Card index of sensory education games for young children. Kindergarten teachers, school teachers and educators

Anzhelika Gabrielyan

Card index of sensory education games for young children

Card index of games for sensory development for young children (2–3 years old)

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 and taste. 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.

Games for sensory development for children of primary preschool age are aimed at developing fine motor skills of the fingers, which in turn leads to improved intellectual development and speech development. 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 activities.

Card index of didactic games on sensory education for young children (2-3 years old)

"Assemble a pyramid"

Goal: to develop the child’s orientation in contrasting sizes of objects.

Materials: pyramid of 4 – 5 rings.

Methodical techniques: the pyramid is assembled from a large one, consisting of 8 - 10 rings. For children of this age, such a pyramid is assembled through one ring, i.e., the difference in the size of the rings here is more contrasting.

“Folding a matryoshka doll with two inserts”

Goal: continue to teach simple actions with objects of different sizes.

Didactic material: set of three nesting dolls (for each child and adult)

Methodical techniques: showing actions and comparing the sizes of different objects are accompanied by the words: open, close, small, large, smaller, larger, this, not that.

"Close the windows"

Goal: to teach children to correlate objects by shape and color at the same time.

(windows) cut out in them

Methodical techniques: close the windows in the houses with figures.

"Find the same one"

Goal: selection of items according to the sample.

Didactic material: three balls, three cubes of the same color and size.

Methodological techniques: the teacher invites children , while playing, to find objects of the same shape

"Let's dress the doll"

Goal: matching paired objects of the same color to a sample.

Didactic material: mittens in red and blue colors.

Methodological techniques: the teacher invites the children to put mittens on the doll. Places 4 mittens in front of the children (2 red and 2 blue)

. He puts a red mitten on one hand and offers the children to put it on the other. If the children have completed the task, the game is repeated using blue mittens.

"Wonderful bag"

Goal: to consolidate children’s knowledge about shapes (cube, ball, brick)

Didactic material: a bag with objects of different shapes.

Methodical techniques: identify objects by touch.

"Put it in boxes"

Purpose: to fix children's to the color properties of objects.

Didactic material: multi-colored boxes, yellow and green figurines.

Methodological techniques: the teacher invites the children to match a yellow figurine to a box of the same color.

“Match the lid to the box”

Goal: selection of items according to the sample.

Didactic material: boxes of different shapes (round, quadrangular, rectangular, triangular)

and their corresponding covers.

Methodological techniques: the teacher , holding the child’s hand, traces the shape of the box’s opening with his finger. Then he shows the object, accompanying the action with a word. In front of the children, he lowers the object into the corresponding hole. After that, he offers the children this task.

"Colored sticks"

Goal: to fix children's on the color properties of toys, to form the simplest techniques for establishing the identity and color differences of homogeneous objects.

Didactic material: sticks of red, yellow, green, blue, white, black (10 of each color)

Methodological techniques: first, the teacher distributes the sticks himself, then invites one of the children to take any stick , see where the sticks of the same color are, and put them together, then do the same with a stick of a different color.

"Colored balls"

Goal: continue to strengthen the ability to group homogeneous objects by color.

Didactic material: colorful balls, baskets.

the teacher groups the first two pairs , laying out balls of the same color (red)

into one basket, and balls of a different
(yellow)
color into another basket, then attracts
children .
"Ribbons for dolls"

Goal: continue to teach how to fix attention on the size of objects and form the simplest techniques for establishing identity and color differences.

Didactic material: a box with ribbons of various lengths and colors, large and small dolls.

Methodological techniques: you need to dress up the dolls: for a large doll - a large bow, for a small doll - a small bow. For a large doll in a blue dress, choose a large blue bow, and for a small doll in a red dress, choose a small red bow (perform together with the children)

. Then the children choose on their own.

“Let’s tie a string to the ball”

Goal: grouping objects by color.

Didactic material: multi-colored circles (ovals)

, sticks of the same colors.

Methodical techniques: find a stick of the same color next to the red circle.

