Sensory development of children of primary preschool age through gaming technologies

The task of games-activities for the sensory development of children

The main task of games and activities for children is to accumulate a variety of sensory experiences, which would help to systematically accumulate knowledge, gain new ones, and apply them in different situations at the next stages of learning and fine art and design.

— What games do you use at home for sensory development?

— How do you play with your children?

— What do these games teach a child?

It is important that educators, when organizing games and activities, use brief verbal instructions and do not distract children from completing tasks with words.

But many studies in the field of correctional pedagogy show that children often have underdeveloped perception: it is fragmented, inaccurate and unfocused. Preschoolers have insufficiently developed sensory standards.

Therefore, there is a need to create conditions that would allow the exercise of sensory functions during systematic training. Children train to distinguish and classify signs of the world around them in order to more accurately and adequately interact with it.

The effectiveness of didactic games in the sensory development of preschool children

The main ways to influence sensory standards in preschoolers are exercises, didactic and objective games. This can be explained by the fact that younger preschoolers most of all need play activity.

In the process of didactic games, you can not only monitor the formation of the child’s skills and qualities, but also guide and correct them in the right direction.

Didactic games induce in children the ability to think independently and apply existing knowledge in different conditions in accordance with the assigned tasks. It should also be noted that exercises and games need to be carried out in a certain system in connection with the way children are raised and sensory trained.

Taking this into account, in order to develop sensory standards and increase the level of sensory development, we have developed a set of didactic games.

When working with sensory development, I consistently and systematically use exercises and didactic games. This is precisely the main means of sensory education. I try to introduce them into one form or another of the educational process.

First, I drew up a long-term plan for the formation of sensory standards. I tried to distribute the material in a sequence that provides for a gradual transition from easy to difficult.

For example, first children must become familiar with certain sensory properties - the shape and size of objects that are explored by touching. They are then able to perceive color using vision.

The principle of consistency is also applied in the fact that first children become familiar with properties that differ sharply from each other, and then those that have similar characteristics. Moreover, it is necessary to take into account the age of preschoolers and what stage of their development they are at.

When developing preschoolers’ ideas about different colors, you need to act in stages. First, preschoolers must learn to navigate contrasting colors and match similar objects to samples.

For this purpose, didactic games are organized in which children can put things on plates, find similar balls and show a similar mosaic. From the first lessons, it is important not only to name what color the objects are, but also to place some objects tightly against others.

At the next stage, children learn to develop the ability to navigate in contrasting colors: green and yellow, blue and red. To do this, they use tasks in which children select similar objects according to a sample.

There are various educational games for this purpose. Children tie strings to balls, put bouquets in vases, hide mice, arrange objects by color, and put butterflies on flowers. And if at first the children make mistakes, they are helped by showing them the correct pattern of actions.

To make it more interesting for children, you can use different teaching materials, trying to alternate them throughout the lesson.

At this stage, preschoolers usually develop an understanding that different objects can have the same color. Toys and natural materials that have the desired color are selected.

Children can complete the following tasks: “Find objects that are only blue or red.” To develop ideas about what shape objects have, you need to help children compare them.

For example, I can ask the question: “Tell me, guys, what shape is this ball?” And then I tell them: “This ball is round, like an orange.” Then I invite the children to find objects with a similar feature themselves.

At the same time, it is necessary to teach children to perform such practical actions as overlaying figures, turning them over and applying them. Children trace the outlines of the figures with their fingers and perform other actions.

When a child has completed a number of practical actions, it is easier for him to recognize the figures that he needs to know in early preschool age. To correctly determine the size of an object, preschoolers need to develop the ability to select objects with the same size as the sample.

Then the children are given tasks that would develop their ability to distinguish objects by their size, overlapping or applying them to each other.

This allows you to fix the names of subject properties. During games to determine quantities, you need to use as many objects as possible, which are prepared in advance. These can be toys of different sizes.

With the help of didactic games, you need to shape children's thinking and their attention. These processes are inextricably linked with the acquisition of new sensory experiences.

All this allows us to consolidate ideas about size. To form tactile sensations, you need to use exercises and games using tactile paths and sensory panels.

Children are offered colored sticks and beautiful laces, as well as baby clothespins. The kids love playing with colorful corks, Velcro, twisting objects and brushes.

It should also be noted that the development of sensory skills is an integral part of educational activities. But in joint activities, as well as in special moments, we also pay attention to this.

Depending on the age of the child, different approaches are used to organize didactic games.

