The concept of perception in preschool children. Course work: Development of perception of preschool children through visual activities

We present to your attention excerpts from the book “ Game activities to develop memory, attention, thinking and imagination in preschoolers“Starodubtseva I.V., Zavyalova T.P. - M.: ARKTI. - 2008

The proposed manual presents diagnostic techniques and methodological recommendations that reveal the essence and features of the development of basic cognitive processes - memory, attention, thinking and imagination - in children 4-7 years old. Of particular interest to workers in the field of preschool education is a selection of gaming material: outdoor games, game exercises, role-playing games designed to stimulate the development of one or another mental process in accordance with the child’s age.

Human life is a series of endless discoveries related to the acquisition, processing and transmission of new knowledge about oneself and the world around us. Modern psychology classifies such activity as human cognitive activity, in which cognitive processes play a leading role; sensations, perception, attention, memory, thinking, imagination. Despite the fact that each of these processes has its own place, they all closely interact with each other. Without attention, it is impossible to perceive and remember new material. Without perception and memory, thinking operations will become impossible. Therefore, developmental work aimed primarily at improving a particular process will also influence the level of functioning of the cognitive sphere as a whole.

The most important age period in the development of cognitive processes is the child’s childhood: infancy (from birth to 1 year) is favorable for the development of sensations, early age (1-3 years) - for the development of speech, preschool (3-7 years) - for the development of perception and memory, junior school (7-11 years old) - thinking.

Changes in these mental characteristics of a child occur under the influence of the activities that he masters at a given age stage. This could be playing with objects at an early age, role-playing games in preschool, educational activities in primary school age.

The inclusion of games and exercises in the educational process for the development of cognitive processes and speech not only promotes the mental development of children, but also rebuilds the motor skills themselves, ensuring quick, meaningful memorization and reproduction of motor actions, the ability to independently make decisions and act in a rapidly changing environment.

If the child was not sufficiently included in the activities appropriate for the given period, then a delay in mental formations may occur, which will entail a lag in other mental phenomena. This essential feature of childhood is mediated by the presence of close interdependence of various qualities of the developing personality. Therefore, it is very important to create favorable conditions for the development of the psyche in accordance with the age characteristics of the child.

In the practice of physical education, as well as in human activity of any other type, the effectiveness of training, education and development is largely determined by the perfection of the functioning of cognitive processes.

Perceptual processes: sensations, perception

Perceptual processes (from the Latin perception - perception) are generated by the senses - vision, hearing, touch, smell, etc. Thanks to these processes, a person opens up a panorama of the surrounding world in all the splendor of its phenomena and qualities - sounds, smells, tastes, shapes, colors and temperature features.

With the help of sensations, a person reacts to numerous external influences - light, heat, cold, smell - and signals about the state of internal organs.

Based on sensations that make it possible to determine only some properties of objects, the following cognitive process arises - perception, which combines individual sensations into a holistic image and proceeds as a process of searching for an answer to the question “What is this?” For example, when perceiving an apple, we actually combine visual, tactile, and taste sensations, add to them our knowledge about the benefits of this fruit, and remember where and how it grows.

Perception is the process of reflecting integral objects or phenomena in the human mind with their direct impact on the senses.

The properties of perception are: meaningfulness, generality, objectivity, integrity, structure, selectivity, constancy.

Sports activity is also inextricably linked with the development of perception, the properties of which are involved at all stages of mastering movement techniques. In the process of developing sports form, athletes develop a type of perception specific to various sports - specialized perception. Specialized perceptions allow an athlete to accurately navigate specific environmental conditions and activities. In sports usage, they have a general name - sports feelings: the sense of the goal for football players, the sense of the apparatus for gymnasts, the sense of the ball for basketball players, etc.

Specialized perceptions are carried out on the basis of the interaction of various sensations, among which the leading role belongs to one of the senses. For example, skiers’ sense of snow is based on the interaction of kinesthetic (motor) and tactile analyzers. It reflects the mechanical interactions between the texture of the snow, the texture of the ski wax and the adhesion forces of the snow cover to the surface of the skis.

The formation and dynamics of development of specialized perception in athletes is ensured by a combination of ideomotor and psychomuscular training, and the use of psychotechnical games and tasks.

Age-related characteristics of perception in preschoolers

Perception is the leading cognitive process of preschool age. Its formation ensures the successful accumulation of new knowledge, rapid mastery of new activities, adaptation to a new environment, and full physical and mental development.

In early preschool age (3-4 years), perception is of an objective nature, i.e. the properties of an object (color, taste, size) are not separated by the child from the object itself, but merge into a single whole with it. At the same time, the child does not see all the properties, but only the most striking ones, for example: grass is green, lemon is sour and yellow.

Under the influence of play and object-based activities, the preschooler’s ability to separate properties from the object itself develops, to notice similar properties in different objects and different ones in the same object. By comparing, measuring and applying objects, a 4-5 year old child gets an idea of ​​the basic geometric shapes (square, triangle, oval, circle); about the primary colors of the spectrum; about size parameters (length, width, height, thickness); about space (far, close, deep); about time (morning, day, night, season), etc.

In older preschool age (5-7 years), knowledge about objects and their properties expands and is organized into a system, which allows them to be used in different types activities.

Incompleteness in the development of the perception process leads to a delay in the development of other cognitive processes. In this regard, in physical education Children of early and preschool age should focus on the formation of the perception process.

Attention

Attention is a mental process consisting of the direction and concentration of consciousness on a specific object while simultaneously distracting from others.

Attention is included in all cognitive processes and is manifested in any conscious activity: whether a person listens to music or peers at a drawing of a detail. Having attention makes human activity organized and productive. It ensures the activation of necessary and inhibition of currently unnecessary mental and physiological processes; promotes targeted selection of incoming information; ensures the concentration of mental activity on a specific activity.

The peculiarity of attention is that it does not exist on its own, outside of the actions carried out by a person. A child is attentive when he does not just look, but sees or examines, when he does not just hear, but listens or listens. Therefore, attention is sometimes called the “working state of consciousness.” Organization pedagogical process is, in essence, the organization of students' attention.

Attention is characterized by properties that can be grouped depending on the focus of attention - on one or more objects:

1. Selectivity - associated with the ability to successfully tune (in the presence of interference) to the perception of information related to a conscious goal.

2. Volume - determined by the number of simultaneously (within 0.1 sec) clearly perceived objects; practically no different from the volume of direct memorization, or short-term memory.

3. Distribution - characterized by the ability to simultaneously successfully perform several different types of activities (actions).

4. Concentration - expressed in the degree of concentration on an object.

5. Stability - determined by the duration of concentration of attention on an object.

6. Switchability - determined by the ability to quickly move from one object to another.

One type of attention disorder is absent-mindedness - a decrease in the ability to concentrate and switch attention.