“Stringing rings of decreasing size onto a rod”

Goal: continue to teach simple actions with objects (removing and stringing rings, enriching the visual and tactile experience of children. Didactic material: conical pyramid of five rings

Methodical techniques: on the table, all the rings are laid out in increasing order to the right of the pyramid. Then the pyramid is assembled in the appropriate order. The adult explains: “Here is the largest ring, here is a smaller one, this is even smaller, and here is the smallest.” Having covered the pyramid with the top, he invites the children to run their hands along the surface from top to bottom so that they feel that the pyramid is expanding downwards: all the rings are in place. The pyramid is assembled correctly.

"Pushing objects of different shapes into corresponding holes"

Goal: to teach children to compare objects by shape.

Didactic material: a box with holes of different shapes, the size of the holes in the box corresponds to the size of the cube and ball. It is important that the ball cannot fit into the hole for the cube, and the cube cannot fit into the round hole.

Methodological techniques: the teacher shows the children a box with holes, drawing their attention to the shape of the holes. By circling the round hole with his hand, the adult explains to the children that there is such a window; by circling the square hole, he says that there is also such a window. Then the teacher invites the children to place one ball at a time into the appropriate window.

"Funny Truck"

Goal: to form an idea of the shape and size of objects.

Didactic material: various geometric colored shapes (circles, squares, large and small rectangles)

Methodological techniques: the teacher shows how to build a truck from figures.

“Placement of round inserts of different sizes in the corresponding holes”

Goal: to strengthen children’s to compare objects by size.

Didactic material: inserts with large and small holes.

Methodical techniques: first, the child is offered an insert to cover the large holes; after the baby places the insert in the appropriate slot, he is given a small insert for the small hole.

Games with clothespins

"Sun"

Goal: learn to identify and name primary colors, and select the desired color based on a sample.

Didactic material: yellow circle, clothespins of two colors.

"Hedgehog"

Goal: to teach children to make choices by size and word; alternate in color and size.

Didactic material: planar images of a hedgehog and a Christmas tree, clothespins in green, white, black colors.

"Men of Color"

Goal: to teach children to design according to a model, to name the main colors and shapes, to promote friendliness in children .

Didactic material: geometric shapes and clothespins.

"Funny Clothespins"

Goal: to teach children to correctly take and open a clothespin, find its location by color.

Didactic material: a transparent container with colored stripes glued along the edge, a set of colored clothespins.

"Find a suitable patch"

Goal: learn to find identical geometric shapes (planar and volumetric)

Didactic material: geometric shapes.

Methodological techniques: the teacher distributes stencils of geometric shapes. Children select a shape that matches the shape from the set and insert it into the slot.

Games for sensory development for children of primary preschool age (3-4 years old)

"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 cardboard

Games with sensory integration elements

Goals: develop, strengthen, balance the processing of sensory stimuli by the nervous system. In the long term this is:

development of tactile, visual, auditory, gustatory and olfactory perception;
development of higher mental functions;
improving motor skills;
stimulation of cognitive activity;
formation and development of all components of speech;
correction and development of the emotional-volitional and communicative sphere;
improvement of gaming, subject-practical and labor activities;
assistance in adapting the child to new conditions.

We use a variety of materials, games and equipment that can stimulate the senses and contribute to the development of basic types of perception: perception of body position in space, tactile perception, visual, auditory, gustatory and olfactory perception.

Let's consider the equipment and technologies used in this method.

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 )

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 puts her shorts and skirts on the “stumps”

(tables on which patches are laid out in advance. Children approach the tables and complete the task.
The teacher asks each child what color of patch he put on and what geometric figure it resembles.
Hare: Thank you very much, children!

"Big and small balls"

Purpose: To teach to distinguish color and size (large - small)

; develop a sense of rhythm; pronounce words rhythmically.

Game task. Pick up balls for dolls.

Game rule. Choose the right balls by color and size.

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

and different sizes
(large and small)
. Shows how they jump rhythmically and says: 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 the children to pick up balls for the 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, like her skirt. The doll Ira is also angry: she needs a red ball, like her bow.
The teacher invites the children to calm the dolls: pick them the right balls.
"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 in six colors (20 - 15, in the middle there is a white square (8-8), on which a mouse is drawn (a 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.

