Study of the level of sensory development of young children. Diagnostics of sensory abilities Monitoring of sensory development in the first junior group

Sensory development of children of the first younger group

teacher

Demidova Elena Vladimirovna

Sensory education is the development of a child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, and so on. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is a condition for successful mastery of any practical activity. And the origins of sensory abilities lie in the general level of sensory development achieved in early preschool age. The age of early childhood is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. The child’s sensory experience is enriched through touch, muscle sense, vision, the child begins to distinguish the size, shape and color of an object.

Sensory education in the second and third years of life consists, first of all, in teaching children objective actions that require the correlation of objects by their external characteristics: size, shape, position in space. Mastering knowledge about the external properties of objects is achieved by correlating them with each other (since at this stage children do not yet possess standard ideas).

Sensory education of young children is carried out in those forms of pedagogical organization that ensure the formation of sensory abilities as an effective basis for the overall development of the child - this is a specially organized environment and routine moments.

Didactic games are used as a means of sensory education for children of early and early preschool age. They take into account the age and moral motives of the players’ activities, the principle of voluntariness, the right of independent choice, and self-expression.

The main feature of didactic games is educational. 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 education of children. They are created by adults for the purpose of raising and teaching children, but not openly, but are implemented through a game task. These games promote the development of cognitive activity, intellectual operations, and the development of sensory experience.

In our work on the sensory development of children of the first junior group, we use games at different periods of routine moments - this is in the morning, and before lunch, when the assistant teacher sets the tables for lunch, and in the evening.

We use didactic games to develop and understand the shape of objects, colors and their standards:

Show red circle, green square, blue triangle, yellow square;

We offer two identical geometric shapes of different colors laid out on the table;

Find a pair: red square, yellow circle, blue triangle, green square.

Game “Different mugs for the hare and fox”

Develop ideas about color and shape;

Select rugs for the hare and fox;

Select the right mats and load them onto cars in the appropriate colors.

Progress of the game:

The teacher brings two houses and tells the children that one house is for the fox and the other is for the hare. The animals are renovating their houses, bought furniture, and decided to lay new rugs on the floor. Invites children to help the animals choose rugs that look like mugs. The teacher shows the rugs: green and red. The fox immediately liked the red rugs, the hare green. Children must select the rugs and load them for the fox on the red car, and for the bunny on the green car.

Game option: invite children to select large and small rugs of the same color or different colors.

We use a variety of games and play exercises for size, for example, we offer 2 objects each, sharply different from each other in length, width, height:

Show me the short ribbon. The yellow ribbon is short, and the blue one...(long);

Show me the wide path, the blue path is wide, and the red one...(narrow);

Find two identical Christmas trees (out of the three offered).

Game "Big and small balls"

Learn to distinguish between color and size (large - small);

Select balls for dolls by size;

Choose the right balls by color and size.

The teacher gives the children to look at balls of different colors (blue, green, red, yellow) and different sizes (large and small). Show them jumping and say rhythmically:

Jump and jump

Everybody jump and jump

Sleep our ball

Not used to it.

The teacher brings out two dolls - a large and a small one - and says: “The big doll Olya is looking for a ball for herself. Little doll Ira also wants to play with the ball.” Invites children to pick up balls for dolls. Children select balls of the required size (for a large doll - a large ball, for a small doll - a small ball). The doll Olya is capricious: she needs a yellow ball, the same as her skirt. The doll Ira is also angry: she needs a red ball like her bow. The teacher suggests calming the dolls: picking up the right balls for them.

Game "Decorate the butterfly"

Teach children to group by color.

To consolidate knowledge about the geometric figure of a circle, about the concept of many - one, large - small.

Progress of the game:

The teacher shows the children butterflies and says that they have come to visit them. He says that the butterflies brought mugs of different colors with them and want the children to decorate their wings. The teacher offers to help the butterflies. First, he asks each child to choose mugs of the same color from the four offered. At the same time, he invites one or the other child to choose mugs of the color he likes. After all the children have chosen, the teacher gives them silhouettes of butterflies and invites them to decorate them.

At the end of the game, the teacher praises all the children.

Game “Help the bear find his plate”

Target: - Teach children to compare objects by size (large - small), compare them (small plate - for a small bear, large - for a big bear).

The teacher and the children look at the toys (small bear, large bear), then asks:

What plate should we give to little Mishka? (small) What plate should we give to the big bear? (large)

Game "Where did we throw the ball"

Purpose of the game:

Reinforce the concepts: “close”, “far”.

- Teach children to compare objects by size (large and small balls)

Progress of the game:

The teacher takes two balls of different sizes and throws one far, the other closer. She asks the children which ball she threw far and which one close. The second time she asks where she threw the big and where the small ball. Then two children throw the ball, and the rest determine which ball was thrown far and which was thrown close.

Game “Guess where they hid it”

Purpose of the game:

To train children in the ability to navigate in space.

Progress of the game:

The teacher explains: “Now I will hide this toy, you will look for it, and I will help you: tell you which side to look for the toy from.”

The children leave the room, while the teacher hides the toy. Children enter and stop near some object. If there is no toy there, the teacher says, “Go forward, go back.” If the child is standing close to where the toy is hidden, the teacher says, “Look on the right, on the left.” When a toy is found, the child hides it.

To develop orientation in space, we use the child’s body and rely on his practical experience:

Show your right hand where you are holding the flag;

Raise the flag up, lower it down, stretch your arms forward, hide them back;

Show me where your ears are;

Where are the legs, below? And the head, at the top?

Name what is in front (behind, right, left) of you;

Having studied the theoretical foundations of sensory development of young children through didactic games, we can draw the following conclusion.

The process of mastering the surrounding world at an early age occurs through sensory cognition. Direct sensory perception of the surrounding world forms the basis of ideas. The completeness and accuracy of these ideas depends on the degree of development of sensory processes that provide a reflection of reality, that is, the development of sensation and perception. Preschool age is the age when sensory processes take shape and develop. Sensory development is the process of improving sensation and perception. It is a condition for the successful mastery of any practical activity, therefore sensory education during this period occupies the most important place.

In didactic games, children are given other tasks, the solution of which requires concentrated attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge.

