“Sensory development of children 2-3 years old through didactic games”

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 younger preschoolers through didactic games

MBDOU Irkutsk kindergarten No. 127 “Beryozka”, Irkutsk, Irkutsk region

Educator

Link to the article, when indicated in the bibliography (according to GOST R 7.0.5–2008):

Semenova S.G. Sensory development of younger preschoolers through didactic games // Sovushka. 2016. No. 1. URL: https://kssovushka.ru/e-sovushka.2016.n1-a/ZP15120188.html (access date: 01/18/2022).

The world enters the lives of children gradually. First, the child learns what surrounds him at home, in kindergarten. Over time, his life experience is enriched, and daily impressions from communicating with people play a significant role in cognition. Preschool age is the age when sensory processes take shape and develop. Therefore, sensory development, in the process of sensory education, occupies the most important place during this period, since it is also the basis for mental development. Didactic games, which serve as the basis for understanding the world, the first stage of which is sensory experience, help to fully perceive the surrounding reality. According to E.G. Pilyugina, V.I. Loginova, effective management of the sensory development of children of primary preschool age is carried out in classes or in organized activities. The teacher, systematically planning the implementation of didactic games on sensory education, promotes the effective development of sensations and perceptions, which affects the child’s sensory development. Observing the work of my fellow teachers, I realized that preschool organizations do not always systematically use didactic games for the sensory development of children of primary preschool age in educational activities. Therefore, I set several tasks for myself, solving which I saw the influence of didactic games on the sensory development of young children in the process of educational activities. Sensory is a set of sensory subsystems of the body. The sensory system of any person includes several subsystems: visual, vestibular, auditory, proprioceptive, tactile. The sensory development of preschool children includes two interrelated aspects: 1) the assimilation of ideas about the various properties and relationships of objects and phenomena. 2) mastering new perceptual actions that allow a more complete and voluminous perception of the world around us. Consequently, sensory development is the development of sensations and perceptions, ideas about objects, objects and phenomena of the surrounding world with the help of body subsystems: vision, hearing, touch, smell, taste. Sensory development is carried out in the process of sensory education. Outstanding foreign and domestic teachers believed that sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education. For sensory development, the teacher can use various possibilities:

• in visual arts: color and shades;
• in constructive: shape, size, spatial relationships, surface properties (smooth, fluffy, rough);
• in musical activity: tempo, rhythm, character of music;
• on modeling: properties of plasticine, clay (hard, soft, plastic);
• in familiarization with the surrounding world: color, smell, sound, etc.

Sensory development in preschool age is carried out in three directions: development of sensory organs; mastery of sensory standards; mastering perceptual actions (methods of examining objects). As sensory experience accumulates, the child’s range of sensory representations becomes wider. Children transfer their accumulated experience to other objects and phenomena and use it in everyday life. In my work with children of primary preschool age, I relied on the following tasks:

• develop children's perception in various activities; creating conditions for children to become familiar with the properties of objects and phenomena of the surrounding reality. Strengthen the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color;
• enrich children’s sensory experience and the ability to record it in speech;
• improve children's perception by actively including all senses;
• develop figurative ideas.

I solved all these problems with the help of the game. It is known that the leading activity in preschool age is play. Play, being a form of practice for a child, is aimed at mastering and understanding the life around him. Didactic games play a big role in the mental education of children. These games have ready-made content and clear rules. Didactic games are a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific problems of teaching children, but at the same time, they demonstrate the educational and developmental influence of gaming activities. Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. A didactic game has a certain structure: a didactic task; game task; game actions; rules of the game; result (summarizing). For sensory education of young children, I used the following types of didactic games:

• Games are instructions based on children’s interest in actions with toys (objects): picking up, folding, inserting, stringing, etc. (matryoshka, pyramids, etc.).
• Hide and search games are based on children's interest in the unexpected appearance and disappearance of objects, their search and finding.
• Games with riddles and guessing that attract children with the unknown: “Find out”, “What is here?”, “What has changed”, “Magic bag”.
• Plot-didactic games - depiction of life situations, in the role of adults or animals (“Let’s give Masha some tea,” “Let’s wash the doll’s dress,” geese, bear, bunny, etc.).

Using a didactic game as part of educational activities, I systematically and systematically carried out the sensory development of children. At the same time, she used the didactic game in educational activities as an independent form and as a method in one of its parts. In order to make my work more effective, I divided all the children into two subgroups, taking into account the level of development of each child. I also planned the following didactic games, which were aimed at:

• to form ideas about color and shades (two shades of each color);
• on the formation of ideas about form;
• to form ideas about size and size;
• to develop the ability to examine and designate the properties of real objects;
• on the development of the eye.

