Features of the formation of aesthetic feelings in children of senior preschool age

Features of the formation of aesthetic feelings in children of senior preschool age

Introduction

The formation of aesthetic feelings in preschoolers is a pressing problem. A child who is able to feel the beauty around him receives a source of inexhaustible positive energy, which creates a good mood, a feeling of happiness, and inspires play, learning, work or communication. This problem can be solved most effectively in older preschool age. In modern conditions, the content and methodology for the development of aesthetic feelings must be updated. We should look for new approaches that will not only contribute to the development of a sense of beauty in everyday activities, but will also make the preschooler in general more sensitive to beauty, ready to see, hear and feel the beauty around him. One of the effective, but little studied means are works of the animalistic genre.

Outstanding foreign researchers in the field of preschool pedagogy F. Frebel, O. Dekroli, as well as well-known representatives of domestic preschool pedagogy and psychology E.I. Tikheyeva, N.P. Sakulina, N.B. Wenger believed that the formation of aesthetic feelings constitutes the foundation of the general development of a preschool child. The formation of aesthetic feelings in children contributes to the formation of cognitive interests, introduces them to the unique and diverse world of animals, the interaction between humans and animals, teaches love and understanding, forms responsiveness to beauty, and develops aesthetic feelings.

According to N.A. Vetlugina, deep artistic and aesthetic feelings, as well as the ability to perceive everything beautiful in the surrounding reality and in creativity are an important condition for a person’s spiritual life. She notes that this process must be targeted, organized and controlled.

The essence of the animalistic genre, its value in social and aesthetic terms, is reflected in the works of Yu.M. Kirtsev, N.P. Kosterin, V.S. Kuzin, A.E. Terentyev, and others.

The relevance of the issue under study is evidenced by the fact that there is more and more modern research in this area, but it is not fully used in the practice of preschool educational organizations. Educators underestimate the possibilities of using the animal genre in educational activities and rarely use it in the formation of aesthetic feelings in children of senior preschool age.

Topic of the study: “The animal genre as a means of developing aesthetic feelings in children of senior preschool age.”

Purpose of the study: to identify the possibilities of forming aesthetic feelings in children of senior preschool age using the animal genre.

Object of study: the formation of aesthetic feelings in children of senior preschool age.

Subject of research: the animalistic genre as a means of developing aesthetic feelings in children of senior preschool age.

Research hypothesis: the education of aesthetic feelings in older preschoolers will be successful if

— to identify the features of the formation of aesthetic feelings in children of senior preschool age;

— carry out a selection of works of the animalistic genre for familiarization with children of senior preschool age;

- in classes, systematically, purposefully use paintings of the animalistic genre and apply various methods and techniques for educating aesthetic feelings.

Research objectives:

1. Study psychological, pedagogical and methodological literature on the research problem.

2. To study the process of education of aesthetic feelings in older preschoolers and to identify its features.

3. To identify the most effective methods and techniques for educating aesthetic feelings in older preschoolers in the process of becoming familiar with the animalistic genre.

4. Test a series of classes on the formation of aesthetic feelings in older preschoolers in the process of becoming familiar with the animal genre.

Research methods:

— theoretical (analysis, systematization of information, comparison, generalization);

— empirical (observation, conversation, pedagogical experiment);

— statistical (data processing).

The practical significance of the study lies in the fact that the developed materials can be used by college students in practical training and by young educators in their professional activities.

Base of experimental and practical work: Municipal autonomous preschool educational institution “Kindergarten No. 44” of the urban district of the city of Sterlitamak of the Republic of Bashkortostan.

Chapter I. Theoretical foundations for the formation of aesthetic feelings in senior preschool children using the animal genre

Features of the formation of aesthetic feelings in children of senior preschool age

Aesthetic feeling is a person’s direct emotional experience of the ability to relate to expressive manifestations of reality and the consolidation of this ability in various types of aesthetic activity.

Ideas about the essence of aesthetic feelings, its tasks, goals have changed, starting from the times of Plato and Aristotle right up to the present day. These changes in views were due to the development of aesthetics as a science and understanding of the essence of its subject. The term “aesthetics” comes from the Greek “aisteticos” (perceived by the senses). Philosophers and materialists (D. Diderot and N.G. Chernyshevsky) believed that the object of aesthetics as a science is the beautiful. This category formed the basis of the system of aesthetic feelings.