In the general system of sensory education for young children in preschool educational institutions, didactic games solve educational problems. In addition, they are a good school for children to use the acquired sensory experience, ideas and knowledge and, finally, perform the function of monitoring the progress of sensory education.

Titova Larisa Vladimirovna

Introduction

Preschool age is the period of initial acquaintance with the surrounding reality; at this time, the child’s cognitive abilities intensively develop. The initial stage of knowledge of the world is sensory experience, which accumulates most intensively in early preschool age. Individual sensations received from an object are summarized into a holistic perception of it. Based on sensations and perceptions, ideas about the properties of objects are formed, it becomes possible to differentiate them, to single out one from many others, to find similarities and differences between them.

Prominent domestic scientist N.M. Shchelovanov called early preschool age the “golden time” of sensory education. The lack of targeted perception distorts children's ideas about the subject.

Sensory development- this is the development of the child’s perception and the formation of his ideas about the external properties of objects: their shape, color, size, position in space, smell, taste, etc. Knowledge begins with the perception of objects and phenomena of the surrounding world.

Sensory development is the key to successful mastery of any practical activity, the formation of abilities, and the child’s readiness for school.

Sensory education- this is a purposeful pedagogical influence that ensures the formation of sensory experience and improvement of sensory processes: sensations, perceptions, ideas.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. The baby is surrounded by nature with all its sensory signs - colors, smells, noises. And of course, every child, even without targeted upbringing, perceives all this in one way or another. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be superficial and incomplete. But sensations and perceptions can be developed and improved, especially during preschool childhood. Therefore, it is important to consistently and systematically include sensory education in the routine moments of a preschool educational institution.

Starting from the age of three, the main place in the sensory education of children is to familiarize them with generally accepted sensory standards and ways of using them. The perception of sensory standards is a complex process. Ensuring that children acquire sensory standards means forming in them an idea of ​​the main varieties of each property of an object.

At the same time, the main means of sensory education are gaming technologies. Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games. This is the consistent activity of the teacher in:

Selection, development, preparation of games;

Involving children in play activities;

Implementation of the game itself;

Summing up the results of gaming activities.

The types of pedagogical games are very diverse. They may vary:

1. By type of activity - motor, intellectual, psychological, etc.;

2. By the nature of the pedagogical process - teaching, training, controlling, cognitive, educational, developmental, diagnostic.

3. By the nature of the gaming methodology – games with rules; games with rules established during the course of the game; a game where one part of the rules is specified by the conditions of the game, and is established depending on its progress.

5. By gaming equipment - tabletop, computer, theatrical, role-playing, director's, didactic.

In didactic games, cognitive activity is combined with play. On the one hand, a didactic game is one of the forms of an adult’s educational influence on a child, and on the other hand, a game is the leading type of independent activity of children.

The practice of using didactic games with sensory content has shown that the sensory development of young children occurs most intensively, provided that they should not be carried out occasionally, but in a certain system, in close connection with the general course of sensory training and education of younger preschoolers. The teacher, in joint play activities with children, enriches their sensory experience for a full perception of the world around them. The richer the sensations and perceptions, the broader and more multifaceted the child’s information about the world around him will be.

Thus, one of the central places in working with children is the use of gaming technologies for the development of sensory standards, since the youngest preschool age is the most sensitive to improving the functioning of the senses and accumulating ideas about the world around them. Sensory development, on the one hand, forms the foundation of the child’s overall mental development, on the other hand, it has independent significance, since full perception is necessary for the child’s successful education at school.

2 . Analysis of psychological and pedagogical literature on the problem.

Many domestic and foreign teachers and psychologists have paid great attention to research in the field of sensory education of preschool children. In the pedagogical literature, scientists have defined the essence and methods of sensory education in different ways.

Ya.A. was the first to draw attention to the problem of sensory education of children. Comenius in the 17th century. He contrasted verbal education with active education. Comenius considered it necessary to organize the perception of phenomena in the surrounding world by children using all senses. He reflected his views on this problem in his work “The World of Sensual Things in Pictures.”

The first comprehensive system of sensory education for preschoolers was proposed by Friedrich Froebel. He created the manual “Froebel's Gifts”, which had 6 gifts (balls, cubes, cylinders, tiles, etc.). The use of this manual contributed to the development of children's construction skills and formed an understanding of shape, size, spatial relationships, and quantity. A valuable feature of Froebel's Gifts is the consistency in introducing children to geometric shapes, the very thought of building material. The strengths of this system include the inclusion of sensory education tasks in the general tasks of the child’s mental development, recognition of the role of the child himself in mental and sensory development, and provision of systematic guidance of this activity by the teacher. The disadvantage of “gifts” is the abstractness, formalism of the material, the limitations of the entire system of sensory education, practically unrelated to living reality, which limited the children’s horizons and freedom of creativity.

Maria Montessori created a clear, well-thought-out system of sensory education, which is still the basis of programs in kindergartens abroad. She believed that it was impossible to teach a child to think correctly if he himself did not practice correct thinking. For these purposes, a system of sensory exercises should be used. In order to teach a child to think, it is necessary to teach him to compare and group correctly, i.e. correctly discern the surroundings. M. Montessori came up with unusual aids and games with the help of which children explored the world around them in a way that was accessible to them - based on sensory experience. With the help of Montessori didactic material, the senses are exercised. To develop the sense of touch, weight, size, vision, hearing, rhythm, etc. Using her method, objects were made: planks, cubes, cylinders, plates, from various materials. The child had, for example, to insert bars and cylinders of different sizes into the corresponding holes or by touch, blindfolded, to determine the property of the material and its configuration, to name what material the object was made of and what kind of object it was.

In domestic pedagogy, E.I. made a huge contribution to the development of the problem of sensory education of preschool children. Tikheeva. She considered it possible only in certain cases to use special exercises in the so-called “mental orthopedics”, which, with skillful guidance, can contribute to the development of sophistication of perception in children, cultivate endurance, will and observation. These exercises should be associated with practical exercises and games conducted in kindergarten, and they should be constantly varied. She created her original system of didactic materials for the development of the senses, built on the principle of pairing and consisting of various objects familiar to children (two cups, two vases of different sizes, colors, etc.), toys and natural materials (leaves, cones, flowers, fruits, shells, etc.). Children's games and activities in which these didactic materials were used were accompanied by conversations. E.I. Tikheeva assigned the leading role in didactic games and activities to the teacher.