Sensory development of children of primary preschool age through gaming technologies

From the experience of working as a kindergarten teacher. Sensory development of younger preschoolers through gaming technologies. Presentation

Good afternoon, dear teachers!
My name is Kapsomun Svetlana Borisovna. I am a teacher at the Child Development Center of kindergarten No. 10. Today I want to share my experience of working with children of primary preschool age. The topic of my message: “Sensory development of children of primary preschool age through gaming technologies” Having been born, a child is able to see, hear, feel heat and cold, i.e. perceive the endless variety of the environment, then he begins to actively explore the world around him. The source of a preschooler’s knowledge is sensory experience. This means that we must remember that the main thing at this age is to enrich the child’s experience, which is necessary for a full perception of the world around him, and first of all, it is to enrich his ideas about the external properties of objects. But if assimilation occurs spontaneously, without reasonable pedagogical guidance, it often turns out to be superficial and incomplete. This is where sensory development comes to the rescue. (Slide) A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of sensory development in early preschool age is difficult to overestimate. Professor N.M. Shchelovanov called the younger age the “golden time” of sensory education. While working with young children, I noticed that children come to kindergarten without sensory experience. They have poorly developed not only sensory abilities, but also fine motor skills and the eye. They do not know the color, shape, quality of the object. Therefore, I decided to pay more attention to this problem, to systematically and systematically include it in all moments of the baby’s life, primarily in the processes of learning about the surrounding life: objects, their properties and qualities. (Slide) The goal of my work was: increasing the level of sensory development of children of primary preschool age through gaming technologies. The tasks that I set for myself: • Teach children to perceive and imagine objects and phenomena, analyze them, compare, generalize through play. • Use the main types of gaming technologies in your work with children to form sensory standards for younger preschoolers. • Develop independent activity skills, increase children's self-esteem and self-confidence. • Unite the children's team. Therefore, in my work, I first approached the issue of creating conditions for the sensory development of young children. To do this, I diversified the developmental subject-spatial environment in the group, created a sensorimotor corner, I try to develop and improve all types of perception in children, enrich their sensory experience through gaming technologies, and I also work with parents to increase knowledge on sensory development and education of preschoolers. (Slide) Creating a developmental environment. I pay special attention to creating a subject-development environment, since children are in kindergarten all day, they grow, develop, actively communicate with each other and with others, and learn about the world through physical interaction with objects and people. Therefore, I try to organize the life of children in the group so that they feel comfort, love from adults and have a need for communication. I select the group’s furnishings in such a way that they reflect the variety of colors, shapes, sizes, materials, and the harmony of the surrounding world. With its brightness, novelty, and unusualness, the created environment encourages children to explore it, act in it, and develop initiative and creativity. (Slide) In the group, I have created a sensorimotor corner, where there are various manuals and games on the sensory development of children of primary preschool age. (Slide) When introducing children to sensory standards, I use a game character. In free activities I include games: “Sort out vegetables and fruits”, “Gegetable shop”, “Let's set the table for guests”, where children lay out dishes of different sizes and colors. “Dress up a doll”, where children dress up dolls in colorful clothes. (Slide) Considering that play is the main form and content of organizing children’s lives, this is the most favorite and natural activity of younger preschoolers. I carry out the sensory development of children through gaming technologies, since gaming technologies are the foundation of all preschool education. (Slide) The concept of “game pedagogical technologies” includes a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in selecting, developing, preparing games, including children in gaming activities, implementing the game itself, summing up the results of gaming activities. The main component of gaming technology is direct and systematic communication between the teacher and children. The goal of gaming technology is not to change the child or remake him, but to give him the opportunity to “live” situations that excite him in the game with the full attention and empathy of an adult. (Slide) Gaming technologies that I use in my work: (Slide) 1) Dienesh blocks. 2) Cuisenaire sticks. 3) Carpet printing. 4) Math tablet. 5) Montesori technology. Now I’ll tell you a little about each technology. Dienes blocks . (Slide) Dienesh's logic blocks are a set of figures that differ from each other in color, shape, size, thickness; they can be used from 2 years of age. To make it interesting for your child to play and study, you can use your favorite toys and special aids with bright pictures. Games with blocks contribute to the development in children: memory, logical thinking, combinatorics, attention. Cuisenaire Sticks (Slide) “Cuisenaire Sticks” or “Colored Numbers” are a good material for developing creativity, logical thinking, attention, memory, and the ability to model and design. The set contains tetrahedral sticks of 10 different colors and lengths from 1 to 10 cm. Used from 2 years. At the initial stage, I used Dienesh sticks and blocks as playing material. Children play with them as with ordinary sticks or construction sets, and along the way they get acquainted with colors, sizes and shapes. Then I began to use it in the classroom, using special aids with bright pictures. Based on the image, the child lays out sticks and blocks like a mosaic and gets a three-dimensional picture. Carpet printing . (Slide) Carpet printing is used when getting acquainted with the objective world, when teaching spatial orientation, telling fairy tales, and modeling from geometric shapes. Mathematical tablet . (Slide) A mathematical tablet allows you to teach children how to navigate on a plane. Children develop fine motor skills and visual perception. M. Montessori technology . (Slide) According to the Montessori method, the environment is divided into 4 zones: exercises in practical life, sensory, mathematics, speech development, and sets of objects to determine: size, color, shape, sound, tactile sensations, smell, weight, all made from familiar materials to kid. Our material for work is simplified and close to our capabilities, this is something that you can touch and experiment with: lids, clothespins, plates, jars, Kinder Surprise eggs and various cereals. It has long been noted that children are more interested not in toys, but in household items, and they really enjoy pouring water from various jars, sorting, pouring, sorting cereals. These are games such as “Find the treasure”, “Cinderella”, “Feed Timoshka”. Games with Marbles pebbles - colorful happiness for children! (Slide) Marbles and decorative pebbles are a bright, varied material in shape, color, and texture. They got their name from the English word, i.e. marble. I use this technology both in group classes and individually. When working, I carry out the following tasks: 1. I develop fine motor skills, visual-motor coordination, attention, memory and thinking, the child’s imagination 2. At the same time, I cultivate a positive emotional attitude in the child during the lesson. Working with parents .
(SLIDE) It should be noted that all the organized work would not have been so fruitful and would not have given the desired effect if I had not been able to interest my parents. Consultations were organized for parents: “What is sensory skills, and why does it need to be developed?” “Sensory abilities of a child”, “Raising a child’s sensory culture”; master class: “Learn by playing!”, “Journey to the world of Childhood!” Conversations, folders - moving. And parents become active participants in the educational process. (Slide) Non-traditional equipment made by parents. Although modern manufacturers offer many games and toys for developing fine motor skills, I pay special attention to homemade games and non-traditional play equipment. All this was done together with parents: various manuals, educational games, exercise equipment. All games are aimed at developing fine motor skills. Thus: the sensory development of younger preschoolers is one of the important areas in the personal development of children and the basis for the successful intellectual development of a child. And the use of gaming technologies helps to acquire knowledge, skills and abilities that the child will carry throughout his life. I would like to end my message with the words of V.A. Sukhomlinsky “A game is a huge bright window through which a life-giving stream of ideas and concepts of the surrounding world flows into the spiritual world of a child.” Thank you for your attention! Presentation on the topic: Sensory development of children of primary preschool age through gaming technologies

