Sensory monitoring in the first junior group. Diagnosis of sensory abilities. List of used literature

09.01.2024

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 for 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.

As part of the research work, a methodology for pedagogical examination of young children was developed and applied. This technique presents tasks for identifying and assessing the level of sensory development of young children.

At the MBDOU kindergarten No. 49 “Dandelion”, a diagnostic study was carried out in the first junior group. 10 children aged 2.5-3 years took part in it.

The methodology of Nikolaeva T.V. was taken as a basis for carrying out work to identify and assess the sensory development of young children. (2004).

Equipment:

1. wooden (or plastic) board with three (four) slots - round, square, triangular, semicircular shapes and three (four) flat geometric figures, the base of each of which corresponds in shape to one of the slots;
2. a wooden or plastic box with six slots - round, square, rectangular, semicircular, triangular and hexagonal shapes and twelve volumetric geometric figures, the base of each of which corresponds in shape to one of the slots;
3. one pyramid with three rings of equal size; pyramids of three rings, decreasing in size (two red, two yellow, one blue);
4. five large yellow cubes; two large red cubes; two large blue cubes;
5. five large yellow balls; two large red balls; two large blue balls;
6. colored cubes - five yellow; three red; three green; three orange; three white;
7. one three-piece and one four-piece nesting doll;
8. three pairs of subject pictures: in each pair, one picture is cut into two (three, four) parts.

Basic tasks for children 2.5-3 years old.

1. Place the geometric shapes into the slots of the corresponding plane.
2. Group objects by color when choosing from 4, for example, red, yellow, blue and green cubes.
3. Fold a three-part matryoshka doll.
4. Fold three pyramids of different colors (red, blue, yellow) from 3 rings of decreasing size.
5. Fold the subject picture, cut vertically into 3 parts.

Conducting an examination.

The tasks were presented to the child immediately for independent completion. Each child was asked to insert the figures into the corresponding slots; disassemble and assemble the pyramid; open the nesting doll and assemble it; put together a whole picture from parts. Moreover, all tasks had to be accompanied by natural gestures.

Education.

If the child had difficulty completing tasks independently, the corresponding action was demonstrated, and then the child had to reproduce it. If the child could not cope in this case, then the method of joint actions was used. For example, the child’s hands inserted figures into the corresponding slots; the pyramid was assembled taking into account the size of the rings; a cut picture was formed. Following this, the child was asked to act independently.

Assessment of the child's actions.

For each task the following was 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 a demonstration, after joint actions, failure);
- Result: exact match to the adult model, inexact match, failure.

Table 1 provides data on the possibility of the subjects performing each of the proposed activities:

Table 1.

F.I. child	1 task	2 task	3 task	4 task	5 task
Polina A.
Matvey G.




Veronica M.
Zamira S.
Andrey T.

The “+” sign marks tasks that the child completed independently (or after demonstration).

The “-” sign indicates tasks that were not completed by the child (or completed with an inaccurate match).

In connection with the study, the levels of sensory development of each of the children were identified:

- high level - 4-5 completed tasks independently or after showing them to adults (3 children);
- average level - 3 completed tasks (5 children);
- low level - 1-2 completed tasks (2 children).

The results of observations of the way children orient themselves in a task.

Low level - the child acted by trial, for example: in order to put a geometric shape into a slot on the board, he went through all the holes in search of the one into which he could lower the form. In this way he found the desired slot and inserted the figure. The child acts purposefully and achieves a positive result.

The middle level is the child’s actions at the level of trying on, for example: putting geometric shapes into the slots of the board, the child did not go through all the holes in search of the one into which to lower the triangular shape, but brought it to a similar one, for example, to a semicircle; when approaching and trying on, he began to see the differences and transferred the figure to the triangular slot.

High level - the child acted at the level of visual orientation. The child identified the signs of objects that were essential for a certain action by eye and immediately performed the actions correctly without first trying them on. For example, the child accurately placed geometric shapes into the corresponding slots on the board; immediately and accurately folded a three-part matryoshka doll.

Assessing the level of sensory development of a child.

In the process of observing the nature of the performance of the above tasks, the level of sensory development of young children was assessed. Accordingly, four levels of assessment were identified:

1. Ahead of the age norm - 2 children.
2. Compliance with the age norm - 6 children.
3. The gap from the age norm is 1 child.
4. Significant lag behind the age norm - 1 child.

Description.

1. Ahead of the age norm: the child easily and quickly established contact with the teacher and met the proposed tasks with expressed interest. He remained interested in the results of his activities throughout the entire examination. He acted purposefully and accurately. If I made individual mistakes, I immediately noticed them and corrected them myself. He independently completed a series of tasks compiled for his age, and also independently and with minimal help from an adult coped 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 used 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.
2. Compliance with the age norm: he quickly established contact with an adult, the tasks interested the child. He maintained a positive emotional attitude towards the activity process until the end of the task. He acted purposefully, but corrected mistakes made, as a rule, with the help of an adult. The child independently and with the help of a teacher completed at least four tasks intended for his age, and completed tasks for older children with the help of a teacher. In some cases, the result obtained did not exactly match the adult sample. When completing tasks, the child used the trial method, practical trying on, and also used visual orientation. The leading hand is determined, but the actions of both hands are not always coordinated.
3. Lag from the age norm:

As a rule, contact was not made immediately; contact was often formal (purely external). The child was somewhat interested in the general situation of the lesson, but was generally indifferent to the content of the tasks and the results of their implementation. Didn't notice and didn't correct the mistakes made. The result of the activity often did not exactly match the model. After training, the child could not cope with tasks intended for his age, but independently and with the help of an adult completed a series of tasks compiled for younger children. Along with search methods of orientation, actions by force and enumeration of options were noted. At the same time, the child did not discard the erroneous options of action, but repeated them again. As a rule, the leading hand was not determined, and there was no coordination of the actions of both hands.

4. Significant lag behind the age norm:

He did not make contact, indifference to the content of the tasks was noted, the child did not understand at all that he was being presented with tasks. Of all the tasks, he only caught the form of activity that was required of him. After training, the child could not cope with tasks designed for his age, as well as with tasks for younger children. He did not use search methods of orientation, but acted by force. Inappropriate actions with objects were noted: putting toys in the mouth, knocking, throwing.

In picture No. 1 The general results of children's sensory development are presented.

Rice. № 1

Conducting a diagnostic study made it possible to determine a methodology that helps to increase the level of development of sensory education in young children.

Sensory development must be planned in close connection with all other sections of work, and be included in the process of integrated activities so that this work does not turn into additional activities. Thus, successful organization of classes to become familiar with the size, shape, and color of objects is possible if there is a certain level of physical development of the child. First of all, this applies to the development of hand movements when carrying out actions of inserting and removing objects, when working with mosaics, and painting with paints. The combination of sensory and motor tasks, as pointed out by E.I. Radin, is one of the main conditions for mental education carried out in the process of objective activity.

This material can help in organizing systematic work on sensory education for children of younger age groups. The work presents: theoretical material on this issue, a practical part on monitoring children of the 1st junior group, questionnaires and consultations for parents and educators.

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Introduction……………………………………………………………………………….2 - 4

Chapter I. Theoretical foundations of sensory education of young children

age.

1.1. Psychological and pedagogical aspects of sensory education……….....5 - 9

1.2. Contents of sensory education for young children………10 - 14

1.3. Means of sensory education for children……………………………...15 – 20

Chapter II. Experimental work on sensory development of young children.

2.1. Diagnostics of sensory education of young children………21 - 26

2.2. Studying the level of proficiency in sensory education methods by preschool teachers; identifying the interests and knowledge of parents of pupils…………… 27

Conclusion………………………………………………………………………………….30 - 31

List of references………………………………………………………32 - 33

Appendix………………………………………………………………………………34 - 47

Introduction.

The relevance of research.

In accordance with the current federal state requirements (FGT, Order No. 655 of November 23, 2009) in the new generation program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva brings to the fore the developmental function of education, ensuring the development of the child’s personality and orienting the teacher to his individual characteristics. The Program comprehensively presents all the main content areas of a child’s upbringing and education from birth to school. A separate section in the content of the educational area “Cognition” presents “Sensory development”, which is aimed at developing cognitive interests in children of all age groups and at their intellectual development.

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 period of the first 3 years is the period of the most intensive physical and mental development of children. At this age, under appropriate conditions, the child develops various abilities: speech, improvement of movements. Moral qualities and character traits begin to take shape. 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.

The age of early childhood is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

The importance of sensory educationis that it:

Is the basis for intellectual development;

Organizes the child’s chaotic ideas obtained during interaction with the outside world;

Develops observation skills;

Prepares for real life;

Positively affects the aesthetic sense;

Is the basis for the development of imagination;

Develops attention;

Gives the child the opportunity to master new methods of subject-cognitive activity;

Ensures the assimilation of sensory standards;

Ensures the development of skills in educational activities;

Affects the expansion of the child’s vocabulary;

Affects the development of visual, auditory, motor, figurative and other types of memory.

Thus, the relevance of the research problem lies in the fact that a person’s knowledge of the surrounding world begins with “living contemplation”, with sensation (reflection of individual properties of objects and phenomena of reality with direct impact on the senses) and perception (reflection in general of objects and phenomena of the surrounding world , currently acting on the sense organs). It is known that the development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes (memory, imagination, thinking).

Developed sensory skills are the basis for improving the practical activities of modern man. As B.G. rightly notes. Ananyev, “the most far-reaching successes of science and technology are designed not only for the thinking, but also for the feeling person.”

Many domestic and foreign scientists and psychologists have paid great attention to research in the field of sensory education of preschool children. The most important contribution to the development of research in this direction was made by such domestic authors as A.P. Usova, A.V. Zaporozhets, A.G. Ruzskaya, N.A. Vetlugina, L.A. Wenger, V.P. Zinchenko, P. Sakulina, E. G. Pilyugina, E. I. Tikheeva and many others, as well as foreign teachers: Y. A. Kamensky, F. Frebel, M. Montessori, O. Decroli. However, today there is a need to study the sensory education of young children, as one of the most important areas for the comprehensive development of a child’s personality.

Object of study– sensory development of young children.

Subject of study– the process of formation of the child’s sensory-perceptual activity.

Purpose of the study– identify features of sensory development in young children.

Research objectives:

Study and analyze psychological, pedagogical and methodological literature on the research problem;

Determine the content and means of sensory education for young children;

To diagnose the level of sensory development of young children;

Conduct a survey of parents and teachers of children of younger age groups, develop and give appropriate recommendations for improving the quality of work on sensory education.

