improves complex eye movements.) Even though Saturday is a day off, We are not lazy with you. We look for corners, so that the pupils run. (Look at the upper right corner of the window, then at the lower left; move your gaze to the upper left corner and lower right; the exercise improves complex eye movements.) On Sunday we will sleep, And then we will go for a walk, Breathe fresh air (Close your eyelids, massage them in a circular motion movements of the fingers: upper eyelid - from the nose to the outer edge of the eyes; lower eyelid - from the outer edge to the nose; then vice versa; exercise relaxes the muscles and improves blood circulation.) Without gymnastics, friends, Our eyes cannot live! 3. Sense organ – ear. Teacher. The next sense organ... Guess the riddle. They hear everything around. Who is the enemy and who is the friend! People wear earrings in them. The cows have horns nearby. On the top of the animal's head. And the sisters' names are... ears. – (That’s right, Anya, find the right picture and attach it to the board). What organ is this? (Organ of hearing) - let's say it all together. What are ears for? (Hear sounds). What sounds are there? (Quiet, loud, short, long, musical, etc.) Now let's check if your ears can hear well. Game “Noise Cylinders”, -Take each cylinder with a red cap. You need to select a container - find the same cylinder with a blue cap. If you have chosen your pair correctly, then the hint marks should match in color. We play the game 2 times (changing the color of the hats). Game "Guess what it sounds like." - Now, listen and guess what it sounds like. You can close your eyes. Children guess sounds: stream, bird voices, city noise... (computer program). 4. Sense organ – nose. Teacher. Third sense organ. First, let's solve the riddle. Here is a mountain, and near the mountain there are two deep holes. In these holes the air wanders, it comes in and then comes out. (Nose.) – attach a picture. What organ is this? (Organ of smell) - repeat Artyom. Repeat Egor. What job does the nose do? (Recognizes smells, helps to breathe). What smells are there? (Pleasant, unpleasant, fragrant, harmful). Game "Guess by smell". -A new game is waiting for you, it’s called “KNOW BY THE SMELL.” Children approach the counter where there are jars with the familiar smells of vegetables and fruits. On a separate table there is a basket covered with a napkin with the same vegetables and fruits. - Listen to the task: choose any jar, smell it and guess by the smell what is in it. Without saying the answer out loud, you will take turns finding your answer in the basket under the napkin. (Children complete the task and approach the basket, which contains natural answers: cucumber, apple, lemon, banana, pear, onion or garlic). -Name what you recognized by smell and found by touch! (children name and show the guessed vegetables and fruits). 5. Physical education One, two, three, four, five - we will study the body! (children walk in a circle, stop) Here is the back, and here is the tummy (show the back with both hands, then the stomach), Legs (stomp their feet), Hands (extend their arms forward and rotate their hands), Eyes (index fingers of both hands show the eyes), Mouth (the index finger of the right hand points to the mouth), Nose (the index finger of the right hand points to the nose), Ears (the index fingers of both hands point to the ears), Head (put hands on the head), Barely managed to shake (shak the head from side to side side), Neck turns his head (clasp his neck with his palms), Oh, tired oh-oh-oh! Shoulders (touch the right shoulder with the right hand, and the left one with the left), Elbows (without removing hands from the shoulders, put the elbows forward), And knees (bend slightly and clap the knees), Me, Seryozha, Lena (straighten and spread their arms to the sides, gesturing at other children). 6. Sense organ – skin. Teacher. Fourth sense organ. We are dressed in it in winter and summer From head to toe, We can’t even take it off at night, Because it’s... leather. – what picture will we attach to the board? What is another name for this organ? (Organ of touch) - let's say it together in unison. What is skin needed for? (Protects our body from overheating and hypothermia, from germs, from shock, from burns). Game “Feel the surface of objects with your hands - Dusim tactile boards.” (Goal: recognize objects by touch, briefly describe the surface of the object). Wear bandages. First we will guess simple figures, then more complex ones. Whoever I name, he names his figure. 7. Sense organ – tongue. Teacher. The last sense organ. Always in your mouth, but you can’t swallow it. (Language) – a picture is attached. What organ is this? (Organ of taste) - let's say in unison. What job does the tongue do? (Helps to speak, moves food, recognizes the taste of food). What does food taste like? (sweet, sour, salty, bitter). Game "Find out the product and taste of food." Put on your headbands, I will give you a piece of fruit, you have to guess it. 8. Proverbs and sayings about the senses. - Guys, do any of you know proverbs and sayings? We see a speck in someone else’s eye, but we don’t notice a log in our own. The eyes are afraid, but the hands are doing. Honest eyes do not look sideways. To see the stars, you need to open your eyes. The language will take you to Kyiv. Without a tongue and the bell is mute. You can't remove butter with your tongue. The mill grinds - there will be flour, the tongue grinds - there will be trouble. Tenderness is determined not by the softness of the skin, but by behavior. You can't sew the mind to the skin. It went in one ear and out the other. 9. Did. / game “The world around us”. - Guys, let's try to put together a picture - a puzzle "The World Around Us." Each child is given pictures. Toy Mitya checks the completed task. 10. Summary of the lesson: - Guys, today on your journey you were full of strength, energy, and showed yourself to be friendly children. Mitya and you learned a lot of new things. Try to preserve all these sensations and qualities not only for today, but forever!!! A person can be different: Medium, small, large, And it’s not so easy to immediately figure out who is which. There are eyebrows, there are ears, there is a mouth, and two hands. It’s very important what’s on the outside, but what’s more important is what’s on the inside. So it’s not a matter of appearance, the essence is not at all so simple. Our main differences are: heart, mind, kindness. A sharp look is needed for the heart, take a closer look - It’s very important what’s on the outside, but what’s more important is what’s on the inside. Our journey “TO THE WORLD AROUND US”, “TO THE WORLD OF OUR FEELINGS AND SENSATIONS” is over. And at the end of the journey, I want to give “Candy Flowers” to all of you and our guests, because you can touch them, smell them, admire them and even eat them. -Smile at the guests and say goodbye to them: “Goodbye!!!”