Sensory development of younger preschoolers through didactic games

The task of games-activities for the sensory development of children

The main task of games and activities for children is to accumulate a variety of sensory experiences, which would help to systematically accumulate knowledge, gain new ones, and apply them in different situations at the next stages of learning and fine art and design.

— What games do you use at home for sensory development?

— How do you play with your children?

— What do these games teach a child?

It is important that educators, when organizing games and activities, use brief verbal instructions and do not distract children from completing tasks with words.

But many studies in the field of correctional pedagogy show that children often have underdeveloped perception: it is fragmented, inaccurate and unfocused. Preschoolers have insufficiently developed sensory standards.

Therefore, there is a need to create conditions that would allow the exercise of sensory functions during systematic training. Children train to distinguish and classify signs of the world around them in order to more accurately and adequately interact with it.

The effectiveness of didactic games in the sensory development of preschool children

The main ways to influence sensory standards in preschoolers are exercises, didactic and objective games. This can be explained by the fact that younger preschoolers most of all need play activity.

In the process of didactic games, you can not only monitor the formation of the child’s skills and qualities, but also guide and correct them in the right direction.

Didactic games induce in children the ability to think independently and apply existing knowledge in different conditions in accordance with the assigned tasks. It should also be noted that exercises and games need to be carried out in a certain system in connection with the way children are raised and sensory trained.

Taking this into account, in order to develop sensory standards and increase the level of sensory development, we have developed a set of didactic games.

When working with sensory development, I consistently and systematically use exercises and didactic games. This is precisely the main means of sensory education. I try to introduce them into one form or another of the educational process.

First, I drew up a long-term plan for the formation of sensory standards. I tried to distribute the material in a sequence that provides for a gradual transition from easy to difficult.

For example, first children must become familiar with certain sensory properties - the shape and size of objects that are explored by touching. They are then able to perceive color using vision.

The principle of consistency is also applied in the fact that first children become familiar with properties that differ sharply from each other, and then those that have similar characteristics. Moreover, it is necessary to take into account the age of preschoolers and what stage of their development they are at.

When developing preschoolers’ ideas about different colors, you need to act in stages. First, preschoolers must learn to navigate contrasting colors and match similar objects to samples.

For this purpose, didactic games are organized in which children can put things on plates, find similar balls and show a similar mosaic. From the first lessons, it is important not only to name what color the objects are, but also to place some objects tightly against others.

At the next stage, children learn to develop the ability to navigate in contrasting colors: green and yellow, blue and red. To do this, they use tasks in which children select similar objects according to a sample.

There are various educational games for this purpose. Children tie strings to balls, put bouquets in vases, hide mice, arrange objects by color, and put butterflies on flowers. And if at first the children make mistakes, they are helped by showing them the correct pattern of actions.

To make it more interesting for children, you can use different teaching materials, trying to alternate them throughout the lesson.

At this stage, preschoolers usually develop an understanding that different objects can have the same color. Toys and natural materials that have the desired color are selected.

Children can complete the following tasks: “Find objects that are only blue or red.” To develop ideas about what shape objects have, you need to help children compare them.

For example, I can ask the question: “Tell me, guys, what shape is this ball?” And then I tell them: “This ball is round, like an orange.” Then I invite the children to find objects with a similar feature themselves.

At the same time, it is necessary to teach children to perform such practical actions as overlaying figures, turning them over and applying them. Children trace the outlines of the figures with their fingers and perform other actions.

When a child has completed a number of practical actions, it is easier for him to recognize the figures that he needs to know in early preschool age. To correctly determine the size of an object, preschoolers need to develop the ability to select objects with the same size as the sample.

Then the children are given tasks that would develop their ability to distinguish objects by their size, overlapping or applying them to each other.

This allows you to fix the names of subject properties. During games to determine quantities, you need to use as many objects as possible, which are prepared in advance. These can be toys of different sizes.

With the help of didactic games, you need to shape children's thinking and their attention. These processes are inextricably linked with the acquisition of new sensory experiences.

All this allows us to consolidate ideas about size. To form tactile sensations, you need to use exercises and games using tactile paths and sensory panels.

Children are offered colored sticks and beautiful laces, as well as baby clothespins. The kids love playing with colorful corks, Velcro, twisting objects and brushes.

It should also be noted that the development of sensory skills is an integral part of educational activities. But in joint activities, as well as in special moments, we also pay attention to this.

Depending on the age of the child, different approaches are used to organize didactic games.

Sensory development of younger preschoolers through didactic games

MBDOU Irkutsk kindergarten No. 127 “Beryozka”, Irkutsk, Irkutsk region

Educator

Link to the article, when indicated in the bibliography (according to GOST R 7.0.5–2008):

Semenova S.G. Sensory development of younger preschoolers through didactic games // Sovushka. 2021. No. 1. URL: https://kssovushka.ru/e-sovushka.2016.n1-a/ZP15120188.html (access date: 12/29/2021).

The world enters the lives of children gradually. First, the child learns what surrounds him at home, in kindergarten. Over time, his life experience is enriched, and daily impressions from communicating with people play a significant role in cognition. Preschool age is the age when sensory processes take shape and develop. Therefore, sensory development, in the process of sensory education, occupies the most important place during this period, since it is also the basis for mental development. Didactic games, which serve as the basis for understanding the world, the first stage of which is sensory experience, help to fully perceive the surrounding reality. According to E.G. Pilyugina, V.I. Loginova, effective management of the sensory development of children of primary preschool age is carried out in classes or in organized activities. The teacher, systematically planning the implementation of didactic games on sensory education, promotes the effective development of sensations and perceptions, which affects the child’s sensory development. Observing the work of my fellow teachers, I realized that preschool organizations do not always systematically use didactic games for the sensory development of children of primary preschool age in educational activities. Therefore, I set several tasks for myself, solving which I saw the influence of didactic games on the sensory development of young children in the process of educational activities. Sensory is a set of sensory subsystems of the body. The sensory system of any person includes several subsystems: visual, vestibular, auditory, proprioceptive, tactile. The sensory development of preschool children includes two interrelated aspects: 1) the assimilation of ideas about the various properties and relationships of objects and phenomena. 2) mastering new perceptual actions that allow a more complete and voluminous perception of the world around us. Consequently, sensory development is the development of sensations and perceptions, ideas about objects, objects and phenomena of the surrounding world with the help of body subsystems: vision, hearing, touch, smell, taste. Sensory development is carried out in the process of sensory education. Outstanding foreign and domestic teachers believed that sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education. For sensory development, the teacher can use various possibilities:

• in visual arts: color and shades;
• in constructive: shape, size, spatial relationships, surface properties (smooth, fluffy, rough);
• in musical activity: tempo, rhythm, character of music;
• on modeling: properties of plasticine, clay (hard, soft, plastic);
• in familiarization with the surrounding world: color, smell, sound, etc.