Due to the fact that attention does not manifest itself in an inactive state, there is only one means of its development - the activity itself, which should encourage the development of volitional efforts that underlie voluntary attention.

As a result of constant attention exercise, children should develop observation as a personality trait that allows a person to a short time notice a larger number of different objects, their details and characteristics.

Age-related characteristics of attention in preschoolers

The first signs of attention in a child appear already in the second or third week of life in the form of auditory and visual concentration, but for a long time this process does not acquire independence. The child does not have special actions that make it possible to voluntarily concentrate on something.

At the beginning of preschool age, the child’s attention reflects his interest in surrounding objects and the actions performed with them. The child is focused only until interest wanes. The appearance of a new object immediately causes a shift of attention to it, so children rarely do the same thing long time. It is difficult for children to concentrate on monotonous and unattractive activities, while during the game they can remain attentive for a long time. If younger schoolchildren can play the same game for 25-30 minutes, then by the age of 5-6 years the duration of the game increases to 1-1.5 hours.

The main change in attention in preschool age is that children for the first time begin to control it, consciously directing it to certain objects. Moreover, the development of involuntary attention in itself does not lead to the emergence of voluntary attention. The latter is formed thanks to the targeted guidance of adults with the help of verbal instructions and reminders, as well as visual aids that help the child concentrate. By directing the child’s attention, adults give him the means with which he subsequently begins to manage his own attention.

Despite the fact that children aged 4-6 years begin to master voluntary attention, involuntary attention remains predominant throughout preschool childhood. In this regard, preschool education cannot be based on tasks that require constant tension of voluntary attention. Maintaining attention at a sufficiently high level allows the use of game elements, frequent changes in forms of activity, and engaging in productive activities. By the end of preschool age, the ability for voluntary attention in children intensively develops.

Memory

Everything that happens to us, everything we see, hear, say or feel, can be stored in our memory for a long time. This allows the body to react to new life circumstances taking into account past experience and replace simple, instinctive reactions with more complex, acquired ones. The absence of memory would lead to the impossibility of development: a person would forever remain in the position of a newborn. This phenomenon has long been known to mankind. Even the ancient Greeks worshiped the goddess of memory, Mnemosyne, therefore processes associated with memory are called mnemonic processes (from the Greek mnema - memory).

Memory is a complex mental process, defined as the imprinting, preservation, recognition and reproduction by an individual of his experience.

Memory develops through activity. The more attentive, active and independent this activity is, the better a person’s memory develops.

What is better remembered is that:

1) experienced by a person through personal experience, practically done and reproduced in loud speech;

2) directly related to the needs and interests of a person;

3) comprehended and united by a single thought into a logically whole;

4) emotionally rich.

Memory processes play a particularly important role in the process of training an athlete. For example, the basis of technical training is motor concepts. Representations are images of the perception of objects, situations and events that arise on the basis of their recollection or imagination (images of those objects or events that we previously perceived and are now mentally reproducing).

Motor ideas serve as the core of ideomotor training (mental execution of motor actions) and are used not only when mastering movement techniques, but also in the process of improving it. It has been proven that mentally imagining movements before actually performing them increases the speed of movements by up to 30%, accuracy by up to 18%, and hand strength by 4%.

Age-related characteristics of memory in preschoolers

Memory exists in a child from the moment of birth. Already in early infancy, children are able to correlate new impressions with the images they have - to recognize. Recognition is the first memory process that appears in a child. After 8 months, reproduction is formed - the restoration of an image in memory when there is no similar object in front of the child. By preschool age, memory becomes the dominant function. Neither before nor after this period does the child remember the most varied material with such ease.

The memory of a preschooler has some specific features.

Memory younger preschooler involuntary. The child does not set a goal to remember or reproduce something and does not make any effort to remember. Interesting, emotional, colorful events and images are imprinted in his memory, and the third and fourth years of life become the years of his first childhood memories (early childhood, like infancy, is forgotten).

In middle preschool age (4-5 years), voluntary memory begins to form, but purposeful memorization and recollection appear only occasionally and depend on the type of activity the child performs. It was found that the most favorable conditions for the formation of voluntary memory are gaming activities and following instructions from an adult. At the same time, the effectiveness of involuntary memorization increases if the child’s task does not involve passive perception, but active orientation in the material and the performance of mental operations (for example, inventing words, establishing similarities or differences, etc.).

Motor memory occupies a special place in the development of a preschool child. The high level of its development allows children 6-7 years old to master fairly complex movements, perform them quickly, accurately, with less stress than before, and flexibly change mastered actions. This makes it possible to begin mastering professional activities. It is at this age that many children begin to engage in gymnastics, acrobatics, figure skating, and dancing.

Thinking

Thinking is the highest cognitive process of a generalized and indirect reflection of reality.

Thinking is the most important cognitive process. With the help of thinking, we gain knowledge that the senses cannot give us. So, looking at the thermometer located on the outside of the window, seeing passers-by wrapped in warm clothes, we conclude that it is cold outside. Thinking correlates the data of sensations and perceptions, compares, distinguishes and reveals the relationships between surrounding phenomena even in their absence.

The result of thinking is a thought expressed in words. Thus, human thinking is closely related to speech and is impossible without it.

In the process of mental activity, a person uses special techniques or operations: analysis (mental decomposition of a whole into parts), synthesis (mental unification of parts into a single whole), comparison (establishing similarities or differences between objects), abstraction (isolating the essential properties of an object and abstracting from unimportant), generalization (mental association of objects according to their characteristics).

All operations appear in close connection with each other. On their basis, more complex operations arise, such as classification, systematization, etc.

Age-related features of thinking in preschoolers

During the growth and development of a child, his thinking undergoes significant interdependent changes. Children show the first signs of thinking by the end of the first year of life. They begin to notice the simplest connections and relationships between objects and use them to achieve a specific goal. These relationships are clarified by children through practical trial and error, i.e. with the help of objective-effective thinking, which is the main type of thinking of a young child.

In addition, the child begins to understand that some things and actions can be used to designate others and serve as their replacement, for example, a drawing can represent a toy, and a toy can represent what is drawn. The ability to substitute is formed - the ability to use conditional substitutes for real objects and phenomena when solving mental problems. In the future, this ability will enable the child to master reading, writing, modeling, schematization, etc.

As experience accumulates, the child’s thinking becomes more and more based on images - ideas about what the result of this or that action might be. The main type of thinking inherent in a preschool child becomes visual-figurative thinking.

Thanks to this, the preschooler can “do” real actions in his mind. At the same time, he operates only with single judgments, because I’m not ready for conclusions yet.