We recommend watching:

Sensory adaptation - didactic skirt Art therapy in working with children Didactic game with your own hands to develop imagination in preschoolers Games for the sensory development of children in kindergarten

Similar articles:

Sensory education of children of primary preschool age in preschool educational institutions

Methodology for organizing didactic games for sensory development

Let's consider the methodology for organizing didactic games for children of primary preschool age.

1. In younger preschoolers, excitation processes prevail over inhibition processes. Visuals are more effective for them than words. Therefore, it is advisable to explain to them the rules and demonstrate the game action itself. If a game has different rules, don't tell them all at once.
2. Games should be conducted in such a way that they allow children to experience joy and cheerfulness.
3. We need to teach children to play in such a way that they do not interfere with each other, gradually learn to unite to play in small groups and realize that playing together is much more interesting.
4. A teacher with younger preschoolers should try to get involved in the gameplay themselves. First you need to attract children to play with didactic materials. Then you need to take them apart and put them back together with the guys. It is necessary to awaken children's interest in didactic materials and teach them to play with them.
5. At this age, children have a predominant sensory perception of the surrounding reality. Taking this into account, the teacher tries to select material that can be explored and actively acted upon.
6. Games familiar to children will become even more exciting if something complex and new is introduced into their content, which requires activation of mental processes. Therefore, you need to repeat the game in different variations, gradually complicating their rules.
7. When the rules of the game are explained, the teacher should turn his attention to the different players so that everyone thinks that they are telling him about the game personally.
8. In order for the game to become more successful, the teacher must prepare the children for the game process: before the game, children must become familiar with the objects that will be used, with the images and their properties.
9. After the game, the teacher must definitely notice the positive aspects: praise the children for what they did.
10. Interest in games will increase if the teacher invites them to play with the toys that were used during the game.

“Development of sensory abilities of young children through didactic games”

author: Cheremnova Ekaterina Mikhailovna

teacher of MKOU "Krasnoyarovsk School No. 30 named after. Hero of Russia A. Galle" - a structural unit of the kindergarten "Lesovichok"

“Development of sensory abilities of young children through didactic games”

“Development of sensory abilities of young children through didactic games”

The child constantly studies and comprehends the world around him. The main method of accumulating information is touch. Children need to grab, touch, stroke and taste everything! If adults try to support this desire by offering the baby various toys (soft, hard, rough, smooth, cold, etc.), rags, objects for exploration, he receives the necessary stimulus for development.

It has been proven that a child’s speech and his sensory (“touching”) experience are interconnected. If the movement of the fingers corresponds to age, then speech development is within normal limits; if the movement of the fingers lags behind, then speech development is also delayed, although general motor skills may be normal and even higher than normal. Speech is improved under the influence of kinetic impulses from the hands, more precisely, from the fingers. Therefore, if you want your child to speak well, develop his hands!

