Didactic games (sensory development). First junior group. card index (junior group) on the topic

Alena Demidova

Sensory development of children of the first younger group

Sensory development of children of the first younger group

teacher

Demidova Elena Vladimirovna

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

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

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

.

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

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

The main feature of didactic games is educational. The combination of a teaching task in didactic games, the presence of ready-made content and rules allows the teacher to use these games more systematically for the sensory education of children . They are created by adults for the purpose of raising and teaching children , but not openly, but are implemented through a game task. These games contribute to the development of cognitive activity, intellectual operations, and the development of sensory experience .

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

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

show a red circle, a green square, a blue triangle, a yellow square;

two identical geometric shapes of different colors are offered, laid out on the table;

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

Game “Different mugs for the hare and fox”

Target:

develop ideas about color and shape;

select rugs for the hare and fox;

select the correct mats and load them onto cars of the appropriate colors.

Progress of the game:

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

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

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

show the short ribbon. The yellow ribbon is short, and the blue ribbon is long.

;

show the wide path, the blue path is wide and the red path is narrow

;

find two identical Christmas trees (out of three offered)

.

Game "Big and small balls"

Target:

teach to distinguish color and size (large - small)

;

select size balls for dolls;

choose the right balls by color and size.

Didactic game “Put the pencils into cups”

Objectives: to promote the development of the ability to distinguish colors; combine a pencil with a glass; act purposefully, sequentially: from left to right; promote the development of fine motor skills of the fingers.

Equipment: Colored pencils, glasses of different colors.

Description of the game: children must put pencils into cups of a certain color.

Didactic game “Flower Glade”

Goals: to consolidate understanding of size; colors; promote the development of hand motor skills.

Equipment: Cardboard flowers (various sizes and colors)

Game description: complete the tasks: “Match the center of the flower”, “Wrap the largest center of the flower. The smallest one”, “Wrap the red center of the flower”

Didactic game “Place the eggs in your houses”

Goals: to promote the formation of the ability to distinguish and correctly name 4 primary colors; encourage to combine a testicle with a cell, to perform correlating actions (color guide); act purposefully, sequentially: from left to right, without skipping cells; promote the development of fine motor skills of the fingers.

Equipment: Testicles, cells of different colors.

Description of the game: children must arrange the eggs into houses according to their color, if possible name the color of the eggs and the color of the houses.

Didactic game “Ladybug find your clearing”

Goals: to encourage children to distinguish colors, to promote the ability to select objects of the same color. Equipment: Ladybugs and flowers made of cardboard of different colors.

Game description: ask the child to place the ladybug on a flower of the same color.

Didactic game "Mosaic"

Goals: to promote the development of fine motor skills of the hands, imaginative thinking, imagination, artistic taste of the child, the ability to navigate the plane of the playing field, the formation of the ability to distinguish and correctly name colors, and the manifestation of creative activity.

Equipment: Mosaic with multi-colored details. Description of the game: ask the child to fold a pattern, lay out a path of a certain color, etc.

Didactic game “Magic clothespins”

Goals: to promote the development of the movement of clenching and unclenching the fingertips of the right and left hands. Equipment: clothespins of different colors, stencils of objects (sun, cloud, hedgehog, etc.)

Game description: attach clothespins according to theme (rays to the sun, needles to a hedgehog, petals to a flower, ears to a bunny’s head...)

Didactic game “Place on plates”

Goals: to promote the development of children’s ability to distinguish colors and use the names of colors in speech, to understand the words “such”, “not such”, “different”, to consolidate the ability to recognize geometric shapes and name them (circle, square, triangle).

Equipment: 4 plates, circles, triangles, squares of different sizes and colors. Description of the game: we put geometric shapes of the same color into plates of 4 primary colors.

Didactic game “Roll the ball into the goal”

Goal: to promote children’s ability to match objects by color; ideas about the size of objects; introduce the concept of “round”; consolidate the ability to perform practical and playful actions with objects in accordance with their properties (shape).

Game description: roll balls of the corresponding color into the gates of 4 main colors.

Didactic game "Reels"

Goals: to introduce children to threads; tell about their purpose; encourage you to wind the thread around the template; promote the development of fine motor skills and the ability to perform actions with both hands at the same time.

Equipment: spool templates of different colors, threads of different colors Game description: wind threads of the same color onto a spool template of a certain color.

Progress of the game

The teacher gives the children to look at balls of different colors (blue, green, red, yellow)

and different sizes
(large and small)
. Show them jumping and say rhythmically:

Jump and jump

Everybody jump and jump

Sleep our ball

Not used to it.

The teacher brings out two dolls - a large and a small one - and says: “The big doll Olya is looking for a ball for herself. Little doll Ira also wants to play with the ball.” Invites children to pick up balls for dolls. Children select balls of the required size (for a large doll - a large ball, for a small doll - a small ball)

.The doll Olya is capricious: she needs a yellow ball, the same as her skirt. The doll Ira is also angry: she needs a red ball like her bow. The teacher offers to calm the dolls down: pick the right balls for them.

