Natalia Godieva
Methodological development for the development of visual perception in preschool children.

The world around a person is a world of objects and phenomena, therefore a holistic perception of objects allows a person to correctly navigate in it. Without this, the child may experience various problems not only in the intellectual sphere, but also in the emotional-volitional sphere, in the socialization of the child as a whole. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that are not noticed by adults.

In the process of development, perception is improved and honed in coordinated work with thinking, imagination, and speech. If in the process of upbringing a child does not receive favorable conditions for the development of perception, then the processes associated with it will lag behind in development, which will make it difficult to master educational activities in junior school age.

Relevance The chosen topic is that preschool age is an important stage in the development of a child. The importance of perception in the life of a preschooler is very great. This age period is considered as critical and sensitive for improving the mechanisms of visual perception, developing a holistic perception of complex images and situations. IN preschool age visual perception turns into a special cognitive activity that has its own goals, objectives, means and methods of implementation.

The most important distinctive feature perception of preschool children is the fact that, combining the experience of various indicative actions, visual perception becomes leading.

One of the forms impact on the child is a didactic game. A game- This is not only the main activity of preschoolers, but also a means of development.

Therefore, first of all, games are played to complete practical orientation tasks, then games based on visual orientation, and then games in which children must rely on the skills acquired in the process. didactic games sensory experience and experience generalized in a word, be able to operate with images and ideas evoked by this word.

Perception of form.

Based on long-term use of testing and trying on methods in a variety of situations and on a variety of objects, a child can develop a full visual perception of a form, the ability to isolate it from an object and correlate it with the shape of other objects

1. Mailbox. Goal: To learn to see the shape in an object, to correlate the shape of the slot and the inlay, to compose a whole from different geometric shapes and their parts, selecting the ones you need through testing and trying on.

2. Find your match. Goal: To learn to perceive a planar form, make a choice based on a model, and check it using overlay.

3. Run to me. Goal: Continue to teach the choice of form according to a model, to make it a significant sign for action.

4. Shop. Goal: To teach how to choose three-dimensional forms based on a planar model, distracting from the functional purpose of the object.

5. Learn and remember. Goal: To teach children to remember what they perceive, to make choices based on presentation.

Perception of size.

The same object in comparison with others can be perceived as both large and small. At the same time, a quantity has different parameters - height, length, width. Based on long-term use of samples and trying on, a child can develop a full visual perception of the size, the ability to isolate it, and correlate objects by size. Games and exercises for the perception of size should be carried out in parallel with games for the perception of shape, so that children master the method of testing on different materials.

1. Put the doll to sleep. Goal: Take into account size in practical actions with objects, correlate objects by size; consolidate the verbal designation of quantities (“big”, “small”, “more”, “less”)

2. Build a gate. Goal: To pay attention to the height and width of objects, to learn to correlate objects by height and width in actions with them; consolidate knowledge of the words “high”, “low”, “wide”, “narrow”.

3. Street. Goal: To teach visually and verbally to select and correlate quantities.

4. Zoo. Goal: Continue to acquaint children with the relativity of the sizes of objects, teach them to correlate them in size visually and by superposition.

5. Find where it is hidden. Goal: To retain in memory the idea of ​​objects of different sizes and find them after some time.

Color perception.

Games and exercises are structured so that the child first identifies color as a significant feature and completes the task. Only after this you need to name the color. First, the names of the primary colors are given: yellow, red, green, blue, as well as white and black, and then additional colors and shades.

1. Tie ribbons to the balloons. Purpose: To teach color discrimination, to select the same colors by eye and then check; learn to focus on color as a significant feature;

2. Give the dolls beads. Goal: Learn to alternate colors according to a pattern.

3. Remember and find. Goal: Continue to develop attention and memorization based on the idea of ​​color.

4. Remember and name it. Goal: To remember the desired color by its name, keeping it in memory certain time; teach to focus on a goal that is delayed from instructions.

5. What color is this? Goal: Connect the idea of ​​color with the idea of ​​real objects; make it clear that color is one of the properties of an object and some of them have certain colors.

Formation of a holistic image of an object.

When conducting games, it is necessary to adhere to the proposed sequence, since it takes into account the patterns of formation of a holistic image - from recognition to perception and representation.

1. Lotto. Goal: To teach how to select paired objects according to a pattern.

2. Find your soul mate. Target. Pay attention to the fact that objects may look different from the front, back, or side; clarify the idea of ​​the subject.

3. What is missing.

Purpose: To draw attention to the fact that if any part is missing, the whole is disrupted; clarify the idea of ​​objects, the relationship of parts.

4. Lotto tabs.

Goal: To form a holistic image of an object, to pay attention to the spatial arrangement of parts and their relationship with other parts of the whole.

5. Collect the whole thing.

Purpose: To clarify ideas about objects; learn to isolate parts and combine them into a whole; develop fine motor skills.