The experiment was carried out on the basis of MBDOU kindergarten No. 60 “Teremok” in Mytishchi in the first junior group. It was attended by 10 children aged 2.5-3 years, their parents and teachers.

CHAPTER I. THEORETICAL FOUNDATIONS OF SENSORY EDUCATION OF EARLY CHILDREN

1.1. Psychological and pedagogical aspects of sensory education

Sensory development (from Latin sensus - feeling, sensation) involves the formation in a child of processes of perception and ideas about objects, objects and phenomena of the surrounding world. A person is born with sensory organs ready to function. But these are only prerequisites for perceiving the surrounding reality. Full sensory development is carried out only in the process of sensory education, when children purposefully form standard ideas about color, shape, size, the signs and properties of various objects and materials, their position in space, etc., all types of perception are developed, thereby laying the foundation for the development of mental activity.(1, 12)

Sensory education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at developing visual, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions.

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 younger 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. (23, 9)

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 (Ya. Kamensky, F. Frebel, M. Montessori, O. Dekroli, E.I. Tikheyeva, etc.) developed a variety of didactic games and exercises to familiarize children with the properties and characteristics of objects. An analysis of the didactic systems of the listed authors from the standpoint of the principles of the Soviet theory of sensory education allows us to conclude that it is necessary to develop new content and methods for introducing children to the properties and qualities of objects in the light of the latest psychological and pedagogical research.

Considering psychological and pedagogical approaches to the sensory development of children, we note some figures who have had a significant influence on the study of this problem.

The great teacher Friedrich Froebel followed the principle “We will live for the sake of our children” and today is an incentive to search and create new ways and methods of raising children. Acquaintance with the Pestolozzi system and the work of the great Jan Amos Kamensky “Mother School” prompted Froebel to create his own theory. Friedrich Froebel sought to build his theory on a solid methodological basis.

The world is one and at the same time diverse, and diversity presupposes the presence of individual elements that are united in essence.

Manifestation of diversity and unity, identifying them, adapting them to understand the world around us.

Driving forces of development: internal and external.

The combined action of equal and opposite conditions (factors) and through equation, their connections in life.

In 1919, the famous philosopher Rudolf Steiner created an international cultural and educational movement called Waldorf pedagogy. Development occurs through imitation. The approach to man as a whole is the main pedagogical principle at all stages of the Waldorf School. The goal of Waldof pedagogy is to bring the child into contact with the world, to develop his hidden abilities and properties.

The deep humanism of educational work and the absence of authoritarianism of the outstanding teacher Maria Montesori have attracted attention for 100 years. A number of her ideas form the basis of sensory education developed by L.A. Wenger and his student. Montessori pedagogy is amazingly technological and thoughtful. It allows the child to develop at his own pace, according to his abilities. As a result of independent work with autodidactic material in a developing subject environment, children become more independent, self-sufficient, adapted and happy. (5, 16)

Sensory education of preschoolers is of great importance in the M. Montessori system. “...The education of feelings must begin methodically from a very early age and continue throughout the entire period of education, which prepares the individual for life in society...” (5.23) The task is not information, but saturating the child’s subconscious with experience that passes into consciousness, conclusions and discoveries. (4, 8) Psychological comfort and freedom have a beneficial effect on the psychological development of children. A deep understanding of the pedagogical idea based on an analysis of its philosophical views and an understanding of its nature and the processes of the Montessori system is possible only on the basis of an analysis of its philosophical views and an understanding of its nature and the development of the child.

In the works of M. Montessori, the terms “upbringing” and “development” are found everywhere, but “education” and “training” are much less common. The purpose of education is to promote psychophysical development. The essence of education according to M. Montessori is “helping life from birth.”

The central Montessori method is the free work of children in a “prepared environment” while limiting direct influence.

The importance of sensory education was recognized by prominent domestic teachers N.P. Sakulina, E.I. Tikheeva, E.G. Pilyugina. Currently, the L.A. preschool education system is widely known and widely used. Wenger and his school. It should be noted that it is based on some ideas of M. Montessori. The main importance of sensory education is to create the basis for the development of thinking through expanding the field of perception.

Children with sensory culture become able to distinguish a wide range of colors, sounds, and taste sensations. Sensory exercises give the child the opportunity to distinguish and classify objects by size, shape, color, degree of roughness or smoothness, weight, temperature, taste, noise, sound.

Among the bright, talented teachers who created the original system of preschool education, it is necessary to note Elizaveta Ivanovna Tikheyeva, who advocated: “... upbringing the younger generation, absorbing the positive experience of different pedagogical systems, taking into account both the level of development of society and knowledge about nature child…..” This explains her decisive protest against the dominance of a single pedagogical system. While developing the theory of preschool education, she was able to creatively use the classical heritage. It is necessary to raise a small child in the harmonious integrity of all natural abilities. The sources of development are the external world surrounding the child, objects, means, play, work, communication with adults. The role of the teacher is research. The teacher studies the child’s personality as a whole.

Another prominent researcher L.A. Wenger believes that the main direction of sensory education should be to equip the child with the sensory culture created by humanity. Of great importance in sensory education is the formation in children of ideas about sensory standards - generally accepted examples of the external properties of objects. The seven colors of the spectrum and their shades of lightness and saturation act as sensory color standards; geometric shapes as standards of form; quantities – metric system of measures. Sensory standards have their own types in auditory perception (these are phonemes of the native language, pitch relations), in gustatory and olfactory perception.

Mastering a sensory standard does not at all mean learning to correctly name this or that property (as not very experienced teachers sometimes believe). It is necessary to have clear ideas about the varieties of each property and, most importantly, to be able to use such ideas to analyze and highlight the properties of a wide variety of objects in a variety of situations. That is, the assimilation of sensory standards is their use as “units of measurement” when assessing the properties of substances. It is from the age of 3 that the main place in the sensory education of children is to familiarize them with generally accepted sensory standards and ways of using them by teaching productive activities (drawing, modeling, appliqué, design), both in the classroom and in everyday life. Each type of productive activity makes its own demands on children's perception and contributes to its development.

1.2. Contents of sensory education for young children

Sensory education of a child in the first three years of life is aimed at ensuring the normal development of the functions of the analyzers and the formation of the perception of objects - sensory knowledge of individual properties (shape, size, position in space, sound, etc.) as signs of objects that determine the possibility and nature of performance with these objects of elementary actions - grasping and manipulation. (8, 10)

The main condition for the proper upbringing of a young child is to ensure a sufficient variety of external influences, the organization of the visual and auditory world in which the baby exists (L.A. Wenger, S.A. Abdullaeva, E.G. Pilyugina, N.P. Sakulina, etc. .). To fulfill this condition, it is necessary: appropriate equipment of the room and especially the space surrounding the child, constant communication between the adult and the child, and systematic conduct of special classes.

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). Research by scientists has revealed the most optimal way to master the correct execution of actions - from practical tests to performing actions using visual correlation. Specially organized classes with didactic material, didactic toys, objects-tools and building materials are the main form of work on sensory education of children of the second and third year of life (S.L. Novoselova, L.N. Pavlova, E.G. Pilyugina, etc. ). In addition, the development of perception permeates all aspects of children's activity: the development of movements, play activities, speech communication, musical education, visual activity and serve as the most important prerequisite for their further development.

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. For children 3-7 years old, the most effective form of organizing sensory education is productive activity in drawing, modeling, and design classes. (9, 15)

It was also revealed that the level of children’s orientation towards the external properties of objects depends on the nature of the activity in which the object is involved at the time of examination, and not on the characteristics of the object. In addition, the orientation-research activity of young children varies depending on the operating methods used and the degree of perfection of the research method used (10, 15).

Modern program and methodological manuals pay considerable attention to the problem of sensory education. Specially organized sensory education classes are provided for young children. Initially, this work involves the accumulation of sensory representations and involves the creation of the child’s environment (speech and non-speech sounds, varied and sufficient visual impressions) and special classes in sensory education (in the first year of life). Subsequently, classes are conducted in which didactic games and exercises are used with specially designed aids (inserts and grids, colored sticks, teaching tables, bushings, etc.). Further sensory development is carried out in the process of learning to draw, basic design and in the process of everyday life.

Currently, in the field of psychology of child perception, there is an opinion that among the many tasks of sensory education, the most important are:

Creating conditions conducive to the development of children’s broad orientation in the objective world around them;

Formation of generalized methods of examining objects, their properties and relationships; assimilation of the necessary sensory base;

Timely and correct connection of experience with words;

Formation of a presentation plan.

Sensory education is carried out during the formation of the main types of children's activities, which are characteristic of children with both normal and abnormal development - object, play, visual (O.P. Gavrilushkina, A.A. Kataeva, E.A. Strebeleva, etc. ).

During specially organized classes, young children are taught to identify the properties and relationships of objects based on their assimilation of perceptual actions and sensory standards.

The program for the education and training of young children provides special exercises aimed at developing the ability to distinguish, compare, highlight, group objects and elements of building sets by shape, size, location (10, 23). It is recommended to pay special attention to learning to examine an object, the ability to analyze it and foresee the future result of action with it. These skills are a necessary condition for the formation of the indicative phase of activity and largely determine the success of completing the task.

In the process of developing the visual activity of young children in the preparatory period of education, it is proposed to use special didactic games aimed at training children in the perception of various properties of objects, as well as games to develop hand-eye coordination. A special place in the work is occupied by examination training, which includes: a holistic perception of the subject; highlighting the main parts; analysis of shape, color, location and relative size of parts; repeated holistic perception of the subject. The correct perception of the shape of an object is ensured by carrying out individual work on the formation of modeling movements (outlining objects along the contour before drawing, feeling before sculpting).

An important condition for the development of the sensory sphere is the need to use all methods available to the child for transmitting sensory experience, selecting program tasks in accordance with the requirements of sensory development, regardless of the level of speech development of the child. The system of sensory education should include special work on mastering all methods of assimilation of sensory experience - understanding gesture instructions, imitation.

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...” (14.15) 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.

It is recommended to carry out work on sensory education in the process of developing object-practical (G.V. Tsikoto), visual (A.A. Eremina), gaming (A.R. Maller) and elementary labor activities. The main form of work in this direction is exercise and didactic games.

At the end of the theoretical analysis, the following conclusions can be drawn:

1. An analysis of psychological and pedagogical literature on the problem of sensory-perceptual development and sensory education of young children shows that currently perception is considered as a special activity that has a motivational-personal and operational-technical component in its structure.

2. Children of early and preschool age have organic prerequisites for sensory development in the form of natural anatomical and physiological characteristics of the analyzer systems. However, it has been established that these prerequisites are not enough for a child to independently initially master human experience.