The formation of aesthetic feelings is a process of purposeful, systematic influence on the child’s personality for the purposeful development of his ability to see the beauty of the surrounding world, art and create it [3, p. 45].

Adults and children are exposed to artistic and aesthetic processes every day. The beautiful and the ugly, the tragic and the comic play a significant role in everyday work, in everyday life, in interpersonal communication throughout the world around us. Beauty brings aesthetic pleasure, develops work activity, makes meeting people pleasant, and on the contrary, it rejects the ugly, tragedy teaches compassion, comedy helps in the fight against shortcomings.

The formation of aesthetic feelings occurs in children at all “stages of their natural and cultural activities and in all types of behavior to harmonize the world and the products of their activities, themselves and their communication with other people” [25, p. 142].

In the works of A.I. Burova, V.E. Druzhinina, B.T. Likhacheva, S.N. Naumova, V.A. Sukhomlinsky, G.Kh. Shingarov's aesthetic feelings included: satisfaction, disinterested aesthetic pleasure, aesthetic joy, feelings of beauty, aesthetic perception, contemplation, experience, fantasy. They believed that aesthetic feelings serve as a stimulus for improving the positive qualities of a person, social traits such as empathy, compassion, kindness, responsiveness, mutual assistance, generate in a person the ability to enjoy work and knowledge, tone up psychophysiological functions, activate socially significant activities, unite and enrich person.

Aesthetic feelings in preschoolers include: positive emotional responsiveness, joy from their achievements and about the successes of other children, a sense of beauty and an emotional and valuable attitude towards the surrounding reality. In addition to the formation of children’s aesthetic attitude to reality and art, aesthetic feelings simultaneously contribute to their comprehensive development. Aesthetic feelings contribute to the formation of a person’s morality, expands his knowledge of the world, society and nature [5, p. 14].

Preschool educational organizations solve specific problems aimed at developing the aesthetic feelings of children: developing the ability to feel and understand the beautiful in life and in art, respond emotionally to it, appreciate the beautiful, strive to complement the beauty of the world around them to the best of their ability. All these tasks can be successfully solved only if children develop aesthetic feelings for the surrounding reality. The formation of aesthetic feelings and ideas of children, familiarization with beauty is carried out in a certain system, in various types of activities, in the perception of the surrounding reality and works of art [13, p. 12].

The aesthetic properties of a person are not innate, but begin to develop from a very early age in the conditions of a social environment and active pedagogical guidance. In the process of forming aesthetic feelings, children gradually master the aesthetic culture of our society, the formation of aesthetic feelings, as well as ideas, concepts, judgments, interests, needs, feelings, artistic activity and creative abilities.

By the end of senior preschool age, a child can listen more intently to musical and literary works, examine works of fine art, and also perceive them more deeply, empathize, sympathize with the positive, the good, and condemn the evil. The child develops an ear for music and poetry. Children exhibit stable preferences for certain genres of musical, literary and visual works. They develop an interest in the beautiful in the surrounding life and art [36, p. 135].

Modern aesthetic and pedagogical literature identifies the abilities necessary for creating an artistic image by older preschoolers: the ability to convey the generalized imagery of objects, to comprehend emotionally and aesthetically, to combine form and content. The conditions for the formation of these abilities have been identified: children’s independent choice of artistic and expressive means (according to the plan); harmonious color scheme in accordance with the theme and emotional attitude to the image; the dependence of visual materials and execution techniques on the nature of the transmitted image.

In modern conditions, the following tasks of forming aesthetic feelings are put forward in kindergarten:

1. Systematically develop the perception of beauty, aesthetic feelings, and ideas of children. All types of art, nature and everyday life contribute to this, causing immediate emotional responsiveness, joy, excitement, admiration, passion.

2. Involve children in activities in the field of art, cultivating in them the need and habit of introducing elements of beauty into everyday life, nature, and social relations.

3. To form the foundations of children’s aesthetic taste and the ability to independently evaluate works of art and life phenomena.

4. To develop the artistic and creative abilities of children [30, p. 54].

The main task of developing aesthetic feelings in older preschool age is to form a creative attitude towards reality. The formation of aesthetic perception, aesthetic and artistic abilities, aesthetic and artistic activity is based on the modern development of sensory systems, the activity of various analyzers, providing the necessary accuracy and precision of differentiation.

Solving problems in the formation of aesthetic feelings is closely related to the formation in children of such qualities as initiative, the ability to foresee certain results, strive for them, and the ability to dream.

