Sensory development of young children: what is it in pedagogy, definition

What is sensory development in children

For the full upbringing of children, sensory development plays one of the most important roles. It is based on the formation of perceptions and ideas about the form and properties of objects. Sensory development plays an important role in early preschool age. It helps to create a general picture of the world around him in the baby’s head.

Beginning of sensory perception

What is this in pedagogy, definition

In pedagogy, sensory education is the development of sensations, ideas and perceptions. This is not only about introducing the baby to all the functions, but also about their targeted improvement.

Why is it so important for children

Sensory development of young children is activities that are based on the assimilation of the properties of an object. This is what underlies the development of mental abilities. Further learning depends on how correctly sensory education is structured at an early stage.

On a note! Children master and study the shapes of objects, materials, and phenomena naturally while playing, looking at pictures, or listening to music. If at this moment no help is provided from adults, then the perception will be the same as the baby’s. Most often, this leads to the fact that perception remains incomplete.

That is why it is very important that adults have control and help. It should consist of explaining the diversity of the surrounding world, replenishing the vocabulary to describe the properties of phenomena and objects.

Sensory education according to the Federal State Educational Standard should be organized in a multi-stage manner. The task of the learning process is to form certain standards in children. It is important to do everything correctly, as this is necessary for further teaching activities and children’s competent perception of new information.

It is important that the baby can not only distinguish and identify objects by their properties, but also be able to apply this knowledge to other objects. For example, the mathematical standard of shapes is the ability to identify the simplest shapes.

Mastering the properties of objects

What is the basis of sensory education?

The basis of sensory education is the joint activity of children with teachers. Game and practical situations allow you to accumulate and generalize knowledge. Practical activities include the following:

working with a variety of materials;
drawing with paints, crayons, pencils;
modeling;
reading stories and fairy tales;
study of painting;
design;
motor activity.

For preschoolers, work activity plays an important role. During labor, the child develops a system of knowledge about tools, forms of labor, and methods of execution.

Construction as a means of sensory education

Sensory development tasks

The goal of sensory education for children is to enrich their sensory perception. On this basis, the following tasks are set:

formation of various actions for examination;
creation of sensory standards, the ability to generalize ideas about properties;
teach children to denote objects in one word.

On a note! For each activity there must be integrity of perception and representation.

Features of sensory education, depending on the age of the child

Finished works on a similar topic

Course work Sensory education of children 430 ₽ Abstract Sensory education of children 250 ₽ Test work Sensory education of children 190 ₽

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Features of sensory education at each age depend on the fact that children of different ages are sensitive to certain influences. That is why each age level is favorable for a certain aspect of development.

For young children, sensory experience is of great importance in the development and familiarization with surrounding objects and phenomena. In the process of sensory education, a child must be introduced not only to shape, size and color, but also at the same time to improve speech, hearing, etc.

In middle preschool age, the process of sensory education should be aimed at clarifying the properties of objects and phenomena, as well as determining their “signal meaning.” To do this, it is necessary to organize classes that involve examining the shape, color and size of objects.

In older preschool age, sensory education is aimed not only at familiarizing with the properties of objects and phenomena, but also at comparing the properties of objects with each other. For this purpose, classes are organized in which children explore, analyze and compare the properties of two or more objects or phenomena.

Note 2

Thus, sensory education is of great importance for the physical, mental and intellectual development of children at all age levels.

Contents of sensory education for preschool children

Sensory education is focused on developing children's ideas about the world around them and objects. Everyone is born with ready-made sense organs, possessing vision, hearing, and the ability to touch objects. But these are only prerequisites for proper development. The task of sensory education is to teach the perception of objects, as well as the study of a variety of signs.

Sensory development of children 2-4 years old

From the earliest development, kindergarten diagnoses the sensory development of children from 2 to 3 years old. All research is carried out in a playful way using standards. For example, to understand whether a baby understands the concept of quantities, he is offered a simple pyramid.

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You can find out if your child has an understanding of shapes using Montessori inserts. They are a toy with holes into which you need to insert figures of the same shape. This technique is very popular. Many kindergartens teach entirely using this method.

In the younger group, the basis of the sensory development program is aimed at identifying the main directions, such as:

color;
form;
size.