All didactic games were carried out by me in strict sequence. First, games were played aimed at developing color, then at developing the perception of shape, then at developing the perception of size, and finally at developing the eye. In the process of conducting most of the didactic games, I developed examination skills in children. This sequence is due to the fact that children must first learn color and shape, and only then size. To attract the attention of children, at the beginning of educational activities I used surprise moments: “Who’s knocking on our door?”, “Look what Mashenka brought us in a magic bag!” etc. Children of primary preschool age get tired quickly, and so that their attention does not weaken, all explanations and didactic games were carried out in the process of substantive practical activity. In order to diversify the children’s activities, I used physical education minutes, such as: “The little gray bunny is sitting...”, “Pinocchio”, etc., finger gymnastics: “Magpie-crow”, “Finger-boy, where have you been?” etc. And then she returned to solving didactic problems. In the process of working with children, I encouraged children to take active action with didactic material, and to consolidate skills, I resorted to repeated exercises with similar materials, which allowed children to use knowledge and experience in independent games. During games and educational activities, I tried to take care of the child’s good emotional well-being. Draws attention to objects and actions with them using a variety of techniques, maintains interest in educational activities through the introduction of characters (“Katya came to look at us,” “fingers want to help,” etc.). I consolidated all the received ideas about sensory standards with the help of productive activities. In art classes, I reinforced primary colors and shapes with the children. During constructive activities, all sensory ideas of children were consolidated: color, shape, size (magnitude) with direct practical activity. In addition, I used games to consolidate knowledge at one of the stages of educational activities. For example, in the water part (subject didactic games), in the main part as physical education and preparation of fine motor skills for drawing (at this stage, verbal games were carried out). In the final part I used printed board games. I used all of the above in classes on the sensory development of children of primary preschool age, and, accordingly, reflected it in long-term planning.

Long-term plan for the use of didactic games in productive activities

The work also used an individual approach to children who had a low level of sensory development. Thus, thanks to didactic games, this group of children demonstrated the ability to identify, name and differentiate primary colors and geometric shapes; name the primary colors (white, black, red, blue, green, yellow); compare objects by size, highlight size as a significant feature that determines actions, based on examination and development of the eye. As a result of our joint work with children on the development of sensory abilities, I can say with confidence that didactic games should be selected based on the age and psychological characteristics of children; knowledge, skills and abilities acquired in the didactic game must be consolidated in various types of productive activities (drawing, modeling, design, etc.) and in everyday life. This ensures the deepening and specification of pedagogical work, as well as the development of the child’s sensory culture. And, of course, the system of didactic games should be built with gradual complication so that the child can correlate new information with existing experience and knowledge. Didactic games will contribute to more effective sensory education of children only if they are purposeful and systematic.

List of used literature:

1. Bondarenko A.K. Didactic games in kindergarten. M.: Education, 1991. 160 p.
2. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. M.: Education, 2008. 315 p.
3. Wenger L.A. Sensory education of preschool children // Preschool education. 2004. No. 13. P. 42-46.
4. Deryagina L.B. Rainbow-arc: Remembering colors, developing speech and artistic taste: a guide for children, parents and educators. St. Petersburg: Litera, 2005. 32 p.
5. From birth to school. Basic general education program for preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. M.: MOSAIKA-SYNTHESIS, 2014. 368 p.
6. Pilyugina E.G. Baby's sensory abilities. Games for teaching color, shape, and size in younger preschoolers. A book for kindergarten teachers and parents. M.: Educational literature, 1996. 25 p.

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.

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.

MAGAZINE Preschooler.RF

“The most far-reaching successes of science and technology are designed not only for a thinking, but also a feeling person” B. G. Ananyev.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items.

He also gets acquainted with works of art - music, painting, sculpture. And of course, every child, even without targeted education, perceives all this. But if assimilation occurs spontaneously, without reasonable pedagogical guidance, it often turns out to be superficial and incomplete. This is where sensory education comes to the rescue.

Early childhood is a special period of formation of organs and systems and, above all, brain function. Early age is the most favorable time for sensory education, without which the normal formation of a child’s mental abilities is impossible. This period is important for improving the functioning of the senses, accumulating ideas about the world around us, and recognizing creative abilities.

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 and preschool age can hardly be overestimated. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

Sensory education means targeted improvement and development of sensory processes (sensations, perceptions, ideas) in children. Thus, the problem of forming a sensory culture is a priority, is of paramount importance in the development of a child and requires close attention. But, as you know, the main form and content of organizing children’s lives is play; play is the most favorite and natural activity of preschoolers.

While playing, the child learns touch, perception and assimilates all sensory standards; learns to compare, compare, establish patterns, make independent decisions; develops and learns about the world.