3. The development of perception is carried out in the process of sensory education, understood in a broad pedagogical sense as a purposeful process that is carried out by a teacher and includes all types of educational activities and specially conducted educational work.

1.3. Means of sensory education for children

The importance of a child’s sensory development for his future life confronts the theory and practice of preschool education with the task of developing and using the most effective means and methods of sensory education. The main direction of sensory education should be to equip the child with sensory culture.

A child’s sensory culture is the result of his assimilation of the sensory culture created by humanity.

The means of solving cognitive problems in sensory culture are sensory standards - generally accepted examples of the external properties of objects.

Sensory color standards are represented by seven colors of the spectrum and their shades of lightness and saturation. Geometric shapes serve as sensory standards of form. The standard of size is the metric system of measures. The assimilation of sensory standards is their use as “units of measurement” when assessing the properties of substances.

It is the shape, color and size that are of decisive importance for the formation of visual ideas about objects and phenomena of reality. Over a long period of time, a child learns to use sensory standards as means of perception, and this process has its own stages.

Stage 1 – pre-standard, occurs in the 3rd year of life. The baby begins to call triangular shapes roofs; about round shapes he says that they look like a ball. That is, when perceiving one object, another is used as a model. When performing various actions in relation to their toys, children are forced to take into account their external properties.

In early childhood, it is not yet possible or necessary to acquaint children with generally accepted sensory standards and provide them with systematic knowledge about the properties of objects. However, the work being carried out prepares the ground for the subsequent assimilation of standards, that is, it is structured in such a way that children can later, already beyond the threshold of early childhood, easily assimilate generally accepted divisions and groupings of properties, which requires familiarity with color, shape, size, covering, if possible, all the main options. Since this system primarily includes the primary colors of the spectrum (red, orange, yellow, green, blue, indigo, violet, white and black), 5 shapes (circle, square, rectangle, triangle, oval), 3 varieties of size (large, medium , small), then, apparently, it is necessary that the child first of all develop ideas about these figures, color tones, sizes, but without a general meaning.

Stage 2 – the means of perception are no longer specific objects, but certain examples of their properties, and each has a very specific name. Children master the basic colors of the spectrum, both in everyday life and through didactic games. For example, in the game “Hide the Mouse” children become familiar with the standards of shape, etc.

A special place is occupied by standards of magnitude, since it is of a conditional nature. Any object in itself cannot be large or small; it acquires this quality when compared with another. We say that a watermelon is big and an apple is small by comparing them with each other. Such relationships can only be recorded in verbal form.

Stage 3 – at 4-5 years of age, having already mastered sensory standards, children begin to systematize them. The teacher helps the child build a sequence of colors in the spectrum, recognizing their shades. At the level of perception, one also becomes familiar with variants of geometric shapes that differ in aspect ratio - “short” and “long”. From a global assessment of the size of an object (large - small), children move on to identifying its parameters: height, width, length; learn to build a series series. Accordingly, didactic games become more complicated. (4.12)

As a means Sensory education for children of early and early preschool age uses: didactic games and exercises, visual activities (drawing, modeling, appliqué), design, etc.

One of the main means of developing sensory skills in children is didactic games and exercises, which must be carried out not from time to time, but in a certain system, in close connection with the general course of sensory learning and upbringing of children.

Didactic games 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 mental 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 contribute to the development of cognitive activity and intellectual operations. (14, 16)]

In didactic games and exercises, children must be given the opportunity to:

1.re-perceive surrounding objects and their properties, practice recognizing and distinguishing them;

2. formulate a sensory impression, clarify the names of objects and their characteristic properties (shape, size, color). Be guided not only by the appearance of the object, but also by the verbal description;

3. make primary generalizations, group objects according to common properties;

4. correlate, compare the vital properties of an object with existing measurements, sensory standards (shape of objects with geometric figures).

Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and self-control.

A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. The very development of play actions depends on the teacher’s imagination.

Another means of developing children's sensory skills is design, which is a practical activity aimed at obtaining a specific product.

Children's design (creating various buildings from building materials, making crafts and toys from paper, cardboard, wood) is closely related to play and is an activity that meets the interests of children. (17, 26) Here, sensory processes are carried out not in isolation from activity, but in it itself, revealing rich opportunities for sensory education in its broad sense.

By constructing, the child learns to distinguish not only the external qualities of an object or sample (shape, size, structure); he develops cognitive and practical actions. In design, the child, in addition to visual perception of the quality of the object, actually, practically disassembles the sample into parts, and then assembles them into a model (this is how he carries out analysis and synthesis in action).

In activities aimed at achieving a specific goal, not only this activity itself is improved, but also the child’s visual perception of objects in the surrounding world. It becomes more focused.

Thus, the ability to compare and perform visual analysis is formed, including thinking processes in the process of perception.

In the process of teaching children to build different structures, homogeneous buildings or toys (a residential building, a school, a kindergarten; a box, a house, a basket), conditions are created for the development of creative design skills. The child assimilates, as it were, a scheme for making a building or a toy, transmitting both common and different characteristics into them, and carries out this in a certain sequence. This nature of the activity is the basis for allowing children to look for a way to independently produce a new version of an object, which is often required in the game.

In the process of learning to design, children also develop generalized methods of action, the ability to purposefully examine objects or samples of buildings and toys.

Drawing and applique are types of visual activity, the main purpose of which is a figurative reflection of reality. Mastering the ability to depict is impossible without developing purposeful visual perception - observation. Visual activity is a specific figurative cognition of reality. In order to draw or sculpt an object, you first need to get to know it well, remember its shape, size, design, arrangement of parts, color. Children reproduce in drawing, modeling, appliqué, and construction what they perceived earlier and are already familiar with. (16.5)

Visual activity and design should be closely related to the knowledge and ideas that children receive as a result of all educational work. (17, 10)

In drawing and modeling classes, children learn to correctly name and distinguish colors. It is necessary to note the importance of the plot-role concept, which permeates productive activities. It is enough to master the image of any form, and when it is transmitted again, the image “comes to life” and acts. The teacher needs to take this into account and not turn children’s mastery of various forms into boring and unnecessary drawing. Developing the plot and play concept, the teacher sees in the still incomplete image a “living image” that attracts the child.

Visual activities of this age are characterized by rapid transitions from drawing to play, a distinctive feature of which is the ability to teach young children through active, interesting activities.

CHAPTER II. EXPERIMENTAL WORK ON SENSORY DEVELOPMENT OF EARLY CHILDREN

2.1. Diagnostics of sensory education of young children

As part of this certification work, a methodology for pedagogical examination of young children was developed and applied. This technique presents tasks for identifying and assessing the level of sensory development of young children.

At the MBDOU kindergarten No. 60 “Teremok”, a diagnostic study was carried out in the first junior group. 10 children aged 2.5-3 years took part in it.

The methodology of Nikolaeva T.V. was taken as a basis for carrying out work to identify and assess the sensory development of young children. (2004).

Equipment:

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

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;

2. a wooden or plastic box with six slots - round, square, rectangular, semicircular, triangular and hexagonal shapes and twelve volumetric geometric figures, the base of each of which corresponds in shape to one of the slots;

3. one pyramid with three rings of equal size; pyramids of three rings, decreasing in size (two red, two yellow, one blue);

4. five large yellow cubes; two large red cubes; two large blue cubes;

5. five large yellow balls; two large red balls; two large blue balls;

6. colored cubes - five yellow; three red; three green; three orange; three white;

7. one three-piece and one four-piece nesting doll;

8. three pairs of subject pictures: in each pair, one picture is cut into two (three, four) parts.

Basic tasks for children 2.5-3 years old.

1. Place the geometric shapes into the slots of the corresponding plane.

2. Group objects by color when choosing from 4, for example, red, yellow, blue and green cubes.

3. Fold a three-part matryoshka doll.

4. Fold three pyramids of different colors (red, blue, yellow) from 3 rings of decreasing size.

5. Fold the subject picture, cut vertically into 3 parts.

Conducting an examination.

Education.

Assessing a child's actions.

For each task the following was recorded:

Desire to cooperate with an adult; accepting the task; the ability to detect the error of one’s actions; interest in the result of the activity;

Method of completing the task (independently, after demonstration, after joint actions, failure);

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

Table 1 provides data on the possibility of the subjects performing each of the proposed activities:

Table 1.

No.	F.I. child	1 task	2 task	3 task	4 task	5 task
	Slava B.
	Kolya B.
	Ilyar G.
	Katya D.
	Vanya D.
	Yana P.
	Alice S.
	Styopa S.
	Artyom S.
	Kira F.

The “+” sign marks tasks that the child completed independently (or after demonstration).

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

In connection with the study, the levels of sensory development of each of the children were identified:

High level – 4-5 completed tasks independently or after showing them to adults (3 children);

Intermediate level – 3 completed tasks (5 children);

Low level – 1-2 completed tasks (2 children).

The results of observations of the way children orient themselves in a task.

High level – the child acted at the level of visual orientation. The child identified the signs of objects that were essential for a certain action by eye and immediately performed the actions correctly without first trying them on. For example, the child accurately placed geometric shapes into the corresponding slots on the board; immediately and accurately folded a three-part matryoshka doll.

Assessing the level of sensory development of a child.

In the process of observing the nature of the performance of the above tasks, the level of sensory development of young children was assessed. Accordingly, four levels of assessment were identified:

1. Ahead of the age norm - 2 children.

2. Compliance with the age norm – 6 children.

3. The gap from the age norm is 1 child.

4. Significant lag behind the age norm – 1 child.

Description.

1. Ahead of the age norm: the child easily and quickly established contact with the teacher and met the proposed tasks with expressed interest. He remained interested in the results of his activities throughout the entire examination. He acted purposefully and accurately. If I made individual mistakes, I immediately noticed them and corrected them myself. He independently completed a series of tasks compiled for his age, and also independently and with minimal help from an adult coped 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 used 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.

2. Compliance with the age norm: he quickly established contact with an adult, the tasks interested the child. He maintained a positive emotional attitude towards the activity process until the end of the task. He acted purposefully, but corrected mistakes made, as a rule, with the help of an adult. The child independently and with the help of a teacher completed at least four tasks intended for his age, and completed tasks for older children with the help of a teacher. In some cases, the result obtained did not exactly match the adult sample. When completing tasks, the child used the trial method, practical trying on, and also used visual orientation. The leading hand is determined, but the actions of both hands are not always coordinated.

3. Lag from the age norm:

4. Significant lag behind the age norm:

In diagram 1 The general results of children's sensory development are presented.

2.2. Studying the level of proficiency in sensory education methods by preschool teachers; identifying the interests and knowledge of parents of pupils.