The class schedule includes a separate lesson on sensory education. It is built on benchmark-based games. During the game, children must learn to interact with objects. Only in a daily game approach are stable ideas formed.

In the future, mental development depends on how the baby learns to see, feel and imagine. The most suitable age for starting sensory education is considered to be between the ages of two and those years. At this age, the child is very interested in toys and develops an interest in everything new. In order for the learning process to proceed correctly, it is necessary to adhere to the following principles:

It is necessary to offer the child a new toy for familiarization as often as possible. Children from the age of two still have very involuntary attention; it is difficult for them to concentrate on one subject for a long time.
Games should be entertaining. Children are interested in those toys or educational materials with which they can perform some kind of action. For example, take it apart.
When thinking through activities, it is important to pay attention to ensure that there is appropriateness for the ages and psychological capabilities of the child.
The sensory examination should be carried out in stages, with gradual complication of the material.

Important! Every game should have an element of science. When working with children, you need to bring them to an understanding of concepts about the properties of objects!

Introduction to color

Outline on the topic “Sensory education of preschool children”

“Sensory education of preschoolers”

Plan

1. The essence and tasks of sensory education of children

2. Contents of sensory education for preschoolers

3. Methods of sensory education for preschool children

Main part:

Providing stage

At each age stage, a child turns out to be the most sensitive to certain influences. In this regard, each age level becomes favorable for the further neuropsychic development and comprehensive education of a preschooler. The younger the child, the more important sensory experience is in his life. The development of sensory organs in children, starting from the age of one, occurs very intensively. Kids receive a lot of ideas about the world around them that need to be mastered and organized. They learn what length, width, weight, color are. They learn to recognize the surfaces of objects by touch. The importance of such sensory education is very important - after all, it is the basis for intellectual development, helps develop observation, imagination, and helps improve visual, auditory, motor and figurative memory. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, i.e. depends on how perfectly the child hears, sees, and touches his surroundings. Sensory education is especially important for children with developmental disorders, for example, with deviations in the development of the sensory sphere of varying nature and depth, as well as speech and intellectual development. These features make it difficult for abnormal children to understand the world around them and limit their means of communication with other people, giving rise to difficulties in their social and school adaptation.

Formative stage

1. The essence and objectives of sensory education

One of the tasks of preschool education is the sensory development of children, who at this age are most susceptible to the world around them and are “tuned” to learning the phenomena of reality, objects, and their external properties.

Question for students:

How do you understand the concept of “sensory education”?

(Students' answers)

In the psychological and pedagogical dictionary,
sensory education
(from the Latin sensus - feeling) is interpreted as the purposeful development and improvement of sensory processes (sensations, perceptions, ideas).
Sensory processes represent the first stage of cognition and form the area of sensory cognition, therefore sensory education often acts as the initial link in mental education. In the process of sensory education, the transition from sensory to rational knowledge, from perception to thinking is prepared, and the basis for subsequent intellectual activity is formed. At the same time, the development of sensory processes plays a significant role in improving the child’s practical activities. Sensory education includes the formation of the perception of shape, size, spatial relationships between objects, color, as well as musical ear, improving the sound analysis of speech,
etc.
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. Perceiving objects and acting with them, the child begins to more and more accurately assess their color, shape, size, weight, temperature, surface properties, etc. When perceiving music, he learns to follow the melody, distinguish the relationships of sounds in pitch, and grasp the rhythmic pattern; when perceiving speech, he learns to hear the subtlest differences in the pronunciation of similar sounds. The importance of sensory education was well understood by prominent representatives of preschool pedagogy: F. Frebel, M. Montessori, O. Decroli, E.I.
Tikheyeva, L.A. Wenger, N.N. Poddyakov and others. Froebel

proposed special didactic material, the so-called
“Froebel's Gifts”
for the development of spatial concepts, perception of movement, shape, color, size, number. He offered 6 gifts:

1 gift - a ball, gradually others of different colors are added to the first ball.

Gift 2 – balls of two colors: white and black.

The 3rd gift is a cube divided through the center into parts on all sides and parallel to them.

The 4th gift is a cube divided into 8 bars that have a certain size, balance, stability, and heaviness.