Sensory development of young children is the development of the child’s perception and the formation of ideas about the external properties of objects: their size, color, shape, position in space, taste, smell. Knowledge begins with the perception of phenomena in the surrounding world and objects. It is sensory development that is necessary for the successful learning and mental development of a child.

In accordance with the Federal State Educational Standard, a preschool educational institution performs an important function of preparing children for school. And the success of his further education largely depends on how well and timely the child is prepared for school.

Sensorimotorics (from the Latin sensus - feeling, sensation and motor - engine) is the mutual coordination of sensory and motor components of activity.

Tasks of sensorimotor development:

• development of fine motor skills of the hands;
• development of coordination of hand movements;
• formation of ideas about the color, shape, size of objects, their position in space;
• activation of sensory perception, stimulating the visual, auditory, touch, smell and taste analyzers.

The main form of work with preschoolers and the leading type of activity is play. It is a game with educational elements that is interesting to the child that will help in the development of the preschooler’s cognitive abilities. This kind of game is a didactic game. Let me note: that a didactic game is an effective method of consolidating knowledge - it should not turn into a learning activity. The game captivates children only if it gives joy and pleasure.

Here are some educational games aimed at developing sensory abilities for use at home.

Games to develop tactile sensations Tactile cards.

Target:

development of tactile memory, fine motor skills of fingers, impact on the mental potential of the child.

Material:

a set of cards with different surfaces (sandpaper, a sponge for washing dishes (both sides - hard and soft), corrugated cardboard, foil, the scratchy part of Velcro, etc.) in duplicate, a set of iron baby food lids with the same surfaces, so in duplicate.
Game description:
It is proposed to find a pair for each type of surface; It is proposed to name the sensation from touching the surface (smooth, slippery, rough); It is proposed to guess the material by feeling the offered card under the blanket; It is proposed to group cards according to color (texture)

Games to develop shape perception.

1. Didactic game: “Wonderful bag” Purpose:
   to teach children to recognize objects by their characteristic features. Material: opaque bag, objects of different shapes, sizes, textures (toys, geometric shapes and bodies). Game description: put several blocks in a bag and ask them to find square, round or triangular shapes. ask for a large round block or a small square one. Offer to get figures of different thicknesses. You can specify what color the block is.
2. Didactic game: “Recognize the figure.” Goal:
   consolidation of ideas about geometric shapes, development of fine motor skills of the hands. Material: opaque bag, several pairs of identical geometric shapes. Description of the game: geometric shapes identical to those in the bag are laid out on the table. The teacher shows any figure and asks to take the same one out of the bag. Games to develop size perception.

3. Didactic game: “Lay out by size” Purpose:

learn to correlate objects by size. Description of the game: At the request of the teacher, you need to arrange natural objects according to size: cups, buckets, etc.; objects cut out of cardboard: mushrooms, carrots, etc. An outline image of the objects is given and it is asked to determine what can fit in what: a bucket, a cup, a car; kettle, pliers, suitcase, etc. So, today we got acquainted with only a small part of what you can do in your leisure time with your child at home. Use your imagination and most importantly, don’t get tired of constantly talking to your kids, name all your actions, natural phenomena, colors and shapes. Let the child be in a constant flow of information, rest assured, it will not tire him. The more relaxed the training, the easier and faster it will be. Encourage your child to play as much as possible, play educational and fun games with your baby. Take part in the gameplay.

This will be a great way to establish a stronger bond between you and your child!

Educational games with buttons. Games with buttons perfectly develop: – fine motor skills and tactile perception; – hand-eye coordination; – accuracy of movements and attention; – mathematical thinking (the child learns to classify, distinguish objects by size, count); – emotional and creative development

1. Place a pile of different buttons in front of your child: different textures, sizes and colors. Let them be small and large, flat and convex, with a leg and with holes, golden and mother-of-pearl, of different shapes and patterns. The more varied the buttons are, the more interesting it will be for the baby to play. Look at the buttons with your child, but don’t forget to tell them what color the button is, what size it is (large or small), count how many holes there are in the button (two or four), etc. 2. Take one button, show it to your baby, and then hold it in your hand and ask, “Which hand is the button in?” Let the child guess where the button is hidden.

3. Prepare (or better sew) a beautiful bag and put a lot of different buttons in it, let the child take one button from the “magic” bag and at the same time tell what color and size he got the button.

1. Ask to arrange the buttons by color: blue in one direction, green in the other, red in the third. Or give your child two small boxes (large and small): he will collect large buttons in the large box, and small ones in the other box.

5.Button mosaic. Place the buttons in a row with a certain pattern, for example: blue-white-blue-white. Invite your child to continue the pattern. 6. Place buttons in piles and compete with your child whose pile will be higher.