To develop tactile perception you can use:

a pool with water and all kinds of devices for pouring, squeezing, spraying, changing the properties of water and decorating the bottom and “shores” of the pool;
jars with water and decor for viewing and manipulating;
tactile panels made of different materials (leather, fur, feathers, wool, etc.);
tactile bags and tracks;
sensory boxes - containers with various fillers (sand, cereals, grass, pebbles, as well as beads, hydrogel, fabrics, ribbons, threads, etc.);
large cones like massage balls of different diameters;
materials for modeling and modeling (clay, plasticine, salt dough);
natural materials for creating compositions and fairy tales;
sorters with various fillings.

Most often, the creation of these manuals is the work of teachers, and at home, parents. They are simple to make, but require a lot of imagination from the creator in order to become attractive not only tactilely, but externally. By adding bright elements, we superimpose visual cues on the tactile stimulation. By using various materials and containers, we turn on auditory perception (for example, a wooden box with chestnuts and beads sounds a certain timbre).

Sensory education in children 2-3 years old

In order to purposefully influence the sensory skills of preschoolers, it is necessary to know the main stages of sensory development, be able to diagnose its level and correlate it with age-related characteristics. Among them are the following:

Getting to know an object through perception through the senses. The child puts it into his mouth, tastes it, feels it, smells it, evaluates its shape and size.
Formation of skills to correlate the spatial arrangement of objects, connect objects and their parts. The child evaluates the sizes of objects and their relationships. To do this, you need to teach children to put one object into another (games with a pyramid work well), string beads on a cord, and push small objects into various holes. The child becomes familiar with composite objects, with the concept of the whole and parts. Games with large puzzles, cut-out pictures, and construction sets of 2-4 elements will help him with this. At the first stage, the child is able to assemble a matryoshka doll from 2 elements.
Mastering ways to practically distinguish the properties of objects. A preschooler learns to compare two similar objects through practical actions: putting one on top of the other, the relationship between shape and color. At the second stage, the child is able to assemble a matryoshka doll from 3 elements.
Formation of manipulative actions with an object based on repeated repetition. After practical manipulations with an object, the child is able to visually correlate the size and shape of objects using only mental operations. He can group objects according to one characteristic, select 3 objects according to a given pattern, and is able to sort objects from smallest to largest. At this stage, the preschooler assembles a five-seater nesting doll.
Complicating the conditions for performing actions that require correlation according to one of the characteristics. The child groups objects according to several characteristics, is able to correlate 6 or more colors with each other, and visually selects a pair of objects according to given characteristics.
Using learned actions in solving practical and cognitive problems. The child is able to reproduce acquired knowledge and skills, differentiate the properties of objects, and apply subject standards in solving assigned problems. At this stage, a 3-year-old child can correctly assemble a pyramid of 8 rings in descending order of their size.

Sensory education is a targeted didactic impact on the sensory systems of preschool children, which becomes more complex with each new stage of sensory development. Creating conditions for the comprehensive development of the senses is the task of parents and teachers of preschool educational and developmental institutions.

Games for sensory development for children of primary preschool age 3-4 years

The play of a 4-year-old child becomes more complex and becomes the leading type of activity in which development occurs. The child acquires speech skills that allow him to describe the properties of an object. Basic ideas about the properties of objects are expanded, the child orients himself in the variety of shapes and colors. Games in early preschool age are aimed at:

to gain knowledge about the senses;
to expand vocabulary for describing objects;
on the development of sensory systems;
to highlight the distinctive features of objects;
to carry out practical activities.

Eating together to develop taste

Montessori classrooms place great emphasis on sharing meals. Breakfast or lunch is a mandatory part even for short-term group classes. In addition to self-care skills, children gain new sensory experiences. Be sure to eat with your baby at least once a day and discuss food. Allow them to express their opinions, even negative ones (learn to express them in a socially acceptable form).

Get into the habit of tasting a dish before making a verdict on the taste. But don’t force people to eat something unpleasant. To get acquainted with something new, one spoon is enough, after which the baby will make the choice whether he wants more or not.

