Article “Diagnostics for identifying and assessing the sensory development of children of primary preschool age”

Color

Recognizing color from a sample

Task : match the pictures to the color background.

Recognizing color by verbal designation

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

Color differentiation

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

Naming the color

Task : the child must name the color.

Age indicators:

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

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

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

Conclusions:

— ideas about color are formed by age;

- there is no concept of color:

- does not distinguish colors;

- does not recognize and does not name colors;

— does not group shapes by color.

Article “Diagnostics for identifying and assessing the sensory development of children of primary preschool age”

Diagnostics for identifying and assessing the sensory development of children of primary preschool age

The basis of this diagnostic for identifying and assessing the sensory development of children of primary preschool age

were taken
: E. A. Strebeleva, L. A. Venger, M. I. Zemtsova.
The “+” sign marks tasks that the child completed independently (or after a demonstration).

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

The sensory development levels of each child are:

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

— average level – 2-3 completed tasks;

– low level – 1 completed task.

1. Grouping toys (L. A. Wenger’s method).

The task is aimed at identifying the level of development of shape perception, the ability to use geometric standards (samples) in determining the general shape of specific objects, i.e., grouping by shape.

Equipment:

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

Carrying out the examination:

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

Education:

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

Assessment of the child’s actions:

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

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

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

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

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

2. Disassemble and arrange a four-part matryoshka doll (methodology by E. A. Strebeleva).

The task is aimed at testing the level of development of size orientation.

Equipment:

four-part matryoshka

Carrying out the examination:

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

Education:

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

Assessment of the child’s actions:

understanding and accepting the task; methods of execution; learning ability; attitude towards the results of their activities.

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

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

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

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

3. Fold a cut picture (of three parts), (method by E. A. Strebeleva)

The task is aimed at identifying the level of development of the holistic perception of the subject image in the picture.

Equipment:

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

Carrying out the examination:

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

Education:

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

Assessment of the child’s actions:

accepting the task; methods of execution; learning ability; attitude towards the result; result.

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

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

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

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

4. Collect a flower (4 colors).

The task is aimed at the ability to arrange colors in accordance with the pattern and for children to name exactly these colors.

Equipment:

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

Carrying out the examination:

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

Education:

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

Assessment of the child’s actions:

accepting the task; methods of execution; learning ability; attitude towards the result; result.

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

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

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

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

5. “What does the object feel like?”, “What is made of what?” (adapted version of M. I. Zemtsova’s technique)

The task is aimed at testing the level of development of skills in tactile examination of objects.

Equipment:

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

Carrying out the examination:

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

Education:

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

Assessment of the child’s actions:

acceptance and understanding of the task; methods of execution; learning ability; attitude towards the results of their activities.

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

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

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

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

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

• a high level of completed tasks independently or after showing them to adults with a score of 20–15;
• intermediate level – number of points scored 15–10;
• sufficient level – number of points 10–5;
• initial level – number of points 5–0.

Form

Tasks:

- show geometric figures and shapes upon request;

- group them;

- correlate figures and shapes with specific objects from the environment;

- name the figures and shapes.

Age indicators:

4 years: circle, square, triangle.

5 years: the same + rectangle, ball, cube.

6 years : the same + oval, rectangle, quadrangle..

Conclusions:

— ideas about form are formed according to age;

- has no concept of form:

- does not group geometric shapes;

- does not distinguish and name geometric shapes (flat and three-dimensional);

- does not correlate the shape of an object with a geometric shape;

- does not group objects by shape.

MAGAZINE Preschooler.RF

1. 1. Diagnosis of the level of sensory development in young children

In order to verify the assumptions made on the basis of the MB preschool educational institution “Kindergarten No. 6 “Romashka” of a combined type in the city of Mezhdurechensk in the period from January 2021. until May 2021, a pilot study was organized and conducted. Pupils of the junior group, 10 children of early preschool age who regularly attend the junior group, took part in the experiment. The experimental group included 4 boys and 6 girls (Appendix 1).

The ascertaining experiment was organized in January 2020.

We defined the goal of the ascertaining stage of the experiment as identifying the level of sensory development in young children.

The objectives of the ascertaining experiment were:

• determine diagnostic tools for diagnosing sensory representations in children
• organize and conduct diagnostics of sensory ideas regarding children’s perception of color, shape, size
• study and summarize the data obtained.