Of interest is the system of didactic and educational games proposed by M.B. Medvedeva and T.P. Babich. This system aims to develop “targeted perception of color, shape and size, object representations, orientation in space, visual attention, analytical-synthetic activity...” and represents a fairly clear and reasonable sequence of work. Thus, the authors propose to formulate ideas about the size of objects in the following way: correlating objects by size, by total volume (matryoshka dolls, pyramids); verbal designation of objects by size: show a long, short path; arranging objects in ascending or descending order; localization of quantity; development of the eye; sense of rhythm; games and exercises to develop visual attention.

In the modern system of sensory education, along with educational activities, a certain place is given to activities of a different nature, which are conducted in the form of organized didactic games. In classes of this kind, the teacher sets sensory and mental tasks for children in a playful way and connects them with play. The development of the child’s perceptions and ideas, the assimilation of knowledge and the formation of skills does not occur in the process of educational activities, but in the course of interesting game actions (hiding and searching, guessing and making riddles, depicting various life situations, competition in achieving results).

Exercises with didactic materials and toys (with sets of geometric shapes, collapsible toys, inserts, etc.) are also important. These exercises, based on the practical actions of each child with the details of didactic toys, materials (assemble, decompose, make a whole from parts, put into a hole of the appropriate shape, etc.), allow you to improve the child’s sensory experience and are useful for consolidating ideas about shape, size , color of objects.

Thus, having analyzed the psychological and pedagogical literature on this issue, we can say that sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, the characteristics and properties of individual objects and materials, their position in space, etc., all types of perception develop, thereby laying the foundation for the development of mental activity.

The problem of sensory development is recognized as a priority and is of paramount importance in the development of a child of primary preschool age. At the same time, didactic games play a central role in the development of sensory standards in children.

3. The use of gaming technologies in the development of sensory standards of younger preschoolers.

There are 3 year old children in my group. This is the age when the baby realizes himself as a separate person. And I, as a teacher, must expand and enrich the child’s accumulated experience in the world around him, form ideas about objects, about the simplest connections between them.

I began my work by monitoring the level of development of ideas about sensory standards of color, shape, and size in pupils of the second junior group.

Based on the monitoring results, the levels of sensory development of each of the children were identified: 25% of children distinguish primary colors and cope with the task of grouping by color; 42% of children did not immediately begin to assemble the pyramid by color. Children have difficulty mainly in arranging flowers according to a pattern. After the teacher suggested that they compare their pyramid with the example: “Look at yours the same as here?”, the children did not know what exactly needed to be compared. In this case, they were asked to start all over again, but with the help of a teacher. The children made mistakes while completing the task; not all colors matched the sample. 33% of children did not complete the task, despite the help of the teacher.

When children determined the form, 10% of children completed the task independently, 50% of children completed tasks with the help of a teacher and answered questions, 40% of children did not complete the task.

When determining standards of magnitude, it is clear that children find it difficult to determine the magnitude between objects: 20% showed high results; 45% - average level, and 35% did not cope with the task.

Based on the diagnostic results, it is clear that children master practical actions of selecting and grouping objects by color, shape, size, but do not sufficiently differentiate colors, do not see the similarities and differences of colors, placing colors according to a visual model, children confuse the names of colors in the active dictionary Some children lack the names of many primary and secondary colors. Difficulties for children were caused by determining the shape of objects of size standards. Diagnostic data is presented in histogram 1.

Histogram 1.

Analysis of psychological and pedagogical literature on the topic, the results of diagnosing students made it possible to determine targetworks:

Increasing the level of sensory development of younger preschoolers through the use of didactic games and exercises.

In accordance with the goal, we settasks:

1. Creating conditions for enriching and accumulating the sensory experience of children during joint object-based play activities of the teacher and children.

2. Creation of a system of didactic games and exercises aimed at developing sensory standards of younger preschoolers.

3. Stimulating the development of different types of children's perception: visual, auditory, tactile, gustatory, olfactory.

3. Maintaining and developing children’s interest in jointly with an adult and independently examining objects and various actions with them.

4. Formation of the ability to compare objects according to basic properties (color, shape, size), establishing identity and difference; selecting pairs and groups of objects based on similar sensory attributes.

In accordance with the objectives, I work with younger preschoolers in the following areas:

I continue to develop perception, create conditions for children to become familiar with the color, shape, size, and tangible properties of objects; I develop the ability to perceive the sounds of music, nature, and native speech;

I consolidate the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color, using a system of didactic games and exercises;

I improve the skills of establishing the identity and difference of objects according to their properties: size, shape, color, telling children the name of the shape: round, triangular, square, rectangular;

I improve children’s perception, actively including all senses, and develop imaginative ideas;

I show different ways of examining objects, actively including hand movements on the object and its parts.

I implement the tasks of sensory education through the use of the following methods, forms and means:

Studying scientific and methodological literature on this issue;

Monitoring the development of ideas in younger preschoolers about sensory standards;

Creation of a subject-spatial environment in the group;

Selection of didactic games, exercises, tasks; - experimental games for the development of all types of perception;

Long-term planning of didactic games for the development of sensory standards;

Development of notes on joint play activities of the teacher and children on sensory education;

A combination of different forms of work with children: frontal, subgroup, individual;

Organization of independent play activities for preschoolers in a sensory corner;

Increasing the level of knowledge among parents on the sensory development of children.

3.1. Creation of a subject-development environment for the development of sensory standards among students .

In the pedagogical process, she paid special attention to creating conditions for the sensory development of children in the process of organizing personality-oriented interaction between an adult and a child, as well as independent activities of children. Free, varied activities in an enriched developmental environment allow the child to show inquisitiveness, curiosity, learn about the environment without coercion, and strive for a creative reflection of what he knows.

In the group, I have created favorable conditions for the sensory development of children and equipped a sensory corner. When organizing the corner, I took into account the following criteria:

availability;

safety;

aesthetics;

compliance with the age characteristics of younger preschoolers.