Sensory development in preschool age is carried out in three directions: development of sensory organs; mastery of sensory standards; mastering perceptual actions (methods of examining objects). As sensory experience accumulates, the child’s range of sensory representations becomes wider. Children transfer their accumulated experience to other objects and phenomena and use it in everyday life. In my work with children of primary preschool age, I relied on the following tasks:

• develop children's perception in various activities; creating conditions for children to become familiar with the properties of objects and phenomena of the surrounding reality. Strengthen the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color;
• enrich children’s sensory experience and the ability to record it in speech;
• improve children's perception by actively including all senses;
• develop figurative ideas.

I solved all these problems with the help of the game. It is known that the leading activity in preschool age is play. Play, being a form of practice for a child, is aimed at mastering and understanding the life around him. Didactic games play a big role in the mental education of children. These games have ready-made content and clear rules. Didactic games are a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific problems of teaching children, but at the same time, they demonstrate the educational and developmental influence of gaming activities. Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. A didactic game has a certain structure: a didactic task; game task; game actions; rules of the game; result (summarizing). For sensory education of young children, I used the following types of didactic games:

• Games are instructions based on children’s interest in actions with toys (objects): picking up, folding, inserting, stringing, etc. (matryoshka, pyramids, etc.).
• Hide and search games are based on children's interest in the unexpected appearance and disappearance of objects, their search and finding.
• Games with riddles and guessing that attract children with the unknown: “Find out”, “What is here?”, “What has changed”, “Magic bag”.
• Plot-didactic games - depiction of life situations, in the role of adults or animals (“Let’s give Masha some tea,” “Let’s wash the doll’s dress,” geese, bear, bunny, etc.).

Using a didactic game as part of educational activities, I systematically and systematically carried out the sensory development of children. At the same time, she used the didactic game in educational activities as an independent form and as a method in one of its parts. In order to make my work more effective, I divided all the children into two subgroups, taking into account the level of development of each child. I also planned the following didactic games, which were aimed at:

• to form ideas about color and shades (two shades of each color);
• on the formation of ideas about form;
• to form ideas about size and size;
• to develop the ability to examine and designate the properties of real objects;
• on the development of the eye.

All didactic games were carried out by me in strict sequence. First, games were played aimed at developing color, then at developing the perception of shape, then at developing the perception of size, and finally at developing the eye. In the process of conducting most of the didactic games, I developed examination skills in children. This sequence is due to the fact that children must first learn color and shape, and only then size. To attract the attention of children, at the beginning of educational activities I used surprise moments: “Who’s knocking on our door?”, “Look what Mashenka brought us in a magic bag!” etc. Children of primary preschool age get tired quickly, and so that their attention does not weaken, all explanations and didactic games were carried out in the process of substantive practical activity. In order to diversify the children’s activities, I used physical education minutes, such as: “The little gray bunny is sitting...”, “Pinocchio”, etc., finger gymnastics: “Magpie-crow”, “Finger-boy, where have you been?” etc. And then she returned to solving didactic problems. In the process of working with children, I encouraged children to take active action with didactic material, and to consolidate skills, I resorted to repeated exercises with similar materials, which allowed children to use knowledge and experience in independent games. During games and educational activities, I tried to take care of the child’s good emotional well-being. Draws attention to objects and actions with them using a variety of techniques, maintains interest in educational activities through the introduction of characters (“Katya came to look at us,” “fingers want to help,” etc.). I consolidated all the received ideas about sensory standards with the help of productive activities. In art classes, I reinforced primary colors and shapes with the children. During constructive activities, all sensory ideas of children were consolidated: color, shape, size (magnitude) with direct practical activity. In addition, I used games to consolidate knowledge at one of the stages of educational activities. For example, in the water part (subject didactic games), in the main part as physical education and preparation of fine motor skills for drawing (at this stage, verbal games were carried out). In the final part I used printed board games. I used all of the above in classes on the sensory development of children of primary preschool age, and, accordingly, reflected it in long-term planning.

Long-term plan for the use of didactic games in productive activities

The work also used an individual approach to children who had a low level of sensory development. Thus, thanks to didactic games, this group of children demonstrated the ability to identify, name and differentiate primary colors and geometric shapes; name the primary colors (white, black, red, blue, green, yellow); compare objects by size, highlight size as a significant feature that determines actions, based on examination and development of the eye. As a result of our joint work with children on the development of sensory abilities, I can say with confidence that didactic games should be selected based on the age and psychological characteristics of children; knowledge, skills and abilities acquired in the didactic game must be consolidated in various types of productive activities (drawing, modeling, design, etc.) and in everyday life. This ensures the deepening and specification of pedagogical work, as well as the development of the child’s sensory culture. And, of course, the system of didactic games should be built with gradual complication so that the child can correlate new information with existing experience and knowledge. Didactic games will contribute to more effective sensory education of children only if they are purposeful and systematic.

List of used literature:

1. Bondarenko A.K. Didactic games in kindergarten. M.: Education, 1991. 160 p.
2. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. M.: Education, 2008. 315 p.
3. Wenger L.A. Sensory education of preschool children // Preschool education. 2004. No. 13. P. 42-46.
4. Deryagina L.B. Rainbow-arc: Remembering colors, developing speech and artistic taste: a guide for children, parents and educators. St. Petersburg: Litera, 2005. 32 p.
5. From birth to school. Basic general education program for preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva. M.: MOSAIKA-SYNTHESIS, 2014. 368 p.
6. Pilyugina E.G. Baby's sensory abilities. Games for teaching color, shape, and size in younger preschoolers. A book for kindergarten teachers and parents. M.: Educational literature, 1996. 25 p.

Methodology for organizing didactic games for sensory development

Let's consider the methodology for organizing didactic games for children of primary preschool age.