Game "Decorate the butterfly"

Target:

— Teach children to group by color .

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

"The world of sensory". Club work in the first junior group. Educator: Kushtein I.N.

Transcript

1 Municipal budgetary preschool educational institution "Kindergarten "Achairsky" Club work in the first junior group "World of Sensorics". Educator: Kushtein I.N. 2016

2 Goal To form in children the perception of individual properties of objects and phenomena: shape, color, size, space, time, movements, special properties. To teach children to perceive such complex phenomena of the surrounding world as illustrations, literary works, social phenomena, movements, nature, music. Learning objectives Development of visual sensations: learn to distinguish the color, shape, size of an object. Development of tactile sensitivity: learn to distinguish the quality of objects by touch and name them (soft, fluffy, hard, etc.); development of hand strength, fine motor skills, coordination of movements. Development of auditory sensitivity, the ability to listen and distinguish sounds in the environment, development of speech hearing. Draw children's attention to the difference in size of objects; develop an understanding of the words “big” and “small”. Strengthen children's ability to group and correlate by color, shape and size. Introduce children to the five geometric shapes and their names. Give ideas about the alternation of objects according to form. Expected result Children distinguish and name some colors of the spectrum: red, green, blue, yellow. Some geometric shapes and bodies are distinguished and named (ball, cube, circle, square). They use sensory standards (a lemon is yellow like the sun, a cucumber is green like grass). They begin to distinguish the quality of objects by touch and name them. They are able to listen and distinguish sounds in the environment. Methods: Game method (didactic games). Visual method (examination of teaching aids and objects). Practical demonstration of ways to operate with objects, experiment. Forms of organization of activities: group; subgroup; individual. Expected result Children distinguish and name some colors of the spectrum: red, green, blue, yellow. Some geometric shapes and bodies are distinguished and named (ball, cube, circle, square). They use sensory standards (a lemon is yellow like the sun, a cucumber is green like grass). They begin to distinguish the quality of objects by touch and name them. They are able to listen and distinguish sounds in the environment.

3 Month PERSPECTIVE PLANNING OF CLASSES ON THE DEVELOPMENT OF SENSORY STANDARDS Lesson Goal Equipment, materials SEPTEMBER Diagnostics To identify children’s knowledge in the field of sensory standards of color and shape through didactic material at the beginning of the year. Toys and games from the sensory corner. 1. “Name the geometric figure.” Teach children to recognize and correctly name plane geometric shapes. Circle, square, triangle, oval, rectangle. 2. “Spooning.” Teach your child to pour grains with a spoon, remember the sequence of actions, and develop independence. Peas, spoons, deep containers. OCTOBER NOVEMBER 3. “Jump along the track.” 4. "Sorting". 1. “Find an object of the same shape.” Consolidating knowledge of colors: red, yellow, blue, green. To develop stereognostic perception in children in connection with visual representations. Teach children to recognize and correctly name planar geometric shapes. A cardboard track 40 cm long and 10 cm wide, as well as strips of green, red, blue and yellow colors 4 cm wide, toys. Balls of different colors. "Geometric Lotto"

4 2. “Treat the little and big hare with carrots.” 3. “Noisy boxes.” 4. "Lights at night." 1. “Magic tray”. 2. “Balls” Consolidating the ability to group and correlate homogeneous objects by size. Develop auditory perception, learn to make pairs of identical noises. To promote the further formation in children of an attitude towards color as an important property of objects, to lead them to independently choose a given color. Teach the technique of applying a smear using the dipping method. Teach children to perform tasks correctly and develop fine motor skills. Teach children to select objects of the same color; name the colors. Toy bunnies and carrots of different sizes. Paired noisy boxes. Black paper, yellow gouache, brushes, jars of water. Tray with a plain colored bottom, cereal. Balls of primary colors. DECEMBER 3. “Choose according to the shape.” 4. Games with clothespins: laying out objects according to a pattern (sun, Christmas tree, hedgehog) Consolidating knowledge of geometric shapes: circle, square, triangle, oval. Develop fine motor skills in children. Block inserts for each child. Clothespins. Silhouettes: sun, Christmas tree, hedgehog, cloud, berry. JANUARY 1. “Who will collect the toys sooner?” Teach children to group objects that differ in shape, size, purpose, but have the same color. "Toys".

5 FEBRUARY MARCH 2. “Counting sticks.” Teach children to lay out various figures using counting sticks. 3. "Cinderella". Teach children to sort objects (beans) by color, develop fine motor skills. 1. "Balloons." Consolidating knowledge of colors: red, yellow, blue, green. 2. Finger games with walnuts: rotation between palms, rolling on the table in different directions. Develop fine motor skills in children. 3. Water coloring. Formation of ideas about shades of colors (light, dark). 4. “Let’s help the bunny sort out the toys.” Consolidating knowledge of geometric shapes: circle, square, triangle, oval. 1. "Fabrics". Develop children's sense of touch, teach them to make pairs of fabrics that feel the same to the touch. 2. “Building a tower.” Learning to correlate the sizes of four objects. Counting sticks. Beans, plates. "Balloons". Walnuts. Water in transparent containers, paints in light and dark shades. Toys: hares, sensory cube with geometric and shapes: circle, square, triangle, oval. Pairs of fabrics that have the same feel. Building material: cubes.