In older preschool age, verbal language begins to form. logical thinking.

Imagination

Thanks to imagination, a person can mentally imagine something that he has never perceived in this form (not seen, heard, etc.).

Imagination is the mental process of creating an image of an object by transforming reality.

Imagination allows an adult to recreate the result of an activity even before it begins, to replay the upcoming event in his mind, and for a child to imagine himself as a pilot, sailor, or teacher during the game. The imaginary result of an activity is its goal, and the way to achieve this goal is the program of activity. Thus, imagination plays a leading role in controlling human activity and behavior.

However, imagination needs control, otherwise a person begins to confuse the real and the imaginary. This, in particular, distinguishes children who, while telling a lie, take it for reality. Sometimes this also manifests itself in adults who fantasize in their stories, exaggerate facts or distort events to give their story and themselves greater significance.

Age-related characteristics of imagination in preschoolers

The emergence and development of imagination is closely related to the formation of other cognitive processes, primarily thinking. As a child accumulates life experience, his thinking becomes more and more based on images. Thanks to this, he can “do” actions in his mind. At an early age, the child begins to understand for the first time that some things can be used to designate others, serve as a replacement for them - the sign function of consciousness is formed. Instead of ideas about real actions with real things, he begins to use images that denote these actions and things.

When a child establishes a connection between a substitute and a designated object, he for the first time acquires the ability to imagine objects, phenomena and events from an adult’s story or picture. This means that his imagination is emerging.

In early childhood, imagination has a reconstructive character and arises involuntarily, in the form of images of received impressions. These are, first of all, impressions from listening to stories, fairy tales, poems, and watching films. Only that which has had a strong emotional impression on the child and has become especially interesting to him is reproduced in the imagination.

However, at first, imagination is inseparable from the perception of objects and performing playful actions with them. The child rides on a stick and imagines himself as a rider and the stick as a horse. But he cannot imagine a horse in the absence of an object suitable for galloping, and he cannot mentally transform a stick into a horse when he is not acting with it.

In the play of 3-4 year old children, the similarity of the substitute object with the object that it replaces is essential. In older children, the imagination may rely on objects that are not at all similar to those being replaced. Gradually the need for external supports disappears. There is a transition to a mental representation of actions with an object that in reality does not exist.

Senior preschool age is sensitive - sensitive - for the development of imagination. At the age of 5-6 years, children undergo a gradual transition from involuntary memorization and reproduction to voluntary. This creates the basis for the development of creative imagination, which makes it possible to create a new image. Children's creative imagination manifests itself primarily in role-playing games, which create room for improvisation. In addition, it is necessary in those activities that require preliminary planning - in drawing, design, etc.

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The book “The Psychology of Learning Without Frustration: A Book for the Beginning Teacher” by R. V. Mayer was written to draw the attention of beginning teachers to important aspect their activities - the psychological side of learning. The teacher works with children and must take into account their physiological characteristics and psychological patterns.

Abstract to the book by N. F. Kruglova, “Developing the child’s intellect, emotions, and personality through play”:

The author's program for preparing a child for school, presented in the book, was developed at the Psychological Institute of the Russian Academy of Education. Its main task is to help the child successfully overcome the difficulties that arise in life. primary school. An extensive system of exercise-games will help develop cognitive processes, learning motivation, the ability to maintain a goal, communicate, and will allow the child to move to the position of a schoolchild. The program has already received recognition from specialists and parents. Games and exercises (and there are about 100 of them in the book) can be successfully used for preparatory work with preschoolers, as well as correctional work with younger schoolchildren.

For child psychologists, kindergarten teachers, primary school teachers and parents.

- Formation of mental activity during preparation for school (www.school2100.ru) Magazine “ Primary School plus Before and After" 2010, No. 10

G.G. Misarenko

Today, pre-school preparation must be considered as the first stage of universal compulsory education. Modernity has given a clearly expressed social order for children of preschool age who have a significant amount of knowledge about the world around them and are sufficiently proficient in mental operations. It is determined not only by the demands of parents and the expectations of the school, but also by the dictates of the times. In conditions of an avalanche-like increase in the flow of information and the acceleration of all types of intellectual activity, it would be an unaffordable luxury not to use the most sensitive period in the development of a child’s thought processes.

It’s time to admit that today in the dyad “preschool education and training” the role of the latter has increased significantly, and training itself has been filled with new content. I am not advocating the creation of some kind of analogue of 1st class on the basis of preschool educational institutions, but I believe that traditionally existing species preschool education must be adapted to the requirements of the time: in addition to the goals and objectives existing in preschool methodology, we need to add the goals and objectives of the modern education paradigm. In particular, shift them in the direction activity approach to teaching children.

As noted by A.A. Leontiev, “the learning process is always training in activities, either objective-practical actions (for example, the simplest work actions, practical communication in a foreign language), or mental actions. ...Teaching activities means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (i.e., optimally organize one’s activities), helping the child develop control and self-control skills, assessments and self-esteem. What we call knowledge is the indicative basis of educational, and then external educational activities. What are called skills is the student’s ability to carry out the “technological” side of learning activities (in psychology, in this sense, we talk about psychological operations).”

Let's consider the technique of forming mental activity for schoolchildren using the example of solving the riddle “White as chalk, flew from the sky, lay there through the winter, ran away into the ground.”

But first, a few words about the conditions for children’s education. It is known that a child behaves differently when surrounded by close people and strangers (both children and adults), in a familiar environment and an unusual one; he experiences different emotions, is in varying degrees of neuropsychic stress, being in one or another communication situation or even being dressed in one or another clothes.

Now let's look at conditions for conducting classes in a preschool group. There is no point in objecting to the fact that the play and learning areas are separated, since they are intended for different activities. But in the learning area, the tables, as a rule, are located next to each other and, therefore, the child sees in front of him the back of the child in front and the profile of those nearby. His personal space seems to be divided into separate capsules, each of which contains a child.

Try to communicate with a person who has turned his back on you, and you will feel internal discomfort and emotional tension. It turns out that children are psychologically isolated from each other, since their attention is distributed only between themselves and the teacher.

With the teacher, the child develops a new situational-personal relationship “teacher-student”, in which the teacher does not direct the usual everyday or interpersonal actions, but directs more difficult voluntary mental actions, which still represent “terra incognito” for the child.

In order to create a kind of community so that every child can feel like an equal member of it, understanding that in case of difficulties he can get the necessary help, all participants educational process should be facing each other. A child, performing any intensive or difficult work for himself, which, of course, is solving riddles, must see the eyes and faces of other children, feel that mental essence, which is called the collective mind. And this is best facilitated by the arrangement of tables or chairs on which children sit, in the form of a semicircle or the letter P.