Meeting the beautiful in art with well-organized work evokes an aesthetic feeling in children. By influencing feelings and evoking them, beauty gives rise to thoughts and shapes interests. In the process of forming aesthetic feelings, the child makes his first generalizations. He makes comparisons and associations. The desire to find out what the picture and music are telling about makes children look closely at the colors and lines, listen to the sound of music and poetry. Children begin to notice a certain connection between the surrounding reality and the art that reflects it.

Many teachers have been and are studying the problems of forming aesthetic feelings in preschool children: N.A. Vetlugina, T.G. Kazakova, N.P. Sakulina, E.A. Flerina and others. Thus, aesthetic feelings as a psychological category were considered by psychologists such as G.S. Abramov, R.S. Nemov, S.L. Rubinstein. A.M. Vinogradova, A.V. Zaporozhets, T.S. Komarov considered the issues of the formation of aesthetic feelings through the artistic activities of children.

Thus, in the process of formation and training, the tasks of aesthetic education in preschool age are carried out. By shaping children’s artistic abilities, their aesthetic feelings, and aesthetic attitude towards beauty, the teacher lays the foundations on which a person’s spiritual wealth will be formed in the future.

B.T. Likhachev notes that the formation of “aesthetic feelings is a purposeful process of formation of a creative personality capable of perceiving, feeling, appreciating beauty and creating artistic values.” IN AND. Loginova noted that the aesthetic feeling evoked by a person’s actions, his relationship to work and everyday life, to all life, approaches a higher concept - to beauty as the highest moral ideal. Aesthetic feelings are characterized by complexity, depth, variety of content and are in unity with the human intellect [41, p. 26].

The aesthetic sense is characterized by creative aspirations. It makes you want to act. A. S. Makarenko excellently showed how he formed in children the desire to “see a better tomorrow and strive for it in a joyful general tension, in a persistent, cheerful dream.” The preschooler enthusiastically surrenders to these experiences, strives to act if this “musically tuned energy” is evoked in him.

The process of forming aesthetic feelings plays a big role in the development of a child’s personality. The main assistants in this labor-intensive process are adults - teachers, parents. It depends on them whether children will develop the foundations of aesthetic taste and the ability to independently evaluate works of art and life phenomena.

When working with children to form aesthetic feelings, the following tasks are necessary: ​​to form the perception of beauty, aesthetic feelings; involve children in activities; introduce elements of beauty into everyday life, nature, and social relations; to form the foundations of aesthetic taste, the ability to independently evaluate works of art and phenomena; develop artistic and creative abilities [19, p. 56].

The category of beauty is the main aesthetic category. It reflects not only an aesthetic assessment, but also a moral one. The formation of knowledge about beauty occurs through everyday objects that reflect children, for example, toys or works of art. Gradually, by older preschool age, the study of beauty in natural phenomena, life, and evaluation of people’s activities and actions comes.

At this age, preschoolers evaluate their actions, which ones are beautiful and which ones are ugly. They are taught that a person who works is wonderful, and being lazy is ugly. Children are taught the beauty of working conditions, and are taught to take care of the results of these works through different types of arts: poetic activity, song creativity, musical activity, visual arts. “Preschoolers are given knowledge about beauty, and they can give an aesthetic assessment: beautiful or ugly, ugly or ugly.

The task of any education is to form certain needs in the individual. The formation of an aesthetic need, which is defined as a person’s need for beauty and, in fact, according to the laws of beauty. Teachers should pay special attention, first, to the breadth of aesthetic needs, i.e. “the aesthetic abilities of a person to relate to the largest possible range of phenomena of reality; second, on the quality of aesthetic need, revealing the level of artistic taste and ideal; third, on active creative activity, both performing and authoring, which concerns not only art, but also all forms of human activity. These signs can be considered a criterion for a person’s aesthetic feelings” [36].

In kindergarten, classes on the formation of aesthetic feelings are associated with all aspects of the educational process, since a variety of forms have a beneficial effect on this, and the results are visible in a wide variety of activities [38, p. 123].

Classes include:

— formation of aesthetic feelings through the means of art;

- formation and development of an aesthetic attitude to the surrounding world through familiarity with social and natural phenomena in everyday activities, in work activities, and in play activities.

The next important condition is the presence in everyday life of works of art, such as fiction, works of decorative and applied art, sculpture, paintings, prints, musical works, etc. From early childhood, a child should be surrounded by authentic works of art.