1. In younger preschoolers, excitation processes prevail over inhibition processes. Visuals are more effective for them than words. Therefore, it is advisable to explain to them the rules and demonstrate the game action itself. If a game has different rules, don't tell them all at once.
2. Games should be conducted in such a way that they allow children to experience joy and cheerfulness.
3. We need to teach children to play in such a way that they do not interfere with each other, gradually learn to unite to play in small groups and realize that playing together is much more interesting.
4. A teacher with younger preschoolers should try to get involved in the gameplay themselves. First you need to attract children to play with didactic materials. Then you need to take them apart and put them back together with the guys. It is necessary to awaken children's interest in didactic materials and teach them to play with them.
5. At this age, children have a predominant sensory perception of the surrounding reality. Taking this into account, the teacher tries to select material that can be explored and actively acted upon.
6. Games familiar to children will become even more exciting if something complex and new is introduced into their content, which requires activation of mental processes. Therefore, you need to repeat the game in different variations, gradually complicating their rules.
7. When the rules of the game are explained, the teacher should turn his attention to the different players so that everyone thinks that they are telling him about the game personally.
8. In order for the game to become more successful, the teacher must prepare the children for the game process: before the game, children must become familiar with the objects that will be used, with the images and their properties.
9. After the game, the teacher must definitely notice the positive aspects: praise the children for what they did.
10. Interest in games will increase if the teacher invites them to play with the toys that were used during the game.

Methodological development Master class “Sensory development of children through didactic games”

4

Appendix 47

Parent meeting in the junior group

Master Class

“Sensory development of children through didactic games”

Target:

to help
parents
, with minimal effort and time, carry out targeted work on
the sensory development of children and the development of fine motor skills of primary
preschool age at home.

Plan:

1. Play is the main activity of a child.

2. Sensory development . What it is?

3. Didactic games in sensory development

.

4. Practical part. What games do children need?

?

5. Summary. Reminders for parents

:
“Skills and abilities formed as a result of the sensory development of children in the third year of life ”, “Map of the development of children 2-3 years old
”.

(slide 2) “Without a game there is no

, and there cannot be full mental
development
.
A game is a huge bright window through
which a life-giving stream of ideas and concepts flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity,” believed Vasily Aleksandrovich Sukhomlinsky.

1. What do children love to do most in the world? Of course, play! Children play at home, in kindergarten, on the street, at parties. Any exciting activity is designated for them by the word “game”. To make our children's childhood happy

, the main, main place in their life should be occupied by the game.

In childhood, a child has a need to play. And it must be satisfied not because there is time for work, an hour for fun, but because, while playing, the child learns and experiences life.

(slide 3) 2. Early age is the most favorable time for sensory education

, which provides a full perception of the world around us, which contributes to the mental, physical, and aesthetic
development of children
.
The best way to develop and consolidate sensory
skills in a child is to turn any activity and responsibilities into a game, since object-based play is the leading activity and the basis for the development of a child under 3 years of age.
Consequently, the main thing at this age is the enrichment of sensory experience necessary for a full perception of the surrounding world, and, first of all
, the replenishment of ideas about the properties of objects: their color, shape, size of surrounding objects, position in space.
The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children
, i.e., on how completely the child hears, sees, and touches the environment.

(slide 4) Sensory

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

(slide 5) We will carry out cognition of an unknown object using all analyzers and at the same time we will get acquainted with the content and techniques of sensory development of young children

:

Vision – color, shape, size.

Touch – weight, texture, temperature

Olfaction - smells,

hearing - speech, sounds

taste

Touch

education means purposeful improvement,

(sensations, perceptions, ideas) in children

(slide 6) The meaning of touch

education is that it:

- is the basis for intellectual development

;

— develops observation skills

;

- prepares for real life;

- has a positive effect on the aesthetic sense;

- is the basis for the development of imagination

;

— develops attention

;

- gives the child the opportunity to master new methods of subject-cognitive activity;

– ensures the assimilation of sensory standards

;

— ensures the development of skills in educational activities;

- influences the expansion of the child’s vocabulary;

- affects the development of visual

, auditory, motor, figurative and other types of memory.

3. Today I want to introduce you to educational games

, which we play in kindergarten and which we recommend playing at home.
Didactic games
are of great importance in meeting the cognitive needs and interests
of children in sensory education
.
They develop attention
, visual memory, and hearing, which makes it possible to more fully perceive the
sensory
.

Didactic

the game organizes not only the child’s behavior, but also his inner life, helps him understand himself, his attitude to the world. This is practically the only area where he can show initiative and creativity. And at the same time, it is in play that the child learns to control and evaluate himself, understand what he is doing and learn to act correctly.

The essence of the didactic game is

that children solve mental problems presented to them in an entertaining way, and find solutions themselves, while overcoming certain difficulties.

4. And now, dear parents

, I suggest you play
didactic games for the sensory development of children from 2 years old
.

Assignment for parents

.
You need to take the game, look at it, play it and decide what this game develops
.

(slide 7)

Didactic games to develop tactile sensations

:

"Wonderful bag"

Determine by touch (find objects that differ in one way)

Handkerchief for a doll, (identifying objects by the texture of the material, in this case, determining the type of fabric)

Find out the figure (it is suggested to take the proposed figure out of the bag by touch)

Find a pair (the child is asked to find pairs of identical objects by touch)

(slide Didactic games

and exercises to reinforce the concept of form.

Find an object of the specified shape (the child is asked to find pictures depicting objects similar in shape to the given shape)

What shapes does it consist of (you need to determine from the drawing what geometric shapes the object consists of and how many of them)

Find an object of the same shape (learn to identify shapes in specific objects in the environment)

,Which figure is extra (definition of an extra figure in a row of four geometric shapes, propose to explain the principle of exclusion)

(slide 9) Didactic games

and exercises to reinforce the concept of quantity.

Compare objects by height

The longest, the shortest (suggest arranging multi-colored ribbons by length, from shortest to longest; alternatively, you can offer to compare the ribbons according to several criteria)

Multi-colored circles (offer to put the circles (or other geometric figure) starting from the largest, so that the color of the previous circle is visible)

In which box (distribute five types of toys of different sizes into five different boxes depending on the size)

Further - closer (offer to determine the position of the game and objects

: which ones are drawn closer, and which ones are further away)

Didactic games

and color consolidation exercises.

• What color is gone?
• What color is the item (offer to choose the required color for the item)
• Collect a garland (suggest from memory collect

  a garland of multi-colored circles in accordance with the sample)

• What colors are used (showing an image of objects of the same color and its shades, learning to name and distinguish two shades of the same color, practicing the use of words denoting color shades)
• Let's clarify the color (learn to distinguish and name similar colors)

Let's play a didactic exercise

“Guess where they called.”