5th gift - a cube divided into 27 parts, 3 of which are cut diagonally, 3 into four parts. This gift is for children of senior preschool age. In games with it, mathematical concepts, the concept of angles, and polygons are mastered.

6th gift - a cube divided into 27 parts, of which 3 are divided in half lengthwise and 12 are divided in half crosswise.

In addition to gifts, Froebel introduced activities - games using sticks, pebbles, sand, and paid great attention to conversation, storytelling, singing, drawing, modeling, paper modeling, and children's work in the garden.

Decroli

developed his own method, complexes - “centers of interest”. The essence of the method is that work with children is built around themes that Decroli developed in accordance with the children's needs he recognized. Dekroli is also the author of a well-known series of educational games, which includes:

1. sensory games, visual-motor and auditory-motor;

arithmetic;

games related to the concept of time;

games related to reading;

games for grammar and speech development.

The merit of Montessori

The result was that she was the first to introduce systematic anthropological measurements into the practice of preschool institutions and proposed an appropriate system for recording anthropometric indicators. Montessori considered the main form of raising and educating children to be their independent studies, while the teacher observes the children’s manifestations and records them. Observation of the environment, surrounding objects, drawing, modeling, special games - everything was subordinated to one goal - the development of the senses.

Tikheeva created

its original system of didactic materials for the development of the senses, built on the principle of pairing and consisting of various objects familiar to children (two cups, two vases of different sizes, colors, etc.), toys and natural materials (leaves, flowers, fruits, cones, shells, etc.).
At one time, its material and methods of its use were a valuable contribution to Russian preschool pedagogy. The sensory education system was developed on the basis of modern didactic principles.

The first principle
based on the enrichment and deepening of the content of sensory education, which presupposes the formation in children, starting from an early age, of a broad orientation in the subject environment.
The second principle
involves a combination of teaching sensory actions with various types of meaningful activities for children, which ensures deepening and specification of pedagogical work and avoids formal didactic exercises.
Thus, improving sensory education should be aimed at clarifying the meaning of the properties of objects and phenomena or clarifying their “signal meaning”. The third principle
predetermines the imparting to children of generalized knowledge and skills related to orientation in the surrounding reality.
The fourth principle
involves the formation of systematized ideas about the properties and qualities, which are the basis - the standards for examining any subject, i.e.
the child must correlate the information received with his or her existing knowledge and experience. The sensory development of a preschooler includes two interrelated aspects, which in turn are the tasks of sensory education:
1. Formation of systems of perceptual actions in children (perceptual is methods of examination or perception, expressed through actions: stroking, palpating, squeezing, examining, etc. ).

2. Formation of sensory reference systems in children

Question for students:

What is a standard?

Student response:

standard - a sample or generalization of ideas about the properties, qualities, relationships of an object (shape, color, size, space and time). Familiarization with them is carried out in classes in drawing, modeling, design, etc.

3. Formation in children of the ability to independently apply systems of perceptual actions and systems of sensory standards in cognitive activity.

The main task

sensory education is to develop in children such skills to perceive and imagine objects and phenomena that would contribute to the improvement of the processes of drawing, design, sound analysis of words, work in nature, etc.

Objectives of sensory education:

1. Formation of systems of perceptual actions in children (perceptual is methods of examination or perception, expressed through actions: stroking, palpating, squeezing, examining, etc.).

2. Formation of systems of sensory standards in children (a standard is a sample or generalization of ideas about the properties, qualities, relationships of an object).

3. Formation in children of the ability to independently apply systems of perceptual actions and systems of sensory standards in cognitive activity. The role of the teacher is mainly to reveal to children those aspects of phenomena that may go unnoticed, and to develop children’s attitude towards these phenomena. Thus, sensory education should be carried out in inextricable connection with a variety of activities.