The third condition is the activity of the children themselves, due to the fact that the creation of an aesthetic environment does not yet determine the success of the formation of aesthetic feelings in a child. The joint work of a teacher and a child to develop a preschooler’s creative abilities to accept artistic values ​​and to engage in productive activities underlies the methodology of aesthetic education [15].

The variety of methods for the formation of aesthetic feelings depends on many conditions, such as the volume and quality of artistic information, forms of organization and types of activities, and the age of the child.

Pedagogical science and practice determines a number of the most effective methods that contribute to the formation of children’s aesthetic feelings, attitudes, judgments, assessments, and practical actions:

- a method of persuasion, which is aimed at developing aesthetic perception, evaluation, and initial manifestations of taste;

- a method of training, exercises in practical actions that are aimed at transforming the environment and developing skills of a culture of behavior;

— a method of problem situations that encourage creative and practical actions;

- a method of inducing empathy, emotionally positive responsiveness to the beautiful and negative attitude towards the ugly.

A preschooler who observes aesthetic phenomena in life not only develops aesthetically, but also spiritually. But at the same time, the child does not “realize the aesthetic essence of objects; for him it is entertainment, and without the intervention of an adult, the child may develop incorrect ideas about values ​​and ideals” [21].

“In artistic activity, as a rule, there is a reproductive factor and a creative one. A child cannot create unless he learns to reproduce, both factors are necessary and interconnected.” The first and main condition for the formation of aesthetic feelings is the cultivation of the ability to perceive, correctly understand, evaluate and create beauty in life and art. The process of forming aesthetic ideas in children covers two important groups of tasks. The first group is a task that is aimed at forming aesthetic ideas about the world around us. These are the skills to see beauty in nature, actions, art, to understand beauty; cultivate artistic taste, the need for knowledge of beauty. The second group is associated with “ideas about the imagery of the artistic language of various arts: teaching children to sculpt, draw, move to music, design; singing; formation of verbal creativity" [18].

Based on this, the general concept of aesthetic feelings is associated with the ability for artistic and aesthetic creativity in art and life, behavior, and relationships. This ability includes the following elements: artistic taste, the ability to admire, experience and judge, elements of aesthetic education - aesthetic ideal, aesthetic development and aesthetic education [18].

In preschool age, we introduce children to beauty, but we must understand that a child cannot fully understand where the truth of beauty is and where it is fake. The teacher needs to know the features of the formation of the aesthetic culture of children of senior preschool age [19, p. 54]

When talking about beauty, the teacher focuses on feelings rather than content. The teacher connects the aesthetic sense with sensory development, because the beauty of all objects is in the unity of shape, color, size, line and sounds. Therefore, it is necessary to organize didactic games for sensory education of children. The child is imitative, so the teacher should give only positive role models.

Thus, senior preschool age is a special age for the formation of aesthetic feelings, where the teacher plays the main role in the life of a preschooler. Taking advantage of this, skillful teachers are able not only to lay a solid foundation for an aesthetically developed personality, but also, through aesthetic feelings, to lay down a person’s true worldview, because it is at this age that the child’s attitude to the world is formed and the essential aesthetic qualities of the future personality are developed.

Child from one to 2 years old: perception of space and content

During this period, the child actively gets acquainted with space, since by this time he already begins to walk. Although the characteristics of objects in space still merge with their content. And starting from 1 year 2 months, a child is able to find an object by word if he has a connection between this word and the object. For example: “Give me a cube.” And by about 1 year 8 months, many words acquire a general meaning. Thus, children begin to attribute a particular word to several objects with different characteristics, and not to just one. The child is already able to distinguish a toy that is new to him and sort objects not only by color and shape, but also by more complex characteristics, for example, separating dog toys from cats. But to correctly select an object based on a word, the child still needs up to 8 repetitions.

Methodology for the development of perception

According to famous psychologist Dale Carnegie, sympathy can be aroused with a simple smile.

Therefore, it is worth paying attention to your smile and learning to smile at passers-by and, in the future, at your interlocutors, in order to start a dialogue, and then create a strong and lasting communication connection

A sincere smile evokes sympathy by default

Today there are many cunning techniques and psychological tricks in dialogue that will allow you to understand your interlocutor and enhance the transmission of your emotions.

You can also gesticulate more and develop facial expressions to make the conversation more lively and make it easier for the interlocutor to convey information.

This will improve the quality of social perception and understand people.