Perception of space.

When we talk about spatial perception, we primarily mean the perception of direction (above, below, right, left, behind, in front) and the spatial relationships of objects and their parts.

First of all, the child begins to correctly distinguish the relationships of objects and their parts vertically (“on”, “under”). Horizontal positions are generally perceived as a position “next to”, “about”, and only gradually become more precise, i.e., the perception of such relations as “right”, “left”, “behind” (behind, “in front” (in front) appears. .

1. Parsley. Purpose: To introduce spatial relationships expressed using the prepositions “on”, “under”, “next to”; arouse interest in the spatial position of an object, making it significant.

2. Who is attentive. Goal: To form the perception of spatial relationships and the ability to reproduce them by imitation of the actions of an adult and according to a model.

3. Bottom-top. Goal: To form correct ideas about the spatial relationships of objects; show that the arrangement of objects in relation to each other is relative and can change.

4. What is drawn. Goal: To teach to see real relationships between objects in a drawing, to transfer spatial relationships from a planar image to a three-dimensional one; continue to analyze the flat sample, highlighting the shape and size of the parts, and their spatial arrangement.

5. Guess who is behind whom. Goal: To form in children an idea of ​​the obscurity of some objects by others; clarify the idea that large objects obscure smaller ones, and smaller ones do not obscure larger ones; consolidate the words “more”, “less”, “for”, “before”.

Publications on the topic:

Topic: “Long and short paths.” Goal: Development of visual perception of size (second junior group). Objectives: 1. Learn to highlight the quantity.

Runova Lyudmila Nikolaevna, teacher-defectologist (typhlopedagogue) of higher education qualification category MADO "Kindergarten No. 432 in Chelyabinsk."

Summary of educational activities for the development of visual perception “The story of how a voracious caterpillar turned into a beautiful butterfly” THE STORY OF HOW A VASTING CATERPILLAR TURNED INTO A BEAUTIFUL BUTTERFLY PROGRAM CONTENT. Correctional and educational goals: Continue.

Goal: to develop visual perception. Correctional-educational tasks: -continue to teach children to arrange objects in ascending and descending order.

Each age period in a child’s life has its own leading activity and main mental processes. The harmonious development of a child assumes that these processes must be formed consistently. If one of them is not formed, this will lead to negative consequences, for example, a delay in the development of children of early and preschool age.

In infancy (up to twelve months), sensations are important, early age(from twelve months to thirty-six) the role is given to the formation of speech, in the preschool period (from 3 to 7 years) - perception, in primary school age - thinking.

The new mental process is more complex than the previous one. Thus, the mechanism of perception is much more complex than sensations, and thinking is a more extensive process than perception.

Every day a child is bombarded with a huge flow of information that needs to be processed. This requires high cognitive activity and the involvement of all cognitive functions: sensations, perception, memory, attention, etc. Moreover, all these processes closely interact - without attention there is no perception, and without perception memory will not work. Some psychologists believe that at an early age, memory is nothing more than the perception of well-known objects - and the child focuses exclusively on form. Therefore, for example, a child may not recognize a mother who has put on a new fur coat and hat.

Why is it necessary to develop perception in preschool children?

The importance of each mental process is difficult to overestimate. Sensations give the child confidence and the first idea of ​​the world around him. Speech acquisition is the basis for successful socialization and further full intellectual and emotional development. Perception, in turn, is the foundation, the basis for thinking, memory, attention, imagination - that is, those functions and processes that will become leading during schooling. Mental images formed through perception are tools with which emotions, memory, thinking, etc. operate.

Perception is responsible for analyzing and combining all data received from the surrounding world and processing it. For example, it allows you to put together all the properties of an object, note its features, and thereby obtain its complete image.

There are several basic properties of perception:

• Objectivity – isolating an object from space;
• Integrity – correlation of all properties of an object, highlighting their relationship;
• Constancy – highlighting an object even in a changing space;
• Generalization is the assignment of one item to a specific class.

Perception refers to perceptual processes, that is, those for which the sense organs are responsible: eyes, ears, nose, mouth, etc.

It is very easy to explain the work of this mental process using an example: we perceive an apple in a complex way. We see shape, color; we smell; We can touch and taste it. Thus, with the help of our senses, we fully evaluate an object based on the totality of its properties, and conclude that in front of us is an apple.

What is perception?

Firstly, perception in children is manifested in attentiveness, the ability to notice the features of objects and phenomena. Perception in preschoolers, in principle, should be of an arbitrary nature, that is, the child is already able to purposefully examine, study, and search.

It is typical for children aged three to four years to note the most striking features of an object - its color, shape, material, taste (yellow lemon, sweet watermelon). But what bigger baby masters the surrounding space, the more he sees the features that distinguish one object from others. Already at four or five years old, the ability to compare and notice similarities and differences appears. Thus, life experience and outlook are important for the formation and development of perception.