In addition, to eliminate the fear of using certain objects or materials, I try to create situations where children have the opportunity to observe the actions of adults - I deliberately transfer children from the position of “observer” to an active position of cooperation. When using objects, I explain and show children how to act in order to eliminate undesirable situations. I always appreciate the achievements of each child, their desire to keep themselves busy with something.

For development tactile sensations I use natural and waste materials: pine cones, chestnuts, pebbles, beans, plastic plugs, various vessels, etc. The ways of using these materials are not limited only to the imagination of the teacher, but also to the children.

For development touch I use samples of materials and surfaces: pieces of fur, different types of fabric and paper; items for creating cold and hot (heating pad, ice trays); bags with different fillings.

For development fine motor skills, and to familiarize yourself with the various properties of objects I have made the following didactic games and manuals: “Collect beads”, “Laces”, “Flower Glade”, “Whisperer”, “Find by touch”, various “ladybugs”, turtles, etc.

For development auditory perception in the sensory corner there are aids for creating sounds: these are various voiced toys: a cockerel, a bell; “rustles” made from fir cones, option 2 - from yogurt cups; “rattlers”, etc. To develop an ear for music, we play musical and didactic games: “Guess what I’m playing”, “Guess where it’s ringing?”, “Who lives in the house”, “Sunshine and rain”. In addition, I use a tape recorder to listen to various melodies and sounds: birdsong, the sound of rain, the babbling of a brook, the cries of animals.

For development sense of smell I use fresh fruits and vegetables, and in the corner there are substances with different smells: coffee, mint, orange peels, etc. I play games with preschoolers: “Test by taste”, “Guess by smell”.

IN "center of activity" There are games and manuals that develop children's sensory perceptions:

Games to develop ideas about color (“Tie a string to a ball”, “Mosaic”, “Miracle Train”, “Put a butterfly on a flower”, “Hide the mouse”, “Colored squares”, “Dress up the dolls”);

Form (“Decorate the carpet”, “Hide the mouse”, “Geometric lotto”, “Educational cubes”);

The size of objects (“Assemble a nesting doll”, “Big and small”, “Beads for mom”).

The corner contains permanent and additional objects, which are added depending on the interests, needs of the children, educational and developmental tasks set by the teacher.

The enrichment of sensual, sensory experience is facilitated not only by the sensory corner, but also by the entire subject-development environment of the group.

For example, in sports corner there are cubes of different colors, balls of different diameters, ribbed tracks, skittles, bags with different fillings: sand, cereals; tracks with footprints, massage mats, ring throwing, etc. The sports corner is aimed not only at developing physical qualities, but also at consolidating children’s ideas about color, shape, size, and properties of materials: plastic, rubber.

In the corner artistic creativity For children there is paper of different textures, pencils, brushes, stencils, coloring books. Children have the opportunity to draw with various visual media on various surfaces.

Organized in the group Sand and Water Center. This is a separate table with two slots for basins, the containers of which are filled with sand and water. It is designed to introduce children in an accessible form to the properties of sand and water: dry sand flows, wet sand can be used to make pies; You can make a snowman out of snow; water pours and takes the shape of a vessel.

Corner design allows children to interact interestingly with parts of building material in various ways: tapping a part on a part, putting one on top of another, placing it, applying it. At the same time, they discover their physical properties (the ball rolls, the cube stands stable, the brick stands unsteadily on a narrow short edge). The group contains not only traditional materials for building games, but also non-standard ones - these are ordinary dishwashing sponges, which are wonderful “bricks” for buildings.

IN theater corner Various types of theaters are concentrated: finger theater, mug theater, spoon theater, table theater. Children of this age can act out short excerpts from familiar fairy tales.

As noted above, the material for the games is placed in accessible places. I made sure that in each zone there was enough colorful, attractive material, compactly located at different levels, so that the child could constantly engage in active practical activities that would allow him to realize his plans and receive certain information.

Thus, the conditions created in the group contribute to:

stimulation of sensory functions (vision, smell, hearing, touch);

development of fine motor skills of the child’s hands;

simulation of motor activity;

activation of cognitive processes: memory, thinking, attention, perception);

relieving muscle and psycho-emotional tension;

increasing motivation for independent and experimental activities of preschool children.

Such an organization of a subject-development environment for children of primary preschool age is the most rational, since it takes into account the main directions of the child’s development and contributes to his favorable development.

3.2. The use of gaming technologies in the joint activities of a teacher and children at various regime moments.

Considering that play is the main form and content of the organization of children’s lives, that play is the most favorite and natural activity of younger preschoolers, children’s sensory development is carried out through play activities. I carry out work on sensory development systematically and consistently, including it in various forms of educational work with children. Joint play activity is one of the forms of organizing children's activities. And this is no coincidence: the relationship between participants in the educational process (teacher and children) is an important component of all educational work in preschool educational institutions, since the methods of interaction are learned by the child almost without changes and become the norm for further personal development.

I have drawn up a long-term plan for didactic games to develop sensory standards. The material was distributed from simple to complex.

As a means of sensory education for children of primary preschool age, I used didactic games and exercises.

Didactic games are the most suitable form of teaching sensory standards for children. Before starting a game, I arouse children’s interest in it and a desire to play. I achieve this using various techniques. I use nursery rhymes, riddles, educational toys, colorful demonstration and handout materials.

I offer children colored sticks, funny laces for dexterous hands, funny clothespins; games with colored corks and twisting objects, Velcro, brushes: “Decorate the meadow”, “Dress up the Christmas tree”, “Feed the birds”, “Flowers have grown”, “Multi-colored trailers”, etc. “We are playing now, but soon we will We’ll be able to tie our own shoelaces.”

To properly form children’s ideas about color, I carry out the work in stages: - at the first stage, I teach children to navigate two contrasting colors, to select homogeneous paired objects to match the sample. I conducted the following didactic games with the children: “Show the same mosaic”; “Bring the same ball”; “Place it on plates” (at the same time, I used new objects each time: markers, cubes, caps, so that the children would be interested, and the proposed game would not get boring); “Find a pair” (mittens, boots).

In the first lessons I didn’t name the colors of the objects. In order for children to understand such expressions as “the same” and “not the same,” I use the technique of placing one object close to another.