In order to analyze professional activities on the topic “Sensory development and education of younger preschool children,” preschool teachers were asked to answer the questions of a questionnaire (Appendix 1), compiled together with a teacher-psychologist. This questionnaire helps to identify the level of knowledge and proficiency in sensory education methods, the difficulties that teachers encounter in implementing this topic and ways to solve them.

Based on the analysis of the questionnaires, the following conclusions can be drawn:

Sensory education of children in younger age groups is implemented at 50%;

The level of knowledge of teachers on the issue of sensory education is at an average level;

Difficulties arise with the selection of methodological literature and planning of this section of the work.

To identify the interests and knowledge of parents of pupils on issues of sensory development, a questionnaire was developed (Appendix 2), which allowed us to draw the following conclusions:

Most parents have a superficial understanding of sensory education and cannot assess the level of sensory development of their child;

All parents are interested in receiving qualified help on this issue.

Conducting a diagnostic study made it possible to provide teachers with methodological recommendations to help improve the level of development of sensory education of young children.

Sensory education must be planned in close connection with all other sections of work, and included in the process of integrated activities, so that this work does not turn into additional activities. Thus, successful organization of classes to become familiar with the size, shape, and color of objects is possible if there is a certain level of physical development of the child. First of all, this relates to the development of hand movements when performing actions of inserting, removing, sticking objects, when working with mosaics, and painting with paints. The combination of sensory and motor tasks, as E.I. Radina pointed out, is one of the main conditions for mental education carried out in the process of objective activity.

The analysis of the lessons conducted requires special attention. The criterion can be an assessment of the level of independence in their implementation. It is important for the teacher to track the children’s progress from lesson to lesson.

Conducting games and exercises takes into account the individual capabilities and abilities of each child. Learning must begin with completing a task through joint actions of an adult and a child. In the future, the adult’s position in relation to the child may change: next to the child, and then opposite. Every action of the child must be commented on and summarized verbally.

The main method of organizing games and activities is to stimulate interest in certain toys, teaching materials, especially aids made of wood (matryoshka dolls, large and small, pyramids, cubes, boards with holes of different sizes or shapes with sets of tabs, tables with mushrooms and mosaic - by the end of the second year of life). It is wooden toys that are important for sensory development: their texture, stability during manipulation, and performing basic actions with them are convenient for games and activities with young children.

An important condition for the sensory development of young children is a properly organized subject-development environment under the “Sensory education” section. Teaching aids that are correctly selected in color, shape, and size have a great emotional charge, determined by texture, proportions, and color harmony. In everyday life, children should be given the opportunity to observe the shape, color, proportions of objects and phenomena.

In order to improve the planning of teachers' work, a thematic lesson plan on sensory development is proposed (Appendix 3).

In order to increase the effectiveness of teachers’ work in this section, a developed scheme for analysis and self-analysis of their activities is proposed (Appendix 4) and consultation (Appendix 5).

For parents of pupils of younger groups, it is proposed to conduct consultations on issues of sensory development of children (Appendix 6), set up stands in groups with information about didactic sensory games, the selection of sensory toys, and the level of children’s mastery of sensory knowledge by the end of the 3rd year of life.

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. A

The rapid activation of sensory systems is one of the key abilities of a person, the foundations of his full development.

Conclusion

As a result of the study, it was noted that sensory development can be carried out in different types of activities - in actions with objects in games, drawing, modeling, activities with building materials, etc. Perception will be more complete if several analyzers are involved in it simultaneously, i.e. e. the child not only sees and hears, but feels and acts with these objects.

It is important to note that the impression gained from observing the actions of adults will be better cemented in the child’s memory if he reproduces these actions in his own play. Therefore, it is necessary to use aids and toys, by using which the child practically becomes familiar with the properties of objects - size, shape, heaviness, color and, by acting, reproduces impressions received from the environment. However, no matter how diverse the benefits presented to the child, they themselves do not ensure his sensory development, but are only necessary conditions that contribute to this development. An adult organizes and directs the child’s sensory activity. Without special educational techniques, sensory development will not be successful; it will be superficial, incomplete, and often even incorrect. Already in very early childhood, toys shown by adults evoke a longer, and therefore better, perception than a toy simply hanging in front of a child’s eyes.

It is necessary to promote the development of sensory abilities and better perception through various techniques during games, special activities and observation of the environment. Without sufficient development of perception, it is impossible to know the qualities of objects; without the ability to observe, a child will not learn about many phenomena in the environment.

In early childhood, the greatest importance is not the amount of knowledge that a child acquires at a given age, but the level of development of sensory and mental abilities and the level of development of such mental processes as attention, memory, and thinking. Therefore, it is more important not so much to give children as much different knowledge as possible, but to develop their orientation-cognitive activity and ability to perceive.

At this age, it is not yet possible or necessary to introduce children to generally accepted sensory standards and provide them with systematic knowledge about the properties of objects. However, the work carried out must prepare the ground for the subsequent assimilation of standards, that is, it must be structured in such a way that children can later, already beyond the threshold of early childhood, easily assimilate generally accepted concepts and groupings of properties.

The development of object-based activity at an early age confronts the child with the need to identify and take into account in actions precisely those sensory attributes of objects that have practical significance for performing actions. The child’s successful performance of practical actions depends on the preliminary perception and analysis of what needs to be done. Therefore, the sensory processes of each child should be improved, taking into account the content of his activity.

The period of preschool childhood is a period of intensive sensory development of the child. The success of mental, physical, and aesthetic education of children largely depends on its level.

List of used literature

Aksarina N.M. Raising young children - M.: Medicine, 1977. - 303 p.
Vartan V.P. Sensory development of preschool children - Mn.: BrGU, 2007. - 150 p.
Veraksa N.E., Komarova T.S., Vasilyeva M.A. From birth to school. Basic general education program of preschool education. – M.: Mozaika-Sintez, 2010. – 304 p.
Wenger L.A. Didactic games and exercises for sensory education of preschoolers. – M.: Education, 1988. – 158 p.
Wenger L.A., Pilyugina E.G., Wenger N.B. Ed. Venger L.A.. Raising the sensory culture of a child from birth to 6 years: A book for kindergarten teachers - M.: Education, 1988. - 160 p.
Venger A.A., Vygodskaya G.L. Selection of children for special preschool institutions - M.: Education, 1972. - 142 p.
Gavrilushkina O.P., Sokolova N.D. Education and training of mentally retarded children of preschool age: Program for special preschool institutions - M.: List, 1993. – 120 p.
Gerbova V.V., Ivankova R.A., Kazakova R.G. Raising children in the second junior group of kindergarten - M.: Education, 1981. - 70 p.
Erofeeva T.I. Modern educational programs for preschoolers. Textbook for students of pedagogical universities and colleges. – M.: Academy Publishing Center, 1999. – 65 p.
Kozlova S.A., Kulikova T.A. Preschool pedagogy. Textbook aid for students avg. specialist. ped. textbook institutions, - M., Publishing Center Academy, 1998. – 350 p.
Kuznetsova L.V., Peresleni L.I., Solntseva L.I. and others. Fundamentals of special psychology: Textbook. aid for students avg. ped. textbook institutions - M.: Publishing Center Academy, 2002. - 480 p.
Museyibova T. Genesis of reflection of space and spatial orientation in preschool children // Preschool education. -1970. - No. 3. - With. 36-41 pp.
Museyibova T. Development of time orientation in preschool children // Preschool education. - 1972. -No. 2. - With. 48-55.
Mukhina V.S. Sensory development of a preschooler. Child psychology: a textbook for pedagogical students. Institute, ed. L.A. Wenger. - 2nd ed. reworked and additional - M.: Education, 1985. – 350 p.
Nikolaeva T.V. Comprehensive psychological and pedagogical examination of a young child with impaired hearing - M.: Exam, 2006. - 111 p.
Nikolaeva T.V. Pedagogical examination of a child of the third year of life with impaired hearing - M: Publishing Center Academy, 2001. - 50 p.
Pechora K.L., Pantyukhina G.V., Golubeva L.G. Young children in preschool institutions - M.: Education, 1986. - 143 p.
Pilyugina E.G. Sensory education classes for young children. A manual for kindergarten teachers - M.: 1983. – 126 p.
Repina T.A. Preschoolers’ perception of the expressive side of the drawing and its influence on the attitude towards the hero of the book // Questions of psychology. - 1960. - No. 5. - pp. 115-124.
Sakulina N.P., Poddyakov N.N. Sensory education in kindergarten: Methodological instructions - M.: Education, 1969. - 176 p.
Tikheyeva E.I. The teacher must not only love children, but also know their age characteristics // Preschool education. -2002.-No.10.- P.90-93.
Usova A.P., Zaporozhets A.V. Pedagogy and psychology of sensory development and education of preschoolers. Theory and practice of sensory education in kindergarten - M.: 1965. – 160 p.
Shchelovanov N. M. Nurseries and children's homes - the tasks of education. Raising young children in children's institutions - M.: 1960 – 250 p.

Annex 1

Questionnaire

"Identification of teachers' readiness for sensory education of children"

Dear teacher!

We ask you to take part in the analysis of your professional activities on the topic “Sensory development and education of a preschooler.” Please answer the following questions.

1. In which sections of the program are the tasks of sensory development and education set? _____________________________________________________________________________

2. What tools, in your opinion, are most effective in working with preschoolers on sensory education? ______________________________________________________________

____________________________________________________________________________

3. What programs, methods, and manuals for sensory education do you use in your work? _______________________________________________________________

____________________________________________________________________________

4. List the features of sensory education in didactic games in each age group. ___________________________________________________________

____________________________________________________________________________

5. How is cooperation carried out with parents of pupils on this issue? _____________________________________________________________________

____________________________________________________________________________

6. To what extent do you implement sensory education for the children in your group:

100%;

80%;

50%;

30%;

7. How do you understand the term “sensory development”? _______________________________

____________________________________________________________________________

8. How do you understand the term “sensory education”? _____________________________

____________________________________________________________________________

9. Name the types of perception. ___________________________________________________

____________________________________________________________________________

10. What are “sensory standards”? _____________________________________________

____________________________________________________________________________

11. What causes difficulties in working on this issue? _________________________________

________________________________________________________________________________________________________________________________________________________

12. Your wishes for creating conditions in kindergarten for the sensory development of children. ______________________________________________________________________________________________________________________________________________________________

13. What kind of help do you need from the methodological service and pre-school specialists on issues of sensory development and child upbringing? ________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation

Appendix 2

Questionnaire

"Identifying the interests and knowledge of parents of pupils

on issues of sensory development and education of preschool children"

Dear parents!

In preparation for the pedagogical meeting “Sensory development of preschool children in kindergarten settings,” we need to know your opinion on this issue. We invite you to answer the questions in this questionnaire.