But let's return to the riddle and the technology associated with it pedagogical work. The riddle solving method can be used to solve several problems.

First task – contribute to the development of the child’s individual analytical abilities.

The technique for solving this problem is widely known. The teacher offers the children the text of the riddle, and the children, after thinking about it, say the answer. Afterwards the teacher enters again and, depending on the answer, either praises the child or different ways tries to help him find the correct answer, drawing his attention to the essential features of the object indicated in the text of the riddle.

This is the traditional and most common way of working. It activates the child’s mental potential, uses the child’s existing knowledge, but does not enrich him with new skills of analysis and comparison.

Second task – to develop in children the ability to analyze the information received and draw informed conclusions.

In solving it, the teacher not so much directs the children’s actions as organically enters into the general conversation, becomes an equal participant in it and, together with the children, reflects, makes assumptions, very tactfully and unobtrusively leading the kids to the required conclusion.

Educational activities, as is known, consist of motivational, operational and control blocks. We will consider them using this logic.

Motivational block(What do we do?).

The teacher pronounces the text as nasty words and accepts the children's answers without evaluating or commenting on them. After listening to all the proposed options, the teacher draws the children’s attention to the fact that several different answers were given. In conclusion it is stated learning task, which should serve as motivation for action - to determine the only correct answer and prove its truth.

Operating unit(how will we do this?).

1) Definition of the gender of the word guess.

The teacher helps the children identify words that name the action: arrived, lay there, ran away. During the conversation, it turns out that she or it cannot do this, but only he.

The conclusion is drawn: the word guess must be masculine, therefore, each child can already partially check his guess by relating it with words he is mine; She is mine; it's mine.

2) Determination of the world to which the sought-after object belongs: the inanimate world, the world of animals, plants or people.

This is not a person, because he cannot lie in one place all winter (words spent the winter indicate that it lay there all winter). This is not a hibernating animal, since they sleep in earthen burrows, but when they wake up, they go to the surface of the earth (even moles), and do not hide even deeper into it. This is not a plant, because they are not white, like chalk, and only their roots hide in the ground, but not the plants themselves.

Conclusion: this is an object of the inanimate world.

3) Definition of an object of the inanimate world that can fly from the sky and has a white color.

The key words here will be verbs arrived And lay there. Children remember inanimate objects that can fly across the sky. But in conversation it turns out that the plane, helicopter or balloon fly not from the sky, but from other cities, countries or other places, spaceship does not run into the ground. Consequently, the desired object originated in the sky and then fell to the earth.

In conclusion, the teacher formulates the final question: “What white thing flies from the sky to the earth in winter and lies on it until spring?”

4) Preliminary control against veta.

When the word comes snow, the teacher should draw the children’s attention to the final words of the riddle ran into the ground with the question “If this is snow, then how can it escape into the ground?”

In case of difficulties or incorrect answers, the teacher helps the children determine at what time he ran into the ground - in winter or after its end, focusing their attention on the word (winter) lay. Here you can compare the state of snow in winter and spring, repeating what children know about seasonal changes in nature.

Conclusion: we assume it's snow.

Control block(was it done correctly?).

The teacher invites the children to look at the text of the riddle from the perspective of the guessed object:

Snow– he (i.e. masculine word), say about him arrived, lay there And ran away Can.

White as chalk, – snow is white.

Flew from the sky– snow originates in the clouds and flies to the ground in flakes.

I spent the winter– snow lies on the ground all winter; even if there are thaws, it does not go away completely, a new one appears.

Ran into the ground- In spring, snow melts and turns into water, which is absorbed by the ground.

Final conclusion: Lena, Vika, Slava... guessed the riddle correctly, and Igor, Tanya... will definitely guess the next riddle correctly.

The entire work with the text of the riddle takes 8–10 minutes. During this time, children learn to analyze the information received, generalize and draw conclusions; think about words and take into account their semantic shades to solve the problem; manage the thought process without going beyond the task at hand; control mental actions; use the knowledge they have about the world around them.

Third task – develop reflection in children: reflection, introspection - in other words, activities aimed at understanding their own actions and their laws.

By solving this problem, we teach children to be aware of the course of their own thoughts, to understand why this or that thought associated with the answer arose.

The material used is riddles containing words whose meaning directly indicates the sought-after object. You can add others to the above riddle: “The silver threads could not stay in the sieve and, jumping out into freedom, sewed the cloud to the field,” “He is long, he is huge, he is from the cloud to the ground... Let him go more, more, so that the mushrooms grow faster “,” “There are four legs under the roof, and on the roof there is soup and spoons,” “I am a one-eared old woman, I jump on the canvas, and I pull a long thread from my ear, like a cobweb.”

Operating technique:

Motivational block.

The teacher tells the children that he will give them a riddle that they need to guess, then reads the text several times, making sure that the children remember and repeat. If the text is quite voluminous and difficult to remember, it is advisable to learn it in advance.

Operating block.

1) The teacher invites the children to close their eyes and repeat the text “for themselves”, i.e. the child must listen attentively to what he says. At the same time, he must try to highlight the supporting words and imagine what is said in the riddle.

2) Children name the answer. Both correct and incorrect answers will be given. The teacher accepts them without commenting or giving any assessments.

Control block.

1) The teacher turns to those who gave the correct answer and finds out which words told them the answer. In case of difficulties, he helps the children who answered correctly to find these words in the text, doing a quick analysis of it.

2) The teacher asks the children who gave the wrong answer if they agree that it is snow and not the object they named. If they agree, he names 3-4 children who gave the wrong answer and invites them to jointly make a generalizing judgment.

Educator:

- Prove that it is snow.

- This is snow because it is white, falls to the ground in winter and lies all winter, and in the spring it melts and goes into the ground.

Concluding the article, I want to emphasize once again that one of the central skills modern man is the ability to understand and analyze information. And it is important to teach children to take the first steps in mastering this skill even in pre-school childhood.

Literature

1. Leontyev, A.A. What is the activity approach in education? / A.A. Leontyev // Primary school: plus and minus. – 2001. – No. 1. – P. 4.