In order to determine the diagnostic tools of the experiment, we identified the criteria for the sensory development of children of primary preschool age, proposed by L.A. Wenger:

• knowledge of sensory color standards
• knowledge of sensory standards of form
• knowledge of sensory standards of size.

In accordance with these criteria, we developed indicators of sensory development, which are presented in Table 1.

Table 1 - Criteria for assessing sensory development in young children.

№

In accordance with the criteria, we have identified the following diagnostic methods (Table 2, Appendix 2).

Table 2 - Diagnostic methods for determining the level of sensory development of young children

Let us consider the results of the first ascertaining experiment using the “Diagnostic Lotto “Color”” technique by T.E. Vasilyeva (Appendix 2).

In the process of using the “Color” technique, we gave children cards of primary colors (white, black, red, blue, green, yellow), as well as additional colors (orange, purple) and shades (gray, pink, blue). Then we showed cards with objects of different colors depicted on them, and asked which of the children had this or that object (red car, green cucumber, yellow ball, etc.). The child covered his pictures on the map.

The diagnostic results were recorded based on the following indicators of development levels:

- high level: the child acts independently, without any help, by the end of the game he covers all the objects on the lotto card (3 points);

- average level: the child acts with the help of an adult or at the promptings of other children. By the end of the game, 1-2 objects of those colors remain uncovered, the names of which he still unsurely knows and confuses (2 points);

- low level: the child does not complete tasks or covers only 2-3 objects on the lotto card of those colors whose names are familiar to him (1 point).

As a result of the diagnostics “Diagnostic Lotto “Color” T.E. Vasilyeva, we obtained the results presented in Table 3.

Table 3 - Results of the ascertaining experiment studying the level of color perception (method “Diagnostic Lotto “Color”” by T.E. Vasilyeva)

Quantitative processing of the research results showed that in the experimental group 2 children had a 20% high level, since these children were able to independently close all the cards in accordance with the color; the average level was found in 4 children - 40%, these children partially coped with the task and made two or three mistakes; 4 children were identified with a low level – 40%.

We also carried out a qualitative processing of the research results. Two children (20%) showed a high level, which indicates that these children know the names of both primary and additional colors and shades, and are able to independently correlate a color with a sample. These are: Alexander R. and Dmitry R.V. Five children - 50% showed an average level of knowledge of color standards, as they confuse the names of additional colors and shades, and cannot always independently correlate the color with the sample Three children - 30%, who confuse primary colors , don't know the shades. He showed little desire to complete tasks independently, asked for help, or relied on the opinions of other children.

The results of the study using the “Diagnostic Lotto “Color”” method by T.E. Vasilyeva as an indicator of the level of knowledge of color standards for young children are presented in Figure 1.

Figure 1 - Results of diagnosing the level of color perception of young children (method “Diagnostic Lotto “Color”” by T.E. Vasilyeva)

To identify the level of formation of shape perception, we used the diagnostic game “Let's Build Houses for Figures.” During the experiment, we showed the children geometric shapes (circle, square, triangle and rectangle) and asked them to build houses of the same shape from sticks and threads.

We assessed the level of formation of form perception in accordance with the following levels:

– high level: the child correctly names all the geometric shapes, independently builds houses for all the shapes (3 points);

– average level: the child does not firmly know the names of the figures, but names them with the help of the teacher; acts with the help of an adult who helps to see the difference in houses for different figures. It is allowed to demonstrate the method of building houses (2 points);

– low level: (1 point).

Quantitative processing of the study results showed that in the experimental group, 1 child had a high level of formation of shape perception - 10%; average level – 5 children – 50%; low level – 4 children – 40% (Appendix 2, Table 4).

Table 4 - Results of assessing the level of formation of shape perception (Diagnostic game “Let's build houses for figures” by N.V. Serebryakova)

1 person (10%) from the experimental group showed high results, which indicates that the child has formed an idea of ​​the standards of form, he can independently reproduce figures according to a given shape. 5 people (50%) have an insufficiently formed idea of ​​the form. These children coped with the tasks with the help of the teacher, did not always distinguish one figure from another, but at the same time showed interest and desire to cope with the task. It is worth noting that 4 people (40%) do not know the standards of the form, since they do not know the names of the figures, and cannot reproduce the shown figure even with the help of an adult. In addition, they demonstrate low interest: they played with chopsticks, laid out whatever they found. When faced with difficulties, they did not accept the help of an adult, often had conflicts, and more often showed negative rather than positive emotions.