1. Do you have any idea what sensory development and raising a child is:

Yes;

No;

Don't know.

2. How do you assess the need for sensory development and education of a child in preschool age:

I consider it necessary;

I don’t think it’s necessary;

I find it difficult to answer.

3. Have conditions been created at the preschool educational institution for the sensory education of a child:

Yes;

No;

Don't know.

4. Does your group have information for parents about sensory education:

Information is absent;

There is, but the teacher does not pay attention to it;

I don't pay attention to information;

The information is interesting, but has no practical significance for me;

Visual information is interesting and useful for me.

5. How do you assess your child’s level of development of all types of perception:

High;

Average;

Short.

6. Do you have a sensory education game at home:

Yes;

No;

Don't know.

7. What sensory education game does your child play most often at home?_______________________________________________________________________ ________________________________________________________________________________

8. What kind of help do you need from a specialist and educator regarding the problem of your child’s sensory development? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation!

Appendix 3

Thematic lesson plan on sensory development with children of primary preschool age

Month	Class
Development of visual perception
September	Light: 1.Dancing shadows 2. Walking in the dark 3.Day and night 4. Sunny bunny 5.Shadows on the wall 6.Flashlight 7.Candle
October	Color: 1.Colored water 2.Colored cubes 3.Colored couples 4. Multi-colored sticks 5.Strings for balls 6.Put into boxes 7.Run to me! 8.Let's build a tower
november	Form: 1.Place the pieces in their places! 2. Fun Train 3.The figures play hide and seek 4.Mailbox 5.Towers 6.Find the same figurine 7. Find the extra figure 8. Arrange the figures in the houses
December	Size: 1.Hide it in your palm! 2.Cover with a hat! 3.Large and small cubes 4.Two boxes 5.Where is my place? 6.Two towers 7.Build a gate
January	Quantity: 1.Hares and fox 2.Collecting cones 3. Mushrooms in the meadow 4.Sandbox 5.Fill the jug 6.Bottles 7.Pictures
February	Location in space: 1.Here and there 2.Take a toy 3.Hide in the house 4.Up and down 5.Take it in your hand! 6.Where is the bear? 7.Build it like me 8. Sheet of paper
March	Holistic image subject: 1.Find your toy 2. Find your place 3.Objects and pictures 4. Paired pictures 5.Assemble the whole 6.Cut pictures 7.Assemble a picture from puzzles 8.Assemble a picture from cubes
Development of auditory perception
April	1. Let's knock and rattle! 2.Knock-knock! 3. Find out by sound 4. Cheerful Parsley 5. Bear and bunny 6.Who's there? 7.Who called? 8.Find the picture!
Development of touch
May	1.Round and square 2. Guess what's in the box 3. Water transfusion 4. Ice Kingdom 5.Hide our hands 6. Wrinkled, pinched 7.Hot - cold

Appendix 4

Scheme of analysis and self-analysis for creating conditions for sensory development of young children

No.	Questions for sensory development in young children	Yes	partially	No
	Creating conditions for the sensory development of children (equipping groups with visual, didactic and gaming materials, sufficient space)
	The role of the teacher, demonstration, explanation: Availability; Expressiveness; Emotionality
	Does the teacher know how to create such an environment in daily activities to encourage children to engage in sensory activities? Taking advantage of surprises
	Does sensory communication take place with the child during routine processes during the day?
	Conducting games and activities for sensory education of children, their place in the routine, duration, method of organization
	Implementation of sensory development in the process of cognitive and practical activity
	Does the teacher know how to solve issues of sensory education in the process of integrated activities?
	The simplest experimentation in the sensory education system
	Unconventional methods and techniques in sensory education of children
	Individually differentiated approach to the child in the process of sensory education
	Drawing, modeling, application in the system of cognition of the surrounding world by young children
	Creating a situation of success
	The influence of sensory perception on the harmonious development of children

Appendix 5

Sensory education of young children.

(consultation for educators)

In the second year of life, if all the necessary conditions are created, the child experiences intensive development of sensory abilities that determine the level of development of perception. The dominant element in sensory development is the perception of objects. Effective acquaintance with objects and their properties leads to the emergence of images of perception. At the beginning of the second year of life, the accuracy and meaningfulness of perception are low. A child, when acting with objects, often focuses on individual, conspicuous signs, and not on a combination of sensory characteristics (he calls a fluffy collar, a fur hat “pussy,” etc.). In the first year of life, perception is most intensively formed sizes and shapes items. As for color, despite its emotional appeal, its perception is the most difficult from the point of view of carrying out practical actions with color.

By two years, perception becomes more accurate and meaningful due to the mastery of such functions as comparison and juxtaposition. The level of sensory development is such that the child has developed the ability to correctly identify the properties of objects and recognize objects by a combination of properties. A characteristic feature of sensory development, especially in the period from one and a half to two years, is the objectification of perception. Thus, the child orients himself in the form of objects when “objectified” words-names act as a model. For example, round objects are a ball, a ball, and a wheel. Characteristic is the identification of the properties of familiar specific objects, rather than a series of basic sensory standards.
The most characteristic methods of perception for a child of this age are those that allow one to compare the properties of objects when performing actions with them. This is especially evident when a child acts with collapsible toys - pyramids, nesting dolls, mushrooms. It is repeated comparisons that allow the child to achieve practical results (takes his cup, shoes, etc.).

Initially, the comparison is approximate: the child tries it on, tries it out, and through mistakes and their correction achieves a result. However, after one and a half years, at the age of 1 year and 9 months, the number of trials and preliminary fittings quickly decreases and the transition to visual perception begins. This is a new stage of sensory development, which indicates the transition of external actions to the internal mental plane.

In the second year of life, not only visual but also auditory perception intensively develops. The development of speech and phonemic hearing, carried out in the process of verbal communication with others, is especially important. Improving tactile perception is carried out together with visual perception and the development of hand movements, as well as mental functions such as attention, memory, and thinking. The main task of sensory development iscreating conditions for the formation of perceptionas the initial stage of cognition of the surrounding reality.
Specially created conditions - during classes and in everyday life - make it possible to ensure the accumulation of various visual, auditory, tactile impressions, to form elementary ideas about the main varieties of size (large - small), shape (circle, square, triangle, oval, rectangle), colors (red, orange, yellow, green, blue, purple, black, white). As a result, it becomes possible to develop the ability to identify various properties of objects, focusing on color, shape, size, sounds, texture, etc.

The child does not yet speak sufficiently, so the main means of expressing thoughts and feelings are direct actions.
The main method of organizing games and activities is to stimulate interest in certain toys, teaching materials, especially aids made of wood (matryoshka dolls, large and small, pyramids, cubes, boards with holes of different sizes or shapes with sets of tabs, tables with mushrooms and mosaic - by the end of the second year of life). It is wooden toys that are important for sensory development: their texture, stability when manipulating, performing basic actions with them are convenient for games and activities with young children.

The most convenient for gripping are inserts and other parts of teaching aids that are no less than 3 and no more than 4.5 cm in size, which corresponds to the size of the baby’s palm. The difference between large and small objects of 1.5 cm is quite sufficient for orientation in their size. The optimal thickness (height) of objects is 1 cm. With greater thickness, the contours of objects are “deformed”: for example, a triangular prism at a certain angle can look like a rectangle or square, etc.

Teaching aids that are correctly selected in color, shape, and size have a great emotional charge, determined by texture, proportions, and color harmony. In everyday life, children should be given the opportunity to observe the shape, color, proportions of objects and phenomena. 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. The use of “objectified” words-names is due to the fact that it is useless for a child to talk about a rectangle, square, oval, circle and triangle, although they distinguish them already in the first 2-3 months. In the second year of life, children learn shape as a feature of objects: they easily select the necessary parts for a building kit for a “roof,” etc.

The vocabulary is very limited and lags very far behind the development of perception, therefore, along with “objectified” words-names of forms, children easily learn words that contribute to the development of perception such as “this”, “different”, “not like that”. Memorizing and correctly using words denoting color is a very complex and difficult process, its formation ends only by the age of five.

By the end of the second year of life, children begin to repeat the names of individual flowers after adults. When pronouncing words such as “white”, “blue” or “blue”, the baby is not able to correlate these words with the color of specific objects. The word-name exists on its own, and a specific color characteristic exists on its own. At best, the child remembers mechanically and in a specific situation after long exercises can sometimes use it. The random use of a word, color name or shape does not mean that the child understands the essence of these words.

The distribution of attention in a child of the second year of life between visual, auditory, tactile perception and memory is a complex process. From birth, children distinguish all the colors of the spectrum and even some shades, but it is more difficult for them to take into account the color characteristics of objects when acting with them: color cannot be touched, it is only accessible to visual observation.

When selecting teaching materials, it is necessary to strive for the same color saturation. If the red color is bright, then orange, yellow, green and other colors should be just as saturated and bright. Otherwise, a child with a color perception disorder may focus not on the color itself, but on its intensity.

Graduality and consistency in increasing the complexity of tasks aimed at sensory development are significant both for children of this age and for older ones. During the second year of life, with targeted sensory education, the child has a positive attitude towards actions with objects of different sizes, shapes, and colors. He manipulates them for a long time, examines them, feels them, moves them from place to place, discovering new parameters of the objective world. In the process of games and activities on sensory education, the child develops techniques of applying, comparing, matching colors, shapes, and sizes. By the age of 2, these processes are carried out without preliminary trying on, moving from the external to the internal one.

For children of the third year of life, when the necessary conditions are created, an accelerated pace of sensory development is characteristic. In this age period, sensory education is, on the one hand, as before, the main line of development, and on the other hand, all other lines of development are based on a sensory basis. The cognitive need, to one degree or another formed in a child of the third year of life, is mainly aimed at examining the size, shape, texture of objects, the sounds they make, and the correlation of parts.

In the third year of life, a child develops a desire to more clearly follow the pattern set by adults. Now, when presented with didactic material, the child looks at it with pleasure, listens to the adult’s explanations, understands what they want from him, and only then begins to act, following the adult’s instructions.
The coordination of hand movements under the control of the eye becomes more perfect, which allows you to cope with tasks such as playing with mosaics, building sets, drawing with a brush and pencil.

In the third year of life, the tasks of sensory development become significantly more complicated, which is associated with general psychophysical development, primarily the beginning of the formation of new types of activities (play, elementary productive, etc.). In this regard, it is necessary to create conditions for the intensive accumulation of various ideas about color, shape, size, texture, distance of objects and phenomena, both in the process of specially organized games and activities, and in everyday life. At the same time, it is important that ideas about the sensory properties and qualities of objects are not only broad, but also systematized. After 3 years, the main place in sensory education is occupied by familiarizing children with generally accepted sensory standards and methods of their consumption. Given the sharp leap in the development of speech, it is necessary to take into account the desire of children to reproduce - following adults - words-names of shape, color and their independent use.