Secondly, the child’s ability to evaluate time intervals, to be aware of such concepts as “yesterday, tomorrow, today” is also a sign of mature perception, just like a person’s ability to estimate the distance or size of objects by eye. The perception of time, by the way, is much more difficult for a child than the perception of space. A child of three or four years old can say “when I was little,” but he will attach a completely different meaning to this than adults. The perception of space, that is, the ability to assess the position of a thing relative to the floor, ceiling or other object, is a task that is already within the capabilities of children of older preschool age.

Thirdly, the ability to identify the basics is an important option that a child should master by the time he goes to school. The development process continues at school age. To do this, teachers use visual aids didactic materials, pay attention to excursions to museums, theaters, zoos, etc. After all, for a schoolchild the ability to generalize, highlight the main points, and compose a description of objects and phenomena is the main task and the basis of learning.

The skill of generalization and classification is manifested in the ability to analyze one’s own experience, determine the type of object based on analysis, put impressions into words and express one’s thoughts.

The active use of speech to name the qualities, characteristics of objects, their similarities and differences is also important for the development of perception. It is equally important for preschoolers’ perception that adults speak and point out what they need to pay attention to. This is the only way a child learns to concentrate on what is important and grasp the essence.

Thus, for perception it is necessary:

• Expand the child's horizons;
• Communicate with him, together describe the properties and features of objects and phenomena;
• Touch objects more, change their shape, paint - that is, through action, learn to fully perceive;
• Engage in outdoor games, dancing, various types sports - the more a child reproduces repeated actions, remembers them and acts according to a certain scenario, the more memory develops, cognitive function is consolidated and the better the psyche develops as a whole;
• Set a task - for example, ask him to talk about the contours, shades, size of an object.

Modeling, design, reading, and listening to music are effective for perception. Modeling teaches you to correctly perceive and realize the contours and volumes of objects. Drawing teaches the correct perception of colors and shades. Acquaintance with objects of art develops observation and aesthetic taste.

With the help of play, especially role-playing, a child processes information received from the outside world, models the behavior of adults, copies their actions and tries them on himself. Game development also occurs in preschool children.

The close connection between perception and thinking can be traced in three stages of the process, which psychologists distinguish. The first stage is the subject or enumeration period. Typical for children aged two to five years. The child simply names the objects depicted in the picture.

The second stage is the description stage. It is taken by children aged six to nine years. A preschooler is able to coherently describe the plot of the canvas. For perception, already at this stage you can play games like “find seven differences”, “compare the picture”, “find a match for an object”, etc.

And the third stage is interpretation. Based on his own experience, the child may try to come up with a plot for the picture, add details “on his own,” and build cause-and-effect relationships.

The harmonious and complete development of preschool children is important for perception, because much is based on accumulated experience and sensations. It is important that the child has equal access to all ways and methods of understanding the world around him, and he needs to be taught to look at, feel, pronounce the important features of the object. In modern psychology, there are methods that make it possible to diagnose various mental functions in children.

Perception in preschool age, it loses its initially affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful , purposeful, analytical. It highlights arbitrary actions - observation, viewing, searching.

Speech has a significant impact on the development of perception at this time - the fact that the child begins to actively use the names of qualities, signs, states various objects and the relationships between them. By naming certain properties of objects and phenomena, he thereby identifies these properties for himself; naming objects, he separates them from others, determining their states, connections or actions with them - he sees and understands the real relationships between them.

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Features of the development of perception of a preschool child

Preschool age is the most productive for the development of a child’s psyche. At this stage, the child makes a qualitative leap in his mental development. By the beginning of this period, he had developed such cognitive processes as sensations, involuntary attention, active speech, and objective perception. In the process of acting with objects, he has accumulated experience, vocabulary, and he understands speech addressed to him. Thanks to these achievements, the preschooler begins to actively master the world, and in the process of this development perception is formed.

Each mental process has its own most favorable periods of development: for infancy - sensations, for early ages - speech, for preschool - perception. If the child has not been sufficiently included in the activities appropriate for a given period, then a delay in mental formations of a given period may occur, which will entail a lag in other mental phenomena and a transition to the next age stage. Therefore, it is extremely important to create favorable conditions for the development of the psyche in accordance with the age characteristics of the child.

Perception actively develops throughout the preschool period under the influence of the child’s various activities: modeling, drawing, designing, reading books, watching films, sports activities, music, walks. The essence of the perception process is that it ensures the receipt and primary processing of information from the external world: recognition and discrimination of individual properties of objects, the objects themselves, their features and purpose.

A child's perception is closely related to play. In the game, he models all the fragments of the surrounding life and new information that aroused his interest, and actively learns the perceived information. Role-playing games are of particular importance in the life of a preschooler, in which he learns the laws of communication, social relations, characters and social roles of people.