Goal: development

auditory perception and attention, orientation in space.

Game description

: the teacher chooses the one who will guess, blindfolds him with a scarf, and the other participants
in the game stand in a circle
. At the direction of the teacher, one of the participants makes noise with a jar, and the guesser, blindfolded, turns to the place from which the sound is heard, showing the direction with his hand.

Games to develop tactile sensations

.

Goal: development of tactile memory

, fine motor skills of fingers, impact on the child’s mental potential.

It is proposed to find a pair for each type of surface;

It is proposed to name the sensation from touching the surface (smooth, slippery, rough);

It is proposed to group

cards according to color (texture).

Development games

visual perception.

Didactic game

"Collect the beads"

Goal: to learn to distinguish the four primary colors (red, yellow, blue, green) by comparing them with each other and applying them to a sample, to generalize and consolidate knowledge about color, to learn to alternate evenly

two or three colors when laying out the beads. Learn to use words to denote the names of perceived properties of objects.

During the game

children must learn to distinguish identical objects (beads) based on color, using the overlay method, and also evaluate the result of their actions “This bead is not like that.” In the course of performing a game task, children learn search methods of orientation—trials.

( Parents'

)

Skills and abilities formed as a result of sensory development

children of the third year of life

.

— Children identify and take into account shape, color, size, texture when performing a number of practical actions.

— Grouped

properties of objects in accordance with the sample.

- Correlate dissimilar objects by color, shape, size.

— Designate various objects in accordance with their characteristic sensory features

: sea, sun, water, forest...

- Use “objectified” words-names (brick, ball, roof, grass, chicken)

— Select items for an independent story game

.

— They begin to actively use color name words, often in isolation from a specific object.

Quickly enable touchscreens

systems is one of the key

human abilities, the foundations of his full development

.

5. Today you got acquainted with a small part of what you can do with your child at home. All these games

can be purchased in the store.
But at home you can also play games with cereals
, clothespins, pebbles, cones, dishes and much more. Use your imagination and most importantly, don’t get tired of constantly talking to your kids, name all your actions, natural phenomena, colors and shapes.

Let the child be in a constant flow of information, rest assured, it will not tire him. The more relaxed the training, the easier and faster it will be. Encourage your child to play as much as possible, play educational and fun games

.
Take part in the gameplay. This will be a great way to establish a stronger bond between you and your child! And as a parting gift, I would like to give you some reminders - guidelines: “Skills and abilities formed as a result of the sensory development of children in the third year of life
,” “Map
of the development of children 2-3 years old
.”

Thank you for your attention.

Touch gaming systems and conditions for their use

The methodological literature contains information about different gaming systems. Such systems were developed, among others, by T.V. Bashaeva. They allow you to develop the perception of preschoolers and primary schoolchildren. ISSE was developed on the basis of the patterns of development of perception in the preschool period and on the psychological aspects of the transfer of external actions to the internal plane. The laws of mastering sensory standards were also taken into account.

To realize each type of perception, game systems were created that are based on the principle of gradual complication according to the stages of development of perceptual actions. In the beginning, children play with real objects with the help of adults, so they begin to perceive what properties different objects have. Then models are introduced into the game system, with the help of which the property can be specifically highlighted to facilitate their perception.

By playing with models, children learn to manipulate properties as in real actions in order to dissect external actions and objects themselves into their constituent elements. This makes it easier to assimilate perceptual actions and transfer them to the level of visual perception of objects.

Each type of perception must end with visual discrimination and recognition of the properties of phenomena or objects, with the help of which it is possible to determine whether the preschooler has developed a mechanism for perceiving the properties being studied.

Game methods for forming ideas about color

The main focus is on color recognition exercises and games. With their help, a preschooler can become familiar with the generally accepted system of shades and color tones, which are included in the form of transitional phrases.

These games are very important, because children, when perceiving color in the environment, drawing it with paints and pencils, are not able to independently learn to systematize shades and tones.

G.S. Shwaido offers his own model for constructing games for color discrimination and recognition. First, the child must remember colors that are close to each other. Then he must learn to distinguish colors by dark and light shades.

After this, children should learn to distinguish between shades of one color. First, choose two shades. Then several.

To firmly grasp sensory standards, you need to repeat games many times. But repetition needs to be organized in different ways. If you repeat didactic games without changes, this will give children the opportunity to consolidate acquired skills and knowledge during the exercises.

But if you make familiar games a little more complicated, it develops interest in them. Solving new problems brings children a sense of satisfaction and joy, and children are fueled by a desire to be mentally active.

Formative environment and game methods

According to R.A. Kurashova, we can highlight a subject-based developmental environment, which is one of the conditions for the development of sensory standards in preschoolers.

Today, as the education system improves, as the principles of humanization of the educational process are introduced, great importance is attached to the creation of a formative environment.

The environment, which includes the child's environment, consists of the family, immediate environment and social environment. The environment can both enhance and inhibit a child’s development. But she cannot but influence his development at all.

The developing subject environment is a complex of objects of the material world with which the child interacts. It allows you to model the content of the child’s physical and spiritual appearance.

In order for didactic games to produce results, you need to follow general didactic principles in their organization.

For example, one must adhere to the principle of consistency and systematicity, which is manifested in the fact that the knowledge system should be transmitted to children in a logical sequence, taking into account the cognitive capabilities of students. Another principle is the principle of learning. It involves organizing a process of several steps. It produces more results if you take fewer breaks, stay consistent, and avoid uncontrollable moments.

Based on all this, didactic games should be carried out sequentially from simple to complex.

According to V.N. Avanesova, during classes that are based on the direct influence of adults on the teacher, it is impossible to implement all the goals of sensory education: didactic games still play a large role.

The researcher believes that in some cases games are a specific playful form of conducting classes. They can be organized with all preschoolers during classes. In other cases, games should be used in everyday life, when the child plays independently.

MAGAZINE Preschooler.RF

Author: Ibragimova Irina Petrovna teacher of the first category, GBOU School No. 199, preschool department No. 5 (GBOU kindergarten No. 368), Moscow

Sensory education is the development of a child’s perception and the formation of ideas about the external properties and qualities of objects: shape, color, size, position in space, smell, taste, and so on. The child’s knowledge begins with the perception of objects and phenomena of the surrounding world. Therefore, normal development is impossible without relying on full perception.