As a result of systematic work on sensory education of young children, they develop skills and abilities that indicate the appropriate level of development of perception:

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.
Objects are grouped according to the sample according to color, shape, size and other properties when choosing from four varieties in the period from 2 to 2 years 3 months and older.
They correlate dissimilar objects by color, shape, size, texture when choosing from four varieties (either four varieties of color, or four varieties of shape, etc.).
In various color spots, they recognize objects or phenomena that have a characteristic color feature (snow, grass, orange, etc.) in spots of different sizes as a bear and a bear cub, a cat and a kitten (from 2 years - 2 years 3 months).
They designate various objects in accordance with their characteristic sensory features: forest, sea, sun, leaves, lights, etc. (from 2.5 years old).
They actively use “objectified” words-names to designate shape (brick, ball, sphere, roof, egg, cucumber), color (grass, orange, tomato, chicken, sky, etc.) (from 2 years 3 months – 2 years 6 months).
They select objects of the required shape or color for the development of an independent story game (they load “bricks” or cubes of a certain color onto the car, select details of outfits for dolls in accordance with the color of their clothes).
They begin to actively use generally accepted color words, often in isolation from a specific object (he can call both a yellow and a green object blue) (from 2 years 9 months - 3 years).

Appendix 6

Development of sensory abilities in young children.

(consultation for parents)

The sensory development of children at all times has been and remains important and necessary for the full education of the younger generation. The sensory development of a child is the development of his perception and the formation of ideas about the most important properties of objects, their shape, color, size, position in space, as well as smell and taste. The importance of sensory development in early childhood can hardly be overestimated; it is this period that is most favorable for improving the activity of the senses and accumulating ideas about the world around us.

After a series of observations, it was revealed that sensory development, on the one hand, forms the foundation of the child’s overall mental development; on the other hand, it has independent meaning. Full perception is also necessary for a child’s successful education in preschool, school and for many types of work.

Sensory, sensory experience is the source of knowledge of the world. His neuropsychic development largely depends on how a child thinks, sees, how he perceives the world in a tactile way.

At this time, through trial and error, children place inserts of different sizes or different shapes into the corresponding slots. The child manipulates objects for a long time, tries to squeeze a large round insert into a small hole, etc. Gradually, from repeated chaotic actions, he moves on to preliminary trying on the inserts. The baby compares the size and shape of the insert with different nests, looking for an identical one. Preliminary fitting indicates a new stage in the baby’s sensory development.

Ultimately, children begin to compare objects visually, repeatedly looking from one object to another, carefully selecting a figurine of the required size.

The age of two years is the period of initial acquaintance with the surrounding reality; At the same time, the child’s cognitive system and abilities develop at this time. In this way, the child learns about the objective world, as well as natural phenomena and events in social life that are accessible to his observation. In addition, the baby receives information from an adult verbally: they tell him, explain him, read him.

To master sensory abilities, parents of the baby need to pay considerable attention to games that contribute to the development of this technique of cognition in the child. These games include the following:

1) games-assignments based on the child’s interest in actions with various objects;

2) games with hiding and searching - in this case, the child is interested in the unexpected appearance of objects and their disappearance (folding a nesting doll);

3) games with riddles and solving, attracting children with the unknown;
4) games to familiarize yourself with the shape and size of an object - geometric games (mosaics, Lego constructors).

Undoubtedly, in visual familiarization, the word plays a big role, but there is often an overrepresentation of verbal methods of introducing children to the phenomena of reality and an underestimation of the organized process of perceiving objects and phenomena. The misconception that the child himself will see everything, since he is sighted, and will hear everything, since he is not deaf, leads to the fact that parents do not develop purposeful perception of their baby.

It is well known that knowledge obtained verbally and not supported by sensory experience is not clear, distinct and not durable. Without enriching sensory experience, children sometimes develop the most fantastic ideas.

Objects and phenomena of the surrounding reality have a complex of properties (size, shape, color, design, sound, smell, etc.). To get acquainted with an object, it is necessary to notice the properties that characterize it, as if to isolate them from the object.

The child, perceiving, identifies individual signs and properties, but usually these are the signs that involuntarily catch his eye; They are not always the most important, characteristic, determining the appearance of the object and helping to form a correct idea about it. It is necessary to teach children to highlight the most essential and characteristic in objects and phenomena.

Let's look at specific examples of the child's reaction and learning process in the game. For example, folding a double matryoshka doll. In this game, the main task is to teach the child to compare objects by size, to develop an understanding of the words “big” and “small”. For these purposes, the parent will need a large double nesting doll and a small one-piece one.

You should show the child a large nesting doll and note that it is bright and elegant. You shake it: something rattles inside, and the child reacts joyfully. Then, closing the large nesting doll, place the toys nearby. Draw the child's attention to their size, coordinating the words with the gesture: one nesting doll - small - is hidden in the palm of your hand, and the other is large, you cannot hide it in your palm. Then invite the child to show the small matryoshka doll.

Next, open the large matryoshka doll and put the small one in it, invite your child to hide the small doll and cover it with the other half. Having tightly connected the parts of the large nesting doll, turn the upper and lower parts until the pattern matches. Then have your child do the same steps themselves.
After repeating this activity several times, pay attention to how quickly the child copes with the task. If completing such work does not present any difficulties for him, you can complicate the task by adding a few more nesting dolls.

Games of this kind become a didactic guide to different colors, sizes and shapes, etc. In such games, the task of highlighting one or another property is made easier. Moreover, all the baby’s attention is directed to comparison based on this property, and the object itself with a set of properties seems to recede into the background. In this case, it is not objects that are known, but the properties inherent in them. Sensory gymnastics is also important for children. Without it, initial intellectual exercises are simply not possible. In other words, you cannot teach a child to think correctly if he himself does not practice correct thinking. For these purposes, parents should create a small system of sensory gymnastics. What does it mean? Being able to distinguish is a characteristic feature of thinking. Discrimination is the ability to group.

Thus, sensory control consists of distinguishing classification. Size, shape, color, roughness, taste, smell - all this must be taught to the child. In order to teach a child to think, it is necessary to teach how to correctly compare and group, that is, to correctly distinguish. In turn, the child acquires the ability to correctly distinguish only through sensory gymnastics.
By manipulating objects, children of the second year of life continue to get acquainted with various properties: size, shape, color. In most cases, the child initially completes the task by accident. A ball can be pushed into a round hole, a cube into a square hole, etc. The child is currently interested in the disappearance of an object, and he repeats these actions many times.

It was also found that two-year-old children generally experience great difficulties in learning and naming colors and shapes, and in establishing a connection between the property of an object as a phenomenon of reality and its verbal designation.

For example, a two-year-old child, independently pronouncing the adjective “red,” may point to green or some other color. Children often use the word “red” to replace the word “color.” A stable connection between words denoting the concepts of color in general and specific colors has not yet been formed.

Perhaps in your parenting practice there have been cases: when asked “Why are you taking the bag?” you received the answer: “Just in case.” Further questions from the adult: “For what occasion?” - lead to the child’s explanation: “On the blue one.”

In order to accumulate and consolidate color impressions in the baby, it is necessary to conduct various kinds of games and activities with him. To do this you will need: a bucket with a lid, a set of vegetables: tomato, orange, lemon, plum, cucumber - and some black object. During the game, you first show the child a bucket of objects and offer to see what is there. Then, together with your child, lay out the fruits on the table, while clearly pronouncing the name of the color and the object.
It is best to place items in accordance with the color scheme: on the left in front of the child is a red tomato, then an orange orange, then a yellow lemon, a green cucumber, a blue plum and lastly a dark fruit or vegetable.
After giving your baby the opportunity to admire the objects, ask him to fold them. Having pushed the bucket towards him, put the first item in yourself, and then, following the example, the child must collect the remaining items himself, while repeating their names. Then close the bucket with a lid. If the child has shown interest in such an activity, you can repeat it several more times.

It is important to maintain the child’s interest and joyful emotions by expressing your attitude to his actions: “Well done!”, “That’s right,” “You have a beautiful toy,” etc.

The goal of the lesson is considered achieved if the child willingly takes out and puts an object in a bucket, has a positive attitude towards the adult’s instructions, and shows interest in objects of different colors.

Also, classes on the sensory development of a child can be carried out while walking. Take several balls of different colors with you outside. And when you throw the ball to your baby, ask him what color the toy is and what shape it is. If the child has difficulty answering, help him.

The assimilation of the names of sensory properties of objects (color, shape) by a young child is significantly accelerated if, instead of the generally accepted words denoting these properties, their “objectified” names are used (for example, lemon, orange, pink, carrot).

Abstract words for children are replaced by the names of specific objects that have a constant characteristic: the child understands and understands the name of a rectangular block as a brick, a triangular prism as a roof, etc.

Also, with children of the second year of life, you can already conduct drawing and modeling classes. When a child begins to get acquainted with the properties of clay or plasticine, he first of all feels moisture and plasticity. By pressing his fingers on a lump of clay, the baby sees that a mark, a dent, remains. When he picks up a lump, he feels its weight - heaviness, feels its viscosity.

The plasticity of clay makes the child want to change the shape of the lump, squeeze it in his hands, and press it down. The sensations that a baby experiences from contact with clay or plasticine are at first alarming and even sometimes scare him away: there are cases when some children refused to pick up cold clay. But, as children become familiar with the properties of plasticity, working with clay gives them more and more pleasure. In the process, many children develop associations with impressions from the child’s life experience: some remember how they knead dough, others remember how they wash it with soap, iron it, or break a roll.

But in our practice, there are also cases where a child has greater stability of visual perception and visual ideas. An accidental dent gives the lump of clay a shape that reminds the child of a familiar object or part of an object. He joyfully greets the unexpected appearance of the image.
Now, working with his hands, he vigilantly peers at the changing form and is ready to see in it the image of an object when the slightest similarity appears, at least in one attribute. Imagination completes what cannot be seen. Actions with his hands begin to acquire a creative character: the child sticks one lump to another, puts several lumps in one pile, obtaining a more complex shape. The two pieces molded together resemble a living creature - a head and a torso. In this way, figurative perception is gradually enriched.

Children's drawings and modeling acquire object-visual meaning through the revitalization of children's existing ideas and accumulated sensory experience; the deliberate depiction of a particular object has not yet arisen.

An important role in the process of classes aimed at developing sensory skills is played by the movement of the hand on the subject. If you show your child a figure, try to point to certain parts of it as often as possible.