Perception is the leading cognitive process of preschool age, which performs a unifying function: it combines the properties of objects into a whole image of the object; all cognitive processes in joint coordinated work on processing and obtaining information and all the experience gained about the world around us.
The importance of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, promotes the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy leading positions, especially logical thinking, and perception will perform a serving function. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that an adult would not notice. During the learning process, perception will be improved and honed in coordinated work with thinking, imagination and speech.
If in the process of perception the child does not receive favorable conditions for the development of perception, then the processes associated with it will lag behind in development, which will complicate the development of educational activities at primary school age. With serious delays, mental retardation may occur.
The development of the perception process in preschool age has its own characteristics. The perception of a younger preschooler (3-4 years old) is of an objective nature, that is, all the properties of an object, for example color, shape, size, etc., are not separated from the object in the child. He sees them as one with the object. When perceiving, he does not see all the properties of an object, but only the most striking ones, and sometimes even one property, and by it he distinguishes the object from other objects. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual properties, the variety of properties in the object. This develops his ability to separate properties from the object itself, to notice similar properties in different objects and different ones in the same object. In middle preschool age (4-5 years), the child masters the techniques of active cognition of the properties of objects: imposition, application, measurement, etc. In the process of active cognition, the child becomes acquainted with varieties of properties: color, shape, size, characteristics of time, space. He learns to perceive their manifestations, masters detection methods, names, learns to distinguish their shades and features. During this period, he develops ideas about basic geometric shapes (square, circle, triangle, rectangle); about the seven colors of the spectrum, white and black; about quantity parameters; about the time.
The inclusion of a child in the types of activities available to him contributes to the accelerated development of perception, but if this activity is not organized expediently and is not specifically aimed at the development of perception, then the process will form spontaneously and by the end of the preschool period may not be organized into a system and have gaps in the child’s ideas about a number of properties of objects. Incompleteness in the development of the perception process will delay the development of other cognitive processes.

The main lines of sensory development of preschool children include:

1) assimilation of sensory standards.

What are sensory standards?

As noted by L.A. Wenger, V.S. Mukhina, these are visual representations of the main patterns of external properties of objects.

Sensory standards of color - colors of the spectrum and their shades, shapes - geometric figures and their varieties, sizes - units of the metric system of linear measures, etc.

2) methods of perception. There are 2 ways of perception:

* external tests, which include such techniques as: applying a sample to an object, tracing the outline of the sample and the object with a finger. This method is typical for children of primary preschool age.

The following techniques are typical for children of primary preschool age (visual-effective thinking)

* visual comparison, when children perceive an object by eye and can compare and correlate it with other objects without the help of external tests. Typical for children of older preschool age.

3) examination of objects, during which the child first, in the process of leading activity, examines the object, highlighting its color, shape, size, parts, and then, in older preschool age, verbally describes the various properties of a particular object.

These are the main lines of development of perception in preschool children. Only through systematic and targeted training is it possible to achieve a high level of sensory development in preschoolers.

Orientation in space.

Already in early childhood, the child masters quite well the ability to take into account the spatial arrangement of objects. However, it does not separate the directions of space and spatial relationships between objects from the objects themselves. Ideas about objects and their properties are formed earlier than ideas about space. And they serve as their basis.

The initial ideas about the directions of space that a three-year-old child learns are associated with his own body. It is for him a starting point, in relation to which the child can only determine the direction. For example, a child can determine the position of other parts of the body as right or left only in relation to the position of the right hand.

The further development of orientation in space is that children begin to identify relationships between objects (one object after another, in front of another, to the left, to the right of it, between others).

Only by the end of preschool age do children develop orientation in space, independent of their own position, and the ability to change points of reference.

Time orientation.

Orientation in time creates greater difficulties for a child than orientation in space. The child lives, his body reacts in a certain way to the passage of time: at a certain time of day he wants to eat, sleep, etc., but the child himself does not perceive time for a long time.

A child's acquaintance with time begins only with the assimilation of the designations and measures of time developed by people. But these designations and measures are not so easy to learn, since they have relative character(what was called “tomorrow” the day before is called “today”, and the next day – “yesterday”).

When mastering ideas about the time of day, children primarily focus on own actions: wash in the morning, have breakfast; during the day they play, study, have lunch; in the evening they go to bed. Ideas about the seasons are acquired as one becomes familiar with the seasonal phenomena of nature.

Particular difficulties are associated with the assimilation of ideas about what “yesterday”, “today”, “tomorrow” are; this is explained by the relativity of these concepts.

Ideas about large historical periods, the sequence of events in time, and the life span of people during preschool age usually remain insufficiently defined.