In the second stage, I teach children to navigate in four contrasting colors: red, blue, yellow and green. This is facilitated by the selection of various objects (strips, cubes) according to the pattern.

At this stage, children enjoy such didactic games as: “Tie the strings to the balls”; “Place a bouquet of flowers in a vase”; “Hide the mouse”; "Sort by color"; "Put a butterfly on a flower." If children make mistakes at first, I help them and resort to the “model by example” technique. To keep children interested, I use various teaching materials, alternating them throughout the lesson. At this stage, I bring the children to understand that different objects can have the same color.

Work at the third stage - selection of toys, natural materials to the word denoting the color of the object (4-6 colors). Children play and complete the following tasks: “Find objects that are only yellow (red, blue, etc.) in color; "The Hen and the Chicks." Of course, there are mistakes, but I correct them as the game progresses. Kids enjoy playing the proposed didactic games and love looking at book illustrations.

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

To correctly determine the size in children, I form the following ideas:

Selection of identical values ​​according to the sample;

Differences between objects in size by applying and superimposing;

Assigning names to objects of different sizes: “large”, “small”, “short”, “long”, “narrow”, “wide”.

In games to determine magnitude, I use the largest number of objects that I prepare in advance. These are toys of different sizes: cubes, balls, boxes. Games: “Which ball is bigger”, “Big and small dolls”, “Fruit picking”, “Pyramids”, “Find a cube (big or small)” contribute to the development of such mental processes as attention and thinking. Children develop skills about the size of objects.

To develop tactile sensations, I use games such as “Handkerchief for a doll”, “Recognize the figure”, “Wonderful bag”.

To implement tasks such as: the formation in children of perceptual actions and the ability to independently use them, the formation of systems of sensory standards - generalized ideas about the properties, qualities and relationships of objects and the ability to use them in a variety of activities, the following forms of organizing sensory education for children 2 younger were used groups: sensory activities, didactic games, joint experimentation games between the teacher and children. Individual work was carried out with those children who have a low level of sensory development. Children were offered exercise games in which they solved certain tasks. The children completed the tasks with pleasure, as they were presented in a playful way.

I use various opportunities to implement sensory education. Great opportunities for sensory education are provided in the work of introducing children to the environment, especially nature. On a walk, I stop the children to listen to what sounds are heard around them. I offer them the game “Who will hear the most sounds?”

In order to develop visual sensations, I organize an observation: “Look at the sky: is it the same color everywhere?” Children notice how the edges of the clouds, behind which the sun is hidden, glow pinkish, how the bright blue color of the sky turns almost gray.

Children transfer the accumulated experience to other objects and phenomena, use it in everyday life: “Let's pour sand: it will be damp, and we will make pies from it.” “Don’t lift this bucket: there is sand in it, it’s very heavy.” Using the environment, I consistently develop children’s sensations and perceptions.

In the joint activities of children, I use such methods as: showing, explaining, figurative comparison; I pay attention to those children who complete tasks correctly; I activate children's creativity with additional tasks and more complex game actions.

I try to make every day for my students a little holiday. 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 knowledge gained during play helps children in life. Games are included in all components of educational activities: direct educational activities, educational activities in restricted moments, independent activities of preschoolers.

After carrying out systematic and systematic work on the use of didactic games and exercises to form sensory standards in younger preschoolers, in December 2014 I carried out repeated monitoring of the sensory development of pupils.

As a result, the levels of development of practical orientation to shape, size, and the ability to highlight color as a feature of an object were identified, and the degree of mastery of program content by children was analyzed. At the end of the academic year, monitoring results are expressed by the following indicators:

Mastering Color:– 55% – high level; 35% - average level and only 10% of children showed results below average.

Mastering the form: 40% - high level; 45% – average; 15% is a low level.

- Mastering the magnitude: 50% - high level; 40% - average level; 10% of students showed low results. Monitoring data is presented in histogram No. 2.

Histogram 2.

A comparative analysis of monitoring data obtained at the beginning and middle of the school year demonstrates positive dynamics in the sensory development of preschool children: the number of pupils with a high level of mastery of color standards increased by 30%, shapes - 30%, and sizes - 25%.

Histogram No. 3 shows the dynamics in the sensory development of children.

Histogram No. 3.

Thus, the data obtained during monitoring confirm the fact that the systematic use of didactic games and exercises in joint play activities significantly increases the level of sensory development of younger preschoolers.

3. 3. Interaction with families of development students

sensory standards for preschoolers.

The most important conditions for successful sensory development are the general psychophysical well-being of the child and pedagogical literacy of both the teacher and parents.

In order to identify parents’ knowledge of sensory education issues, I prepared questionnaire questions and conducted a survey. As a result of the survey, it was revealed that 65% of the parents surveyed

The interaction of parents and teachers in the upbringing of preschool children is the mutual activity of responsible adults aimed at introducing children into the space of culture, comprehending its values ​​and meaning. Interaction allows us to jointly identify, recognize and solve problems in sensory education of children. I educate parents of pupils and increase their competence in matters of sensory education in various forms of work. In my work I use the following forms:

placement of information in corners for parents, design of folding folders;

questioning and testing of parents;

group and individual consultations;

parent meetings in a non-traditional form;

seminars - workshops;

holding “open days” showing a variety of activities and routine moments;

individual conversations.

Consultations– one of the forms of individual work with families. Consultations for parents are similar in nature to conversations. While working on the problem of sensory development, I conducted consultations on the following topics:

- “Creating conditions for a child’s play activities at home”;

- “Games and toys in the development of a child’s objective activity”;

- “The role of play with children of primary preschool age in the development of cognitive abilities.”

I designed it in the corner for parents guidelines on the topic: “Using didactic sensory games at home.”

I consider one of the most effective forms parent meetings. I often organize parent meetings in a non-traditional form with the involvement of kindergarten specialists . At parent meetings “Sensory education is the foundation of a child’s mental development” (form of seminar - workshop); « Playing with a child in the life of your family" - (round table ) parents got acquainted with the content of work on sensory education in kindergarten, got acquainted with games for the development of sensory concepts, parents shared their experience of family education, and took part in the presentation of manuals. It is very pleasant that the parents gladly took part in replenishing the group’s development environment. They produced didactic aids for the development of fine motor skills: “The Whisperer”, “Ladybugs”, “Miracle Rug”.