Development of the sense of smell in children under one year old and familiarity with tastes

It is important for a child to receive information about different smells and tastes from birth. When breastfeeding, the taste and smell of milk varies slightly depending on the mother's diet. If previously nursing mothers were advised to exclude from their diet not only allergenic foods, but also foods with a pronounced taste (for example, onions or garlic), now pediatricians recommend maintaining the mother’s taste habits if possible (of course, if the child does not have allergies, lactose intolerance or other diseases determined by the pediatrician). Such a variety of diet gives the baby the opportunity to get used to what is customary to eat in the family.

From the first feeding, a new world of sensory sensations opens up for children. And it depends on us how they perceive this world, whether the sensations will become a pleasant experience or constant torture. In Montessori pedagogy, parents are encouraged to take the start of complementary feeding seriously. The child is seated on a comfortable chair or high chair for eating. An adult sits opposite. Do not confuse complementary feeding with breastfeeding or bottle feeding, so do not sit your baby on your lap. Show what you are going to feed, offer to smell it, and then bring the spoon to your lips and wait until the child opens his mouth. There is no need to feed a whole plate. Remember: everything necessary for a baby up to one year old is contained in milk. Consider feeding during this time as a food discovery experience and part of sensory development.

Therefore, worry more not about nutritional value and quantity, but about the taste of food. Try for yourself what you are going to feed.

How nice is it?
Is it common in your family to eat similar products?
Did he cause a negative reaction last time?
Does the dish smell nice?

Only if you answer yes to these questions, offer the dish to your baby.

When the baby grows a little, offer small pieces of solid food that is accepted in the family and that can be picked up independently.

Card index of didactic games on sensory education for young children 2-3 years old

Didactic material for sensory education - systematized sets of objects or pictures that give children the opportunity to practice identifying certain characteristics of objects, comparing some objects with others, grouping objects, and solving problems on their spatial arrangement. As cognitive abilities develop, the material becomes more complex.

Learning takes place in a playful way so that preschoolers remain highly motivated to study.

Requirements for educational games:

safety;
visibility;
naturalness of materials;
brightness and naturalness of colors;
availability;
age appropriate.