The results of the study of the level of development of shape perception in the experimental group are presented in Figure 2.

Figure 2 - Results of assessing the level of perception of shape in young children (Diagnostic game “Let’s build houses for figures”

N.V. Serebryakova)

To identify the level of formation of the perception of size, we used the diagnostic game “Let’s Feed the Bears” by N.V. Serebryakova. During the experiment, we offered children a picture depicting 5 bears of different sizes standing in height, as well as 5 bowls of different sizes and 5 spoons of decreasing size. We offered each child to help the bears and find the right size bowl and spoon for them. While observing the children's activities, we recorded how the child laid out bowls and spoons. It was important to determine how to complete the task: by measuring, by eye, at random.

Assessment of the level of development of the formation of size perception was carried out in accordance with the following levels:

– high level: the child accurately completes tasks and, if necessary, uses the method of measuring objects to check; correlates three series of quantities well with each other, completes tasks accurately (3 points);

– average level: the child does not always use the method of measuring, makes 2-3 mistakes when arranging objects, but after the teacher’s questions he is able to correct them independently; correlates three series of quantities well with each other, completes tasks accurately (2 points);

– low level: the child lays out bowls and spoons at random, plays with them, lays out bowls and spoons without correlating their size with the size of the bears, as well as the size of the bowls and spoons with each other; the teacher's leading questions do not lead to success (1 point).

The results obtained are presented in Table 5 and Appendix 2.

Table 5 - Results of assessing the level of formation of size perception (Diagnostic game “Let’s feed the bears” by N.V. Serebryakova)

Analysis of the diagnostic results showed that a high level in the experimental group was detected in 1 person (10%): Alexander R. An average level was detected in 4 people (40%). A low level was found in 5 children (50%).

We also carried out high-quality processing. In the experimental group, half of the children showed a low level. During the experiment, children with this level laid out bowls and spoons at random, played with them, and did not at all correlate their size with the size of the bears, or the size of the bowls and spoons with each other. Leading questions from an adult, as a rule, did not lead to successful completion of the task. The average level of perception of size (40%) was shown by children who could not always use the method of measuring; in the process of arranging objects they made 2-3 mistakes. It is worth noting that after the teacher’s leading questions, they were often able to correct them on their own. Only one child (Alexander R.) completed all the tasks absolutely accurately, and when necessary, he used the method of measuring objects to check. Observation showed that he correlates three series of quantities well with each other, which allows him to complete tasks accurately.

The results of assessing the level of formation of size perception in the experimental group are presented in Figure 3.

Figure 3 - Results of assessing the level of formation of size perception (Diagnostic game “Let’s feed the bears” by N.V. Serebryakova)

The first ascertaining experiment showed that the majority of children show an average and low level of development of sensory perception. The children of the study group showed the highest results regarding the “Color Perception” criterion - 20% of the subjects showed a high level of development. Regarding the criteria of “Perception of shape” and “Perception of size”, only one child (10%) showed a high level of development. It is worth noting the high percentage of children with a low level: 40% regarding the criteria of “Color perception” and

“Perception of shape” and 50% relative to the criterion “Perception of size”.

As part of the ascertaining experiment, the work of teachers of the junior group in organizing activities for the sensory development of children of early preschool age was studied. Classes, as well as independent activities of children in their free time, individual work with children were planned by teachers taking into account age characteristics. It is worth noting that classes directly related to sensory development are conducted sporadically; there is no systematic work in this direction.

We also had a conversation with the teachers. We were interested in how the play activity of the author's fairy tale is used as a means of sensory development for children of early preschool age, and whether there is a program that is directly aimed at the sensory development of children. As a result of the conversation, we found out that work aimed at sensory development does not have software, that is, there is no specially organized systematic work in this direction.

Having conducted a study of the level of sensory development of children of early preschool age, we found that the level of perception of color, shape, and size is not sufficiently developed. A high level of individuality development in the group we studied was found only in 10-20% of children, average and low – in 40-50%. The study showed that teachers in their work on sensory development mainly use standard methods and techniques, and are little focused on targeted work within the framework of a specially developed program for the sensory development of each child. The results of the ascertaining experiment served as the basis for conducting a formative experiment. Based on this, we decided to develop a sensory education program for young children aimed at increasing the level of perception of sensory standards.