During the open days parents were introduced to the features of educational work with children of primary preschool age, introduced to an exhibition of children's games, and experimental activities were presented to the attention of parents.

Observations show that as a result of using various forms of work, parents:

their pedagogical knowledge is constantly improved;

their responsibility for raising children in the family increases;

an atmosphere of mutual understanding and trusting relationships is created between teachers, parents, and children;

There is an exchange of experience of family education between parents.

Only the unified pedagogical influence of educators and parents on young children contributes to their successful preparation for their transition to the next age level.

Conclusion

So, the development of sensory abilities actively occurs in early preschool age, since numerous studies have proven that this period of a preschooler’s life is the most sensitive for the development of perception.

An analysis of the work carried out showed that as a result of systematic and systematic work on sensory education of children of primary preschool age, a selected system of didactic games and exercises, preschoolers develop skills and abilities that indicate an appropriate level of perception development:

- children successfully identify and take into account color, shape, size, texture and other characteristics of objects and phenomena when performing a number of practical actions;

 group objects according to the sample according to color, shape, size and other properties;

 correlate dissimilar objects by color, shape, size, texture when choosing from four varieties (either four varieties of color, or four varieties of shape, etc.);

 actively use “objectified” words-names to denote shape (brick, ball, sphere, roof, egg, cucumber), color (grass, orange, tomato, chicken, sky, etc.);

 select objects of the required shape or color for the development of an independent plot game (they load bars - “bricks” or cubes of a certain color onto the car; select details of outfits for dolls in accordance with the color of their clothes);

- kids are happy to participate in experimentation activities, showing emotions of joyful surprise and verbal activity.

The presented system of work is aimed not only at the sensory development of the child, but also at the formation of the prerequisites for educational activities, since the tasks aim the child at mastering ways of orienting himself in the world around him.

Thus, timely sensory education at this age stage is the main condition for cognitive development, correct and quick orientation in an endlessly changing environment, emotional responsiveness, and the ability to perceive the beauty and harmony of the world. And the rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development.

Bibliography.

1. Beilina. A., F. Frebel: Games and gaming tools // Journal of Preschool Education. – 1995. – No. 3. – P. 56 – 59.

2. Wenger L.A. Raising a child’s sensory culture M.: Enlightenment. 1988

3. Gorbunova I. Sensory room in “Ladushki” / I. Gorbunova,

A. Lapaeva // Journal of Preschool Education. – 2006. – No. 12 – P. 30

4. Glushkova G. Game or exercise // Journal of Preschool Education. – 2008. – No. 12. – P.29 – 34.

5. Dubrovskaya. N.V. Color and features of its perception by preschool children // Journal of Preschool Pedagogy. – 2003. – No. 6 (15) – P. 21 – 26.

6. Efremova. N. Learning to distinguish colors and remember their names // Journal of Preschool Education. – 2002. – No. 12 – P. 20 – 21.

7. Plekhanov A., Morozova V. Sensory development and education of preschool children // Journal of Preschool Education - No. 7 - 1995

8. Poddyakov N.N. Sensory education in kindergarten: M.: Education, 1981.

9. Pilyugina E.G. Classes on sensory education: M.: Education, 1983.

10. Soltseva O. G. Our assistants are the senses. // Magazine Child in kindergarten - No. 3 - 2007

11. Tikheyeva I. E. Preschool age: sensory development and education//Journal Preschool Education - No. 5 - 2007

Thisdiagnostics for identifying and assessing the sensory development of children of primary preschool age were takenmethods: Strebeleva E. A., Venger L. A., Zemtsova M. I.

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).

Levels of sensory development of each child:

High level – 4-5 completed tasks independently or after showing them to adults;

Average level – 2-3 completed tasks;

Low level – 1 completed task.

1. Grouping toys (L. A. Wenger’s method). The task is aimed at identifying the level of development of shape perception, the ability to use geometric standards (samples) in determining the general shape of specific objects, i.e., grouping by shape.

Equipment: three boxes (without top lids, size of each wall 20 x 20 cm) of the same color with standard samples depicted on them (size 4x4 cm). On the first (on the front wall) there is a square, on the second - a triangle, on the third - a circle. A set of 24 items in a bag: 8 - similar to a square (cube, box, square button, etc.), 8 - similar to a triangle (cone, herringbone, mold, etc.), 8 - similar to a circle (coin, medal, hemisphere, etc.)

Carrying out the examination: Boxes are placed on the table in front of the child. The teacher draws the child’s attention to the standard model: “Look, here is a figure like this (square), and here is this one (circle).” Then he takes an object (any) out of the bag and says: “What figure does it look like: this (showing a triangle), this (showing a circle) or this (showing a square)?” After the child points to one of the standards, the adult says: “Now throw it into this box.” Then he takes out the next object (of a different shape), and the whole procedure is repeated. Subsequently, the adult gives the child the opportunity to arrange the toys himself, asking him: “Now put all the toys in your boxes, look carefully.”

Education: If the child does not continue to complete the task independently, the adult sequentially gives the toys and asks the child to put them in the correct box. If the child lowers it, but does not focus on the model, then the adult again draws his attention to the standard model, correlating the toy with it.

Assessment of the child’s actions: understanding and accepting the task; methods of implementation - the ability to work according to a model; purposefulness of actions; learning ability; attitude towards the result; result.

1 point - the child does not understand and does not accept the task; does not function adequately in learning conditions.

2 points - the child acts without being guided by a standard model; after training, continues to lower toys without taking into account the basic principle.

3 points - the child puts down toys, not always focusing on the model; after training, matches the shape of toys with the model.

4 points - the child puts down toys taking into account the pattern; interested in the end result.

2. Disassemble and arrange a four-part matryoshka doll (methodology by E. A. Strebeleva). The task is aimed at testing the level of development of size orientation.

Equipment: four-part matryoshka

Carrying out the examination: the experimenter shows the child a matryoshka doll and asks him to see what is there, that is, to take it apart. After examining all the nesting dolls, the child is asked to collect them all into one: “Collect all the nesting dolls to make one.” In case of difficulties, training is provided.