The practice of American psychologist, professor and specialist in the field of psychology of emotions and lie detection Paul Ekman is one of the most effective ways to obtain and develop social perception skills.

It is based on focusing attention in three areas of a person’s face: forehead, chin and nose. Paul Ekman believes that it is the nose, chin and forehead that reflect various emotional states of a person, for example, anger, fear, disgust, sadness.

By analyzing a person’s facial expressions and gestures during a dialogue, you can understand what mood the interlocutor is in and what he is feeling at the moment. The skill of recognizing emotions and gestures allows you to strengthen contact between people. This way you can know what is best to say during the dialogue.

Methods for developing different types of perception

Here are several methods for developing perception of different types.

Size, color and shape

In this case, children are asked to take out objects of only one color from the boxes. Or suggest taking out only square objects, or only round ones. You can prepare boxes painted in different colors, and in them the child must put objects of the color in which the box is painted.

What's lost?

In this game, not only vision and attentiveness work, but also thinking. The child is asked to look at a picture showing different objects. But they are not finished yet. For example, a bicycle is missing a wheel, and a house has no windows. The child must tell what is missing.

Smell and guess

Smell works in this game. The child is blindfolded, in front of him are vegetables and fruits, and other products that the player must name, guided by smell.

Magic sound

A game that awakens the imagination and ears. Child with closed eyes. The presenter plays sounds, including the audio system: the sound of rain, the sound of a steam locomotive, the chirping of birds, etc. The child names who the sounds belong to.

Tactile riddle

There are objects in the container. The child, without looking, must determine by touch what it is. Objects must be of different sizes, shapes, smooth or rough.

• “Games to develop fine motor skills in children”
• "Development of imagination in preschool children"

Age norms for the development of sensations

Sensation is a neuropsychic process that allows one to reflect and differentiate individual qualities and properties of objects, phenomena of the surrounding world and the internal state of a person. Sensations arise during the action of stimuli on the corresponding receptors.

The development of sensation in children proceeds according to age-related changes in the psychophysical maturation of the child. Newborns have the best developed tactile senses. From the first days of life, the baby reacts to touch and changes in temperature. Newborns have very good sense of taste and smell. The baby distinguishes bitter, sour and sweet tastes, and also determines by smell where his mother is.

Visual and auditory perception develops somewhat more complexly. The child practically does not react to sounds until about the second or third week of his life. However, later he begins to distinguish between the noises of the surrounding world and the speech of adults. The process of development of auditory sensations is very long and multi-stage. Its formation covers the entire period of childhood, until the child learns to distinguish the subtle sounds of the surrounding world - the tonality of music, the intonation of speech, etc.

Visual sensations also develop in stages. First, the child learns to distinguish between objects and faces. Closer to the fifth month of life, he becomes receptive to color, but until two years of age he perceives only 4 basic shades - red, green, blue and yellow. The complete formation of intermediate tones and halftones will be completed only by the 5-6th year of the baby’s life. At the same time, visual perception includes the ability to differentiate the shape, size, distance and proximity of objects.

Perception of what it is

In psychology, perception is understood as the process of reflecting reality in all its interrelations. A person receives signals from the environment through various senses. From them, information enters the brain, where it is “processed” and “generates” sensations.

An important role in perception is played by a person’s activity, his speech and the “baggage” of accumulated life experience.

All this allows us to see not only the properties of individual objects, but also to perceive a full picture of the reality around us.

Sensory perception in young children

A person’s ability to perceive information, unlike the ability to do so, is not innate. When a child is born, he learns to do this. He sees objects, hears certain sounds, feels touch and smells. This is evidence of the formation of the perception mechanism. But the child cannot use it - he does not know how yet.

The meaning of perception

The importance of the perception process is difficult to overestimate. This is the basis of human knowledge, the foundation for its further development. Knowledge of the world begins with perception, which involves the inclusion of other mental operations: attention, thinking and memory.

That is why it is so important to know its development features and be interested in this development

A child’s understanding of the world begins with perception

Picture perception

The perception of pictures is also of great importance in the development of visual perception in preschoolers. Preschoolers have difficulty perceiving the picture correctly. After all, even in the simplest picture, where there are at least two objects, there is already some kind of spatial connection between them. To reveal the relationship between parts of the image, it is necessary to comprehend these connections, so pictures are traditionally used to determine the general mental development of the baby. At one time, A. Binet used this test in the scale he invented for measuring intelligence. He and his follower V. Stern identified three levels of children's perception of pictures.