When organizing work with young children it is necessary

consider the following:

– activities with children should be based on imitation of an adult (his movements, words), and not on explanation;

– there must be emotional contact between an adult and a child;

– the joint activities of a child and an adult must simultaneously contain elements of play and learning;

– you need to repeat the material many times in order to consolidate knowledge, skills and abilities;

– the level of difficulty of the material should be age appropriate, tasks should be made more difficult gradually;

– the duration of the lesson should depend on age (from 5-10 to 15-20 minutes);

– it is necessary to consolidate the acquired knowledge by constantly using it in different situations.

Skills and abilities formed as a result of sensory development

children of the third year of life.

– Children identify and take into account shape, color, size, texture when performing a number of practical actions.

– Group objects by properties in accordance with the sample.

– Correlate dissimilar objects by color, shape, size.

– Designate various objects in accordance with their characteristic sensory features: sea, sun, water, forest...

– They use “objectified” words-names (brick, ball, roof, grass, chicken...)

– Select items for an independent story game.

– They begin to actively use color name words, often in isolation from a specific object.

Literature:

1. Vetrova V.V. “What to play with a child under 3 years old
   . TC M. 2011.
2. Gromova O. N. Prokopenko T. A. “Fun games for the development of fine motor skills in children”
   M. 2001.
3. Davydova O.I. “Working with parents in kindergarten”
   Sphere shopping center. 2005.
4. Zaporozhets I. Yu. “Psychological and pedagogical living rooms in kindergarten”
   M.: Publishing house:
   “Scriptorium 2003”
   . 2010.
5. Zvereva O. L. “Modern forms of interaction between preschool educational institutions and families
   ,” magazine:
   “Preschool Educational Institution Educator”
   No. 4. 2009.
6. Koldina D. N. “Game activities with children 2 – 3 years old”
   TC M. 2011.
7. Pilyugina E. G. “Sensory abilities of a baby. Games to develop the perception of color, shape and size in young children.” M., 1996.
8. Pilyugina E. G. Sensory abilities of a baby - Moscow. Mosaic – Synthesis, 2003.
9. Yanushko E. A. Sensory development of young children - Moscow, Mosaic - Synthesis, 2011.

10. Wenger L.A.
Raising a child’s sensory culture: a book for kindergarten teachers / Wenger L.A., Pilyugina E.G. – M.: Education, 1998 “Development of sensory abilities of young children through didactic games”

Touch gaming systems and conditions for their use

The methodological literature contains information about different gaming systems. Such systems were developed, among others, by T.V. Bashaeva. They allow you to develop the perception of preschoolers and primary schoolchildren. ISSE was developed on the basis of the patterns of development of perception in the preschool period and on the psychological aspects of the transfer of external actions to the internal plane. The laws of mastering sensory standards were also taken into account.

To realize each type of perception, game systems were created that are based on the principle of gradual complication according to the stages of development of perceptual actions. In the beginning, children play with real objects with the help of adults, so they begin to perceive what properties different objects have. Then models are introduced into the game system, with the help of which the property can be specifically highlighted to facilitate their perception.

By playing with models, children learn to manipulate properties as in real actions in order to dissect external actions and objects themselves into their constituent elements. This makes it easier to assimilate perceptual actions and transfer them to the level of visual perception of objects.

Each type of perception must end with visual discrimination and recognition of the properties of phenomena or objects, with the help of which it is possible to determine whether the preschooler has developed a mechanism for perceiving the properties being studied.

Game methods for forming ideas about color

The main focus is on color recognition exercises and games. With their help, a preschooler can become familiar with the generally accepted system of shades and color tones, which are included in the form of transitional phrases.

These games are very important, because children, when perceiving color in the environment, drawing it with paints and pencils, are not able to independently learn to systematize shades and tones.

G.S. Shwaido offers his own model for constructing games for color discrimination and recognition. First, the child must remember colors that are close to each other. Then he must learn to distinguish colors by dark and light shades.

After this, children should learn to distinguish between shades of one color. First, choose two shades. Then several.

To firmly grasp sensory standards, you need to repeat games many times. But repetition needs to be organized in different ways. If you repeat didactic games without changes, this will give children the opportunity to consolidate acquired skills and knowledge during the exercises.

But if you make familiar games a little more complicated, it develops interest in them. Solving new problems brings children a sense of satisfaction and joy, and children are fueled by a desire to be mentally active.

Formative environment and game methods

According to R.A. Kurashova, we can highlight a subject-based developmental environment, which is one of the conditions for the development of sensory standards in preschoolers.

Today, as the education system improves, as the principles of humanization of the educational process are introduced, great importance is attached to the creation of a formative environment.

The environment, which includes the child's environment, consists of the family, immediate environment and social environment. The environment can both enhance and inhibit a child’s development. But she cannot but influence his development at all.

The developing subject environment is a complex of objects of the material world with which the child interacts. It allows you to model the content of the child’s physical and spiritual appearance.