Education: The teacher shows the child how to put together first a two-part, and then a three-part and four-part matryoshka doll, after which he offers to complete the task independently.

Assessment of the child’s actions: understanding and accepting the task; methods of execution; learning ability; attitude towards the results of their activities.

1 point - the child does not accept the task, does not strive to complete it; after training does not switch to adequate methods of action.

2 points - the child understands the task, strives to act with the nesting doll, but when completing the task does not take into account the size of the parts of the nesting doll, i.e. chaotic actions are noted; acts adequately during the learning process, and after learning does not switch to an independent method of action; indifferent to the results of his activities.

4 points - the child understands and accepts the task; folds a matryoshka doll using practical fitting and trial method; interested in the end result.

3. Fold a cut picture (of three parts), (method by E. A. Strebeleva) The task is aimed at identifying the level of development of the holistic perception of the subject image in the picture.

Equipment: two identical object pictures, one of which is cut into three parts (rooster or dress). Visual material.

Carrying out the examination: The experimenter shows the child three parts of a cut picture and asks: “Make a whole picture.”

Education: If the child cannot correctly connect the parts of the picture, the adult shows the whole picture and asks to make the same one from the parts. If after this the child cannot cope with the task, the experimenter himself superimposes part of the cut picture onto the whole one and asks him to superimpose another, after which he invites the child to complete the task independently.

Assessment of the child’s actions:

1 point - the child does not understand the task; even in training conditions it acts inadequately.

3 points - the child accepts and understands the task; tries to connect parts into a whole picture, but cannot do it on his own; after training he copes with the task; interested in the results of his activities.

4 points - the child accepts and understands the task; independently copes with the task, using the method of targeted tests or practical trying on.

4. Collect a flower (4 colors). The task is aimed at the ability to arrange colors in accordance with the pattern and for children to name exactly these colors.

Equipment: Cards showing a stem with a core, multi-colored petals (red, blue, yellow, green). Visual material.

Carrying out the examination: Give the child petals of different colors and show how to place the petals around the center of the flower in a pattern. Ask to collect all the petals, naming the colors.

Education: in cases where the child cannot fold the flower correctly, the adult shows how to do it and asks to name each petal.

Assessment of the child’s actions: accepting the task; methods of execution; learning ability; attitude towards the result; result.

1 point - the child does not accept the task; acts inadequately even under training conditions.

2 points - the child accepts the task, but does not understand that the parts must be combined into a whole; puts parts one on top of another; under training conditions he often acts adequately, but after training he does not proceed to independently complete the task; indifferent to the final result.

3 points - the child accepts and understands the task; tries to assemble a flower according to a pattern, but cannot independently name the colors of the petals; after training he copes with the task; interested in the results of his activities.

4 points - the child accepts and understands the task; independently copes with the task, names all the colors correctly.

5. “What does the object feel like?”, “What is made of what?” (adapted version of M. I. Zemtsova’s technique) The task is aimed at testing the level of development of skills in tactile examination of objects.

Equipment: vegetables: potatoes, tomatoes, cucumbers; fruits: apple, pear, orange; toys: wooden nesting doll, soft bear, plastic cube, newsprint, sandpaper, etc., flannel glasses.

Carrying out the examination: the adult shows the child objects laid out on the table, the child puts on flannel glasses, the adult asks to identify, name and describe the object by touch.

Education: the adult puts on flannel glasses and shows how to examine and describe the object, and asks the child to do the same. If after this the child does not continue to complete the task independently, the adult gives the objects one by one and asks the child to describe them, asking the questions “What shape?” What does the object feel like? etc.".

Assessment of the child’s actions: acceptance and understanding of the task; methods of execution; learning ability; attitude towards the results of their activities.

1 point - the child does not understand the task and does not strive to complete it; after training does not switch to adequate methods of action.

2 points - the child accepts the task, strives to examine objects, but after training does not move on to an independent method of action; indifferent to the results of his activities.

3 points - the child accepts and understands the task, completes it using the method of enumerating options; After training, he switches to an independent method of completing the task; interested in the end result.

4 points - the child accepts and understands the task; tactilely examines objects by sampling or practical trying on; interested in the end result.

In connection with the study, the levels of sensory development of each of the children are revealed:

a high level of completed tasks independently or after showing them to adults with a score of 20–15;

intermediate level – number of points scored 15–10;

sufficient level – number of points 10–5;

initial level – number of points 5–0.

Nikolaeva T.V. developed a methodology for a comprehensive pedagogical examination of children of early and preschool age with hearing impairments.

This technique presents tasks for identifying and assessing the level of sensory development

Diagnosis of sensory development involves identifying the level of development of practical orientation to shape and size; the ability to highlight color as a feature of an object; level of development of a holistic image of an object.

Equipment:

1. wooden (or plastic) board with three (four)

Slots of round, square, triangular, semicircular shapes and three (four) flat geometric shapes, the base of each of which corresponds in shape to one of the slots; a wooden or plastic board with five slots - square, rectangular, triangular, semicircular and hexagonal shapes and five flat geometric shapes, 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 object pictures: in each pair, one picture is cut into two (three, four) parts.

Basic tasks for sensory development

Tasks for children 2-2.5 years old:

1. Place the geometric shapes (4) into the slots of the corresponding plane.

2. Group objects, such as cubes, by color when choosing from 2.

3. Fold a one-color pyramid of 3 rings, decreasing in size.

4. Fold two pyramids of different colors from 3 rings, decreasing in size.

5. Fold the subject picture, cut vertically into two parts.

Tasks for children 2.5-3 years old.

1. Place the geometric shapes (5) 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.

Additional tasks for sensory development.

Tasks below the age requirements for a child for children 1.5-2 years old (for examining children 2-2.5 years old who have not completed age-appropriate tasks):

1. Place the geometric shapes (3) into the slots of the corresponding plane.

2. Group similar objects by color when choosing from two, for example, red and yellow cubes.

3. String 5 rings of equal size onto the rod.

4. Group homogeneous objects by size when choosing from two: large cubes and small yellow cubes.

5. Group homogeneous objects, taking into account their color and shape: put balls of different colors in a bucket, and cubes of different colors in a box.