The development of perception and sensation occurs more successfully in conditions of purposeful, meaningful activity: playing, drawing, modeling, appliqué, design. This not only creates favorable conditions for the development of sensation and perception, but also creates the need to master shape, color, and spatial orientation on a sheet of paper. The child’s sensory experience is enriched through touch, muscle feeling, and vision. The child is taught to distinguish the size, shape and color of an object through didactic games. When examining an object, a child of primary preschool age, as a rule, identifies one most striking feature, and, focusing on it, conveys the image of the object in visual activity through the color scheme, in design, modeling - through shape, color.

It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. In the system of didactic games, children of the younger group master the basic skills of various types of productive activities. Didactic games systematically teach and reinforce children’s knowledge in a playful way. The combination of a teaching task in didactic games, the presence of ready-made content and rules, allows the teacher to use these games more systematically for the sensory development of children. However, as many studies have found, it is impossible to achieve all the tasks of sensory education in classes on productive activities. Specially organized didactic games are a good addition to learning in classes to familiarize yourself with generalized ideas and socially established sensory standards.

Games with didactic toys, collapsible toys and inserts: nesting dolls, turrets, balls, cubes have a lot in common with the exercises under consideration. The content of didactic toys expresses the features of nature, the life of a particular people, and national character. What attracts a child to a didactic game is not the educational nature, but the opportunity to be active, perform a game action, achieve a result, and win. The ability to teach young children through active, interesting activities is a distinctive feature of didactic games. Let's look at some techniques and methods for leading didactic games. A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to carry them out.

Children operate with existing knowledge, which is acquired, systematized, and generalized during the game. With the help of didactic games, a child can acquire new knowledge: by communicating with the teacher, with his peers, in the process of observing the players, their statements and actions, acting as a fan, the child receives a lot of new information. And this is very important for its development. Children who are inactive, unsure of themselves, and less prepared, as a rule, first take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.

Before starting the game, it is necessary to arouse children's interest in it and the desire to play. This is achieved by various techniques: using riddles, counting rhymes, surprises, an intriguing question, agreement to play, reminders of a game that children willingly played before. The teacher must direct the game in such a way that, unnoticed by himself, he does not stray into another form of learning - classes. The secret of successfully organizing a game is that the teacher, while teaching children, at the same time preserves the game as an activity that pleases the children, brings them closer together, and strengthens their friendship. Children gradually begin to understand that their behavior in play may be different than in class. Here they can react violently to various actions of the players: clap their hands, encourage, empathize, joke.

The teacher helps to ensure that the children remain in a playful mood throughout the game, so that they are captivated by the game task. The pace of the game set by the teacher is of great importance. The development of the tempo of the game has a certain dynamics. At the very beginning, children seem to “play out” , assimilate the content of game actions, the rules of the game and its course. During this period, the pace of the game is naturally slower. Towards the end, the emotional mood decreases somewhat and the pace of the game slows down again.

The explanation of the rules and the teacher’s story about the content of the game are extremely brief and clear, but understandable to the children. From the very beginning to the end of the game, the teacher actively intervenes in its course: notes the successful decisions and discoveries of the children, supports the joke, encourages the shy ones, and instills in them confidence in their abilities. If the game has elements of competition (who will complete the task faster, who will solve the problem correctly without making mistakes, who will name the most objects, etc.), then when summing up the results you must be especially careful and objective. To avoid mistakes, the teacher uses chips with which correct decisions are assessed.

The presence of a large number of chips in one of the players allows you to determine him as the winner. In some games, for incorrectly solving a problem, the player must contribute a forfeit, that is, any thing that is won back at the end. The game does not tolerate coercion or boredom. Didactic games, held outside of class or as part of a lesson, teach and reinforce knowledge in a playful way. Didactic games and exercises for children 3-4 years old are carried out sequentially and systematically. One of the important conditions for the sensory development of preschool children is also its implementation in the process of meaningful activities of children.

It is in the conditions of meaningful, effective activity that it becomes possible to make features, relationships, and properties the subject of children’s attention, a subject of development. In the formation of a child’s personality, various types of artistic and creative activities are invaluable: drawing, modeling, cutting out figures from paper and gluing them, creating various designs from natural materials. Visual activity of this age is characterized by rapid transitions from the process of depiction to play, which is explained by the mobility of imagination and general activity. Play is a special type of activity for a preschooler; it is always creative in nature.

Didactic games on art activities and design increase children's sensory culture and develop sensory perception of color, shape, and size. When conducting such games with preschool children, the teacher explains the rules as the game progresses. The following examples of didactic games for the sensory development of preschoolers can be given:

1. Game “Hide the Bunny” .

Goal: To consolidate children's ideas about six colors (red, blue, yellow, green, orange, purple).

2. Game “Match by color” .

Goal: To strengthen in children the ability to group homogeneous objects by color.

3. Game “Who has what dress? ”

Goal: To teach children to choose objects based on the word denoting color. Group shades of the same color tone.

4. Game “Pick a figure” .

Purpose: To consolidate children’s knowledge about geometric shapes, to practice

naming them. Learn to select shapes according to the model. Strengthen the skill

examination of geometric figures using the technique of tracing and overlaying.

5. Game “Who has what form” .

Goal: To teach children to group geometric shapes (ovals and circles) by shape, distracting from color and size.

6. "Geometric Lotto".

Goal: To teach children to compare the shape of a depicted object with a geometric figure and select objects according to a geometric pattern.

7. "Let's assemble a pyramid".

Goal: To strengthen in children the ability to establish the relationship between several objects in size when assembling a pyramid.

8. "Tower".

Goal: To consolidate the idea of ​​the relativity of the size of objects.

Give an idea of ​​the relationship in size between flat objects and volumetric objects.

9. "What's there?"

Goal: To teach children to establish the relationships of three objects in size when composing nesting dolls.

10. "Narrow and wide path".

Goal: To consolidate the ability to place bricks with the long side to each other, distributing the building over the surface.

11. “Building a slide with a ramp”.

Purpose: To teach children to build a ladder by placing it at an angle to the highest side of the plate. Develop eye and coordination of movements.

The didactic game provides ample opportunities for children's sensory development. There are methodological techniques for preparing and organizing games that help the teacher teach children in a form that is interesting to them. The variety of didactic games allows the teacher to select didactic games, focusing on the individual and age characteristics of children.

Didactic games increase the child’s interest in mastering sensory culture. A wide variety of didactic games allows the teacher to build a set of activities with children.