Each mental process has its own most favorable periods of development: for infancy - sensations, for early ages - speech, for preschool - perception, for primary schoolchildren - thinking. If the child has not been sufficiently included in the activities appropriate for a given period, then a delay in mental formations of a given period may occur, which will entail a lag in other mental phenomena and a transition to the next age stage. Therefore, it is extremely important to create favorable conditions for the development of the psyche in accordance with the age characteristics of the child.
Preschool age is the most productive for the development of a child’s psyche. At this stage, the child makes a qualitative leap in his mental development. By the beginning of this period, he had developed such cognitive processes as sensations, involuntary attention, active speech, and objective perception. In the process of acting with objects, he has accumulated experience, vocabulary, and he understands speech addressed to him. Thanks to these achievements, the preschooler begins to actively master the world, and in the process of this development perception is formed. Perception is the leading cognitive process of preschool age, which performs a unifying function: it combines the properties of objects into a whole image of the object; all cognitive processes in joint coordinated work on processing and obtaining information and all the experience gained about the world around us.
Perception actively develops throughout the preschool period under the influence of the child’s various activities: modeling, drawing, designing, reading books, watching films, sports activities, music, walks. The essence of the perception process is that it ensures the receipt and primary processing of information from the external world: recognition and discrimination of individual properties of objects, the objects themselves, their features and purpose.
A child's perception is closely related to play. In the game, he models all the fragments of the surrounding life and new information that aroused his interest, and actively learns the perceived information. Special meaning in the life of a preschooler they have role-playing games in which he learns the laws of communication, social relations, characters and social roles of people.
The importance of perception in the life of a preschooler is very great, since it creates the foundation for the development of thinking, promotes the development of speech, memory, attention, and imagination. At primary school age, these processes will occupy leading positions, especially logical thinking, and perception will perform a serving function. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that an adult would not notice. During the learning process, perception will be improved and honed in coordinated work with thinking, imagination and speech.
If in the process of perception the child does not receive favorable conditions for the development of perception, then the processes associated with it will lag behind in development, which will complicate the development of educational activities at primary school age. With serious delays, mental retardation may occur.
The development of the perception process in preschool age has its own characteristics. The perception of a younger preschooler (3-4 years old) is of an objective nature, that is, all the properties of an object, for example color, shape, size, etc., are not separated from the object in the child. He sees them as one with the object. When perceiving, he does not see all the properties of an object, but only the most striking ones, and sometimes even one property, and by it he distinguishes the object from other objects. For example: grass is green, lemon is sour and yellow. Acting with objects, the child begins to discover their individual properties, the variety of properties in the object. This develops his ability to separate properties from the object itself, to notice similar properties in different objects and different ones in the same object. In middle preschool age (4-5 years), the child masters the techniques of active cognition of the properties of objects: imposition, application, measurement, etc. In the process of active cognition, the child becomes acquainted with varieties of properties: color, shape, size, characteristics of time, space. He learns to perceive their manifestations, masters detection methods, names, learns to distinguish their shades and features. During this period, he develops ideas about basic geometric shapes (square, circle, triangle, rectangle); about the seven colors of the spectrum, white and black; about quantity parameters; about the time.
The inclusion of a child in the types of activities available to him contributes to the accelerated development of perception, but if this activity is not organized expediently and is not specifically aimed at the development of perception, then the process will form spontaneously and by the end of the preschool period may not be organized into a system and have gaps in the child’s ideas about a number of properties of objects. Incompleteness in the development of the perception process will delay the development of other cognitive processes.

Development of perception in a child

Childhood is a time of amazing discoveries. The world appears as an attractive variety of shapes, colors, smells, tastes, and sounds. The environment has many obvious and hidden properties that the child learns to discover for himself.
Here are watercolors glittering with multicolors. They are called honey, they smell delicious, you even want to lick them. Here colored paper, from which you can cut out squares, triangles, circles, rectangles, ovals. And if you stick these figures on a sheet of cardboard, you get a picture. Here are the design details. By selecting them by color, shape, size, you can build a wide variety of crafts.

In order to correctly navigate the world around you, it is important to perceive not only each individual object (table, flower, rainbow), but also the situation, a complex of some objects as a whole (game room, picture, sounding melody). Perception helps to combine individual properties of objects and create a holistic image. - the process of a person’s reflection of objects and phenomena of the surrounding world with their direct impact on the senses. The perception of even a simple object is a very complex process that includes the work of sensory (sensitive), motor and speech mechanisms.

For example, a child was presented with a marine star. The appearance of the image of this object in his consciousness goes something like this. From the sense organs (vision, hearing, smell, taste, touch), nervous tension runs along wires-nerves to the brain and reaches special centers (millions of cells in the cerebral cortex that specialize in receiving color, sound and other stimuli), causing a nervous process of excitation . This triggers the subtlest differentiation of active stimuli (shape, size, weight, color, smell of marine life), as well as their integration and unification. The child must display the whole as a collection of its parts, identify the main features among the secondary ones, compare them with the category of objects and phenomena that he knows, and abstract these essential features from the secondary individual characteristics of this particular object. This is the complex mental work required to perceive this simple object!

Perception is based not only on the sensations that allow us to feel the world around us every moment, but also on the previous experience of a growing person. If the child has already encountered a starfish before (maybe he saw it in a picture), then the nerve connections that were previously formed in the cerebral cortex are activated and perception occurs instantly. The child accurately names the object: “This is a starfish.” If the preschooler has not had a meeting with this exotic creature in his experience, then the emerging image of the object will be fuzzy and vague. The child may say: “Some plant, some object.”

A child is not born with a ready ability to perceive the world around him, but learns this. In early preschool age, images of perceived objects are very vague and indistinct.Thus, children of three or four years old do not recognize the teacher dressed in a fox costume at a matinee, although her face is open.If children come across an image of an unfamiliar object, they snatch some detail from the image and, relying on it, comprehend the entire depicted object.For example, when a child sees a computer monitor for the first time, he may perceive it as a TV. Such comprehension of an entire subject based on one random detail is called syncretism and is a natural feature of children's perception.

The unity and indivisibility of children's perception can often be observed when preschoolers work on applications. Without paying attention to the most important details, a child of four or five years old places the head and upper body of the bear to the hind legs of the goat and believes that he has made a bear. (Based on materials from A. A. Lyublinskaya)

Children's syncretism is the result of ill-educated "pre-analytic" perception. So, in order to correctly perceive, for example, a growing tulip, a child must highlight it as a special figure against the background of everything else in the garden. At the same time, in order to find out that this is a plant, he must highlight its main parts (stem, leaves, flower) in their constant relationships for a given object. Despite the fact that a child can see and hear sounds from birth, he must be systematically taught to look at, listen to and understand what he perceives. The perception mechanism is ready, but the child is still learning to use it.

Throughout childhood, the child begins to more and more accurately evaluate the color and shape of surrounding objects, their weight, size, temperature, surface properties, etc. He learns to perceive music by repeating its rhythm and melodic pattern. Learns to navigate in space and time, in the sequence of events. By playing, drawing, constructing, laying out mosaics, making applications, the child unnoticedly learns sensory standards- ideas about the main varieties of properties and relationships that arose during the historical development of mankind and are used by people as models and standards.

