CHAPTER 2. Diagnosis of sensory development in young children

Maria Montessori believed that a child's intelligence and knowledge of the world always originate in the senses. Any thought is always preceded by a process of collecting information. This means that the more subtly all the analyzers work, the more chances a person has to solve the problem facing him.

In his book “The Absorbent Mind of the Child,” M. Montessori says that sensory development allows you to open up a whole new world for the baby, making more things and their properties visible, as if someone suddenly turned on the light in a dark room.

It is important to understand that what adults consider obvious, a child has yet to learn: a small stone is lighter than a large stone, but at the same time heavier than a feather, glass is smooth and cold to the touch, and an autumn leaf is warm and rough. A child's absorbent mind is wired for learning, but it is important to place the child in the right environment where he can put his natural curiosity to use.

For more information about Maria Montessori's approach, watch our webinar for parents:

History of Sensory Education in Montessori

Maria Montessori was not the first teacher to draw attention to the importance of developing children's senses. When developing her approach, she relied heavily on the work of the French physician and teacher Edouard Seguin, who at one time worked with children with special needs and created his own system of exercises for developing children’s perceptions and teaching them everyday skills. Jean-Jacques Rousseau and Johann Heinrich Pestalozzi in their works also paid attention to the role of the development of sensory organs in children's learning.

Robert Baden-Powell, founder of the Scout movement and contemporary of Maria Montessori, said that to gain knowledge about the world, children need real experience of interacting with objects. This statement formed the basis of his theory of active learning. He highly valued Maria Montessori's pedagogical approach, noting that if teachers stop commanding and begin to more delicately reinforce a young child's natural need for new experiences, teachers can create a much more solid basis for subsequent learning and development. In his opinion, the idea of ​​education as hard and exhausting work is hopelessly outdated.

Maria Montessori herself began her career working with special needs children who were deprived of adequate sensory stimulation: they had almost no toys, and their whole life was reduced to a series of basic caregiving activities. She was able to clearly prove that changing the living conditions of children significantly changes the level of their abilities. Today, the influence of the environment on a child’s development has been proven at the neurophysiological level. We recommend reading John Medin's book, Rules for Your Child's Brain Development, to become more familiar with this topic.

Maria Montessori created a system of sensory education based on many years of experience observing children and studying the works of outstanding teachers and doctors. Although she was not the first to discover the need for sensory experiences in child development, she was certainly the first educator who was able to draw public attention to this fact.

Rules for organizing sensory education according to Montessori

Maria Montessori noticed that at a certain age, children's behavior and motivation are very similar. For example, in the first three years a child is especially sensitive to order. This childish “pedantry” is necessary for the child to create a stable image of this world. It can also be used to develop a child’s natural need for knowledge by creating tasks that are exciting for a certain age, which would help the child master the most important qualities of objects: color, size, shape, material.

As Maria Montessori herself admitted, the work of creating the sets was not easy: it was necessary to create material that would demonstrate properties in isolation, have pedagogical value, and at the same time be attractive to the child. This is how a set of Montessori sensory material appeared.

The main objectives of Montessori sensory exercises

• Teach the baby to perceive, compare and classify sensory experiences of different modalities,
• Expand the child’s sensory experience, teach him to notice even small differences, develop the child’s senses as much as possible,
• Teach your child to use his own memory: “I remember what yellow is, and I can always imagine it in my head,”
• Teach to critically evaluate any information and develop the habit of striving for maximum accuracy when gaining knowledge about the world,
• Create a basis for the emergence of abstract thinking and imagination.

Let us explain with an example how sensory and abstract thinking are connected:

Let's say you've never seen an okapi. Now your task is to imagine this animal by description: it is a bay horse with the legs of a zebra and the head of a giraffe. Happened? If so, congratulations, your sensory development is on point, because for this exercise you need to have an understanding of the colors of horses, the coloring of a zebra and the body structure of a giraffe.

Any abstract idea is essentially a clever interweaving of various information from our real experience. That is why a child’s intelligence begins in early childhood and the ability to exercise all the senses over and over again.

What can you find in the sensory development area of ​​the Montessori center?