2. Contents of sensory education

Contents of sensory education

includes a wide range of signs and properties of objects that a child must comprehend throughout preschool childhood.
Traditional content
has developed in sensory education .
This is an acquaintance with color, size, shape, taste, smell, texture, heaviness, sound of objects in the surrounding world, and orientation in space. In this case, the task is to increase the sensitivity of the corresponding analyzers (development of tactile, visual, olfactory, auditory and other sensitivity), which manifests itself in distinguishing the signs and properties of objects. At the same time, the child learns to name the properties of objects (soft, hard, fluffy, rough, cold, warm, hot, bitter, sweet, salty, sour, light, heavy, below - above, close - far, right - left). The external qualities and properties of objects in the surrounding world are extremely diverse. In the course of historical practice, systems of those sensory qualities that are most significant for a particular activity have been identified: systems of measures of weight, length, directions, geometric shapes, color, size; norms of sound pronunciation, system of sounds in height, etc. The assimilation of sensory standards
is a long and complex process, the main burden of which falls on older preschool and school age.
In the first years of life, children develop the prerequisites for sensory standards. From the second half of the first year to the beginning of the third year, so-called sensorimotor prestandards
.
During this period of life, the baby displays individual properties of objects that are essential for his movements. At preschool age, the child uses so-called subject standards
: he correlates images of the properties of objects with certain objects. In the first year of life, the tasks of sensory education (development of hearing, vision, formation of objectivity of perception) are successfully solved in manipulative and objective activities. In the future, rich opportunities for sensory development are fraught with such types of activities as play, work, constructive, and visual arts. Each of these activities has its own sensory basis.

Training should not be carried out on countless varieties of properties, since in this case the necessary soil will not be created for subsequent mastery of the system of standards. Since this system primarily includes the primary colors of the spectrum (red, orange, yellow, green, blue, indigo, violet, white and black), 5 shapes (circle, square, rectangle, triangle, oval), 3 varieties of size (large, medium , small), then the child should first of all develop ideas about these figures, color tones, sizes, but without a general meaning. Therefore, it is advisable to include the above colors (8 when considering blue as a shade of blue), 5 figures and two sizes (large, small) into a program for systematically familiarizing yourself with the properties of objects in early childhood. Training should include the formation in children of generalized methods for examining many qualities that serve to solve a number of similar problems. Correlating and comparing objects with each other is precisely a generalized method that is formed at the stage of early childhood and allows one to successfully solve a certain range of problems in distinguishing color, shape, and size. Thus, the main content of sensory education in kindergarten and in everyday life
is to familiarize children with sensory standards and enrich them with ways to examine objects. , methods of sensory development
should be emphasized - practical method (overlay, application, trying on); — visual relationship (practical methods are a perspective for the development of actions).

A.V. Zaporozhets identifies the stages of sensory development:

1. Transition to externally oriented action. 2. Expanded perspective of action. 2. Stage of connecting promising actions.

1.
Methods of sensory education
Today, many preschool institutions use various methods of sensory education. The most popular is Maria Montessori’s method for educating and training the younger generation.

Question for students:

Have you heard of Maria Montessori before?
(Students' answers)
The basis of the method is to involve the child as much as possible in activities that are interesting to him. To do this, it is necessary to carefully develop didactic materials, and it is also necessary to take into account their compliance with the natural needs of the child. Maria Montessori herself called her method “assistance to life.” She proved that each child has his own pace of development and in this case the teacher must in every possible way eliminate obstacles that arise in the way of the child’s natural development. That is, the task of education and training are combined into one whole - the purposeful creation of conditions for the full, timely development of the individual.

The Montessori method of education assumes that the way of raising a child will be holistic and logical. The child will be free in an environment that will be specially prepared for him. And the teacher will encourage him in every possible way for self-development. He will push him to ensure that the baby learns to independently solve the tasks assigned to him. For this purpose, the game form of education is chosen as the main one. The room is specially equipped; there is a large number of different special play aids, which must be fully appropriate for the age of the children.

Maria Montessori's method assumes that there will be equal relationships between adults and children. The main and leading role is given to the family, on which the child’s adaptation to this system will directly depend. If parents agree to the terms of the method, the child will adapt faster and feel comfortable in kindergarten or school.