In addition, at this age, the child is just beginning to master ways of depicting an object and movements when performing various types of activities. It is important that the baby not only sees the movement of your hand, but also makes it himself. Watch how your child does this, and if he has difficulty completing the task, help him.

The pinnacle of achievement for a child of the second year of life is completing tasks on the correlation of dissimilar objects by color. There is no longer that autodidacticism that took place when correlating objects by size or shape. Only repeated purely visual comparison allows the child to complete the task correctly.
The child’s successful performance of practical actions depends on the preliminary perception and analysis of what needs to be done. Therefore, you should improve your child’s sensory processes, taking into account the content of his activity.

“Monitoring at school” - Reading technique elementary school (% of the norm) 1st and 2nd half of the 2007-2008 school year. Specifics of monitoring in school (scheme for monitoring student progress and teacher success). Results of the 2nd trimester of the 2007-2008 academic year. for general education classes Karamyshevskaya school. Algorithm for monitoring (according to the directory of the deputy director of the school, 2007).

“Projects for junior schoolchildren” - Purpose, object, subject. Preparatory. Historical approaches to understanding the project method in pedagogy. Development of an educational project. Educational project. To determine the features of the development of creative abilities of children of primary school age. Basic modern approaches to understanding the design method.

“Development of speech of younger schoolchildren” - Content, logic, accuracy, expressiveness. Basic concepts: “Development of speech of younger schoolchildren in Russian language and literary reading lessons. Explanatory Dictionary by V. Dahl. Formation of the foundations of functional literacy through the development of speech in primary schoolchildren. Functional literacy -. Relevance.

“Sensory systems” - See also Vision, Visual organs. What do the following terms mean? Instill an interest in the sensory system. Retina auditory analyzer visual analyzer. Learn to synthesize information. Do you think a person can exist without a sensory system? Annotation. Expanding your horizons. yandex.ru 2. Scientific journals.

“Environmental monitoring” - With the onset of the global financial crisis, there is a real threat of closure of regional oil refineries. Protection and restoration of natural ecological systems. Functioning of the regional environmental monitoring system. Environmental education and public education. Participation in major projects of employees of the State Institution “Khanty-Mansiysk Central State Medical University”.

“Education monitoring” - Article 37. Monitoring the quality of education is carried out at the regional, municipal and educational institution level and involves the widespread use of modern information technologies at all stages: collection, processing, evaluation of results, storage and use of information. Monitoring procedure.

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1 8.1. Monitoring the psychological development of preschool children. Diagnostic tasks for junior group 1. 1. DISASSEMBLY AND FOLD THE MATRYOSHKA. The task is aimed at identifying the level of development of practical orientation to the size of objects, the presence of correlating actions, understanding of the pointing gesture, and the ability to imitate the actions of an adult. Equipment: two two-piece (three-piece) nesting dolls. Conducting an examination: the psychologist gives the child a two-part matryoshka doll and asks him to open it. If the child does not begin to act, then the adult opens the nesting doll and offers to assemble it. If the child cannot cope independently, training is provided. Training: the psychologist takes another two-part matryoshka doll, opens it, drawing the child’s attention to the nesting doll insert, asks him to do the same with his matryoshka doll (open it). Next, the adult, using a pointing gesture, asks the child to hide the small nesting doll in the large one. After training, the child is asked to complete the task independently. Assessing the child’s actions: accepting the task; methods of execution; learning ability; attitude towards the result; understanding the pointing gesture; the presence of correlative actions; result. 2. DISASSEMBLE AND COMPLETE THE PYRAMIDS. The task is aimed at identifying the level of development of practical orientation to magnitude, the presence of correlating actions, the leading hand, the coordination of actions of both hands, and the purposefulness of actions. Equipment: pyramid of three (four) rings. Conducting an examination: the psychologist asks the child to disassemble the pyramid. If the child does not begin to act, then the adult disassembles the pyramid himself and asks to repeat it. Training: if the child does not begin to act, then the adult himself gives him one ring, each time indicating with a gesture that they need to be put on the rod. Then he invites the child to complete the task independently. Assessing the child’s actions: accepting the task; taking into account the size of the rings, learning ability, attitude to activity, Result. 3. FIND PAIRED PICTURES. The task is aimed at identifying the level of development of visual perception of object pictures and understanding of gesture instructions. Equipment: two (four) pairs of object pictures (fungus, house, umbrella, butterfly). Conducting the examination: two object pictures are placed in front of the child, an identical pair is in the hands of an adult. With a pointing gesture, he correlates them with each other, showing at the same time that his and the child’s pictures are the same. Then the adult closes his pictures, takes out one of them and, showing it to the child, asks to see the same one. Training: if the child does not complete the task, then he is shown how to correlate paired pictures: “This is mine, the same is yours,” using a pointing gesture. Assessing the child’s actions: accepting the task; making a choice; understanding gesture instructions; learning ability; result; attitude towards your activities.

2 4. PLAY WITH THE COLORED CUBES. The task is aimed at identifying the child’s ability to identify color as a sign, distinguish and name colors. Equipment: colored cubes (four colors) two red, two yellow (white), two green, two blue. Conducting an examination: two (four) colored cubes are placed in front of the child and asked to show the one in the adult’s hand: “Take a cube like mine.” Then the teacher asks to show the cubes: “Show me where the red one is, and now where the yellow one is.” Next, they ask the child to name the color of each cube in turn: “Name what color this cube is.” Training: if a child does not distinguish colors, then the teacher teaches him. In cases where a child distinguishes colors, but does not distinguish by word, he is taught to distinguish two colors by word, repeating the name of the color two or three times. After training, independent completion of the task is checked again. Assessing the child’s actions: accepting the task; a child's comparison of colors, recognition of them by words, knowledge of the name of the color; speech accompaniment, result, attitude towards one’s activities. 5. FOLD THE CUT PICTURES. The task is aimed at identifying the level of development of holistic perception of an object picture. Equipment: two identical object pictures, one of which is cut into two (three) parts (ball, teapot). Conducting the examination: an adult shows the child two (three) parts of a cut picture and asks: “Fold the picture.” Training: in cases where the child cannot correctly connect the parts of the picture, the adult shows and asks to make the same one from the parts. If after this the child cannot cope with the task, the teacher himself superimposes part of the cut picture onto the whole one and invites the child to add another one. Then the child must complete the task independently. Assessing the child’s actions: accepting the task; method of execution; learning ability; attitude towards the result; result. 6. BUILD FROM STICKS (hammer or house). The task is aimed at identifying the child’s ability to act by imitation and demonstration. Equipment: four (six) flat sticks of the same color. Conducting an examination: in front of the child they build a house out of hammers and ask: “Build it like mine.” Training: if a child cannot construct a hammer (house) by demonstration, the teacher asks: “Look and do as I do.” Then he again asks the child to complete the task. Assessing the child’s actions: accepting the task; the nature of the action (by imitation, demonstration); learning ability; result; attitude towards the result. 7. DRAW (a path or a house). The task is aimed at identifying the understanding of verbal instructions, the level of development of the prerequisites for an object drawing, as well as determining the leading hand, coordination of hand actions, and attitude to the result. Equipment: pencil, paper.

3 Conducting the examination: the child is given a sheet of paper and a pencil and asked to draw a path (house). No training is provided. Assessing the child’s actions: accepting the task and attitude towards it; assessment of performance results; understanding verbal instructions; result. All obtained results are entered into the table. Date Psychologist Group Summary table. First junior group F.I. child Matryoshka Pyramid Paired pictures Colored cubes Subtests Cut picture Build from sticks Draw a path Note

4 Diagnostic tasks 2nd junior group. 1. BOX OF FORMS. The task is aimed at testing the level of development of practical orientation towards forms, i.e. the ability to use the trial method when performing practical tasks. Equipment: a wooden (or plastic) box with five slots of a semicircular, triangular, rectangular, square, hexagonal shape (“mailbox”) and ten volumetric geometric figures, the base of each of which corresponds in shape to one of the slots. Conducting an examination: the psychologist takes one of the figures and throws it into the appropriate slot. Then invites the child to omit the rest. If the child cannot find the right slot, but tries to push the figure in by force, then training should be carried out. Training: The psychologist takes one of the shapes and slowly demonstrates the actions, applying the shape to different holes until he finds the right one. Then he gives the child another figure and, together with him, applies it to the slots, looking for the corresponding one. The child lowers the remaining figures independently. Assessing the child’s actions: accepting and understanding the task; methods of performing chaotic actions or targeted tests; learning ability; attitude towards the results of their activities. 2. DISASSEMBLE AND COMBINE THE MATRYOSHKA (four-part). The task is aimed at testing the level of development of size orientation. Equipment: four-piece matryoshka doll. Conducting an examination: an adult shows the child a matryoshka doll and asks him to look at 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. Training: the psychologist shows the child how first a two-part, and then a three-part and four-part matryoshka doll is put together, after which he offers to complete the task independently. Assessing the child’s actions: accepting and understanding the task; methods of execution; learning ability; attitude towards the results of their activities. 3. DISASSEMBLE AND COMPLETE THE PYRAMIDS. The task is aimed at identifying the level of development of practical orientation to magnitude, the presence of correlating actions, the leading hand, the coordination of actions of both hands, and the purposefulness of actions. Equipment: pyramid of three (four) rings. Conducting an examination: the psychologist asks the child to disassemble the pyramid. If the child does not begin to act, then the adult disassembles the pyramid himself and asks to repeat it. Training: if the child does not begin to act, then the adult himself gives him one ring, each time indicating with a gesture that they need to be put on the rod. Then he invites the child to complete the task independently. Assessing the child’s actions: accepting the task; taking into account the size of the rings, learning ability, attitude to activity, Result.

5 4. FOLD A CUT PICTURE (of three parts). The task is aimed at identifying the level of development of a holistic perception of an object image in a picture. Equipment: two identical object pictures, one of which is cut into three parts (a rooster and a dress). Conducting an examination: an adult shows the child three parts of a cut picture and asks: “Make a cut picture.” Training: in cases where 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 still cannot cope with the task, the experimenter himself superimposes part of the cut picture onto the whole one and asks him to superimpose another one. Then he invites the child to complete the task independently. Assessing the child’s actions: accepting the task; methods of execution; learning ability; attitude towards the result; result. 5. BUILD WITH CUBES. The task is aimed at demonstrating the ability to work by demonstration, imitation, and act purposefully. Equipment: two identical sets of building materials: bars, triangular prisms, half rings (all the same color). Conducting an examination: an adult, in front of a child, builds a structure from three parts. Then he invites the child to build the same. If the child has completed the first task, he is asked to build another structure, and the position of the cubes relative to each other changes. Training: if the child cannot complete a demonstration task, then he is asked to complete it by imitation. The adult places a block on the table near him, gives the same block to the child and asks him to place it in the same way. Then the psychologist takes a triangular prism, places it on a block and asks the child to do the same. Next, he places a hemisphere and gives the same one to the child, drawing his attention to where it should be placed. After training, the child is asked to complete another construction based on the model. Assessing the child’s actions: accepting and understanding the task; completing the task of imitation and demonstration after training; attitude towards the results of their activities. 6. FIND A PAIR (comparing pictures). The task is aimed at identifying the ability to analyze and compare images, find similarities and differences.