LIST OF SOURCES USED

1. Bashaeva, T.V. Development of perception in children - shape, color, sound [Text] / T.V. Bashaeva. – Yaroslavl: Academy of Development, 1999.
2. Wenger, L.A., Pilyugina, E.G. Raising a child’s sensory culture [Text] / L.A. Wenger, E.G. Pilyugin. - Moscow, Education, 2008. –144 p.
3. Education and development of young children. Materials of the interregional scientific and practical conference on December 13-14, 2006. [Text] / N. Novgorod, LLC Printing House “Povolzhye”, 2006. – 282 p.
4. Nurturing a child’s sensory culture from birth to 6 years. Book for a kindergarten teacher [Text] / ed. L.A. Wenger, E.G. Pilyugin. – M.: Education, 1989. – 144 p.
5. Vygotsky, L.S. Collected works: in 6 volumes. T2. Problems of general psychology. [Text] / L.S. Vygotsky. - M.: Pedagogy, 1982 - 256 p.
6. Grigorieva, G.G., Kochetova, N.P., Gruba, G.V. "Playing with the kids." Games and exercises for young children. [Text] / G.G. Grigorieva, N.P. Kochetova, G.V. Rude. – Moscow, Education, 2003. – 80 p.
7. Demina, E.S. Development and education of young children in preschool educational institutions (educational and methodological manual). [Text] / E.S. Demina. - Moscow, TU Sfera, 2005, - 192 p.

Magnitude

Tasks:

- show objects of contrasting size upon request;

- arrange objects in ascending and descending order;

- name the corresponding quantity ratios.

Age indicators:

4 years: long - short, wide - narrow, high - low.

5 years: 4 gradations of each characteristic, determined by comparison (the red stripe is shorter than the yellow one, but wider than the green one).

6 years: 5 gradations of each characteristic, determined by comparison.

Conclusions:

— ideas about size are formed according to age;

- there are no concepts of size:

- does not differentiate objects of contrasting size;

- does not arrange objects in ascending and descending order;

- does not use words in speech that characterize quantities and their relationships.

Sensory development, on the one hand, forms the foundation of the general mental development of the child, on the other hand, it has independent significance, since full perception is necessary for the successful education of the child in kindergarten, at school and for many types of work. Knowledge begins with the perception of objects and phenomena of the surrounding world. In kindergarten, a child learns: drawing, modeling, design, gets acquainted with natural phenomena, and begins to master the basics of mathematics and literacy. Mastering knowledge and skills in all these areas requires constant attention to the external properties of objects, their accounting and use. A child's readiness for school largely depends on his sensory development. In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. Get acquainted with a work of art - music, painting, sculpture. The child’s assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults. It often turns out to be superficial and incomplete. This is where sensory education comes to the rescue - a consistent, systematic introduction of the child to the sensory culture of 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 7 colors of the spectrum and their shades of lightness and saturation are used as sensory color standards; geometric shapes are used as shape standards; values ​​are the metric system of measures. There are different types of standards in auditory perception (these are phonemes of the native language, pitch relations, and in gustatory and olfactory perception. At each age, sensory education has its own tasks. A certain element of sensory culture is formed. The main tasks in the sensory education of children from birth can be identified up to 6 years old.

Simultaneously with the formation of standards, it is necessary to teach children the method of examining objects, grouping them by color and shape around samples of standards, sequential inspection and description of the form, and performing increasingly complex visual actions. Finally, a special task is the need to develop analytical perception in children: the ability to understand color combinations, dissect the shape of objects, and isolate individual dimensions of size. Based on these tasks, a system of didactic games and exercises has been developed. Games for sensory development are associated with determining the properties of different objects. A good simulator for mastering magnitude is a conical pyramid. Show your child how to figure it out, emphasizing that the rings are strung depending on their size. Then let your child do these steps himself. And in case of an error, explain why this particular ring is out of place.

Original source https://www.odnoklassniki.ru/mamaipapa

Time orientation

Tasks:

- show the corresponding time categories in the pictures;

- name the time categories shown in the pictures;

- select a series of pictures to the corresponding time categories and explain the selection criteria.

Age indicators:

4 years : morning, afternoon, evening, night.

5 years : morning, day, evening, night, yesterday, today, tomorrow, seasons.

6 years: morning, afternoon, evening, night, day, earlier, later, yesterday, today, tomorrow, seasons.