In order for didactic games to produce results, you need to follow general didactic principles in their organization.

For example, one must adhere to the principle of consistency and systematicity, which is manifested in the fact that the knowledge system should be transmitted to children in a logical sequence, taking into account the cognitive capabilities of students. Another principle is the principle of learning. It involves organizing a process of several steps. It produces more results if you take fewer breaks, stay consistent, and avoid uncontrollable moments.

Based on all this, didactic games should be carried out sequentially from simple to complex.

According to V.N. Avanesova, during classes that are based on the direct influence of adults on the teacher, it is impossible to implement all the goals of sensory education: didactic games still play a large role.

The researcher believes that in some cases games are a specific playful form of conducting classes. They can be organized with all preschoolers during classes. In other cases, games should be used in everyday life, when the child plays independently.

Didactic games for learning motivation

Didactic games are games that are created and adapted specifically for teaching children.

This is a type of game with rules that are specially created by teachers for raising and teaching children.

Didactic games are a rather complex pedagogical phenomenon, consisting of many plans. A game is a gaming method, a form of learning, an independent activity, and a means for personal education.

We study didactic games as teaching methods in two forms: activities and didactic games. During classes, the leading role is taken by the teacher, who tries to increase preschoolers’ interest in classes using game techniques. He can create competitive elements and introduce game situations. The use of different components of gaming activity can be combined with instructions, demonstration, explanations and questions.

Researchers in the field of games highlight its structure: tasks, rules and actions.

The game used for teaching includes a didactic, educational task. During the game, children try to solve the problem in a form that is exciting for them, which can be achieved through certain game actions.

Each didactic game is endowed with a detailed game action. According to a group of teachers, didactic games become games due to the fact that they contain game moments: surprises and expectations, elements of competition and movement, riddles and distribution of roles.

Motivation for completing didactic tasks is the child’s natural desire to play, achieve gaming goals, and win. This is what encourages them to listen and look more carefully, quickly focus on the necessary properties, select objects and group them as required by the game conditions and rules.

Usually teachers confuse the concepts of “game exercise” and “game”. And game exercises are sometimes mistakenly called games by teachers.

But if you use play exercises instead of games, then children's interest can often quickly fade away. N.Ya. Mikhaileno identifies the following components of the game: actions, rules, winnings.

If the activity that the teacher offers for children does not have a competitive component and it is impossible to record championship as a win, then it is just a game exercise. To prevent the game from turning into a gaming exercise, it is necessary to introduce gaming actions with a competitive component into the process.

MAGAZINE Preschooler.RF

Author: Ibragimova Irina Petrovna teacher of the first category, GBOU School No. 199, preschool department No. 5 (GBOU kindergarten No. 368), Moscow

Sensory education is the development of a child’s perception and the formation of ideas about the external properties and qualities of objects: shape, color, size, position in space, smell, taste, and so on. The child’s knowledge begins with the perception of objects and phenomena of the surrounding world. Therefore, normal development is impossible without relying on full perception.

The development of perception and sensation occurs more successfully in conditions of purposeful, meaningful activity: playing, drawing, modeling, appliqué, design. This not only creates favorable conditions for the development of sensation and perception, but also creates the need to master shape, color, and spatial orientation on a sheet of paper. The child’s sensory experience is enriched through touch, muscle feeling, and vision. The child is taught to distinguish the size, shape and color of an object through didactic games. When examining an object, a child of primary preschool age, as a rule, identifies one most striking feature, and, focusing on it, conveys the image of the object in visual activity through the color scheme, in design, modeling - through shape, color.

It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. In the system of didactic games, children of the younger group master the basic skills of various types of productive activities. Didactic games systematically teach and reinforce children’s knowledge in a playful way. The combination of a teaching task in didactic games, the presence of ready-made content and rules, allows the teacher to use these games more systematically for the sensory development of children. However, as many studies have found, it is impossible to achieve all the tasks of sensory education in classes on productive activities. Specially organized didactic games are a good addition to learning in classes to familiarize yourself with generalized ideas and socially established sensory standards.

Games with didactic toys, collapsible toys and inserts: nesting dolls, turrets, balls, cubes have a lot in common with the exercises under consideration. The content of didactic toys expresses the features of nature, the life of a particular people, and national character. 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 ability to teach young children through active, interesting activities is a distinctive feature of didactic games. Let's look at some techniques and methods for leading didactic games. A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to carry them out.

Children operate with existing knowledge, which is acquired, systematized, and generalized during the game. With the help of didactic games, a child can acquire new knowledge: by communicating with the teacher, with his peers, in the process of observing the players, their statements and actions, acting as a fan, the child receives a lot of new information. And this is very important for its development. Children who are inactive, unsure of themselves, and less prepared, as a rule, first take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.