Development of sensory perception in preschool children 5-6 years old

PARENT CLUB, ON THE PROBLEM: “GAMES FOR THE DEVELOPMENT OF SENSORY PERCEPTION IN PRESCHOOL CHILDREN.”
Description: This material will be useful to both preschool teachers and parents. The material is written for children 5-6 years old with disabilities. Goal : to introduce parents to the stages of development of basic sensory concepts in preschool children with disabilities. Good morning dear parents. I'm very glad to see you! And I would like to begin our meeting with the words: The world enters the human consciousness only through the door of the external sense organs.
If it is closed, then he cannot enter it, cannot enter into communication with it. The world then does not exist for consciousness. B. Preyer Today we will talk about one of the main problems in the development of children.
Sensory education is of particular importance in the development of children. The development of sensations and perceptions creates the necessary prerequisites for the emergence of all other, more complex cognitive processes (memory, imagination, thinking). The period of preschool childhood is a period of intensive sensory development of the child - improving his orientation in the external properties and relationships of objects and phenomena, in space and time. The source of knowledge about the world around us is the sensations and perceptions that arise from the contact of the senses with various signs and properties of objects. Perceiving objects and acting with them, the child begins to more and more accurately assess their color, shape, size, weight, temperature, and surface properties. Children's ability to determine direction in space, the relative position of objects, the sequence of events and the time intervals separating them are significantly improved. Sensory education is aimed at teaching children to accurately, fully and clearly perceive objects, their various properties and relationships (color, shape, size, location in space). Traditionally, five types of perception are distinguished in accordance with the leading analyzer involved in the construction of a perceptual image: Visual, auditory, tactile (tactile), gustatory, olfactory. The significance of sensory education is that it: - is the basis for intellectual development; — organizes the child’s chaotic ideas obtained during interaction with the outside world; - develops observation skills; - prepares for real life; - has a positive effect on the aesthetic sense; - is the basis for the development of imagination; - develops attention; - gives the child the opportunity to master new methods of subject-cognitive activity; — ensures the assimilation of sensory standards; — ensures the development of skills in educational activities; - influences the expansion of the child’s vocabulary; — affects the development of visual, auditory, motor, figurative and other types of memory. Definition: Sensory (from Latin sensus, “perception”) is a category that describes the direct perception of sensations and external influences. In physiology, sensory is a function of the nervous system that involves the perception of external stimuli. A child’s sensory development is a way of understanding the world around him, which is based on the work of the senses. Sensations give us an idea of the various properties of the environment and help us form holistic images of objects. Thus, visual perception involves distinguishing objects in the surrounding world by color, shape, and size. Skin perception includes tactile sensations (distinguishing objects by texture - smooth/rough, hard/soft), tactile sensations (determining the shape of an object by touch - flat/volume), temperature sensations, baric sensations (weight, heaviness). Sensory development, aimed at the formation of a full perception of the surrounding reality, serves as the basis for knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children, i.e., on how perfectly the child hears, sees, and touches the environment. The level of sensitivity to sensory stimuli varies significantly for all of us and it depends on three factors: The first factor is innate qualities: absolute pitch, heightened sense of smell are genetically inherited, as well as the possibility of congenital anomalies - blindness, deafness, etc. The second factor is the state of the sensory organs: they can be affected by injury or illness. The third factor is the development of the senses and perceptions, both in the process of spontaneous cognition of the world and in the course of special training. For example, no one will doubt that a person who has tried a variety of dishes from different national cuisines since childhood will have a much finer taste than someone who has only eaten porridge and pasta. Sensory education of children, as defined in textbooks and manuals, means the development of perception various phenomena of the surrounding world and the sensations that arise, understanding their meaning and properties, forming ideas about certain objects and their differentiation. Improving sensory abilities is directly related to the mental and intellectual level of the child. Therefore, sensory education is also used as one of the methods for treating problem children with delayed development of any age. The sensory system of every healthy, fully developed person consists of five aspects of perception: touch, smell, vision, hearing and taste. If we talk about sensory perception, then there are generally accepted standards that must be learned from an early age: geometric shapes, sizes, primary colors of the spectrum, etc. This is exactly what sensory exercises for children are aimed at. Thanks to the sensory education method, the child learns such concepts as: shape and size; color and quality; taste and smell; sound, music. What are sensory standards? What and how to teach a child? The first and main task is to provide the child with a wide variety of objects for examination and draw his attention to their properties. But this is not enough for the full development of perception. The child must learn to determine the relationship of the identified or considered properties of a given object to other properties or objects. There are special “measures” for this; the main efforts should be directed towards their development. These measurements are called “sensory standards.” “Sensory standards” are generally accepted examples of the external properties of objects. We adults possess sensory standards without thinking about them at all. A child can operate them with the same ease only by the age of five. Sensory standards: - Color standards - seven colors of the spectrum and their shades of lightness and saturation. — Shape standards — geometric shapes; quantities - metric system of measures. — Auditory standards are pitch relations, musical notes, phonemes of the native language. — We divide tastes into sweet, salty, bitter and sour. - Smells - heavy and light, sweet, bitter, fresh, etc. Helping children master sensory standards is the main task of adults, teachers, and parents. After all, in order for the difference to be fixed in the child’s mind, it must be named, emphasized and repeatedly reminded of it. Sensory education faces different tasks: At an early age: accumulation of ideas about color, shape, size (it is important that these ideas are varied). In the first year of life, this is about enriching the child with impressions. Conditions should be created for the baby so that he can follow moving bright toys and grab objects of different shapes and sizes. In the second or third year of life, children must learn to identify color, shape and size as special characteristics of objects, to accumulate ideas about the main varieties of color and shape and about the relationship between two objects in size. In middle preschool age: - formation of sensory standards; - teaching children how to examine objects; — learning to group objects according to one or more characteristics; - development of analytical perception in children - the ability to understand the combination of colors, dissect the shape of objects, and isolate individual quantities. Starting from the fourth year of life, children form sensory standards: stable ideas about color, geometric shapes, and relationships in size between several objects, enshrined in speech. 