Conclusions:

— ideas about time are formed according to age;

— temporary representations are not formed:

— does not find it in the pictures;

- does not name;

- doesn’t explain.

Methods for studying sensory standards

At the ascertaining stage, we tried to adhere to the recommendations described in the works of L.A. Wenger. and Strebeleva E.A.

L.A. method Wenger's grouping of toys

The proposed task allows us to determine the degree of development of shape perception, the ability to use geometric standards as samples to determine the main shape of the examiner of objects, that is, to group objects according to their shape.

The following materials are used: boxes without lids 20 by 20. They must have the same color. In this case, a 4 by 4 image with a reference sample should be used.

On the front wall of one of the boxes there is a square, on the second - a triangle, on the third - a circle.

You need to place 8 square, 8 triangular and 8 round objects in the bag.

The examination is carried out according to the following scheme: the child must arrange boxes on the table. You need to draw the preschooler’s attention to this example: here is such and such a figure, and here is such and such. Then you need to take some objects out of the bags and ask: what does this object look like?

When the child can point to the correct standard, we ask him to:

- Throw it in the box

Then another object is demonstrated using the same scheme.

Then we give the child the opportunity to arrange the toys on his own and ask him: “Now please carefully examine and arrange all the toys, each in its own box.”

Training: if the child is not able to complete this task himself, you need to offer him toys sequentially and ask him to put them in the right boxes. If a child puts down a toy without focusing on a sample, then you need to draw his attention to this sample so that he can relate the toy to it.

The child’s actions are assessed according to the following algorithm:

• the preschooler understands and completes tasks;
• what are the features of completing the task, the preschooler acts in accordance with the model;
• Is the child’s work purposeful?
• how trainable it is;
• how the child feels about the result.

Result

1 point – the child acts inappropriately, which leads him to misunderstanding and inability to accept the task.

2 points – the child, even after being trained, cannot take into account the main principle of the task and is not able to focus on the standard model.

3 points - the child puts down the toys after he has been trained; match their shape with the model.

4 points – the child is interested in the final result, tries to take into account the sample.

Strebeleva’s “Matryoshka” technique

The following exercise was developed by Strebeleva E.A. It involves disassembling and assembling a matryoshka doll consisting of four parts.

By completing this task, the child demonstrates his ability to focus on magnitude.

Only the matryoshka acts as equipment.

The examination is carried out according to the following scheme: first, the child is shown a matryoshka doll. He must see what is in it. Then you need to ask him to put the nesting doll back together. If it is difficult for him to do this on his own, he needs to be trained.

The training proceeds like this: after the child has been shown how to make nesting dolls from two to four parts, you need to ask him to complete the task independently.

Then you need to appreciate the child’s actions: how much he understands and accepts the task, how he completes it, how trainable he is and how he feels about the result obtained.

1 point – the child, even after good training, cannot adequately complete the task.

2 points - the child understands the task and tries to act with the nesting doll, but is not able to determine the size of its parts, so his actions look chaotic.

It is necessary to monitor the adequacy of actions during the learning process. But after training, the child has no independence, he is not interested in the result of his activities.

3 points – the child understands and completes the task, selecting elements, tries to complete the task independently and is interested in the result obtained.

4 points - the child understands and completes the task well, folds the matryoshka doll, uses trying on, and shows interest in the final result.

Strebeleva’s technique “Cut pictures”

The following technique is based on the works of Strebeleva E.A. You need to put together cut pictures from three parts.

This task allows us to identify children’s ability to perceive the integrity of the object that is drawn in the image. With this exercise you can determine the level of holistic perception of the image of an object.

Equipment for an item: two pictures depicting the same item are selected. One of them is cut into three parts.

The examination is carried out according to the following scheme: the child receives three parts of the picture and must connect them.

If the child cannot correctly complete the task on his own, the teacher shows the child the whole picture and again asks him to complete the task. If there is no result, then the parts are superimposed on the whole. Then the baby must repeat it himself.

The following factors are assessed:

• whether the child accepts the task;
• in what ways he tries to fulfill it;
• how trainable it is;
• how he feels about the result;
• what result.

1 point – the child is inadequate in completing the task even after receiving training. He does not understand and does not accept the task.

2 points - he accepts the task, but cannot understand it. He superimposes one part on another, during training he acts adequately, but something prevents him from moving on to independent actions. He also shows indifference to the result.