6 3. “What’s in the bag?” 4. “Pick up a feather for the cockerel” Consolidate children’s knowledge about shape, practice the correct correlation of several objects with the same geometric patterns. Learn to distinguish and name primary colors; repeat simple and relatively complex phrases. "Magic bag" “Pick up a feather for the cockerel.” APRIL 1. “Let’s make beads for the dolls.” Strengthen the ability to group objects by color, learn to string beads on a thread. 2. “Hide the mouse.” To reinforce children's ideas about six colors. 3. Games with counting sticks: laying out objects according to a pattern. Develop fine motor skills in children. Laces or ropes, multi-colored beads according to the number of children. “Hide the mouse.” Counting sticks of primary colors, samples of objects. MAY 4. “Tower of cubes.” Teach children to compare several objects by size (smaller, even smaller) and arrange them in decreasing order of size. Diagnostics Identify children’s knowledge in the field of sensory standards of color and shape through didactic material at the end of the year. Wooden cubes. Toys and games from the sensory corner.

Progress of the game:

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

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

Game “Help the bear find his plate”

Goal: - To teach children to compare objects by size (large - small, compare them (small plate - small teddy bear, large - big bear)

.

Didactic games (sensory development). First junior group. card index (junior group) on the topic

Card index of games for sensory development of young children.

1. "Mysterious Buttons"

Purpose of the game: Develop the ability to recognize and name colors. Development of fine motor skills of the fingers.

Game material: The canvas is presented, divided into 4 sectors, of different colors, 4 buttons are attached to it, each of which corresponds to a specific color of the sector. Progress of the game: The teacher shows the child a panel divided into 4 sectors of different colors, he tells that these are houses for buttons. The teacher draws attention to the fact that each button lives in a house of its own color, and asks the children to help them find a house for the buttons. We decided to study colors. Well, where should we start? We have the miracle of a button. They will help us now. We will take the buttons in our hands and find a home for them according to their color.

1. "Magic Field"

Purpose of the game: Develop the ability to recognize and name colors.

Game material: Circle with a picture of 4 primary colors and an arrow at the top, cards of primary colors. Progress of the game: The teacher shows the children a circle depicting primary colors. Explaining at the same time that this is a magical field where colors live. Next, the children are given cards of the corresponding colors. The teacher turns the magic field, the arrow on it points to any color, and the children, in turn, must pick up a card of this color. We have one game, it’s very round. Our circle is divided. It includes four colors. And the guys play with it. All the colors they study there. Green, red, yellow, blue. All are known to us from now on.

1. "Rainbow"

Purpose of the game: Development of the ability to recognize and name the colors and size of an object,

Development of fine motor skills of the fingers.

Game material: A flat panel consisting of two parts, one part is fastened together, and the other is cut into rays of different colors and sizes. Progress of the game: The teacher places a rainbow in front of the child; one half of the rays of the rainbow is whole, and the second is cut into rays. The child’s task is to select the rays by color and size. Our rainbow arch shines brightly. Something has happened to it. It has lost some of its rays. The kids will collect the rays. They will put everything in order. The rainbow will again shine more than before.

1. "Balloons"

Purpose of the game: Develop the ability to recognize and name colors. Development of fine motor skills of the fingers.

Game material: Flat balls of 4 primary colors, and 4 ribbons of similar colors to them. Progress of the game: The teacher shows the children four balloons of primary colors and four ribbons of the same colors to go with them. Children are asked to try to match each ball with a ribbon of the same color. Red, yellow, blue, choose any ball for yourself. To hold the ball you need to tie a ribbon, we will take the ribbons in our hands and find the ball by color.

1. "Butterfly"

Purpose of the game: Develop the ability to recognize and name colors. Development of fine motor skills of the fingers.

Game material: Flat panel with the image of a butterfly, the wings of the butterfly are divided into 4 primary colors. There are holes made in them into which necks from bottles are inserted, to which caps of a suitable color are screwed. Progress of the game: The teacher shows a butterfly, the wings of which are of four primary colors; holes are made in them into which bottle necks are inserted. You need to decorate the wings of the butterfly by screwing the lids lying in the tray offered to the children to the necks. The color of the lid should match the color of the butterfly's wing. A beautiful Butterfly appeared in front of us. Let's play with the butterfly, choose the color of the lids to match the wings.

1. "Carousel"

Purpose of the game: Develop the ability to recognize and name colors. Development of fine motor skills of the fingers. Development of distinguishing between one and many objects.