Before starting the game, it is necessary to arouse children's interest in it and the desire to play. This is achieved by various techniques: using riddles, counting rhymes, surprises, an intriguing question, agreement to play, reminders of a game that children willingly played before. The teacher must direct the game in such a way that, unnoticed by himself, he does not stray into another form of learning - classes. The secret of successfully organizing a game is that the teacher, while teaching children, at the same time preserves the game as an activity that pleases the children, brings them closer together, and strengthens their friendship. Children gradually begin to understand that their behavior in play may be different than in class. Here they can react violently to various actions of the players: clap their hands, encourage, empathize, joke.

The teacher helps to ensure that the children remain in a playful mood throughout the game, so that they are captivated by the game task. The pace of the game set by the teacher is of great importance. The development of the tempo of the game has a certain dynamics. At the very beginning, children seem to “play out” , assimilate the content of game actions, the rules of the game and its course. During this period, the pace of the game is naturally slower. Towards the end, the emotional mood decreases somewhat and the pace of the game slows down again.

The explanation of the rules and the teacher’s story about the content of the game are extremely brief and clear, but understandable to the children. From the very beginning to the end of the game, the teacher actively intervenes in its course: notes the successful decisions and discoveries of the children, supports the joke, encourages the shy ones, and instills in them confidence in their abilities. If the game has elements of competition (who will complete the task faster, who will solve the problem correctly without making mistakes, who will name the most objects, etc.), then when summing up the results you must be especially careful and objective. To avoid mistakes, the teacher uses chips with which correct decisions are assessed.

The presence of a large number of chips in one of the players allows you to determine him as the winner. In some games, for incorrectly solving a problem, the player must contribute a forfeit, that is, any thing that is won back at the end. The game does not tolerate coercion or boredom. Didactic games, held outside of class or as part of a lesson, teach and reinforce knowledge in a playful way. Didactic games and exercises for children 3-4 years old are carried out sequentially and systematically. One of the important conditions for the sensory development of preschool children is also its implementation in the process of meaningful activities of children.

It is in the conditions of meaningful, effective activity that it becomes possible to make features, relationships, and properties the subject of children’s attention, a subject of development. In the formation of a child’s personality, various types of artistic and creative activities are invaluable: drawing, modeling, cutting out figures from paper and gluing them, creating various designs from natural materials. Visual activity of this age is characterized by rapid transitions from the process of depiction to play, which is explained by the mobility of imagination and general activity. Play is a special type of activity for a preschooler; it is always creative in nature.

Didactic games on art activities and design increase children's sensory culture and develop sensory perception of color, shape, and size. When conducting such games with preschool children, the teacher explains the rules as the game progresses. The following examples of didactic games for the sensory development of preschoolers can be given:

1. Game “Hide the Bunny” .

Goal: To consolidate children's ideas about six colors (red, blue, yellow, green, orange, purple).

2. Game “Match by color” .

Goal: To strengthen in children the ability to group homogeneous objects by color.

3. Game “Who has what dress? ”

Goal: To teach children to choose objects based on the word denoting color. Group shades of the same color tone.

4. Game “Pick a figure” .

Purpose: To consolidate children’s knowledge about geometric shapes, to practice

naming them. Learn to select shapes according to the model. Strengthen the skill

examination of geometric figures using the technique of tracing and overlaying.

5. Game “Who has what form” .

Goal: To teach children to group geometric shapes (ovals and circles) by shape, distracting from color and size.

6. "Geometric Lotto".

Goal: To teach children to compare the shape of a depicted object with a geometric figure and select objects according to a geometric pattern.

7. "Let's assemble a pyramid".

Goal: To strengthen in children the ability to establish the relationship between several objects in size when assembling a pyramid.

8. "Tower".

Goal: To consolidate the idea of ​​the relativity of the size of objects.

Give an idea of ​​the relationship in size between flat objects and volumetric objects.

9. "What's there?"

Goal: To teach children to establish the relationships of three objects in size when composing nesting dolls.

10. "Narrow and wide path".

Goal: To consolidate the ability to place bricks with the long side to each other, distributing the building over the surface.

11. “Building a slide with a ramp”.

Purpose: To teach children to build a ladder by placing it at an angle to the highest side of the plate. Develop eye and coordination of movements.

The didactic game provides ample opportunities for children's sensory development. There are methodological techniques for preparing and organizing games that help the teacher teach children in a form that is interesting to them. The variety of didactic games allows the teacher to select didactic games, focusing on the individual and age characteristics of children.

Didactic games increase the child’s interest in mastering sensory culture. A wide variety of didactic games allows the teacher to build a set of activities with children.

Bibliography

1. Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. — M.: Enlightenment
2. Wenger L.A. Nurturing a child’s sensory culture, from birth to 6 years. — M.: Enlightenment.
3. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. — M.: Enlightenment.
4. Zaporozhets A.V. Sensory education of preschoolers. - M.: APN RSFSR
5. Kostina E. P. The role of didactic games in the sensory development of preschool children. — M.: Progress.