• The first stage of enumeration (or subject) is typical for 2-5 year old children.
• Children aged 6-10 years are in the second descriptive or action stage.
• For children over 9-10 years old, the third stage of relationship (or interpretation) begins.

The question itself that an adult asks a child is very important. When the teacher asks what the children see in the picture, he directs them to list all the objects (minor and important) in random order. And the question “What are they doing in this picture?” pushes the baby to reveal functional connections, in other words, actions. When asked to talk about the events depicted, the child tries to understand exactly what is depicted, that is, he rises to the level of interpretation. That is, during the experiment, a child can simultaneously demonstrate all three levels of his perception of the picture. With the development of perception, preschoolers are able to recognize the properties of objects, distinguish between objects, and find out whether there are certain relationships or connections between them. As soon as a reaction to visual information appears, the act of visual perception begins, the qualities of perceived objects are isolated, analyzed and synthesized until awareness and fixation of this information in the form of an image of perception occurs.

Then the visual information turns into a mental image, which is stored in memory and used for learning, orientation and action in the environment. Visual perception is one of the most important types of perception, which has a significant impact on the mental development of the baby, because it is important for both informational and operational significance . It is involved in maintaining balance, orientation in space, regulation of posture and control of behavior.

The formed visual perception is the basis on which the figurative forms of cognition used at school age are based.

Methods for diagnosing the level of development of perception for children 6-7 years old

"Name the objects"

Equipment: 3 drawings in which different, but well-known to children, objects are “hidden”. In total, the pictures show 14 items. Stopwatch. The task is completed within a minute. If the child spent more than a minute, the result is not counted.

Instructions: the child is shown a picture, he must sequentially name all the objects hidden on it. The next picture is presented only if the answer is complete and correct.

Evaluation of results:

*The average level corresponds to the age norm.

“What did the artist forget to draw?”

Equipment: 7 drawings (pictures) of objects, each missing one essential detail. Stopwatch.

Test “What the artist forgot” for children 6-7 years old

Instructions: Look carefully. Each picture is missing an important detail. Name her. The result is counted if the missing details in all the pictures are named.

https://youtube.com/watch?v=NH13hKE_ueQ

I like it I don't like it

Types of perception in preschoolers based on perceptual systems

The main types of perception in preschoolers are based on various analyzers:

• Visual, allowing you to visually evaluate all the properties of an object;
• Hearing, which helps to learn speech, recognize the native language, feel the sounds of nature, hear music;
• Tactile, providing knowledge of an object through touch.

Auditory

With the help of hearing, the child learns to recognize the sounds of his native language, words and syllables. If in infancy the perception of speech is based on the rhythmic and melodic structure of words and sentences, then already at 1 year the formation of phonemic hearing begins. The baby needs another year for the acceptance of all the sounds of his native language to take shape and for the formation of a sound culture of speech to begin.

The development of auditory perception is most effective during walks, when the baby listens to the noise of the street, birdsong, the sound of rain, and steps. An excellent exercise is to close your eyes and try to understand from which side the bird is singing, or whether a car is driving far or close.

Visual

Visual perception is the leading one in preschool age. The ability to read, see the beauty of the world, and assess danger depends on it

Its leading role is justified by the fact that vision allows you to capture the entire object as a whole, as well as see details

Visual signals arrive before the preschooler touches or tastes an object. In addition, examining an object is much safer than other methods of research.

Only at an early age, when the baby begins to comprehend the surrounding reality, his “eyes” are his hands. But at this stage, parents make sure that the child is in a protected space and that only safe objects are in his hands.

According to statistics, the number of visual people (who prefer visual perception) prevails in the world, so the development of this type requires special attention. The task of an adult in preschool age is to sharpen the child’s visual perception, and also to help him expand the range of perceived details.

With preschoolers you need to draw more, study pictures and illustrations. It is these children who enthusiastically engage in appliqué, putting together puzzles and mosaics, continuing to develop their visual senses.

Tactile

Tactile or kinesthetic perception is directly related to touch. Younger preschoolers still trust their hands even more when familiarizing themselves with a new subject. That’s why they so insistently ask to give them something that interests them. More details about tactile perception.

Playing with materials of different structures, modeling, natural substances is a great way to develop the sense of touch. With their eyes closed, children enjoy rolling the foil into balls and smoothing it out. Great joy comes from the exercise of identifying bulk material in a cup. The eyes, of course, must also be blindfolded.