Game material: Appearance of a bobbin made of thread, the upper and lower sectors are divided into 6 colors: 4 main ones, black and white. Bags are attached to the upper sector (the color of the bags corresponds to the color of the sector to which it is attached), and the bags contain cubes. Progress of the game: Children are offered a teaching aid “carousel”, the upper sector of which is divided into 6 colors. Attached to each of them is a bag containing cubes (the color of the cubes and the bag corresponds to the color of the sector). The children's task is to untie the bags, take out the cubes, and place them on the sector of the corresponding color. The carousel is spinning, Well, let's play quickly. We put the cube on its color. Will there be a correct answer?

1. "Apple Tree"

Purpose of the game: Development of sensory perception. Development of fine motor skills of the fingers.

Game material: The manual is presented in the form of a game panel with a depiction of an apple tree; holes are made in the panel into which necks from bottles are inserted, to which caps (apples) are screwed. Progress of the game: The teacher offers the children a panel with an apple tree depicted on it, and a container with lids of different colors; the child is asked to select apples of a certain color (red, yellow). Children take the lids and screw them to the necks. We'll play with the lids and collect different apples.

1. “What does the figure look like?”

Purpose of the game: To develop children's ability to group objects by shape.

Game material: Geometric shapes cut out of dense material in 4 primary colors. Progress of the game: Children are offered geometric shapes - circle, triangle, square. The adult names them. Asks children to find objects in the room or on the street that are similar to these figures. If possible, allows children to trace the outline of these objects with their hands (ball, hoop, cube, plate, aquarium, etc.).

1. "Let's hide from the rain"

Purpose of the game: To develop children's ability to group objects by shape.

Game material: Geometric shapes and three patterns of umbrellas are pre-made. An adult places one geometric figure under each umbrella; this is a sample for children. Progress of the game: Game situation: “On a warm sunny day, geometric figures went out for a walk. Suddenly a huge gray cloud appeared in the sky, covered the sun and it began to rain. Squares, circles and triangles need to hide from the rain so as not to get wet. Where can I hide?”

1. "Pick your buttons"

Purpose of the game:

To develop the ability to group objects by size.

Game material: 2 boxes, large and small, buttons of different sizes (large and small) Progress of the game: The teacher, together with the children, arranges the buttons into groups: the largest, largest, smallest, etc. Considering the sizes of buttons, compares and applies button to button. The adult activates the children's speech.

1. "Find a house"

Purpose of the game: To develop the ability to distinguish objects by size.

Game material: Houses made of cardboard of different sizes, bunnies made of cardboard of different sizes. Progress of the game: The teacher tells the children that the bunnies are lost and cannot find their house. The teacher invites the children to help the bunnies and find a house for each one.

"Decorate the butterfly"

Goals:

Teach children to group objects by color. To consolidate knowledge about the geometric figure of a circle, about the concept of many - one, large - small. Develop fine motor skills.

Materials:

Butterflies of different colors, cut out of cardboard, circles of different sizes and colors.

Progress of the game:

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

At the end of the game, the teacher praises all the children for decorating the butterflies and making them even more beautiful.

"Mend the bunnies' clothes"

Goals:

Teach children to distinguish colors and use color names in speech. Strengthen the ability to recognize geometric shapes and name them (circle, square, triangle). Develop fine motor skills, color perception, attention.

Materials:

Silhouettes of clothes, geometric shapes cut out of cardboard.

Progress of the game:

A hare appears with a basket and cries.

Educator: Why are you crying, little bunny?

Bunny: I bought gifts for my bunnies - shorts and skirts. While I was walking through the forest, I touched a bush and they tore. (Shows cardboard shorts and skirts).

Educator: Don’t cry, bunny, we will help you. Children, let's pick up patches and patch up the holes. What do the holes in skirts and shorts look like?

Children: triangle, square and circle.

Educator: Correct.

The hare places her shorts and skirts on “stumps” (tables), on which patches are laid out in advance. Children come to the tables and complete the task. The teacher asks each child what color patch he put on and what geometric figure it resembles.

Hare: Thank you very much children!

“Hide the mouse.”

Goals:

Continue to introduce children to the six primary colors and teach them to distinguish them. Develop reaction speed, attention, thinking. Strengthen knowledge about animals.

Material:

Demonstration: pieces of paper of six colors (20 - 15), in the middle a white square (8-8), on which a mouse is drawn (mouse house), squares of the same six colors - doors (10x10), a large cardboard toy - a cat, a soft mouse.

Handout: this material is smaller in size - 10x8 colored sheets, 5x5 white squares on them, colored squares.

Progress of the game:

Look, guys, what a little guest we have today. Who is this, right, a mouse? How small, fluffy, and gray she is. Pet her. Children take turns petting the mouse.

- Do you know where the mouse lives? In a mink. Who is the mouse hiding from? From a cat. Look if there is a cat somewhere, otherwise our mouse is afraid. Can we help the mice hide in the hole? Now we will play with you the game “Hide the Mouse”.

First, we will learn to play it together. I have Mouse houses. I arrange three houses on the demonstration board, next to them I place six squares of six colors. You see mice peeking out the window.

To hide the mouse, you need to close the window with a door - a square of the same color as the house, otherwise the cat will come and see where the window is, open it and eat the mouse.