It is believed that the following changes will occur with a child studying according to the Montessori system:

1. He will love order and work.

2. Will be capable of spontaneous concentration

3. Will be able to love and appreciate silence and individual work

4. Will be able to act according to his own choice.

5. Discipline and obedience will be developed in him, to which independence and initiative will gradually be added.

The Montessori method is based on three pillars:

The teacher, the prepared environment and the child himself. The main difference from a traditional school is that the center is the child, not the teacher. This school uses an exclusively individual approach to each child. Teachers provide children with absolute freedom in choosing activities and material with which they would like to work. The child decides for himself what he will make from this material. Time will also be spent as much as the baby wants to take. The teacher conducts even three or two minute training with each student only on an individual basis. Gradually, the child will begin to improve his skills and gain a sense of self-confidence and independence. Over time, children will learn to find their own mistakes and then correct them. This technique will gradually accustom the child to precision from an early age, and this will be very useful for the internal organization of the developing personality.

In the Montessori method, much attention is paid to the development of self-care skills in children. A child who can lace his shoes or button his jacket on his own will not only gain experience of independence, but will also develop the muscles needed to master written language skills.

Now let's look at the benefits of the Montessori method for parents:

1. The opportunity to reveal the child’s personal qualities and talents

2. The child will be able to concentrate his attention

3. The child will have a sense of self-esteem and self-sufficiency

4. The child will develop a habit of order and independent work.

5. Children become obedient and self-disciplined

6. A love of learning appears

Here are examples of games and exercises for sensory education:

"What do you hear?

", is carried out with the aim of developing the ability to listen and determine its origin by sound. During this exercise, the teacher draws the children’s attention either to the door or to the window, and invites them to listen and remember what is happening behind them. Then each child must tell what was heard outside the door and window (people's steps, the creaking of a door, the sound of the wind, children talking, a phone ringing, etc.).

"Determine what you hear"

to develop the ability to listen and determine the source of sound, where the teacher invites children to determine what they hear. Various sounds are heard from behind the screen, for example: the sound of water pouring from glass to glass; rustling paper - thin and dense; cutting paper with scissors; the sound of a key falling on the table; referee's whistle; alarm clock ringing; the sound of a spoon hitting the side of a glass; the clink of glasses; clap hands; knocking wooden or metal spoons together; tapping your knuckles on the table, etc.

The hand is the organ of touch, and the main efforts are aimed at developing the sensitivity of the hand receptors. For this purpose, various types of activities are used that contribute to the development of tactile-motor sensations: modeling, applique, designing from paper, construction sets, drawing, sorting small objects. Practical activities evoke positive emotions in children and help reduce mental fatigue.

Game "What is this?"

The set includes a wooden base (33x33x3.5 cm) and a set of wooden elements of different geometric shapes with rounded corners (size from 5 to 11 cm), figures of people, animals, trees, brightly painted in primary colors; cover made of soft material. The game allows you to develop tactile skills, promotes the development and expressiveness of speech, and enriches children's vocabulary. How to play. The figures are laid out on the base and hidden under a soft cover, and the children take turns trying to identify them - they feel the figures one by one and answer the questions: what can you say about these figures; how they differ; Are any of them similar? After the child is able to identify all the figures, you can complicate the task by adding other objects familiar to children: “Wonderful bag”, “Identify by touch”, “Recognize the figure”, “Guess what’s inside”.

Productive stage

Today we got acquainted with the new topic “Sensory education of preschoolers”, gave a definition to this concept, studied the tasks, content and considered the methodology. Was there anything difficult for you today? What new things have you learned about yourself? (students' answers)

Final part:

Thank you for your attention! Goodbye!

Sensory development of preschool children (4-5 years old)

In middle age, preschoolers begin to experience role-playing interactions in play. During play activities, children begin to realize that everything happens for the sake of the meaning of the game. This allows for the active development of visual activity. A special role is given to drawing. It becomes objective.

For example, a child at this age must realize that a person has eyes, a mouth, a nose, hair, fingers, and elements of clothing. There is an improvement in visual activities.

On a note! Children begin to draw shapes on their own, understanding their purpose, and master the skills of cutting with scissors and gluing parts. The concept of design is introduced.