To teachers and parents inIt is important to notice early forms of deviations from the normal course of child development. The need for early diagnosis is determined by the most important property of the nervous system, such as plasticity. Research by Ivan Petrovich Pavlov showed that the younger the organism, the more plastic the nervous system is and reacts flexibly to external influences. The importance of modern correctional and developmental work is given a lot of attention in the works of Lev Semenovich Vygotsky. He proved that in the development of a child there are age periods in which a certain process, a specific function is formed more quickly, and, what is even more valuable, has high level internal structuring and rich cross-functional relationships. It is almost impossible to achieve such completeness in any other period.

Sections: Working with preschoolers

main idea my work - “do no harm.” After all, “a child is a parchment covered with hieroglyphs, only part of which you can read, and some you can erase or “cross out” and add your own content” (Jan Korczak).

Preschool age is an important stage in the development of a child’s psyche, which creates the foundation for the formation of new mental formations that will develop in the process of educational activities. This period is not some isolated stage in a child’s life, but one of the stages in the course of mental development, interconnected with other stages of development.

For the development of any mental process there is “its own” sensitive period. It is very important not to miss a favorable moment in the development of a particular mental process in a child.

D.B. Elkonin emphasized that “the development process is, in a certain sense, an irreversible process; “complaints” are impossible here; it is impossible to return the young man to school for “finishing work,” “additional development.” (Elkonin D. B., 1980, p. 60)

Therefore, it is very important to notice early forms of deviations from the normal course of child development.

The need for early diagnosis is determined by the most important property of the nervous system, such as plasticity.

Research by Ivan Petrovich Pavlov showed that the younger the organism, the more plastic the nervous system is and reacts flexibly to external influences.

The importance of modern correctional and developmental work is given a lot of attention in the works of Lev Semenovich Vysotsky. He proved that in the development of a child there are age periods in which a certain process, a specific function is formed more quickly, and, what is even more valuable, they have a high level of internal structuring and rich interfunctional relationships. It is almost impossible to achieve such completeness in any other period.

Guided by these beliefs, I worked on the development of perception and its properties in children of primary preschool age.

At an early age, in the process of acting with objects, the child has accumulated certain experience, vocabulary, and understands speech addressed to him. Thanks to these achievements, the youngest preschooler begins to actively master the world around him, and in the process of this mastery, perception is formed.

The perception of younger preschoolers (3–4 years old) is of an objective nature, i.e. all properties of an object, for example, color, shape, taste, size and others, are not separated from the object in a child. Children see them together with the object and consider them to inseparably belong to the object.

During perception, children do not see all the properties of an object, but only the most striking, and sometimes one property, and by it they distinguish the object from other objects. For example, the grass is green, the lemon is sour. Acting with objects, children begin to discover their individual properties, the variety of properties in an object. This develops their ability to separate properties from the object itself, to notice similar properties in different objects and different ones in the same object.

In developmental classes, this principle of interaction with objects and their properties was taken into account. In this connection, visual, demonstration and handout materials were selected and prepared for each lesson.

Current this work with kids for another reason: in the city’s preschool institutions, a significant percentage of teaching staff (educators) are primary school teachers.

Specifics primary school and kindergarten are seriously different from each other, teachers experience difficulties working with children, thereby missing a sensitive period in the development of perception.

I have selected diagnostic methods for this age category of children - these are “Catch a ball”, “Box of shapes”, “Construction according to a model”, “Disassembling and folding a nesting doll”, “Disassembling and folding a pyramid”, “Paired pictures”, “Constructing from sticks", "Draw".

Having analyzed the content and requirements of the program in which the kindergarten operates, the level of preparedness of teachers, the results of diagnostic examinations, taking into account the age, psychological and physiological characteristics of children, a program of developmental classes was drawn up for the second junior group.

Purpose of the program:

Teaching children basic actions and rules of perception, developing the ability to distinguish individual properties of objects, their features and purpose.

1. Teach children to combine the properties of objects into a holistic image of the object.
2. Learn to recognize familiar objects, notice their differences and similarities.
3. Continue familiarization with new unfamiliar objects and phenomena, using perceptual (examination) actions in practice.
4. Develop the perception of shape, color, size, space.
5. Expand children's horizons.
6. Teach children how to handle objects, help them discover the basic properties of objects, their purpose, and features.
7. Form cognitive activity and curiosity.

Taking into account the unique development of the psyche of children of this age, the peculiarities of perception, the involuntary development of mental processes, in particular, attention, I used the following general structure of each lesson.

Lesson structure.

1. Game to develop shape perception
2. Game to develop color perception
3. Game to develop the perception of size
4. Game for developing fine and gross motor skills
5. Additional games that develop the perception of taste, space, to relieve emotional stress, or conversations about the seasons, about fruits and vegetables, about holidays, about home recreation, that activate children’s speech, memory, and thinking.

In the proposed program, the goals of games that develop the perception of shape, color, and size are not indicated, because in all classes, taking into account age, these goals are similar. Additional games describe the purpose of each game.