By the age of five, a child can easily navigate the range of primary colors of the spectrum and names the basic geometric figures. In older preschool age, ideas about color and shape are being improved and complicated. Thus, the child learns about the variability of each color in terms of saturation (lighter, darker), that colors are divided into warm and cold, and gets acquainted with soft, pastel, and sharp, contrasting color combinations. With the help of adults, he learns that the same shape can vary in angles and aspect ratio, that curvilinear and rectilinear shapes can be distinguished.

The system of measures (millimeter, centimeter, meter, kilometer) and how to use them, as a rule, are not yet learned in preschool age. Children can only indicate in words what place in size an object occupies among others (largest, largest, smallest, smallest, etc.). Typically, by the beginning of preschool age, children have an idea of ​​the relationship in magnitude only between two simultaneously perceived objects. The child cannot determine the size of an isolated object, since to do this it is necessary to restore in memory its place among others. For example, when a three-year-old child is given a choice of two apples, he perceives their size relative to each other. “The green apple is bigger than the red one,” the kid reasons, explaining his choice. If there is only one apple in front of him, the child most likely will not be able to judge whether it is large or small.

In early and middle preschool age, children develop ideas about the relationships in size between three objects (large - smaller - smallest). The child begins to identify familiar objects as large or small, regardless of whether they are compared with others. For example, a four-year-old child can arrange toys “by height” from largest to smallest. He may claim that “the elephant is big” and “the fly is small,” although he does not see them at the moment.

In older preschool age, children develop ideas about individual dimensions of size: length, width, height, as well as spatial relationships between objects. They begin to indicate how objects are located relative to each other (behind, in front, above, below, between, left, right, etc.). It is important that children master the so-called eye actions. This happens when preschoolers master the ability to measure the width, length, height, shape, and volume of objects. After this, they move on to solving problems by eye. The development of these abilities is closely related to the development of speech, as well as to teaching children to draw, sculpt, design, that is, productive types of activity. Productive activity presupposes the child’s ability not only to perceive, but also to reproduce the features of color, shape, size of objects, their location relative to each other in drawings and crafts. For this, it is important not only to assimilate sensory standards, but also to develop unique ones of their kind actions of perception.

Identification actionsconsist in the fact that the child, perceiving an object, compares its properties with a certain sensory standard and notes that they are absolutely similar. For example, when perceiving a ball, a child states: “The ball is round.”

Actions of reference to the standardThey assume that when perceiving an object, the child notices a partial coincidence of its properties with the standard and understands that, along with similarities, there are some differences between them. For example, an apple, like a ball, is round, that is, it must be correlated in shape with the standard ball. But the shape of an apple also has its own characteristics: it is, as a rule, a somewhat flattened ball with a hole and a protrusion. In order to perceive an apple as round, it is necessary to abstract from these additional aspects when correlating it with the standard.

Modeling activitiesare that when perceiving objects with complex properties that cannot be determined using one standard, it is necessary to simultaneously use two or more standards. The simplest example is the shape of a one-story village house, which includes a rectangular facade and a trapezoidal roof. To correctly perceive such a form, it is necessary not only to select two standards, but also to establish their relative position in space.

How do the actions of perception develop? At first, the child tries to extract information about the properties of objects from practical actions with them. Three-year-old children, when given a new object, immediately begin to act with it. They make no attempts to examine the object or touch it; they do not answer questions about what the object is.

In middle preschool age, practical actions begin to be combined with perceptual actions. Four-year-old children are already beginning to examine an object, but they do so inconsistently and unsystematically, often turning to manipulation. When describing verbally, they name only individual parts and characteristics of an object, without connecting them to each other.

By the age of five or six, the actions of perception become quite organized and effective, and can give the child a relatively complete understanding of the subject. Older preschoolers develop a desire to more systematically examine and describe an object. When examining an object, they turn it over in their hands, feel it, paying attention to the most noticeable features. By the age of seven, children can examine objects systematically and systematically. They no longer need to act with the object; they quite successfully describe its properties thanks to the work of the perception process.

Improves in preschool childhood perception of space. If at three or four years old a child’s reference point is his own body, then by the age of six or seven years children learn to navigate in space regardless of their own position and are able to change reference points. For example, when asked to show what is on the right, a child of three or four years old first looks for his right hand, and then only orients itself in external space. An older preschooler can even show that he is located to the right of the person standing opposite him.

Much more difficult for a child given time perception. Time is fluid, it does not have a visual form, any actions occur not with time, but in time. The child can remember symbols and measures of time (minute, hour, tomorrow, the day before yesterday, etc.), but does not always know how to use them correctly, since these designations are conditional and relative. What was called “tomorrow” the day before becomes “today,” and the next day becomes “yesterday.”

When learning ideas about the time of day, children are primarily guided by their own actions: in the morning they wash their face, in the afternoon they have lunch, in the evening they go to bed. Ideas about the seasons are comprehended as one becomes familiar with the seasonal phenomena of nature. Ideas about large historical periods, the sequence of events in time, the duration of people's lives, the existence of things usually remain insufficiently defined for a child until the end of preschool age - until there is a personal measure, reliance on one's own experience.

The development of a child’s ideas about long time intervals is helped by systematic observations of natural phenomena, the use of a calendar, keeping observation diaries, etc. At the age of six, children are able to understand that time cannot be stopped, returned, or accelerated, that it does not depend on desire, nor from human activity.

Older preschoolers are actively entering the world of artistic creativity. The perception of works of art is a unity of cognition and experience. The child learns not only to record what is presented in a work of art, but also to perceive the feelings that its author wanted to convey.

The famous domestic child psychologist V. S. Mukhina analyzed development of drawing perceptionin preschool age. It shows how a child gradually develops the ability to correctly correlate a drawing and reality, to see exactly what is depicted on it, and improves the interpretation of the drawing and understanding of its content.

Thus, for younger preschoolers, a drawn picture is more likely a repetition of reality than an image. When a child is shown a picture of a person standing with his back turned and asked where his face is, the child turns the picture over, expecting to find a face on it. back side leaf. Over time, children become convinced that they cannot act with drawn objects as with real ones. Preschoolers also gradually learn the arrangement of objects in the picture and their relationships. Perspective perception is especially difficult for a child. Thus, a distant Christmas tree is assessed as small, objects located in the background and obscured by others are assessed as broken. Only towards the end of preschool age do children begin to more or less correctly evaluate a perspective image, but even then this is based on knowledge of the rules learned from adults. The distant object seems small to the child, but he realizes that it is actually large. This is how it is formed constancy of perception- a property that assumes that we perceive objects as quite stable and maintaining their size, shape, color and other properties, despite changes in the conditions of perception (distance, lighting, etc.).