I call three children in turn and ask them to close three windows in turn, I find out whether all the windows are well closed.

If someone has made a mistake, I call the child to correct it. I take out the previously hidden cat, which goes to “catch mice.”

“I’ll go and find where the mouse lives here. Children, have you seen the mouse? The cat leaves without finding the mouse. The children are given one piece of paper - a “mouse house” (I give those sitting next to each one a piece of paper of different colors) and six squares of all colors. “Now hide your mice while the cat sleeps. From the squares that are on your plates, choose a square of the same color as your mouse’s house.”

When all the children have completed the task, the cat “goes hunting” again. I walk at a stealthy pace with a cat in my arms, walk through the rows and see whose mouse is poorly hidden. At the same time, I give opportunity to children who have made mistakes. Correct the situation before the cat gets closer to them. If the mistake is not corrected, the cat takes the piece of paper with the mouse from the child.

Everyone played well today, everyone hid their mice, only some of the guys made mistakes (I indicate exactly what mistakes were made). Next time they will definitely hide the mice well.

Games with clothespins.

Goals:

The main goal of didactic games with clothespins is to develop fine motor skills in young children.

Also, these games are aimed at developing the ability to compare and combine objects based on color.

In addition, playing with clothespins helps develop a sense of one’s own movements and the formation of a positive attitude towards working together with an adult. They stimulate children's speech activity.

Progress of the game:

Adult: Guess the riddle.

I'm swimming under the bridge

And I wag my tail.

Children: This is a fish. Adult: (shows a picture of a fish). That's right, it's a fish. Look at the picture and show where the fish’s eye is?

Children show their little eyes

Adult: Where is her mouth?

Children show the mouth of a fish in the picture.

Adult: Where is her tail and fins?

Children show tail and fins.

Adult: Now let's make the fish ourselves.

Children need to choose clothespins that match the color and add a tail and fins to each fish.

Adult: Guess who this is:

On the back there are needles, long, prickly.

And he curls up into a ball - no head, no legs.

Children: This is a hedgehog. Adult: (shows a picture of a hedgehog). That's right, it's a hedgehog. Show me where his eyes, nose, ears are?

Children show.

Adult: Let's help our hedgehog find the needles.

An adult gives the child a hedgehog cut out of colored cardboard, on which eyes, ears, and a nose are drawn, but there are no needles. Children attach clothespins to the back of the hedgehog.

Adult: (stroking the hedgehog on his new needles). Oh! What a prickly hedgehog has become!

Here's a new mystery.

The prickly, green one was cut down with an axe.

A beautiful, green one was brought to our house.

Children. This is a Christmas tree.

Adult: Yes, it’s a Christmas tree, but it’s crying. She lost all her needles. Don't cry, don't cry, Christmas tree! We will help you.

An adult distributes triangles cut out of green cardboard to the children. Children choose green clothespins from the box and “return” its needles to the tree.

Adult: (stroking the Christmas tree). Oh! The Christmas tree has pins and needles!

Adult: Where is the sun? It has lost its rays. What color are the rays of the sun?

Children. Yellow.

Adult: That's right. Let's help the sun. Sun, look out, yellow, shine.

Polyanka

Goals:

Learn to group objects by color.

Establish identities and differences in color of homogeneous objects.

Learn to understand the words “color”, “this”, “not like this”, “different”.

Progress of the lesson:

Educator: Children want to go for a walk? Let's go for a walk to the music. We come to the clearing. Oh, where are we?

How did you guess? Right.

Grass, trees, flowers grow in the forest. These are not just flowers, but houses for butterflies.

Now, I will give each of you a cardboard butterfly toy. Music is playing. Children, let's “fly” with our butterflies. And now the butterflies are tired. Let's put butterflies in our houses. Be careful! Each butterfly must sit on its own house. They imprisoned me.

The game helps to learn or reinforce learned colors in a playful way.

You can repeat this with leaves of different colors.

Lacing game.

The game guide is aimed at developing fine motor skills of the hand, refinement of finger movements, concentration, and promotes the development of eye accuracy, coordination and sequence of actions.

It is a good way to prepare the hand for writing, trains perseverance, and often such a game calms the child.

In this game, the development of imagination is also not forgotten: “embroidering” conventional contours in association with real objects is the basis for the development of abstract thinking, generalizations of properties, “seeing the essence of an object.”

I develop manual dexterity

I play with lacing.

I train logic

And fine motor skills!

Didactic games using the M. Montessori method

"Traffic Light", "Bear".

Goal: Encourage the child to engage in independent activities; form a color representation, develop the skill of screwing caps.

Develop fine motor skills, sensory skills, and coherent speech.

Enrich your vocabulary.

You can use the following exercises with corks - children unscrew and twist caps from plastic bottles to their necks.

To fix the color, screw multi-colored corks to matching necks.

Match the cups to the saucers.

Goals:

Teach children to distinguish colors and use color names in speech. Develop fine motor skills and attention.

Materials:

Set of cloth, saucers and cups in different colors.