Types of didactic games for sensory development

A.N. Avanesova, taking into account the experience of sensory development of children, identified several types of didactic games:

1. assignments that are based on children’s passion for actions with objects and toys: they can be assembled, laid out, inserted and performed other operations with them;
2. hiding and searching: children are fascinated by the unexpected disappearance or appearance of objects, their finding and searching;
3. guessing and riddles in which children are attracted by the unknown;
4. plot-role-playing: children find themselves in the depicted life situations and play the roles of adults: buyers, postmen, sellers, etc.;
5. competitions in which children try to quickly achieve game results and win;
6. forfeits: in them, children try to discard a card, get rid of something, hold on, avoid a penalty item, and not utter a forbidden word.

According to A.N. Avanesova, in order to develop preschoolers’ ideas about colors and the solar spectrum, you must first conduct didactic games, during which children could learn to distinguish primary colors, recognize them and name them correctly.

After this, preschoolers are introduced to complementary colors. Then children do exercises in which they learn to name and distinguish shades for primary and secondary colors.

This is how ideas are formed about certain systems of color relationships, about the sequence of all colors in the solar spectrum and about their place there.

The knowledge children acquire about color allows them to develop mentally and sensory. Using this knowledge as standards, children try to navigate space faster and better, more accurately and more consciously. Their activities are taking on more advanced forms.

The acquired sensory representations do not indicate that children will use them in practice.

Didactic games make it possible to expand the practice of using standards and expand practical orientations.

As a result, the function of the didactic game becomes not educational, but aimed at applying existing knowledge.

Games can be used in every lesson. It is best to accompany them with nursery rhymes and riddles, which allows children to be emotionally aware and perceive game images, understand their aesthetic character, and develop imagination and imaginative thinking.

Related posts:

1. Pedagogical conditions for the formation of sensory ideas about color in children Conditions for the formation of sensory ideas about color in preschool children:...
2. Organization of games and activities in the process of forming sensory standards in children of primary preschool age Description of experience in the formation of sensory standards in preschool children...
3. Expanding vocabulary through familiarization with the animal world Introducing preschool children to the animal world helps to form…
4. What is folklore and how to use its forms? Small forms of folklore are successfully used in various types of activities for…

Sensory education of children through didactic games

Lyudmila Bendik

Sensory education of children through didactic games

«Sensory education of children through didactic games»

Sensory development represents the foundation of the child’s overall mental development, which is, in turn , an integral condition for the child’s successful learning. From birth, a child learns to perceive objects and phenomena in the environment using the senses and tactile techniques.

The enormous role and significance of sensory development lies in the fact that it is the basis for the intellectual development of a child, developing attention, imagination, memory, and observation.

sensory development largely depends on how a child thinks, sees, how he perceives . How well a child is developed in early childhood, so simply and naturally he will master new things in adulthood.

In the process of practical actions with objects, the child accumulates sensory experience. In everyday life, the child’s personality is enriched through direct communication with nature, with the phenomena of social life, with the world of objects created by human hands. Didactic games serve as educational tools - children master the characteristics of objects, learn to classify, generalize, and compare. Due to the fact that the leading activity of a preschooler is play, it is by playing that the child learns touch, perception , and assimilates all sensory standards . The game acts as a means of sensory development and education .

my work on sensory development by collecting information on this issue and studied pedagogical literature on sensory education of preschoolers .

In my work I solve the following problems:

- Continue to introduce the colors of the spectrum: red, orange, yellow, green, blue, indigo, violet.

— Show children the features of the arrangement of color tones in the spectrum;

- introduce children to the size and shape of objects

— to develop skills of independent activity.

I build my activities step by step, taking into account the age of the children . didactic games in educational activities, joint activities, and individual work. To form elementary mathematical concepts, I select games with mathematical content that require mental effort:

-puzzle games,

- joke games

-games with entertaining questions: “Why doesn’t the oval roll?”

,
“Who can find it faster”
,
“Unfinished pictures”
,
“Living numbers”
,
“Match by color”
,
“One - many”
.
In 2015, a teacher and spoke interestingly about Cuisenaire rods and Dienesh logic blocks. We also purchased these games and special albums for them.
Children are very interested. They are bright, entertaining, and children really enjoy playing with them. To organize joint and independent activities of children, I created a sensory corner , which I filled with didactic games aimed at cognitive development of color, to consolidate knowledge about shape, size, taking into account safety, aesthetics, clarity, and accessibility.

A child, captivated by the game, does not notice that he is learning, although every now and then he is faced with tasks that require mental activity from him.

didactic games in work with parents in the form of “ house games ”

.
I explain the game to the parents, and the parents reinforce it at home with their children. didactic was presented for parents , during which parents got acquainted with new games, and also, together with their children, played them and discussed games . Such systematic work gives positive results.