The perception of a drawing is associated with the development of the ability to interpret it. Children try with interest to understand what is shown in the pictures. This is how another property of perception develops - meaningfulness. . If the plot is clear enough and close to the child, he can tell about it in detail, but if it is inaccessible, he simply lists individual figures and objects. In this case, such properties of perception as selectivity and apperception appear.Selectivity- the property of perception to isolate and perceive only part of some objects from the environment, turning everything else at that moment into an imperceptible background. Apperception - this is the dependence of perception on personal characteristics and human interests. When interpreting plot images, each child highlights and notices something different.

In preschool age it develops perception of a fairy tale. According to the eminent psychoanalyst, child psychologist and psychiatrist Bruno Betelheim, a fairy tale, like almost every form of art, becomes a kind of psychotherapy for a child. Betelheim worked with children with profound behavioral and communication disorders. He believed that the reason for these violations was the loss of the meaning of life. To find meaning in life, a child must move beyond the narrow confines of self-focus and believe that he will make a significant contribution to the world around him, if not now, then at least in the future. A fairy tale contributes to all this. It is simple and at the same time mysterious. A fairy tale can capture a child’s attention, arouse his curiosity, enrich his life, stimulate his imagination, develop his intellect, help him understand himself, his desires and emotions, and gain a sense of satisfaction with what he is doing.

Adults introduce the child to the world of fairy tales. They can help ensure that a fairy tale truly becomes a fairy tale that can transform a child and his life. The well-known domestic child psychologist L. F. Obukhova analyzed the development of perception of fairy tales in preschool age as a special activity of the child. She notes that the perception of a child differs from the perception of an adult in that it is an extensive activity that needs external support. A.V. Zaporozhets, D.M. Dubovis-Aronovskaya and other scientists identified a specific action for this activity. This is co-action , when a child takes the position of the hero of a work, he tries to overcome the obstacles standing in his way.

D. B. Elkonin emphasized that a classic fairy tale most closely corresponds to the effective nature of a child’s perception of a work of art, since it outlines the route of the actions that the child must carry out, and the child follows this route. The child ceases to understand fairy tales where this route is not present. For example, some fairy tales by H.-K. Andersen, where there are lyrical digressions. T. A. Repina traced in detail the path of development of assistance: young children have understanding when they can rely on an image, and not just on a verbal description. Therefore, the first children's books should have pictures, which are a support for following the action. Later such tracking becomes less necessary. Now the main actions must be reflected in verbal form, but in the form and in the sequence in which they actually occur.

A special type of perception is person's perception by person. How older preschoolers perceive the people around them is best evidenced by their games and drawings. For example, when playing “house”, “daughters-mothers”, etc., children reproduce certain images of other people (most often close ones), the relationships between them. Having observed such a child playing the roles of adults, one can understand with a high degree of confidence which personal traits and characteristics of other people the child perceives most clearly. By what kind of people a child portrays, what exactly and how he conveys them, revealing their images, for example in a drawing of a family, one can judge what is easier for him to imprint, what he pays attention to most, and what remains unperceived.

The peculiarities of the child’s perception of the people around him are also manifested in his value judgments. Children give the most vivid assessments to those adults to whom they feel affection. For example, in children’s evaluative judgments about adults, references are made to their appearance (“She’s always smart, beautiful, bright”), the attitude shown toward them (“She spins me around, hugs me”), the adult’s awareness, skills (“When something I don’t understand, she tells me everything and others too”), moral qualities (“She is affectionate and cheerful”).

Children's perception of each other depends on how popular or rejected the child is in the children's community. Special studies have revealed that the higher the senior preschooler’s position in the group, the higher his peers rate him, and vice versa. When assessing children for whom they have shown sympathy, children of six years old overwhelmingly name only the positive qualities of their peers: “handsome”, “draws well”, “can read”, “tells interesting stories”, etc. About those peers to whom there is no sympathy, children respond negatively: “beats”, “plays poorly”, “greedy”, etc. It is interesting that when assessing girls (with a positive attitude towards them), both boys and girls note a greater number of positive qualities than when assessing boys, to whom they also show sympathy. When characterizing boys (with a negative attitude towards them), girls generally note more negative qualities in them than in representatives of their gender with the same attitude towards them.

If evaluative judgments about the people around a younger preschooler are, as a rule, undifferentiated, unstable, and changeable, then by the age of six or seven they become more complete, developed, and adequate. As children grow older, they increasingly perceive internal rather than external personal qualities other people. It is important to consider that they learn this with the wise accompaniment of an adult who sets “social standards” with which children compare their behavior and the behavior of other people.

Thus, the development of perception in preschool age is a complex, multifaceted process that helps the child to more accurately and clearly display the world around him, learn to distinguish the nuances of reality, and thanks to this can more successfully adapt to it.

The period from three to six (seven) years in age period ization is called the period of preschool childhood.

Stages of preschool childhood

• junior (3-4 years);
• average (4-5 years);
• senior (6-7 years old).

Three periods of preschool age

Preschool childhood is one of the most dynamic and interesting periods from the point of view of the comprehensive development of a child.

During preschool age, a child makes a colossal “leap” in physical and intellectual development: all cognitive functions are formed and actively developed. The basis of this development is perception.

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 children younger age

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 developmental features and be interested in this development.

A child’s understanding of the world begins with perception

Features of development in the primary preschool period

Age is characterized by:

• active motor and play activities that allow you to interact with objects and learn their properties;
• the beginning of the use of speech and its active development.

All this serves as a catalyst for the development of all cognitive processes, and, in particular, perception.

Peculiarities of perception of children 3-4 years old

Objectivity of perception

• For children of this age, the properties of objects are still inseparable from the objects themselves. For example, a lemon is always yellow, and if a child sees a yellow fruit, he will be convinced that it is a lemon.
• When looking at images of objects, three- and four-year-old children fix their attention on one detail that stands out in size, color or shape, and from it they “infer” the entire object. For example, when a child sees a computer, he will most likely notice the larger part of it (the monitor) and decide that it is a TV.

Information and its perception in 3-4 years are only specifically subject-specific

Lack of clarity of perception

The perception of children of this age is somewhat “blurred” and lacks clarity. For example, children of this age do not recognize close and familiar people dressed in carnival costumes, even with an “open face”. Three and four year olds see the big picture, finding it difficult to analyze it and compare facts.

Parents (educators) are able to provide significant assistance in the development of the child’s perception, activating the process and directing it.

Peculiarities of perception in preschoolers

Main development tasks of the period

1. To promote children's knowledge of new objects and phenomena.
2. Teach children to manipulate objects in order to discover their properties, purpose, and features.
3. Develop the ability to recognize objects and phenomena by their properties, compare, highlight similarities and differences, find features.
4. Development of perception of the shape and color of objects.
5. Help broaden children's horizons and develop their curiosity.