For each type of perception (color, shape, size), a system of didactic games has been developed and selected, which gradually become more complex in accordance with the level of development of perceptual actions.

Classes are conducted in a playful way, sometimes the games are united by a single plot: “The bunny came to visit; “Travel,” “We are visiting,” etc.

Class duration is 15–35 minutes depending on the mood of the group, fatigue, number of children, etc.

The program includes 20 lessons; for better learning, the lessons that children like the most can be repeated.

Diagnostic examinations were conducted at entry and exit from the program. The results of the final diagnosis were positive. Games and activities had a particularly effective effect on the development of size perception: at the beginning of the year, 41% of the examined children showed a low level, after the secondary diagnosis - 8% of children; forms – low level in 39% of children and 5% at the exit; colors – initial diagnosis – 48%, final – 3% of children.

Holistic perception developed less effectively, work on the development of which will become a priority in the middle group.

Children with whom it was first used in practice this program, managed to bring it to release from kindergarten, almost all children have a high and average level of psychological readiness for school; This is due to the work carried out with them for 3-4 years.

As a sample, I offer you three lessons of the program for your reference.

Lesson 1

Goal: creating an emotional, prosperous microclimate in the group, strengthening children’s ability to introduce themselves to a stranger, and continuing to familiarize themselves with geometric shapes.

A game “Magic Ball”

Goal: to consolidate the ability to stand in a circle, create emotional comfort for communication between an adult and children, and teach them to say their first and last name in the process of communication. Create a feeling of joy and self-worth.

The adult asks the children to stand in a circle. He has a ball in his hands: “Guys, this morning I found this ball in my office. He's magical. He can talk. When the ball found out that I was coming to visit you, he began to ask to take him with me. That’s why we both came to you today. I know your name, but the ball doesn’t. We'll get to know him now. Get your hands ready. Whoever I give the magic ball into his hands will say loudly and clearly what his name is.” An adult walks around all the children with the ball in turn.

Finger gymnastics, sitting in a circle on a rug.

A game “Hide from the rain”(form).

Geometric shapes and three umbrella designs are pre-made. An adult places one geometric figure under each umbrella; this is a sample for children.

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?”

Children: “Under the umbrellas.”

Adult: “That’s right, but look, we’ll only hide circles under the red umbrella, squares under the green umbrella, and triangles under the blue umbrella.

Children perform actions one by one.

A game “Collect the droplets in a glass”(color)

Cut out colored circles of different colors are laid out in front of the children on the table. Ask the children to collect droplets into a glass, but before that, the adult put one drop of a different color in each glass, pronouncing his actions: “I will put a drop of blue in this glass, we will collect a full glass of identical droplets.” The colors used in this lesson are: red, blue, yellow.

A game “Mushrooms and hedgehog”(magnitude).

On the flannelgraph there is a forest, three mushrooms of different sizes. A hedgehog appeared. He asks the children to help him figure out where the biggest, where the big, and where the small fungus is. Children need to name, show and put in order.

Lesson summary: The hedgehog thanks the children for their help, calling them by name.

Lesson 2.

Goal: creating a favorable emotional background; formation of perception of individual properties of objects: shape, color and size.

A game “What does this figure look like?”

Purpose: to teach children to group objects by shape.

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.).

A game “Help the fish”(on flannelgraph)

On the flannelgraph there is the sea, large fish - mothers of three colors (yellow, red, blue) and many small fish of the same colors. An adult tells the children that mothers went out with their children for a walk, suddenly a wind rose in the sea, the sea became noisy and agitated, small fish got tangled in algae and got lost. “Guys, let's help the fry find their mothers. What color is the mother fish, so are the fry.”

A game “Big and small object”

Goal: develop the perception of size, teach comparison.

Children are shown paired objects that differ in size, calling it: “This is a big ball, this is a small ball (table, mushroom, cube, doll, bucket, shovel, etc.)

Adult:

Where is the big fungus? Where's the little fungus?

Bring a small ball, bring a big one.

Then the adult points to the object, the children name the value.

Finger gymnastics

Goal: development of fine motor skills of the hands.

Exercises:

picking berries;
fingers say hello;
fingers bathe;
lock;
fingers go to visit, walk;
binoculars;
bunnies in the forest.

Joint examination of pictures in the book “Where We Were in the Summer” from the series “Krapuz”

Goal: to expand children’s knowledge about the world around them, to activate children’s speech and attention, and to develop the emotional world of children.

encouraging children to find and show certain images;
encouraging children to construct simple phrases;
encouraging children to sympathize and empathize;
attracting children's attention to the causes and consequences of emotional states (a boy is happy because he found a mushroom, plays with a dog, etc.)

Result of the lesson: verbal encouragement for each child, words of gratitude.

Lesson 3.

Goal: consolidation of knowledge about the signs of autumn acquired in speech classes; learn to name colors, consolidate the ability to compare objects by color.