Progress of the game:

The saucers were first brought to the store. The sellers put them on the shelves. They put these saucers on the top shelf (shows)

Which? (Children's answers).

On the bottom - like this. What color are they? (Children's answers). Are the saucers on the top shelf and the ones on the bottom the same color? (Children's answers).

Then the cups arrived. Let's help sellers choose the right cups for the saucers. They should be the same color as the saucers.

The teacher places flat cardboard cups on the table. He instructs the child to match the cups to the saucers.

Approves the actions of the child, who, after looking carefully at the saucers, selects all the necessary cups. He asks what color they are.

"Beads"

Goal: strengthening and development of fine motor skills, visual-motor coordination; distinguishing objects by shape, color and material; development of perseverance

Materials: buttons of various sizes and colors; beads of different shapes, sizes, materials; wire, fishing line, thin thread.

Progress: The presenter invites the child to make beads. You can suggest making beads according to the sample, and choosing buttons according to shape and color. Perhaps the child himself can offer his own version of making beads. After this, the child begins to create beads.

"Braid your hair"

Target:

develop the ability to braid a braid in three strands, strengthen and develop fine motor skills of the fingers, cultivate perseverance and patience in work.

Progress:

The teacher attaches flagella (small braided braids) to a stand or table, so that the upper ends are secured together or at a close distance from each other, and the lower ends remain free. Together with your child, examine the braids of a doll or one of the children, and show how you can weave the same braids from fixed “strands.” Then invite the child to try to braid his own hair.

“Put the pieces in their places!”

Goal: To introduce flat geometric shapes - square, circle, triangle, oval, rectangle. Learn to select the right shapes using different methods.

Materials: Flat geometric shapes (circles, squares, triangles). Montessori insert frame.

Progress:

Take the figures out of the recesses and play with them: “Here are funny colorful figures. It's a circle, it rolls - like that! And this is a square. It can be installed. And now the figures are jumping (dancing).” Then invite the children to place the figures “in their beds”: “Evening has come. It's time for the figures to rest. Let's put them to bed in their beds."

Give the children one figurine each and ask them to take turns finding a place for each of them. When the kids have laid out the figures, sum up the game: “Now all the figures have found their beds and are resting.” Then show and name all the figures again, without asking the children to repeat. This game can be repeated many times, changing its plot each time.

“Find a window for the figurine”

Target:

Teach children to correlate the shape of parts with the shape of the hole.

Progress:

The game is played with the participation of 3-4 children. The teacher lays out geometric shapes on the table and hands out cards with embossed figures to the children. The teacher suggests looking at the cards and circling the windows with their fingers.

— Which figure is suitable for your window?

If the child chooses the wrong figure, give him the opportunity to make sure that it is not suitable and offer to choose the next one. When the child finds a suitable one, you should praise him, demonstrate to the other players that the window has closed and invite him to open and close the window several times on his own. Then the next child selects a figure for his window.

Progress of the game

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

- What plate will we give to little Mishka? (small)

What kind of plate should we give to the big bear?
(large)
Game “Where did we throw the ball”

Purpose of the game:

— Reinforce the concept: “close”

,
"far"
.

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

Progress of the game:

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

Game "Guess where they hid"

Purpose of the game:

To train children in the ability to navigate in space.

MAGAZINE Preschooler.RF

A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of sensory development in early and preschool childhood can hardly be overestimated. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. Sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education.

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. 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.

The origins of sensory abilities lie in the general level of sensory development achieved in early 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.

In addition, throughout the life of children, sensory experience is accumulated, their worldview is enriched, emotional tone is increased, positive emotions associated with the perception of environmental phenomena are activated, interests are aroused, and needs are formed.

Sensory education in the learning process and in everyday life requires different ways and methods.

1. Sensory education of young children through perception.

The sensory development of younger preschoolers occupies one of the central places in working with them. This age is most favorable for the development of a child’s perception, improvement of his senses, and accumulation of ideas about the world around him. The sensory development of a child, on the one hand, has independent significance, since it provides clear ideas about the environment, and on the other hand, it forms the foundation of the child’s overall mental development.

Sensory education in the younger group involves the development of general sensory abilities, understood as the ability to the most elementary form of mediation - the use of sensory standards. Sensory standards are generally accepted examples of the external properties of objects. In sensory education classes, the child gets acquainted with such patterns as color (red, yellow, green, blue), geometric shape (circle, square, triangle, rectangle), size (large, medium, small).

In mastering sensory standards as a means of perception, several stages can be distinguished:

1. Stage – the emergence of object pre-standards, when when perceiving one object another is used as a model (for example, triangular objects are called roofs). This usually occurs in the third year of life. The subsequent stages are typical for the fourth year of a child’s life.
2. Stage – transition from the use of pre-standards to the use of standards themselves; the means of perception are no longer specific objects, but samples of their properties (primary colors, geometric shapes, size).
3. Stage - a more subtle differentiation of assimilated standards: familiarization with shades of color tones, variants of geometric shapes, and individual parameters of size.

The process of developing sensory abilities includes not only the assimilation of standards, but also actions to use them.