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. In older preschool age: distinguishing speech sounds and distinguishing the perception of the outline of letters (during the acquisition of literacy). A low level of sensory development greatly reduces the child’s ability to successfully learn at school. The child’s sensory development must be given attention throughout preschool childhood. Once learned, the names of colors and the concepts of geometric shapes are forgotten without constant training and repetition. At each age stage, a child turns out to be the most sensitive to certain influences. In this regard, each age level becomes favorable for the further neuropsychic education of a preschooler. The younger the child, the more important sensory experience is. At the stage of early childhood, familiarization with the properties of objects plays a certain role. N.M. Shchelovanov called early age the “golden time” of sensory education. How to introduce a child to the signs of objects? It is best to do this according to the principle of a “three-step lesson” (Maria Montessori): 1. First, a new property is presented to the child (for example, an adult names and shows a red card).
2. Then the teacher offers various tasks to consolidate the concept being mastered (the game “Show the same color”). 3. The child’s independent naming of the mastered concept (the adult asks the question: “What color is this object?”). Working with the sensory development of children is a long and very labor-intensive process. For continuous sensory development, it is necessary to regularly reinforce knowledge with practical observations and exercises. You can repeat and consolidate what you have learned in your memory in a playful way. In the development of a preschool child, the leading role belongs to the adult. The role of the development of auditory attention in preparation for school Particular attention should be paid to the development of auditory attention. This factor is important for preschoolers who will have to concentrate on lessons in secondary school. Good phonemic awareness is important for teaching preschoolers to write. Distortion of one or two sounds of a word can significantly distort the meaning of the word. And the future first-grader is required to pronounce words so that the teacher and classmates can understand them. And if the child does not confuse the sounds, it will be easier for him to subsequently navigate the writing of the letters that represent these sounds. A system of games and exercises for the development of phonemic awareness in preschoolers
I. Preparatory stage of work 1. DEVELOPMENT OF AUDITORY PERCEPTION, ATTENTION, MEMORY Work on the perception of non-speech sounds begins with working with pictures, toys and their actions: The game “Tell me what you hear?” Goal: development of auditory perception, differentiation of non-speech sounds. Equipment: glasses (with water and empty), jars of cereals, foil, wooden and metal spoons, screen. Description of the game: the speech therapist shows and names objects, demonstrates their sound. The speech therapist behind the screen performs various actions with objects (pouring water, pouring cereal...). The child must determine what he hears (the rustling of paper, the sound of pouring water, etc.) Game “In the World of Sounds” Goal: development of auditory attention, differentiation of non-speech sounds. Description of the game: an adult invites children to close their eyes and listen to what is happening in kindergarten. Game “Woodpecker”, “Clap Like Me” Goal: development of auditory perception, differentiation of rhythmic patterns. Equipment: musical triangle, picture of spring. Description of the game: the speech therapist asks the children to determine what season is shown in the picture and name the signs of spring. The speech therapist invites the children to repeat spring songs. The speech therapist taps rhythms on the musical triangle, and the named child claps: /- /, / -//, //- //... 2. DEVELOPMENT OF SPEECH HEARING Differentiation of voices by timbre: Game “Guess whose voice?” Goal: development of speech hearing, differentiation of voices by timbre. Description of the game: the child turns his back to the other children. One of them (whom the speech therapist touches) calls the name of the leader. He must determine who called him. Game “Attentive Ears” Option 1 - An adult invites children to listen and memorize a number of words, and then, in strict accordance with the spoken words, put pictures on the board: catfish - house - scrap poppy - crayfish - varnish cat - whale - whale - cat roof - rat - rat - roof - rat goat - scythe - scythe - scythe Option 2 - An adult asks the children to raise their hand if he pronounces the word incorrectly, if he pronounces the word correctly, clap his hands. The speech therapist says: carriage, bottle, corral, carriage, carriage... “Guess whose voice” An adult depicts an object (airplane, cat, dog) with sounds. The child guesses. Games and exercises to develop visual perception. . Games to develop the ability to follow with your eyes. Goal: Formation of strategies for scanning images, development of precise tracking eye movements, eye control, hand-eye coordination. • “Labyrinths” Development of time orientation It is important to develop a child’s time orientation and teach him to distinguish between times of day;
give an idea of the months of the year. Knowledge of time standards helps the child to establish a clear sequence of events and the cause-and-effect relationship between them. This will subsequently help him in perceiving temporal relationships in texts of varying complexity, that is, it will contribute to the development of language analysis abilities. In turn, this knowledge is very necessary in the process of reading and writing. Games to develop spatial perception: Counting sticks – games with counting sticks develop not only fine hand movements and spatial concepts, but also creative imagination. Ideas about shape, quantity, color. The following tasks are offered: (for children 3–4 years old) • Lay out a triangle, square, rectangle. • Name the geometric shapes, how many triangles, how many squares. • Construct a figure according to the model. Games with sticks can be accompanied by reading riddles, poems, nursery rhymes, rhymes, suitable for the theme. A solid grasp of these concepts prepares the basis for successful mathematics studies. Didactic games in the classroom take into account the age characteristics of children: • the plots should be interesting, but not too difficult to understand; • various small-sized objects must be used – sticks, figurines, cubes; • verbal designations of elementary quantity are repeated many times; • when naming the criterion, gestures are used - pointing (if there is only one object) and circling (the more objects in the group, the wider the child circles it with his hand); • productive activities must be introduced - modeling, appliqué, drawing. Games to develop tactile perception:

1. Funny balls.
You need to pour different fillings into inflatable balls - flour, buckwheat, peas, beans, sugar. Make two balls with each type of filler, mix them and put them in a bowl. The child must guess the contents by touch and find a pair of the bag. 2. Name the letter. Place your child on a chair or lay him on the sofa with his bare back up and slowly write the letters of the alphabet with your finger. The preschooler must guess them. You can play with numbers in the same way. 3. Coincidence. It's better to play in a group. Each participant is offered a bag with different items. First you need to feel one of them with your eyes closed, describe it and guess what it is - for example, a round tennis ball made of felt. Then name and describe objects of similar qualities and shapes - for example, an apple is also hard and round, a carpet is also rough, etc. Games and exercises for the development of smell and taste in children Game exercise “Fruit or vegetable?” Goal: to develop the ability to recognize the sign of smell and classify objects. Material: pieces of fruits and vegetables (cucumber, apple, banana, orange, lemon, onion, etc.) placed in glasses. Progress of the game: invite children to identify the foods in glasses by smell with their eyes closed and divide them into fruits and vegetables. Game exercise “Let's help the monkey.” Goal: to develop children’s ability to identify edible and inedible by smell. Material: food products are laid out in glasses: bread, fruits, vegetables; toiletries: soap, perfume, toothpaste. Progress of the game: invite children, on behalf of a sick monkey who has lost his sense of smell and sight, to identify foods that are edible for him by smell. “What did the cook prepare for lunch?” This game exercise is best done during lunch. Goal: development of sense of smell and taste. Progress of the game: invite the children to determine the menu for today's lunch by smell. For example: cabbage soup, pea or fish soup, etc. Confirm the smell with the taste of the dish. Games for the development of perception for preschoolers are an important step towards acquiring the skills and abilities necessary in the future. Such activities will greatly facilitate the child’s first school years. Summary So, sensory education of a preschooler is a necessary and important event if you care about the child’s future, his performance at school, the full and deep development of potential talents and abilities, and self-realization in adulthood. It is impossible not to note another positive side of such activities: the child has contact with his parents, which contributes to warmer, trusting relationships in the family and with peers - this develops skills in behavior in society, in different situations, including conflict ones. Finally, it is training in discipline, attentiveness and perseverance. All the work was extremely interesting, both for me and for my students. The previously listed methods, techniques and forms of work taught children to compare surrounding objects and toys, generalize them according to similar features, and establish the simplest connections between them. Now I invite you to watch some excerpts from the lessons to see how I introduce some sensory concepts to your children.

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