The sensory development of children depends on how the child masters object actions with toys. To get acquainted with the size, nesting dolls, pyramids with rings, cups - inserts are suitable. The child learns to string rings onto the rod of the pyramid, starting with the largest ring. But to do this, you need to show an adult how to do it 2-3 times. Teach your child to separate and connect parts of a single nesting doll, and then put the smaller nesting doll inside the larger one.

Repeated exercises with objects (toys) gradually lead to the fact that the child begins to solve the problem immediately with the help of an external indicative action, without resorting to practical tests. A popular game is playing with clothespins and with item templates. The child picks up a yellow circle and selects yellow clothespins to it, attaching them to the template. It turned out to be the sun. Or take a blue paper flower and attach blue clothespins to it. For children 2–3 years old, you can find the board game “Colors” in the form of paired puzzles. Play with your child a couple of times, and then he will play on his own.

The more you practice sensory perception with your child, the more successfully he will complete tasks and objective actions with toys. And children will have good coordination of finger movements, act purposefully and persistently. Achieve the required result and will be able to follow the presented model.

Sensory development is possible only through the interaction of a child with an adult on the basis of didactic material, didactic toys, experimentation, productive activities, etc.

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.

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.

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.

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Sensory development of children of primary preschool age through didactic games

 The child learns through independent activity with materials and gradually moves from grasping to understanding, that is, from manipulating with his hands to understanding the essence of the object.

M. Montessori

Early childhood is a special period of formation of organs and systems of the child’s body and, above all, the function of the brain. It has been proven that the functions of the brain are not fixed hereditarily; they develop as a result of the interaction of the body with the environment. This occurs especially intensively in the first three years of life. During this period, there is a maximum rate of formation of prerequisites that determine all further development of the child’s body [5, p.15].

Features of the early childhood period determine the tasks and means of raising children. The objectives of mental education are:

- development of actions with objects;

- sensory development;

- speech development;

‒ development of gaming and other activities;

‒ formation of basic psychological processes (attention, memory, development of visual-effective thinking, emotional development, formation of primary ideas about the world around us, concepts);

- development of mental abilities (the ability to compare, distinguish, generalize, establish the causal dependence of individual phenomena);

‒ formation of cognitive needs (need for obtaining information, activity in classes, independence in understanding the world around us).

These tasks are implemented through the following means: emotional and business communication between an adult and a child during his independent activities; development of sensory processes (sensations, perceptions of ideas); sensory development through didactic games.

The child is open to the whole world. It is known that a child absorbs a huge amount of information. “From the age of five to me, one step from a newborn to five is a huge distance,” wrote Leo Tolstoy. The path of a preschooler is a very responsible one. It is difficult and joyful, where there are many different meetings and discoveries. The child reacts to what happens in the child’s immediate environment and is transformed in his soul.

The baby’s communication with the world occurs not only through us, adults, but also independently. The world penetrates into the consciousness of a person immediately after he is born. This interpenetration serves as the basis for the process of personality development.

The child first experiences the world only in a sensory way. The sensory world is limitless, as it is devoid of stereotypes. The child feels free in it, and the world opens up to him as if in the process of drawing - gradually and bewitchingly.

Everything that adults are already familiar with, everything that, as it seems to them, is completely clear, explained and put into diagrams, the child sees for the first time, and his delight is so strong that he wants to prolong this “for the first time” indefinitely. But only a few adults, whom we call people of art, retain within themselves the ability to endlessly discover the world.

Children need all-round development. The more they learn, the richer their sensory experiences will be, the easier it will be for them to develop motor skills, and all this will make learning easier. And after interesting activities, the child will not have to waste energy on unnecessary head movements when looking at any object. Consequently, the baby will not be so tired, and the learning process will go much faster.

In order to easily learn, in order to determine at a high level the shape of an object, volume, size, the child must not only have well-developed periocular muscles, which allow the eyes to move, and neck muscles, which help it to be motionless or turn in different directions at will, but also coordinated movements muscles of both arms. To get acquainted with an object, you need to study it: touch it with your hands, squeeze it, stroke it, that is, perform some actions that are called motor. To grasp an object with one hand, your baby must already be motorically ready for this. If he cannot grasp this object, then he will not be able to feel it. This means that if we teach a child’s hands to be dexterous and skillful, then he will be able to learn many different things with them. And the sooner we put new, unexplored things into his hands, the faster they will become skillful.