Bibliography

1. Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. — M.: Enlightenment
2. Wenger L.A. Nurturing a child’s sensory culture, from birth to 6 years. — M.: Enlightenment.
3. Wenger L.A. Didactic games and exercises for sensory education of preschoolers. — M.: Enlightenment.
4. Zaporozhets A.V. Sensory education of preschoolers. - M.: APN RSFSR
5. Kostina E. P. The role of didactic games in the sensory development of preschool children. — M.: Progress.

Didactic games for learning motivation

Didactic games are games that are created and adapted specifically for teaching children.

This is a type of game with rules that are specially created by teachers for raising and teaching children.

Didactic games are a rather complex pedagogical phenomenon, consisting of many plans. A game is a gaming method, a form of learning, an independent activity, and a means for personal education.

We study didactic games as teaching methods in two forms: activities and didactic games. During classes, the leading role is taken by the teacher, who tries to increase preschoolers’ interest in classes using game techniques. He can create competitive elements and introduce game situations. The use of different components of gaming activity can be combined with instructions, demonstration, explanations and questions.

Researchers in the field of games highlight its structure: tasks, rules and actions.

The game used for teaching includes a didactic, educational task. During the game, children try to solve the problem in a form that is exciting for them, which can be achieved through certain game actions.

Each didactic game is endowed with a detailed game action. According to a group of teachers, didactic games become games due to the fact that they contain game moments: surprises and expectations, elements of competition and movement, riddles and distribution of roles.

Motivation for completing didactic tasks is the child’s natural desire to play, achieve gaming goals, and win. This is what encourages them to listen and look more carefully, quickly focus on the necessary properties, select objects and group them as required by the game conditions and rules.

Usually teachers confuse the concepts of “game exercise” and “game”. And game exercises are sometimes mistakenly called games by teachers.

But if you use play exercises instead of games, then children's interest can often quickly fade away. N.Ya. Mikhaileno identifies the following components of the game: actions, rules, winnings.

If the activity that the teacher offers for children does not have a competitive component and it is impossible to record championship as a win, then it is just a game exercise. To prevent the game from turning into a gaming exercise, it is necessary to introduce gaming actions with a competitive component into the process.

Development of children's sensory abilities through didactic play

Ekaterina Petrova

Development of children's sensory abilities through didactic play

«Sensory development of children through didactic play»

The sensory development of a child from the very first days of his life is the key to his successful development and becoming a full-fledged personality, and also helps in carrying out various types of activities. Sensory development contributes to the formation of various abilities that determine the child and his readiness for further education at school.

The level of sensory education largely determines the success of a child’s mental, physical and aesthetic education. In other words sensory education determines how perfectly a child hears, sees and touches the environment.

Sensory development is the development of a child’s perception , the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell and taste.

In childhood, the main form and content of the organization of life is play. Play is the most favorite and natural activity of preschoolers.

It is through play that a child learns touch, perception, comparison, establish patterns, make independent decisions, learns basic sensory standards , and most importantly, through play, a child learns about the world and develops as a person . A didactic game is a type of educational activities organized in the form of educational games that implement a number of principles of gaming, active learning and are distinguished by the presence of rules, a fixed structure of gaming activity and an assessment system.

Didactic game (from the Greek Didaktikus - instructive)

- a specially created game that performs a specific
didactic task , hidden from the child in a game situation behind game actions.
Purpose: to implement an inextricable connection between sensory development and various activities of children through didactic games .

Tasks:

- formation of general sensory ability ;

— ensuring a gradual transition from objective perception and recognition of an object to sensory analysis (parts of an object, its purpose, the material from which the object is made, color and shape, size, etc.;

— acquiring new knowledge, consolidating skills in working with various objects;

- ability to communicate with peers and adults.

The importance of sensory education is that it:

-is the basis for intellectual development

- organizes the child’s chaotic ideas obtained during interaction with the outside world

-develops observation skills

-prepares for real life

- has a positive effect on the aesthetic sense

-is the basis for the development of imagination

- develops attention

-gives the child the opportunity to master new methods of objective cognitive activity

- ensures the assimilation of sensory standards

-influences the expansion of the child’s vocabulary

- ensures the development of skills in educational activities

- affects the development of visual , auditory, motor, figurative and other types of memory

Based on the goals and objectives, the following principles can be identified:

1. Enrichment and deepening of the content of sensory education based on didactic games .

2. Relevance of didactic material (visual aids, rules of the game , interest in obtaining results, etc.).

3. Collectiveness, which allows you to unite the children's team into a single group.

4. Competitiveness (creates in the child a desire to complete the task faster)

To achieve my goals and objectives, I developed a program for the “Entertaining Sensory ”

, the purpose of which is to select a system
of didactic games that will effectively develop sensory abilities in preschool children. The idea was to use didactic games to develop children's sensory abilities .
The main form of work is didactic games .

In my work I often use a large number of didactic games that are aimed specifically at the sensory development of children of different ages . Of great importance in sensory education is the formation in children of ideas about sensory standards - generally accepted examples of the external properties of objects: standards of shape, color, size, auditory perception, taste, olfactory perception.

Basic parameters of visual perception: color, shape and size

The development of color perception is specified in the following tasks:

1. develop the ability to distinguish colors, focusing on their uniformity or heterogeneity when applied; indicate the result with the words “such”

,
"not like that"
; act by imitation;

2. introduce children to the names of primary colors (red, blue, yellow, green)

;

3. develop the ability to select a color based on a sample and compare it, focus on color as a significant feature, and select a color based on a word.

Sample games "Colors"

,
“Assemble by color”
,
“Find the extra”
,
“Lay out the rainbow”
The perception of shape is specified in the following tasks:

1. develop the ability to practically distinguish between shapes - redistribute fingers on an object depending on the shape in order to hold the object in your hands;

2. develop the ability to correlate the shape of objects using samples, to correlate planar and volumetric forms in practical action with objects;

3. make the shape of the object meaningful for the child, teach him to rely on it in his activities;

4. develop the ability to see the shape in an object, correlate the shape of a slot and an inlay, compose a whole from different geometric shapes, selecting the ones you need using samples and trying on, make a selection based on a sample, check it by superimposing, isolate the outline of an object;

5. consolidate knowledge of the names of forms, select a form by its name.

Sample games : “Build a house”

,
“Decorate a handkerchief”
, etc.