6 Equipment: three paired cards, each of which depicts geometric shapes circle, square, triangle in a different sequence. Conducting the examination: an adult takes three cards with different arrangements of geometric shapes and lays them out in front of the child; similar ones are in the adult’s hand. He shows the child one of the cards and asks him to find the same one, that is, a card on which geometric shapes are located in exactly the same way. After the child successfully completes the task, he is offered two other cards. In case of difficulties, training is provided. Training: the first type of assistance is assumed, in which one card is removed and the child must make a choice from two cards. If after this the child does not complete the task, then a second type of help is offered. The adult begins to correlate the shapes at identical points, alternately showing with a pointing gesture that they are similar: “Here is the first triangle and here is the same one; there is a circle here and this card has the same shape; square here and here. These cards are the same." After considering one pair of cards, the child is asked to choose another card. Assessing the child’s actions: accepting and understanding the task; the ability to analyze and compare the image in the picture; learning ability; result. 7. DRAW. The task is aimed at identifying the level of development of object drawing. Equipment: two colored markers, a sheet of paper. Conducting an examination: an adult, in front of the child, draws a balloon on a piece of paper and says: “Here I am drawing a balloon. I draw a rope for it. Here’s another ball, and you draw a string for it.” The child is given a felt-tip pen of a different color and is shown with a pointing gesture where to draw. If the child gets a rope, then he is asked to draw another ball with a rope. If the child does not succeed, then he is given another sheet of paper and asked to draw the same balls on it. Date Psychologist Group Summary table. Second junior group F.I. child Box of shapes Subtests Matryoshka Pyramid Draw Cut-out picture Colored cubes Paired pictures Guess what's missing? Note

7 Diagnostic tasks for the middle group. 1. BOX OF FORMS. The task is aimed at checking the level of development of orientation towards the form of practical trying on. Equipment: a wooden box with five slots of a semicircular, triangular, rectangular, square, hexagonal shape (“mailbox”) and ten three-dimensional geometric figures, the base of each of which corresponds in shape to one of the slots. Conducting an examination: an adult takes one of the figures and throws it into the appropriate slot. Then invites the child to omit the rest. If the child cannot find the right slot, but pushes the figure by force, then training should be carried out. Training: The psychologist takes one of the shapes and slowly demonstrates the actions, applying the shape to different holes until he finds the right one. Then he gives the child another figure and, together with him, applies it to the slots, looking for the corresponding one. The child lowers the remaining figures independently. Assessing the child’s actions: accepting and understanding the task; methods of execution; learning ability; attitude towards the results of their activities. 2. BUILD FROM STICKS. The task is aimed at identifying the child’s ability to work according to a model. Equipment: fifteen flat sticks of the same color. Conducting an examination: an adult behind the screen builds a structure of five sticks, opening the screen, offers the child to build the same one. If the child has completed the first task, then he is asked to complete the second construction. In case of difficulties, training is provided. Training: if the child cannot complete the task according to the model, then the adult shows how it should be done, and then asks the child to complete the construction on his own. In case of repeated difficulties, the psychologist uses the method of imitation. Assessing the child’s actions: accepting and understanding the task; methods of execution (by model, demonstration, imitation); attitude towards the result; execution result. 3. DISASSEMBLE AND COMBINE THE MATRYOSHKA (five-piece). The task is aimed at testing the development of size orientation. Equipment: five-piece matryoshka doll. Conducting an examination: an adult shows the child a matryoshka doll and asks him to take it apart: “Look what it has inside.” After examining all the nesting dolls, the child is asked: “Collect all the nesting dolls to make one.” In case of difficulties, training is provided. Training: an adult shows the child how the two-part matryoshka is folded first, and then the rest of the nesting dolls. The demonstration is performed slowly, using a trial method. Assessing the child’s actions: accepting and understanding the task; methods of execution; learning ability; attitude towards the results of their activities.

8 4. FOLD A CUT PICTURE (of four parts). 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 four parts (cup). Conducting an examination: an adult shows the child four parts of a cut picture and asks: “Make a whole picture.” Training: in cases where the child cannot correctly connect the parts of the picture, the adult shows the whole picture and asks him to put the same parts together. If after this the child cannot cope with the task, the psychologist superimposes part of the cut picture onto the whole one and invites the child to superimpose another, after which he again asks the child to complete the task independently. Assessing the child’s actions: accepting the task; methods of execution; learning ability; attitude towards the result; result of ITEMS. The task is aimed at identifying the level of development of visual memory. Equipment: 8 pictures with 1 item in each picture. The subject must be familiar to the child. Conducting the examination: 8 pictures are laid out in front of the child, please remember them. We remove the pictures. As the child names the pictures, he gets them back. 6. GUESS WHAT IS NOT (comparing pictures). The task is aimed at identifying the ability to analyze, compare images, find similarities and differences, and solve problems in figurative terms based on clarity. Equipment: two plot pictures depicting identical shelves and toys standing on them and the same girl. In the first picture, the toys are on the shelves in one order and the girl reaches out with her hand to the toy cat, and in the second the toys are drawn in a different order, and the girl leaves, carrying some kind of toy in her hands. It is not shown what she took. Conducting the examination: two pictures are placed in front of the child. The psychologist invites the child to look at the pictures, and then says: “This is a girl, Katya, she has a lot of toys, she rearranged them and took only one toy with her. Guess what toy Katya took away.” Training: in those cases when the child begins to redistribute all the toys in turn, the psychologist once again draws the child’s attention to the fact that the toys are in different places, reminding that the girl Katya took away only one toy. If after this the child has not solved the problem, then the adult shows the solution: he takes a stick and alternately matches the toys in the first and second pictures: “This cat stood here at the top, and Katya moved it down. This is Pinocchio. Katya put him upstairs. Here they are." Thus, an adult, correlating the toys, explains their location on the shelves of both pictures. Then he gives the wand to the child and “Next, check which toy is missing, which means Katya took it away.” Assessment of the child’s action: acceptance and understanding of the task; methods of execution independently solves the problem mentally, comparing and analyzing both pictures, solves the problem after an explanation from an adult (“You only need to name one toy”), solves the problem using the method of practical correlation shown by an adult; the result of the task. 7. NOISE PICTURES (study of the characteristics of visual perception) Equipment: a sheet of paper depicting figures whose contours are superimposed on each other.

9 Procedure: the child is asked to recognize all the images and give each object its name. 8. DRAW A PERSON (adapted version of the method (Goodenough-Harrison). The task is aimed at identifying the level of development of an object drawing. Equipment: a sheet of paper, colored pencils (felt-tip pens). Conducting an examination: a sheet of paper and colored pencils (felt-tip pens) are placed in front of the child and asked how 10 it is better to draw a person (man). If the child does not draw in full height, then he is asked to redraw it. At the end, an additional conversation is held with the child, in which unclear details and features of the image are clarified. No training is provided. Assessment of the child’s actions: acceptance, understanding tasks and interest in it; correspondence of the drawing to the verbal instructions; level of depiction of the subject drawing (drawing, background to the subject drawing “cephalopod”, image of a person, presence of the main parts of the body and face in the drawing). Date Group Summary table. Middle group Psychologist F.I. child Box of shapes Build from sticks Matryoshka Cut-out picture 8 items Subtests Guess what is missing Noisy pictures Drawing of a person Note

10 Box of shapes Noisy pictures Cut-out picture Standards Auditory-speech perception 10 objects 10 words Find the differences Correction test Pyramid Fourth wheel Sequential pictures Absurdities Find the “family” Seasons Orientation in space Lateralization Note Date Psychologist Group F.I. child Pivot table. Senior group Subtests

11 Recommended literature for monitoring older children. 1. Deinichenko L.B. Studying the characteristics of children of senior preschool age. Educational and methodological manual for students of psychologists. M.: Publishing house MGOU p. 2. Wenger A.L. Psychological drawing tests: An illustrated guide. M.: VLADOS-PRESS, p. 3. Pavlova N.N. Express diagnostics in kindergarten: A set of materials for educational psychologists in preschool educational institutions. / Pavlova N.N., Rudenko L.G.-M.: Genesis p. 4. Rogov E.I. Handbook for a practical psychologist in education: a textbook. - M.: VLADOS p. 5. Semago N.Ya. Theory and practice of assessing a child’s mental development. Preschool and primary school age./ Semago N.Ya., Semago M.M. - St. Petersburg: Rech, p.

12 2. Nonsense 3. House 4. “10 words” Luri. 5. Last pictures 6.Fig. Person 7.Spatial arithmetic dictation. 8. Analogies 9. Forbidden words 10. Visual memory 11. Find what’s missing? (Attention). 12. Copy the sentence 13. Copy the points. 14. Graphic 15. Motivation Summary table. Preparatory group Date: Group Last name, Subtests child's name 1. Psychologist Note Ladder R B1 B2 Recommended literature for monitoring children of the preparatory group. 1. Varkhotova E.K., Dyatko N.V., Sazonova E.V. Express diagnostics of school readiness: A practical guide for teachers and school psychologists. -2nd ed., ster.- M.: Genesis, p. 2. Kern-Jerasek School Orientation Test.

13 The following methods are recommended for diagnosing the emotional sphere. 1. Diagnosis of family relationships. Drawing test “Family” Purpose: to study the characteristics of intrafamily interaction, assess the emotional status of the child. 2. Diagnosis of social relations. Sociometry. Goal: assessment of the degree of well-being of socialization, social status, characteristics of his relationships with peers. 3. Anxiety test. (R. Tamml, M. Dorki, V. Amen) Objectives of the method: study of a child’s anxiety in relation to a number of typical life situations of communication with other people. 4. Graphic technique “Cactus”. (M. Pamfilova) Goal: identifying the level of aggressiveness and its direction. 5. Test “Non-existent animal” Purpose: diagnosis of mental states and personality traits. 6. Methodology for diagnosing parental attitudes by A.Ya Varga and V.V. Stolin. The educational psychologist may use other methods at his own discretion, depending on the request.

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