Conversation about autumn

Adult:

Spreading wide wings,
Above the yellow expanse of fields.
A squadron floats in the skies
Cranes hurrying south.
Autumn diligent wind
Leaves are being blown along the road.
And gray clouds in the sky
Will fall with autumn rain.

What time of year is it now?
How has nature changed in autumn?
What color are the leaves on the trees?
Where do birds fly to for the winter?
What's the weather outside?

A game “Pick up the ball”(color)

Teacher: “Guys, we have a holiday today, great mood, let's decorate our group. Take each flag (cut out of colored cardboard). Now select a balloon in color similar to your flag. Tell me what color your ball and flag are. Let's decorate the group."

A game “Sit on your bench”(form).

Pre-prepared geometric shapes and cardboard benches (on the table).

Teacher: “Children, while we were decorating the group with you, someone here became noisy. Let's take a closer look and see what's going on here. Ah, everything became clear to me. These geometric figures went for a walk, running, jumping, frolicking. It seems they are already tired, let's invite them to rest on the benches. We will place the triangles on this bench, the circles on another bench, and the squares on the third. And now everyone will take a figurine and “place” it on the one on which exactly the same geometric shapes are sitting.”

A game “Pick your buttons”(magnitude).

The teacher, together with the children, arranges the buttons into groups: the largest, the largest, the smallest, etc. Considering the sizes of buttons, compares and applies button to button. The adult activates the children's speech.

We recite poems with our hands.

Goal: relieving tension, monotony of speech, observing speech pauses; formation of correct pronunciation; develop imagination; activate the mental activity of children.

The branches on the apple tree hung from sadness
Apples hung on the branches and were bored
Girls and boys shook the branches
The apples clattered loudly on the ground.

For modern teachers, the direction of my work on the development of cognitive processes will seem like a very simple task; someone will think that a “bicycle”, invented long ago, is being invented. I would like to quote the words of the famous scientist Tsiolkovsky: “First we “discover” what we know ourselves, then we “discover” what everyone knows, and only then we “discover” what no one knows.”

Elementary forms of perception begin to develop very early, in the first months of a child’s life, as he develops conditioned reflexes to complex stimuli. Differentiation of complex stimuli in children of the first years of life is still very imperfect and differs significantly from the differentiation that occurs at an older age. This is explained by the fact that in children the processes of excitation predominate over inhibition.

At the same time, there is a great instability of both processes, their wide irradiation and, as a consequence of this, the inaccuracy and instability of differentiation. Children of preschool and primary school age are characterized by low detail of perceptions and their high emotional intensity.

A small child primarily identifies shiny and moving objects, unusual sounds and smells, i.e., everything that causes his emotional and indicative reactions. Due to lack of experience, he cannot yet distinguish the main and essential features of objects from the secondary ones. The conditioned reflex connections necessary for this arise only as the child interacts with objects during play and activities.

Direct connection between perceptions and actions - a characteristic feature and a necessary condition for the development of perception in children. Seeing a new object, the child reaches out to it, takes it in his hands and, manipulating it, gradually identifies its individual properties and aspects.

Hence the enormous importance of a child’s actions with objects for the formation of a correct and increasingly detailed perception of them. Great difficulty for children is the perception of the spatial properties of objects. The connection between visual, kinesthetic and tactile sensations necessary for their perception is formed in children as they become practically familiar with the size and shape of objects and operate with them, and the ability to distinguish distances develops when the child begins to walk independently and move over more or less significant distances.

Due to insufficient practice, visual-motor connections in children younger age still imperfect. Hence the inaccuracy of their linear and depth gauges. Children especially often make mistakes about the size of distant objects, and the perception of perspective in a drawing is achieved only at the end of preschool age and often requires special exercises.

Abstract geometric shapes (circle, square, triangle) are associated in the perception of preschoolers with the shape of certain objects (children often call a triangle a “house,” a circle a “wheel,” etc.); and only later, when they learn the names of geometric shapes, do they develop general idea about a given form and correctly distinguish it regardless of other characteristics of objects.

Even more difficult for a child is the perception of time. In children 2-2.5 years old it is still quite vague and undifferentiated. The correct use by children of such concepts as “yesterday”, “tomorrow”, “earlier”, “later”, etc. in most cases is observed only about 4 years, the duration of individual periods of time (hour, half hour, 5-10 minutes ) are often confused by six- and seven-year-old children.

Significant changes in the development of perception in a child occur under the influence of verbal communication with adults . Adults introduce the child to surrounding objects, help to highlight their most important and characteristic aspects, teach them how to operate with them, and answer numerous questions regarding these objects.

By learning the names of objects and their individual parts, children learn to generalize and differentiate objects according to the most important features. To a large extent, children's perceptions depend on their previous experiences. The more often a child encounters various objects, the more he learns about them, the more fully he can perceive and in the future more correctly reflect the connections and relationships between them.