The basics of sensory education for middle-aged children also include the following:

Developing the skills to create buildings according to your own ideas.
Development of both gross and fine motor skills.
Particular attention is paid to the coordination of movements and dexterity of the child. He must have good balance, step over obstacles, and be able to play with the ball.
Perception becomes more developed. Children should be able not only to recognize geometric shapes, but also to understand what objects are similar to them.
The concepts of size, color, length and width are well developed.
Orientation in space has been improved.
Preschool children's memory capacity increases. They can remember eight names of objects. Voluntary memorization is formed. The child is already able to understand the task assigned to him, they remember the instructions given to them by their parents or educators.
There is an active development of imaginative thinking. You can use schematic images to solve the problem assigned to you.
Children can come up with a short fairy tale or story on their own. Awareness of the interaction of events develops.
Attention becomes more stable. A child of four years old can already concentrate on one task for more than 15 minutes. When performing an action, he can remember the condition that must be met.
Diction and pronunciation of sounds improves. Speech in children becomes more developed. At this age, speech disturbances that were previously observed may be corrected. The development of the grammatical aspect is progressing well.
The child’s communication with adults changes significantly. It becomes more educational in nature. The child is increasingly interested in information that is difficult for him.
From the age of 4 to 5 years, the need for respect from adults plays a major role in development. It is very important that parents and educators give praise.

Thematic week in the second junior group “Professions”

Sensory development at this age is also reflected in relationships between peers. Selectivity appears, children are divided into separate groups. Leadership begins to emerge. Competitiveness is important for the development of a child’s own image.

Important! It is necessary to direct the development of middle-aged children in the right direction. Help them form the correct idea of their image, take a position among their peers in the group!

Development in drawing

Sensory development of children aged 5 years and older

At the age of five, the most critical age begins before preparing for school. Children already clearly know the concepts of shapes, colors, and are able to compare one object with another according to their properties. They have already accumulated significant experience in tactile sensations.

The task of educators and parents is to consolidate existing knowledge. At the age of 5 to 6 years, preschoolers are already able to play intellectual games. This should be actively used in educational activities. For example, you can arrange quizzes after each topic covered.

Chess, checkers and children's lotto are great for this age. This not only trains attentiveness, but also memory and logic. It is best to focus on group games and role-playing activities from the age of five.

On a note! Activities on learning the rules of the road can be used as educational games for preschoolers. Here you can come up with both quizzes and role-playing scenes. This method will help not only to effectively consolidate new material, but also to train sensory skills.

After the age of five, special attention should be paid to the communication abilities of children. This is an important aspect of education for future schoolchildren. To do this, you often need to use group work and collective creativity. The task of educators is to help a preschooler find his place among his peers.

Games for preschoolers

Games and exercises for sensory development

Children's games for the development of sensory perception take into account all the characteristics of age.

These include:

interesting but easy to understand stories;
presence of objects (cubes, sticks, figures);
multiple repetitions of the material studied in the game;
pointing and circling gestures;
active and tactile activities (modeling, drawing, applique, etc.).

Games for training various types of perception (vision, touch, hearing) are based on working with the child’s senses.

"Bag of Secrets"

They take several different small objects (beads, pasta, cereals, etc.), show them to the child, pronounce all the names with him and ask him to remember them. After this, the parents ask him to turn away for a few seconds, during which they need to have time to sort the items into different opaque bags. The child is then asked to determine by touch what exactly is in each bag.

The game is great for training tactile sensations.

"Catch the Animal"

The child is asked to close his eyes, after which they take any plush toy and move it over different parts of his body. Then he is asked to identify and say where exactly the animal “ran” - along the arm, leg, stomach, etc.

The game is quite simple to implement, does not require a large number of props from parents, and is intended for the development and training of the sense of touch.

"Find the patch"

The child is offered several figures to choose from and asked to choose the one that matches the contours of the figure cut out on paper. The game trains vision, touch, logic and spatial thinking in general.

"Fragrant Joy"

They take several identical jars with different scents (creams, scented candles, etc.), give one of them to the child to smell, after which the jars are swapped and asked to determine by the smell which one was given to him earlier.

The game is great for training your sense of smell.

"Find a Pair"

The baby is given several toys that make different sounds and asked to choose the ones that sound the same. The game is suitable for training auditory perception.

"Imitation"

Parents name their child’s emotions (“anger,” “joy,” “sadness”) and accompany them with expressive grimaces. After this, he is called the same emotions and asked to repeat the corresponding grimaces.

All the games described above are an excellent tool in the education of preschoolers and contribute to the harmonious development of their sensory sphere.