3 points – the child can accept and understand the task, tries to connect all the parts into a whole image, but cannot complete it independently; After training, he is able to complete the task correctly and is interested in the final result.

4 points - the child understands and accepts the task, completes it himself, uses the trial method and trying on.

Unfolding and folding pyramids

When performing this task, you need to focus on the magnitude, what correlating actions are available, which hand is dominant, how coordinated both hands are, how purposeful the child’s actions are.

Training: if the child cannot assemble the pyramid himself, you need to give him one piece at a time and point to the rod with a gesture so that the child understands where the ring needs to be placed. After this, you need to encourage the child to complete this task himself.

It is assessed whether the task is accepted, whether the child takes into account the size of the rings, how trainable he is and how he feels about performing the exercise and the final result.

1 point – inadequacy in the child’s performance. Even after training has been received, the child tries to put rings on the rod, while the rod is closed with a cap.

2 points – the child accepts the task and tries to assemble a pyramid. But he does not adhere to the order of the rings in size, so the pyramid, although assembled, is not beautiful. Both hands act uncoordinated, it is difficult to understand which one is leading. The child is not interested in what the result of the work will be.

3 points – the child immediately accepts the task and tries to put the rings on the pyramid, without taking into account their size. After training has been carried out, he performs the task correctly. You can immediately see what kind of hand he has and how uncoordinated the actions of his hands are. He evaluates his results adequately.

4 points – in this case the child acts independently. The baby tries to take into account the size of the rings himself. It is clear that he has a leading hand. Both hands act in concert. The child is interested in the end result.

Exercise to find paired illustrations

This task helps determine at what level the child’s visual perception of pictures depicting objects is, and how much he understands gesture instructions.

Equipment: four pairs of images with objects are selected.

The examination is carried out according to the following principles: two images with objects are laid out in front of the child. The teacher holds such a pair in his hands. Using a gesture, he shows the preschooler that he has two similar pictures, just like the child’s. Then he closes these pictures, takes out one of them and asks to show a similar one.

Training: if the child does not complete the task, he is shown how paired pictures relate.

The child’s actions are assessed according to the following criteria: how much he understands and accepts the task, whether he makes choices, whether he understands instructions using gestures, how teachable he is, how he feels about his activities.

1 point - the child acts according to the following scheme: he turns the illustrations over, tries not to fix his gaze on the image, tries to take the picture from the adult. All this speaks to the inadequacy of the baby.

2 points - in this case, he understands the task, during training it is clear that he can distinguish between paired images, but he is not interested in assessing his own performance, and cannot complete the task on his own.

3 points - before learning, the child may make a mistake, but it is clear that the task was understood correctly. After training, he acts confidently and after completion sees that he was able to achieve the desired result.

4 points – the child understands his task, is immediately able to find paired pictures, is interested in completing the task and in the result obtained.

Exercise on playing with multi-colored cubes according to the method of Stebeleva E.A.

Using this task, you can determine how much your child is able to identify colors and name them.

The equipment used is cubes of blue, yellow, green and red colors.

The examination is carried out according to the following scheme: the child must show the necessary cubes, relying on the same color as the adult’s in his hand. To do this, you need to place two or four cubes in front of the child. Then the teacher asks to show which cube has a given color or asks to name the color of a certain cube.

Actions are assessed according to the following criteria: whether the child understands and accepts the task, whether he can compare colors, whether he can recognize a color by name, whether he can name the colors himself, whether he accompanies the result with speech, and how he feels about performing the exercise.

1 point - the baby has no understanding of what color is, he cannot distinguish between different colors.

2 points - the child cannot identify colors by name even after training, does not strive to get results, and does not show interest in the activity.

3 points - in this case, he is interested in the result of the task, compares the colors and identifies them by word.

4 points – the child is able to distinguish different colors, gives them names, identifies them by name, and is interested in the final result.

Conducting research, we determine the following levels of sensory development:

• the highest level is shown by children who independently complete the task and score from 24 to 18 points;
• the average level is shown by children scoring from 12 to 18 points;
• sufficient level – from 6 to 12 points;
• initial level – less than 6 points.

The results of the study are presented in the table.

Orientation in space

Tasks:

— show relevant spatial references;

- move in a given direction;

- name the corresponding spatial landmarks.

Age indicators:

4 years: show objects located above, below, in front, behind, left, right.

5 years: show objects located above, below, in front, behind, left, right, in front of me, to my right, to my left.