The incompleteness of children's experience, in particular, explains the fact that when perceiving little-known things or drawings, young children are often limited to listing and describing individual objects or their parts and find it difficult to explain their meaning as a whole.

Psychologists Binet, Stern and others, who noticed this fact, drew the incorrect conclusion from it that there are strict standards for age-related characteristics of perception, regardless of the content of what is perceived.

This is, for example, Binet’s scheme, which establishes three age stages for children’s perception of pictures: from 3 to 7 years old - the stage of listing individual objects, from 7 to 12 years old - the stage of description and from 12 years old - the stage of explanation or interpretation.

The artificiality of such schemes is easily revealed if children are presented with pictures with close, familiar content. In this case, even three-year-old children are not limited to simply listing objects, but give a more or less coherent story, albeit with an admixture of fictitious, fantastic explanations (data from S. Rubinstein and Hovsepyan).

Thus, the qualitative originality of the content of children's perception is caused, first of all, by the limitations of children's experience, the insufficiency of systems of temporary connections formed in past experience, and the inaccuracy of previously developed differentiations.

The patterns of formation of conditioned reflex connections also explain close connection between children's perceptions and the child's actions and movements.

The first years of children's lives are the period of development of basic inter-analyzer conditioned reflex connections (for example, visual-motor, visual-tactile, etc.), the formation of which requires direct movements and actions with objects.

At this age, children, while looking at objects, at the same time feel and touch them. Later, when these connections become stronger and more differentiated, direct actions with objects are less necessary, and visual perception becomes a relatively independent process in which the motor component participates in a latent form (mainly eye movements are produced).

Both of these stages are always observed, but they cannot be associated with a strictly defined age, since they depend on the living conditions, upbringing and education of the child.

Play is important for the development of perception and observation in preschool and primary school age. . In the game, children differentiate the various properties of objects - their color, shape, size, weight, and since all this is associated with the actions and movements of children, the game thereby creates favorable conditions for the interaction of various analyzers and for the creation of a multifaceted understanding of objects.

Drawing and modeling are of great importance for the development of perception and observation, during which children learn to correctly convey the contours of objects, distinguish shades of colors, etc. In the process of playing, drawing and performing other tasks, children learn to independently set themselves the task of observation. Thus, already in older preschool age, perception becomes more organized and controllable.

At school age, perception becomes even more complex, multifaceted and purposeful. The school, with its various curricular and extracurricular activities, reveals to students a complex picture of natural and social phenomena, shaping their perception and observation skills.

The development of perception at school age is especially facilitated by the visualization of learning. . Systematic practical and laboratory classes, extensive use of visual aids, excursions, familiarization with different types production activities - all this provides enormous material for the development of students’ perceptions and powers of observation.

The development of perceptions among schoolchildren requires significant attention and guidance from teachers and educators. This especially applies to elementary school students, who, due to insufficient life experience, often cannot identify the main and essential in the observed phenomena, find it difficult to describe them, miss important details, and are distracted by random, unimportant details.

The teacher’s task is to carefully prepare students for the perception of the objects being studied, to provide the necessary information about them, which would facilitate and direct students’ perception towards highlighting the most important features of the objects.

Demonstration of visual aids (drawings, diagrams, diagrams, etc.), conducting laboratory work and excursions only achieve their goal when students clearly understand the task of observation. Without this, they may look at objects and still miss the most important thing.

During one of the lessons in the first grade, the teacher held a conversation about squirrels. She hung up a picture of two squirrels and had a conversation about their lifestyle, but said nothing about their appearance. Then, having removed the picture, she invited the students to complete the missing details of the squirrel image using a cardboard stencil and color the drawing. Quite unexpectedly, this turned out to be a difficult task for the children. Questions rained down: what color is the squirrel, what kind of eyes does she have, does she have a mustache, does she have eyebrows, etc. Thus, although the children looked at the picture, they noticed very little about it (from the observations of M. Skatkin).

In the process of schoolwork, in order to develop perception, careful comparisons of objects, their individual aspects, and an indication of the similarities and differences between them are necessary. The independent actions of students with objects and the participation of various analyzers (in particular, not only vision and hearing, but also touch) are of utmost importance.

Active, purposeful actions with objects, consistency and systematicity in the accumulation of facts, their careful analysis and generalization - these are the basic requirements for observation, which must be strictly observed by students and teachers.

Particular care must be taken to ensure the correctness of observations. At first, schoolchildren’s observations may not be detailed enough (which is natural when first becoming familiar with an object or phenomenon), but observations should never be replaced by distortion of facts and their arbitrary interpretation.

1 " See: Kanicheva R. A. Color influence on perception of size // Psychological research / Ed. B. G. Ananyeva. L., 1939. T. IX.