Tasks above the age requirements for a child for children 3-4 years old (for examination of children 2.5-3 years old who have successfully completed tasks appropriate to their age):

1. Lower the geometric shapes (6) into their corresponding holes.

2. Group similar objects by color when choosing from six.

3. Fold a four-part matryoshka doll.

4. Make a pyramid of 3 rings, alternating in color.

5. Fold the cut picture into four parts.

Conducting a survey

The tasks are presented to the child immediately for independent completion. So, the teacher invites 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 are accompanied by natural gestures.

Education

If the child finds it difficult to complete the task on his own, the adult demonstrates the appropriate action and then asks the child to reproduce it. If the child cannot cope in this case, then the method of joint actions is used. For example, a teacher inserts figures into the corresponding slots with the child’s hands; assembles a pyramid taking into account the size of the rings; folds a cut picture. Following this, the child is asked to act independently.

Assessing a child's actions

For each task the following is recorded:

· Desire to cooperate with adults; 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 demonstration, after joint actions, failure);

· Result: exact match to the adult model, inexact match, failure.

Particular attention is paid to the way the child orients himself in the task. For example, a child acts by trial: in order to put a geometric shape into a slot on a board, he goes through all the holes in search of the one into which he can lower the form. In this way, he finds the desired slot and inserts the figure. The child acts purposefully and achieves a positive result.

In another case, the child acts at the level of trying on. When placing geometric shapes into the slots of the board, the child does not go through all the holes in search of the one into which to lower the triangular shape, but carries it to a similar one, for example, to a semicircle; when approaching and trying on, he immediately sees the differences and transfers the figure to the triangular slot.

In the third case, it acts on the level of visual orientation. The baby identifies the signs of objects that are essential for a certain action by eye and performs the actions correctly without first trying them on. For example, a child accurately places geometric shapes into the corresponding slots on the board; immediately and accurately folds a three-part matryoshka doll.

Assessment of the level of sensory development of a child with impaired hearing in the third year of life.

Ahead of the age norm: the child easily and quickly establishes contact with the teacher, meets the proposed tasks with expressed interest. He remains interested in the results of his activities throughout the entire examination. Acts purposefully and accurately. If he makes individual mistakes, he immediately notices them and corrects them himself. Independently completes a series of tasks designed for his age, and also independently and with minimal help from an adult copes with a series of tasks intended for older children (child under 2.5 years old - with tasks for children 2.5-3 years old; child over 2.5 years old - with tasks for children 3-4 years old). When completing tasks, the child uses the sampling method, trying on, as well as a visual method of orientation. The leading hand is determined, the actions of both hands are coordinated.

Compliance with age norms: quickly establishes contact with an adult, tasks interest the child. He retains a positive emotional attitude towards the activity process until the end of the checks. He acts purposefully, but eliminates mistakes made, as a rule, with the help of an adult. The child independently and with the help of a teacher completes at least four tasks intended for his age, and copes with tasks for older children with the help of a teacher. In some cases, the result obtained does not exactly correspond to the adult sample. When completing tasks, the child uses the trial method, practical trying on, and also uses visual orientation. The leading hand is determined, but the actions of both hands are not always coordinated.

Lag from age norm:

As a rule, contact is not made immediately; contact is often formal (purely external). The child is somewhat interested in the general situation of the lesson, but is usually indifferent to the content of the tasks and the result of their implementation. Does not notice and does not correct mistakes made. The result of an activity often does not exactly match the model. After training, the child cannot cope with tasks intended for his age, but can independently and with the help of an adult complete a series of tasks designed for younger children. Along with search methods of orientation, actions by force and enumeration of options are noted. At the same time, the child does not discard erroneous options of action, but repeats them again. As a rule, the leading hand is not defined, there is no coordination of the actions of both hands.

Significant lag from age norm:

He does not make contact, is indifferent to the content of the tasks, the child does not understand at all that he is being presented with tasks. Of all the tasks, he only captures the form of activity that is required of him. After training, the child cannot cope with tasks designed for his age, as well as with tasks for younger children. Does not use search methods of orientation, but acts by force. Inappropriate actions with objects are noted: taking toys into the mouth, knocking, throwing. (7)

The results of the examination are recorded in the protocol.

Valentina Radushkevich
Monitoring “Sensory development of young children”

Full name of the teacher

the date of the (October, May)

- Criteria:

I. Cognitive sphere:

1. Available in 3 sizes (large, medium, small, at the request of an adult;

2. Matches geometric objects to the corresponding hole;

3. Collects sequentially inserts, nesting dolls, bowls, molds (puts the small one into the large one);

4. Builds independently a simple structure from 6-10 shapes (cube, ball, brick, prism, cylinder, at the request of an adult.

II. Color spectrum: (6 colors: red, blue, yellow, green, white, black)

1. Establishing similarities: (“Pick bows that are similar in color to your dresses”);

2. Select by name: (“Show me where the yellow ray of the sun is”, “Find a green needle for the Christmas tree” etc.).

III. Shape perception:

1. Establishing similarities: “Bring one similar” (shape and color match);

2. Select by name: “Show me where the cube, ball, brick, etc.”;

3. Collects cut pictures from 6-8 parts (fragments).

IV. Auditory perception:

2. Recognizes and names musical instruments by sound.

- Score in points:

3 points – the child completes the task independently;

2 points – the child completes the task with the help of an adult;

1 point – the child cannot cope with the task even with the help of an adult.

3 – 2.4 points – high level

2.3 – 1.7 points – average level

1.6 – 1 point – low level

+ – high level

- - average level

0 – low level

Results monitoring sensory development of young children(October, May months) 20___

Quantity children in a group(payroll) ___

Of them:

High – quantity - %

Average – quantity - %

Publications on the topic:

“Sensory development of children of primary preschool age using M. Montessori play equipment.” From the experience of working on the sensory development of children of primary preschool age using M. Montessori play equipment. Sensory.

“Sensory development of children of primary preschool age through didactic games” Psychologists have proven that there is one for every age.

1. Relevance and prospects. “The most far-reaching successes of science and technology are designed not only for the thinking, but also for the feeling person.”

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.

Dear colleagues, I would like to present to your attention a report on the work done