6 years old: show objects located above, below, in front, behind, left, right, left, between, next to, around.

Conclusions:

— spatial representations correspond to age;

- there are no concepts of space;

- does not perform a movement in the indicated direction according to verbal instructions;

- does not determine position in space in relation to itself;

- does not use words denoting the location of an object in space.

“The role of sensory culture in the mental development of a child”

Article: “The role of sensory culture in the mental development of a child”

Prepared by: teacher Shinkar L.G.

The sensory development of a child is the development of his perception, that is, the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc.

Sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education. The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

Sensory development, on the one hand, forms the foundation of the child’s overall mental development, on the other hand, it has independent significance, since full perception is necessary for the successful development of the child in kindergarten, at school, and for many types of work.

Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception and are the result of their processing.

Therefore, normal mental development is impossible without relying on full perception.

In kindergarten, a child learns drawing, modeling, design, gets acquainted with natural phenomena, and begins to master the basics of mathematics and literacy. Mastering knowledge and skills in all these areas requires constant attention to the external properties of objects, their accounting and use.

So, in order to obtain in a drawing a resemblance to the depicted object, the child must quite accurately grasp the features of its shape and color. Design requires research into the shape of an object (sample)

, its buildings. The child finds out the relationships between parts in space and correlates the properties of the sample with the properties of the available material. Without constant orientation in the external properties of objects, it is impossible to obtain clear ideas about the phenomena of living and inanimate nature, in particular about their seasonal changes.

The formation of elementary mathematical concepts involves familiarity with geometric shapes and their varieties, comparison of objects by size. When mastering literacy, a huge role is played by phonemic hearing - accurate differentiation of speech sounds - and visual perception of the outline of letters. A child's readiness for school largely depends on his sensory development. Studies conducted by Soviet psychologists have shown that a significant part of the difficulties that children encounter during primary education (especially in 1st grade)

, is associated with insufficient accuracy and flexibility of perception. As a result, distortions arise in the writing of letters, in the construction of drawings, and inaccuracies in the manufacture of crafts during manual labor lessons. It happens that a child cannot reproduce movement patterns during physical education classes. But the point is not only that a low level of sensory development sharply reduces the child’s ability to successfully learn.

No less important is the importance of a high level of such sensory development for human activity in general, especially for creative activity. The most important place among the abilities that ensure the success of a musician, artist, architect, writer, designer is occupied by sensory abilities, which make it possible to capture and convey with particular depth, clarity and accuracy the subtlest nuances of shape, color, sound and other external properties of objects and phenomena. And the origins of sensory abilities lie in the general level of sensory development achieved in the early periods of childhood.

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 in kindergarten. 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 sensory standards created by humanity (generally accepted ideas about color, shape and other properties of things)

.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. He also gets acquainted with works of art - music, painting, sculpture. And of course, every child, even without targeted upbringing, perceives all this in one way or another. But if assimilation occurs spontaneously, without the reasonable pedagogical guidance of adults, it often turns out to be superficial and incomplete. This is where sensory education comes to the rescue - a consistent, systematic introduction of the child to the sensory culture of humanity.

At each age, sensory education has its own tasks, and a certain element of sensory culture is formed.

In the first year of life, this is the enrichment of the child with impressions.

In the second or third year of life, children must learn to identify color, shape and size as special characteristics of objects, accumulate ideas about the main varieties of color and shape and the relationship between two objects in size.

Starting from the fourth year of life, children form sensory standards - generally accepted examples of the external properties of objects and use them as “units of measurement”

when assessing the properties of substances. Stable ideas about colors, geometric shapes and size relationships between several objects, fixed in speech. Later, they should be introduced to shades of color, to variations of geometric shapes, and to the relationships in size that arise between the elements of a series consisting of a larger number of objects. Simultaneously with the formation of standards, it is necessary to teach children how to examine objects: grouping them by color and shape around standard samples, sequential inspection and description of the shape, and performing increasingly complex visual actions.

Finally, a special task is the need to develop analytical perception in children: the ability to understand color combinations, dissect the shape of objects, and isolate individual dimensions of size.

A child develops from early childhood through “social inheritance”

, which, unlike biological inheritance, does not involve the exercise of innate abilities, but the acquisition of new ones through the assimilation of social experience. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, i.e. depends on how perfectly the child hears, sees, and touches his surroundings.