Visual information

• Shapes: sets of geometric shapes, as well as more complex shapes (for example, animal figures or plant leaves)
• Volumetric figures: Pink Tower, Brown staircase, Red barbells, Montessori weight cylinders
• Colors: sets of basic colors, card index of shades

Tactile information

• Texture: palpable board, rough tablets, baskets with rags
• Temperature: heat jugs, heat plates
• Weight: weighing cylinders and plates

Stereognostics

• Sorting small items, magic bag

Audio information

• Volume: sound boxes, musical accompaniment of classes
• Height: bells, sound cylinders, musical instruments

Taste and smell

• Taste bottles, conversations during meals
• Jars with scents

In addition to exercises with isolated sensory qualities, in a Montessori space you can always find sets that combine several qualities, such as color and shape:

• Binomial cube
• Trinomial cube
• Constructive triangles
• Montessori squares
• Cylinders without handle

The study of sciences according to M. Montessori also begins with sensory education. Acquaintance with the basic qualities of objects of the natural and cultural world prepares the child for studying social sciences, biology, physics, chemistry and even mathematics:

• Sets of leaves of different plants
• Thematic puzzles
• Maps and globe
• Flags
• Sets with natural materials
• Reproductions of artists and nature photographs

Color

Recognizing color from a sample

Task : match the pictures to the color background.

Recognizing color by verbal designation

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

Color differentiation

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

Naming the color

Task : the child must name the color.

Age indicators:

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

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

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

Conclusions:

— ideas about color are formed by age;

- there is no concept of color:

- does not distinguish colors;

- does not recognize and does not name colors;

— does not group shapes by color.

Montessori Sensory Development Ideas at Home

Despite the fact that Montessori centers use specialized kits for the development of children, it is not difficult to create a game that enriches a child’s sensory experience.

• Animal competitions. Discuss with your child how different animals move and try to organize a competition: draw a start and finish line and ask them to run sideways like a crab, hobble like a bear, or jump like a hare.
• Modeling. Kinetic sand, salt dough, plasticine and clay perfectly develop a child's tactile sensitivity. You don’t have to try to create a masterpiece right away: just learn how to roll balls, flatten them into pancakes, stretch them into sausages, squeeze them and watch how the material seeps through your fingers

• Draw with crayons on the pavement and play hopscotch. Like the previous exercise, this trains not only the senses, but also the child’s coordination.
• Game of silence. Is it just not interesting to remain silent anymore? Invite your child to remember 5 different sounds that he heard during a minute of silence (car horn, bird sounds, people talking, a dropped pencil, etc.)
• Treasure hunt. Draw a list of objects that your child should find during your next walk (a long rough pine cone, a red leaf, a yellow leaf, a dry branch, etc.). Don't forget to take a pen with you to cross out what you find.
• Drawing with stamps, fingers, brushes and even cotton swabs. It is difficult to overestimate the impact of free creative activities on a child’s development.
• Guess the smell. Place items with different scents in opaque boxes: your favorite shampoo, orange peel, a little vanilla, dried cloves, fried cutlet. Organize a competition for the keenest sense of smell.
• Experiment with musical instruments: xylophone, glucophone, kalimba, drum, tambourine, shaker, pipe. It is not necessary to immediately enroll in a music school to introduce your child to music.
• Guess the product by taste. Blindfold your child and ask him to guess what's for lunch today.
• Let your child walk barefoot more often, because there is a whole world under his feet: sand, lawn, stream, pebbles.

CHAPTER 2. Diagnosis of sensory development in young children

Ascertaining stage

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

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

The diagnostic results are listed in Table 1.

Table 1.

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

Diagram 1. Children's sensory development results

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

Formative stage

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

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

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

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

practice identifying a given color and naming it correctly

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

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

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

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

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

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

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

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

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

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

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

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

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

Control stage

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

Table 2.

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

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

Diagram No. 2. Repeated diagnosis

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

Diagram No. 3. Comparison chart.

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

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

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

was carried out using didactic games.

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

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

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

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

List of used literature

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

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

ANNEX 1

Tasks for identifying and assessing sensory development in young children.

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

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

APPENDIX 2

TYPES OF LEARNING TASKS

COLOR

TYPES OF LEARNING TASKS FORM

VALUE

APPENDIX 3

SENSORY EDUCATION LESSON PLANS

Lesson No. 1 (Hide the mouse)

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

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

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

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

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

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

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

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

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

conclusions

The development of a child begins with the development of his senses. In the 21st century, this is not just the opinion of teachers, but a scientifically proven fact. At an early age, it is very important for a child to learn as much as possible about the world around him using all his senses, which is why no computer can replace a child’s real experience of being in a different environment (forest, park, store, kitchen, etc.). Try to introduce your baby to a variety of objects, and think about how to organize a sensory development area for him, if the ideas of Maria Montessori are close to you.