There are three types of activities for using sensory standards, i.e. perceptual actions. The simplest ones are identification actions, i.e. establishing the identity of any quality of a perceived object with a standard.

The most difficult actions for preschoolers are those associated with the need to independently analyze the complex properties of objects, “decomposing” them into elements that correspond to the learned standard ideas, followed by the reconstruction of the whole object.

The development of a preschooler’s sensory abilities is concentrated in one age stage, in the second younger group, since numerous studies have proven that this period of a preschooler’s life is the most sensitive for the development of perception. Sensory tasks are usually included in activities that children find interesting (play, experimentation, productive activities). Here children are faced with the need to highlight one or another property of an object, which is significant for the successful implementation of this activity. In other words, children themselves become interested in mastering standards, since knowledge of standards determines the success of gaming or practical activities. With this approach, children gradually develop their own cognitive interest, which replaces play interest. As a result, the child begins to use standard representations to analyze the properties of objects in a variety of situations. In other words, having mastered sensory standards, children can use them as “units of measurement” when assessing the properties of things.

In classes on sensory education, tasks are solved to develop the initial forms of cooperation between children and each other. This is one of the necessary conditions for activating the cognitive interest of preschoolers. Children are offered special tasks, during which they enter into a relationship of cooperation - coordination and subordination of actions. Younger preschoolers can interact with each other in pairs when working with familiar material. There are two main types of cooperation: by role (function) and by rule (alternation of actions, separation of operations, etc.).

1. 1 Sensory perception of color.

A baby is born with ready-made sense organs: he has eyes, ears, his skin has sensitivity that allows him to touch objects. But all these are just prerequisites for perceiving the world around us. Sensory education is designed to teach children to accurately, fully and clearly perceive objects, their various properties and relationships. Psychological research shows that without such influence, children’s perceptions for a long time remain superficial, fragmentary and do not create the necessary foundation for general mental development.

The perception of color differs from the perception of shape and size, primarily in that this property cannot be isolated practically through trial and error. Color must be seen, that is, when perceiving color, you can only use visual orientation.

First, measuring and comparison by application play an important role in determining color. When two colors are closely adjacent to each other, it is not difficult for a child to detect their similarity or dissimilarity. At the same time, he may not yet have the perception of color, he may not know that both objects are red or one of them is red and the other is yellow, but he will see that the colors are the same or that they are different.

When the baby learns to identify colors when they are in direct contact, that is, by overlay and application, you can move on to the task of choosing from a pattern (to the real perception of color), and then to teaching him the names of colors.

Based on the perception of color, corresponding ideas about it are formed. Thanks to this, children can not only use color in their activities (art, work), in play, but also use it as a signal for action in everyday life (for example, understand traffic light signals).

The color characteristics of didactic material are especially important. Color is characterized by two dimensions: lightness and purity. It can be dark or light (although they are the same color). The second dimension of color is its purity, which depends on the admixture of gray. The slightest admixture of gray makes the color “dirty” .

When selecting didactic material, it is also necessary to strive for the same color saturation. If the red color is bright, then orange, yellow, blue, etc. should be equally saturated and bright. Otherwise, a child with color vision impairment may focus not on the color itself, but on its intensity. Then he will classify light red and light green objects as one group, and combine dark red objects with dark blue or dark green.

Teaching aids that are correctly selected in color, shape, and size carry a great emotional charge.

1. 2 Sensory perception of shape.

Shape is one of the main characteristics of an object. Without isolating and identifying the form, it is impossible to recognize the object.

The simplest types of distinguishing objects by shape become possible for children very early, at the age of several months. But throughout childhood, the perception of form undergoes a number of significant changes.

A child’s actions with real things in the world around them begin in infancy, but during childhood they change significantly and become more complex, becoming meaningful and purposeful. As the child ages, he moves from primitive actions such as manipulating an object to more complex, so-called productive activities: modeling, drawing, designing, etc.

The profound qualitative changes that occur throughout childhood in the visual perception of a form consist in the fact that the child gradually moves from primitive forms of analysis of a figure, consisting of isolating its individual component parts, to a more complex analysis of objects, consisting of comparison, juxtaposition of the perceived object ( whole or its individual parts) with other objects or with the proposed sample.

In particular, the constructive activity of children has a great influence on the development of visual analysis of form. Construction practice for preschoolers usually involves working with some kind of building material. Typically, two types of constructive activity in preschool children are noted:

1. Free construction is a construction in which the child is not bound by any external model: the child has the opportunity to build whatever he wants from the available material. In the process of such construction, the child can repeatedly change his plan and combine individual elements as he pleases.
2. Design based on a sample. As a sample, the child receives a drawing on which the contours of all the elements that make up the image are indicated. Since the contours of the shape, color and location of individual elements are indicated, the child’s task in this type of construction is to reproduce in his own design what is shown in the drawing. This type of independent activity is rare and usually occurs only in classes.

The practice of designing according to a model alone is not enough to form the same quality of perception as visual analysis of the form. To develop perception, it is necessary to organize the child’s practical activities and confront him with the need to analyze the proposed design according to form.