The perception of magnitude is specified in the following tasks:

1. develop the ability to focus on the size of objects, correlate hand actions with the size of objects, correlate planar and three-dimensional figures by size, trying options and fixing the correct ones, take into account size in practical actions with objects, correlate objects by size;

2. consolidate the verbal designation of quantities ( “big”

,
“small”
,
“more”
,
“less”
);

3. form an attitude towards quantity as a significant feature;

4. pay attention to the length, height and width; introduce the words “long”

,
“short”
,
“high”
,
“low”
,
“wide”
,
“narrow”
;

5. develop the ability to correlate objects by length, height and width in actions with them, visually identify objects of sharply different sizes, connect a visual image with a word, teach visually and by word to select and correlate quantities;

6. pay attention to the relativity of the size of objects;

7. develop the ability to select quantities by word name.

Sample games : “Build a tower”

,
“Find by size”
,
“Arrange by size”
, etc.

The development of auditory perception in a child of early and preschool age ensures the formation of ideas about the sound side of the surrounding world, orientation towards sound as one of the most important characteristics and properties of objects and phenomena of animate and inanimate nature.

Mastery of sound characteristics contributes to the integrity of perception, which is important in the process of a child’s cognitive development .

Tactile (superficial)

sensitivity
(sensation of touch, pressure, pain, heat, cold, etc.)
.

To develop your child’s tactile perception, play with a variety of natural materials and objects that differ in surface structure. Give your baby different toys: plastic, rubber, wood, soft, fluffy. Games with lacing , clothespins, sticks, matches and other natural materials are also used

As a result of work experience, I came to the conclusion that with the introduction of didactic games, by the end of the year, children experience improvement in their creative abilities , curiosity, and observation.

- There is a positive dynamic in the development of preschool children’s mathematical abilities : consolidation of knowledge of the colors, sizes and shapes of objects.

Based on the work done, we can conclude that didactic games are of great importance and effective for the development of sensory abilities of preschool children. This means that it is advisable to further use didactic games for the child’s sensory development .

Bibliography:

1. “Collection of didactic games to familiarize yourself with the world around us (3-7 years old)

. Pavlova L. Yu.

2. Wenger L. A., Mukhina V. S. Sensory education of preschool children // Preschool education, 2004, No. 13. – P. 424

3. Didactic games and exercises for sensory education of preschool children / Ed. L.A. Wenger. - M.: Education, 2008. - P. 315

4. www.infourok.ru

5. www.vremyaznani.ru

Types of didactic games for sensory development

A.N. Avanesova, taking into account the experience of sensory development of children, identified several types of didactic games:

1. assignments that are based on children’s passion for actions with objects and toys: they can be assembled, laid out, inserted and performed other operations with them;
2. hiding and searching: children are fascinated by the unexpected disappearance or appearance of objects, their finding and searching;
3. guessing and riddles in which children are attracted by the unknown;
4. plot-role-playing: children find themselves in the depicted life situations and play the roles of adults: buyers, postmen, sellers, etc.;
5. competitions in which children try to quickly achieve game results and win;
6. forfeits: in them, children try to discard a card, get rid of something, hold on, avoid a penalty item, and not utter a forbidden word.

According to A.N. Avanesova, in order to develop preschoolers’ ideas about colors and the solar spectrum, you must first conduct didactic games, during which children could learn to distinguish primary colors, recognize them and name them correctly.

After this, preschoolers are introduced to complementary colors. Then children do exercises in which they learn to name and distinguish shades for primary and secondary colors.

This is how ideas are formed about certain systems of color relationships, about the sequence of all colors in the solar spectrum and about their place there.

The knowledge children acquire about color allows them to develop mentally and sensory. Using this knowledge as standards, children try to navigate space faster and better, more accurately and more consciously. Their activities are taking on more advanced forms.

The acquired sensory representations do not indicate that children will use them in practice.

Didactic games make it possible to expand the practice of using standards and expand practical orientations.

As a result, the function of the didactic game becomes not educational, but aimed at applying existing knowledge.

Games can be used in every lesson. It is best to accompany them with nursery rhymes and riddles, which allows children to be emotionally aware and perceive game images, understand their aesthetic character, and develop imagination and imaginative thinking.

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Introduction

Early childhood is a special period of formation of organs and systems and, above all, brain function. Early age is the most favorable time for sensory education, without which the normal formation of a child’s mental abilities is impossible. This period is important for improving the functioning of the senses, accumulating ideas about the world around us, and recognizing creative abilities.

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

It is sensory development that forms the foundation of a child’s mental development and is the key to his further successful education. Knowledge begins with the perception of objects and phenomena of the surrounding world. His cognitive capabilities, as well as the further development of activity, speech and higher, logical forms of thinking, depend on how a child’s perception is developed and how ideas about the external properties of objects are formed. In early preschool age, learning about the world around us occurs through play. The main means of sensory education for younger preschoolers are didactic games, the main task of which is the accumulation of diverse sensory experience.

What is the importance of sensory education?

The significance is that sensory education is the basis for the intellectual development of a child, developing attention, imagination, memory, and observation. Sensory education promotes the assimilation of sensory standards. There are standards: colors (red, green, blue, yellow), shape (triangle, square, rectangle, oval, etc.), size (large, small, smallest, etc.), taste (sweet, sour , bitter, salty), smell (smell of burning, aroma of perfume, etc.).

Time (second, minute, hour, day, week, month, year, day-night, winter-summer.) Standards of spatial representations (up, down, right, left, etc.) Standards of touch (smooth, prickly, fluffy etc.).

Sensory education influences the expansion of a child’s vocabulary.

Sensory development occurs in a wide variety of children's activities. A special place is given to games, thanks to which the accumulation of ideas about the world around us occurs. It is a game with educational elements that is interesting to the child that will help in the development of the preschooler’s cognitive abilities. This kind of game is a didactic game. Let me note: that a didactic game is an effective method of consolidating knowledge - it should not turn into a learning activity. The game captivates children only if it gives joy and pleasure.

Specifics of play activity and its significance for the sensory development of preschool children

The role of didactic play in the sensory development of children is indisputable. By solving didactic tasks of the game, children train attention, memory, thinking, develop the ability to compare, classify, group objects, sense, and characterize them. Children really like games aimed at developing sensory perception; they develop visual-effective thinking, and then visual-figurative thinking.