The preschool period is one of the most important and responsible in a person’s life; it is during this period that the desire to comprehend the world and oneself appears and, perhaps, disappears once and for all. At first, the child trusts what adults tell him about the essence of phenomena and objects, but then an obvious deficit of true experience appears and interest, including in knowledge, decreases. The child becomes the owner of an unlived experience. And this not only drowns out his sensory abilities, but also makes the subsequent stages of learning, which are based on the ability to operate with logical and analytical categories, difficult. Therefore, the child must be given the opportunity to independently explore the world through sensory processes (sensations, perceptions, ideas) [1, p. 9–10]. Sensory processes are inextricably linked with the activities of the senses. The object we look at affects our eye; with the help of our hands we feel its hardness (or softness), roughness, etc.; sounds emitted by any object are perceived by our ear. Thus, sensation and perception are direct, sensory knowledge of reality.

The development of sensation and perception processes in children significantly outpaces the development of thinking. In this regard, it is sometimes believed that it is enough just to direct children’s attention to one or another object, and they can examine it themselves. But this is not so: children, as a rule, do not yet know how to independently examine objects and notice characteristic features in them. And the reason is not that the child is inattentive. A baby can indeed perceive very superficially, but inattention often depends on the inability to peer and listen. Attention increases significantly in cases where a person perceives with some purpose, for the sake of something. A well-developed ability of perception is necessary for modern man, and it needs to be developed in a child [4, p. 6–7].

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 development and comprehensive education of a preschooler. The smaller the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. Professor N.M. Shchelovanov called early age the “golden time” of sensory education.

In the history of preschool pedagogy, at all stages of its development, this problem occupied one of the central places. Prominent representatives of preschool pedagogy (J. Komensky, F. Frebel, M. Montessori, O. Decroli, E. I. Tikheyeva, etc.) developed a variety of didactic games and exercises to familiarize children with the properties and characteristics of objects [3, p. 3–4].

Sensory development is aimed at teaching children to accurately, fully and clearly perceive objects, their various properties and relationships (color, shape, size, location in space, pitch of sounds, etc.). Psychological research shows that without such training, children’s perceptions for a long time remain superficial, fragmentary and do not create the necessary basis for general mental development, mastery of various types of activities, and full assimilation of knowledge and skills.

Issues of sensory development and upbringing of children were studied by a group of scientists - teachers and psychologists A. V. Zaporozhets, A. P. Usova, N. P. Sakulina and others. This study showed that the development of perception is a complex process that includes, as its main points, children’s assimilation of sensory standards developed by society and mastering ways of examining objects. Sensory education should be aimed at ensuring these moments.

Sensory standards are generally accepted examples of each type of properties and objects. So, in the area of ​​shape - these are geometric shapes (circle, square, triangle, etc.), in the area of ​​color - seven colors of the spectrum, white and black. Of course, in nature there is an endless variety of colors and shapes, and humanity has managed to organize them, reduce them to a few varieties. Mastering ideas about these varieties makes it possible to perceive the world around us as if through the prism of social experience.

Ensuring that children assimilate sensory standards means forming in them ideas about the main varieties of each property of an object. But such ideas themselves will not be able to control perception if the child does not have methods by which it would be possible to find out which of the available samples corresponds to the property of the object that is being perceived at the moment. Methods of comparing the properties of perceived objects with learned samples are the methods of examining objects that children need to be taught. Thus, the main content of sensory education in kindergarten is to familiarize children with sensory standards and enrich them with ways to examine objects.

The works of A. P. Usova, N. P. Sakulina, N. N. Poddyakov, V. N. Avanesova showed that the use of specially designed didactic aids, conducting didactic exercises and games should be organically combined with sensory development carried out in drawing classes, modeling, design, etc. Didactic games and exercises can be used both as one of the methods of conducting the classes themselves, and in order to expand, clarify and consolidate acquired knowledge and skills. [2, p. 12–13]

Thus, the sensory development of preschool children forms the foundation of the child’s overall mental development. And for full sensory development, we are helped by didactic games, which help make the learning process interesting, accessible, emotional, allowing the child to gain his first, personal experience.

Literature:

1. Bezrukikh M. M. Sensorimotor development of preschool children. - M.: “Humanitarian Publishing Center VLADOS”, 2001, 9–10 p.
2. Wenger L. A. Didactic games and exercises for sensory education of preschoolers. - M.: Education, 1978. 12–13 p.
3. Pilyugina E. G. Classes on sensory education with young children. - M.: Education, 1983. 4–5 p.
4. Sakulinina N.P. and Podyakov N.N. Sensory education in kindergarten. - M.: Education, 1969. 6–7 p.
5. Frolova A. N. Mental education of young children. - K. “Radyanskaya School”, 1989, 15 p.
6. Khokhryakova Yu. M. Technology of sensory education for young children: monograph. Perm. State Ped. univ. - Perm, 2010.