Research has shown that the processes of perception that take place when analyzing the shape of an object can be considered as a kind of indicative actions that serve practical actions and are in complex relationships with them. Initially, at lower stages of development, these indicative actions are closely related to practical, performing actions, then, in the process of development, they move more and more away from performing activities and develop into a relatively independent system of indicative-research activities, with the help of which preliminary familiarization with object, examining it and preparing for practical actions with it.

Thus, actions with an object direct the development of perception, but, becoming more and more accurate, perception, in turn, performs an orienting and regulating function in relation to practical actions. The close relationship and interdependence of both of these parts of the action - the orienting and the executing - indicates the need for attention to each of them.

The nature of orientation-research activity changes throughout childhood. Movements to examine an object from disorderly and chaotic gradually become more purposeful and systematic. At the same time, the main role in the examination process begins to be played by the eye, and not by the hand, as it was before. Thanks to this, the action becomes faster. However, as research shows, without special training, a child learns quite late to correctly compare the individual, most characteristic features of a figure with each other and, based on them, correctly find a shape among others.

Only by the age of four do children learn to do basic things according to a model. This suggests that complex analysis, which consists of comparing objects, remains for a long time in preschool children at a relatively low stage of development.

Observations of children's actions during construction show that initial orientation in conditions also occurs with the help of external actions with objects or their substitutes. So, before constructing, the child examines and feels the object. Thus, he, as it were, simulates the subsequent practical solution of the problem.

However, not always and not all children perform such actions correctly and well. Therefore, the process of mastering visual analysis of a figure in natural conditions, without special training, proceeds unevenly and with a large number of errors. But if the modeling of a perceived object does not develop spontaneously, but under the systematic guidance of an adult, and if the child is given adequate means and methods for such modeling, then it can reach a significantly higher level of development and on its basis the child can develop adequate techniques of purely visual analysis of complex shapes.

If preschool children are purposefully taught how to analyze a figure, giving them certain tools for this, then the ability to analyze complex forms, isolate individual elements in them, and on this basis carry out design according to a model appears in the child much earlier and is formed at a much faster pace.

1. 3 Sensory perception of size.

The perception of size is of a special nature. Since quantity is a relative property, its precise determination is made using conditional measures. The difference between these measures and geometric forms lies precisely in their convention. The system of measures is consciously established by people, and in principle any arbitrary unit can be taken as a basis, while geometric figures are a distraction from the shape of real objects. Mastering a system of measures and how to use them is a special task that requires certain mathematical preparation and is not included in the preschool education program. But in the field of perception, we do not always use the metric system (although its use is quite possible).

The size of an object is usually determined depending on the place it occupies in a series of similar objects. So, a big dog is a dog that is larger than most other dogs. But at the same time it is much smaller than a small elephant. Thus, as standards of size I use ideas about relationships in size between objects, denoted by words indicating the place of the object among others ( "big" , "small" , "largest" , etc.). The complication of these ideas lies in the gradual transition from the comparison of two or three objects to the comparison of many objects, forming a series of decreasing or increasing values.

When comparing objects by size, the eye develops. To improve eye measurement, it is necessary to teach children to solve increasingly complex eye problems. A simple eye task, accessible to three-year-old children, is to select by eye a larger (or smaller) object out of two, then select an object according to a pattern (when out of two objects you need to choose by eye the one that is equal to the third). It is even more difficult to perform an eye “addition” - to select two objects by eye, which in their total size are equal to the third. Finally, during preschool age, children can learn to measure by eye not only the sizes of individual objects, but also the relationships between them, i.e. master visual assessment of proportions.

In the process of teaching children how to examine the size of objects, it is useful to teach them to use the simplest measure, which acts as an intermediate means in the transition from applying comparable objects to each other to eye action. So, choosing an object equal to the sample, the child measures the sample with a strip of paper, and then uses this measure to find an object of the required size. Mastering actions with measurements leads children to the subsequent use of a generally accepted system of measures.

2. Formation of experience.

As experience shows, it is necessary to begin the process of developing sensory education from an earlier age, from 2–4 years.

Based on the results of diagnostics and questioning of parents, it turned out that some children are significantly ahead of their peers, they are curious, inquisitive, show great interest in the new, unknown, while possessing a good amount of knowledge. Working with parents, it turned out that children are given a lot of attention at home, they study with them, and listen to the teacher’s recommendations.

Such children, after a short period of work, rise to a higher level, training their intellect in play activities.

To do this, it is necessary to create a good environment that best meets the child's needs. For experimental purposes, you can use Game technology for the intellectual and creative development of children. V.V Voskobovich “Purple Forest” .

“Purple Forest” is a kind of fairy-tale space in which each game has its own area and its own hero. Through play, children develop sensory experiences.

Taking into account the psychological characteristics of young children (the beginning of the formation of children's relationships), a large role should be given to play - the role brings children together when working in pairs and groups. The result is obtaining joint results of activities, this is necessary for the personal development of children.