At 2-3 years of life, the child accumulates ideas about the size, shape, color and other properties of objects; the acquisition of these ideas takes place in the form of a game, through game situations in which the goal, the task, the skill that the child needs to master is introduced. Due to children’s interest in the development of the storyline, empathy for the characters, children, in the process of active cognitive activity, master the techniques of grouping and classification, relationships and dependencies between objects by their size, shape, color, location in space, and learn to determine the sequence and effectiveness of their actions. As a result, a transition from simple perception of objects, numbers, phenomena to an awareness of their meanings and the possibility of using them in life.

The object of perception in sensory games is color, shape, size. Games for color perception include: “Multi-colored ice floes”, “Fly to your flock”, “Colors”, “What color is the object”, Games for shape perception: “Complete the figure”, “Shapes”, “Describe the object” Games for perception quantities: “Animals line up”, “Compare objects”, “Multi-colored pieces of ice”.

The role of games in the development of sensory education for preschoolers is especially great. Among all mental processes at this age, perception plays an important role: in many ways, behavior and consciousness are determined by what the child sees here and now. The child’s perception is directly related to thinking - the child thinks, establishes connections between objects and phenomena. Already in early preschool age, the child begins to develop imagination, which appears especially clearly in play, when some objects act as substitutes for others.

With the help of games, preschoolers get acquainted with color, shades, learn to mix paints, obtain new tones, and master the shape and size of objects. Didactic games are aimed both at solving educational sensory problems and at improving children’s relationships. They help to interest children, promote their independent activity, and help them play next to other children without interfering with each other.

Many didactic games for sensory education are associated with the examination of an object, with the distinction of signs; they require verbal designation of these signs (“Wonderful bag”, “How are they similar and not similar”), in such games children classify objects according to a certain characteristic, compare them according to or other quality. As a result, teachers lead children to generalization based on the identification of essential features, thus, children are led to mastery of sensory standards.

To master sensory abilities, parents of the baby need to pay considerable attention to games that contribute to the development of this technique of cognition in the child. These games include the following:

1) games-assignments based on the child’s interest in actions with various objects;

2) games with hiding and searching - in this case, the child is interested in the unexpected appearance of objects and their disappearance (folding a nesting doll);

3) games with riddles and solving, attracting children with the unknown “Find out”, “Guess”, “What is here”, “What has changed”.

4) games to familiarize yourself with the shape and size of an object - geometric games (mosaics, Lego constructors).

5) role-playing didactic games, the game action of which consists of depicting various life situations, playing the roles of adults (seller, buyer, postman, doctor) or animals (wolf, bunny, cat).

6) competitive games based on the desire to quickly achieve a game result and win - “Who is first”, “Who is faster”, “Who is more”.

Games with objects involve toys and real objects (household items, tools), objects of nature (vegetables, fruits, cones, leaves, seeds). Games with objects make it possible to expand and clarify children's knowledge, contribute to the development of mental operations (analysis, synthesis, comparison, abstraction, generalization, classification), speech improves (the ability to name objects, actions with them, their qualities, purpose; describe objects, compose and solve riddles, correctly pronounce speech sounds), cultivate arbitrariness of behavior, memory, attention.

Dramatization games provide an opportunity to clarify the understanding of various everyday situations (“Let’s arrange a room for a doll”), literary works (“Journey to the Land of Fairy Tales”), and norms of behavior (“What is good and what is bad”). Games with spillikins and skittles contribute to the development of coordination of small movements and visual control over them.

In didactic games, a variety of toys are used, in which the color, shape, purpose, size, and material from which they are made are clearly expressed. Games improve knowledge about the material from which toys are made, their characteristic properties and features.

Printed board games are varied in content, educational objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. Printed board games are varied in type: paired pictures, lotto, dominoes, mazes, cut pictures, cubes, puzzles.

Printed board games are common, based on the principle of cut pictures, folding cubes, on which the depicted object or plot is divided into several parts. These games promote the development of logical thinking, concentration, and attention. For preschoolers, putting a whole together from parts is a complex process of comprehension and imagination.

Currently, puzzles are very popular, where pictures using a special joining technique are divided into several parts and have different contents (animals, transport, dishes, fruits, fairy-tale characters). In the process of didactic games, the development of sensory culture in young children will be more successful if pedagogical conditions are specially created. They consist of the selection of didactic games in accordance with the goals, the organization of joint games between an adult and a child, and the provision of pedagogical guidance for independent games of children of primary preschool age.

The role of didactic play in the development of sensory education is not only that children learn properties - color, shape, size, etc., but also that, thanks to the principle of self-control inherent in educational toys and materials, they allow organizing more or less long-term independent activities of young children, develop the ability to play next to others without disturbing them.

Conclusion

Based on the above, we can conclude that sensory development is aimed at teaching children to accurately and fully perceive objects, their various properties and relationships (color, shape, size, etc.). Sensory development, which is aimed at forming a more complete perception of the surrounding reality, is the basis of knowledge of the world, the first stage of which is sensory experience. The success of mental, physical, and aesthetic education largely depends on the level of sensory development of children, that is, how much the child hears, sees, and touches the environment.

Didactic games act as a means of sensory development for young children. It solves the problems of mental, physical and aesthetic development of each child. The game creates favorable conditions for the acquisition of new knowledge and skills and for the development of mental processes in children. The most important psychological secret is that it is necessarily built on interest and voluntariness. You can’t force someone to play, but you can captivate them with the game. In it, in unique ways, the gradual formation of mental processes is carried out: sensory processes, abstraction, communication, etc. Children love it when a teacher plays with them. All these elements of the game develop the child’s mental abilities.

In a didactic game, a child must independently solve various mental problems: describe objects, group them according to various properties and characteristics, guess objects and actions based on descriptions, and invent stories. Children should be able to find the answer, guess, compare, contrast, and draw the correct conclusion using existing knowledge and experience. At the same time, they demonstrate intelligence, the ability to independently solve problems, and the ability to exert strong will in achieving their goals.

Bibliography

1. Wenger, L.A. Nurturing a child’s sensory culture from birth to 6 years. Book for a kindergarten teacher - M.: Prosveshchenie, 2000.- 267 p.
2. Gubanova, N.F. Development of gaming activities. System of work in the first junior group of kindergarten - M.: Mozaika-Sintez, 2008.
3. Sensory education in kindergarten / / Ed. N.P. Sakulina and N.N. Poddyakova, Method. Indication - M.: Education, 2001.
4. Sensory education of young children: educational and methodological manual / Yu.M. Khokhryakova: Publishing house "TC Sfera", 2014.