Please note: Throughout the preschool period, the main activity of the child is play, and it should become the basis of developmental work.

Games that promote the development of perception of younger preschoolers

"Collecting droplets"

The game promotes:

• developing the ability to combine objects based on the presence of a common feature (color);
• development of color perception and fine motor skills.

Equipment: plastic containers in primary colors: red, blue, green, yellow. Each participant in the game has a set of colored circles of different colors.

Put the bunny in the carriage by color - game

Instructions: We ask the children to collect droplet circles into a glass of the same color.

"Hid under umbrellas"

The game develops:

• the ability to combine objects according to a common essential feature (form);
• perception of shape and color.

Equipment: illustrations of umbrellas in three (four) colors: red, green and blue. Triangle, square, circle for each child participating in the game.

Creating a game situation:

1. “On a sunny day, the geometric figures went for a walk. Suddenly a cloud “covered” the sun and the rain started dripping. Where can our figures hide?”
2. The children's expected answer: “Under the umbrellas.”
3. "Certainly! Let all the circles quickly hide under the red umbrella, the squares under the green, the triangles under the blue.”

While playing, children learn to separate properties from an object by comparing them.

Perception of children in the middle preschool period

Four and five year old children have already made some progress in the development of perception:

• basic shapes are easily recognized: circle, triangle, square, rectangle;
• know and distinguish 7 primary colors well;
• have an idea of ​​​​the variability of color saturation: lighter or darker;
• know and use the division of color into warm and cold shades;
• understand soft and sharp combinations of colors.

Types and properties of perception

Perception of middle preschoolers

Peculiarities of perception of objects (phenomena)

By the age of 5, an idea of ​​the size of objects and the ability to compare them is formed. Children of this period begin to use abstract concepts such as height, width and length when making comparisons. They can compare two or three objects relative to each other, using the concepts: “largest” and “more”, “average”.

Game for orientation in space “top-bottom, right-left”

Features of the perception of time and space

The perception of these quantities takes a long time to form in children. For middle preschoolers, it only “adds up.” As a rule, children remember the basic quantities denoting time intervals (hour, minute, today, yesterday, tomorrow), but do not yet know how to use them adequately. This is understandable: time is not subject to direct manipulation, and therefore all concepts associated with its designation are relative.

Time orientation is a difficult task for 4-5 year olds

For the same reason, a 4-5 year old child is not yet able to master the system of measures: centimeter, meter, kilometer.

Features of artistic perception

During the preschool period, all children are creators. They engage in artistic creativity, modeling, appliqué a lot and with great pleasure, and are interested in various types of design. For them artistic creativity- a way of understanding the world, the ability to perceive feelings, the birth of experiences. Children of this period are very emotional and the opportunity to create also plays a therapeutic role for them.

Peculiarities of perception of oneself and other people

The perception of people by children at this age is distinguished by evaluative judgments related to a person’s appearance and his moral qualities. For example, children may say about the teacher: “She is always beautiful (elegant).” About people who show affection to them warm feelings: “She always hugs (kisses) me,” or “She is kind and affectionate.” Children speak especially emotionally vividly about those to whom they are most attached.

At 5 years old, for a child, the mother is the most beautiful and the youngest

Children's perception of peers depends on the child's popularity in the children's society (group) and his assessment by other children. We can influence this indirectly.

Tip: Show praise for your child's achievements at home. Thus, from early childhood you can lay an important foundation of self-confidence, which will be a good help when communicating in a group.

Game “Color + Shape” - for kids 5-6 years old

Games that develop the perception of middle preschoolers

"Bag of Secrets"

The game promotes the development of:

• the ability to recognize objects by their basic characteristics;
• based tactile sensations, verbally describe the properties of an object.

Guessing game or "What's in the bag"

Equipment: an opaque bag made of any material, no more than 6 toys or just small objects made from different materials.

Instructions: choose a driver. He will have to guess the name of the toy (item) based on its properties. We invite one of the children to feel the toy in the bag with their hand and name its main properties. After the correct answer, the children change places.

“Whose sound is that?”

The game develops:

• auditory perception;
• the ability to recognize objects by certain properties (sounds).

Equipment: about 10 items made of various materials. This could be a spoon and a cup, a glass of water, a piece of paper, a plastic bag: anything that can produce characteristic sounds when manipulated.

Instructions: an adult hides behind a screen and makes sounds using objects: tears a sheet of paper, imitates the sound of stirring liquid with a spoon, crunches a plastic bag, knocks on the door, pours water from one container to another.

Children must guess which object each sound belongs to.

It is possible to complicate the task: children must name other objects that make similar sounds.

"Guess by the smell"

Game objectives:

• development of smell as a form of perception;
• consolidation of the ability to recognize objects by their essential characteristics (smell).

Game "Guess by smell" with closed eyes

Equipment: coffee beans, orange or lemon, perfume, essential oils with the scent of pine needles, strawberries and any other items with a characteristic smell.

Instructions: the driving child is blindfolded with a scarf and asked to recognize and name the object by its smell. If the task is difficult, you can use hints in the form of indicating other characteristic properties of this item.

Please note: Most preschool children draw a lot and enjoy drawing, and this can and should be used as one of the ways to develop perception. For example, the game “Guess by Smell” can be completed by asking children to choose the smell they like and draw it on paper using pencils or paints.

Age-related characteristics of perception of older preschoolers

1. Dominance of visual sensations: six and seven year old children remember information “with their eyes”, which is why it is so important for him to see what he is told about.
2. Sufficiently high auditory sensitivity: children easily recognize familiar pieces of music, feel the rhythm and tempo. However, auditory perception is weaker than visual perception and it still needs to be improved.
3. Features of self-esteem: as a rule, it is somewhat overestimated and this is not scary, moreover, this is normal for this period of life. The main thing is that people around the child know this feature, understand and accept it. This does not mean that the child needs to be constantly praised or turn a blind eye to his age-related boasting. Criticism is necessary, but it needs to be conveyed in such a way that the child does not feel offended. It is important not to knock down your positive self-esteem. To do this, instead of the phrases “you didn’t…”, “you didn’t try”, it is better to say: “you did it, but...”, “you tried, but...”.

Educational building blocks for children 5-7 years old

An important fact in the development of adequate self-esteem is the use of a situation of success. For this purpose, the child should be offered only those tasks that he is able to cope with due to his age or characteristics. Only in situations of success can one develop adequate self-esteem and confidence in oneself and one’s abilities.

1. In older preschool age, behavioral standards are formed. During this period, it is important for adults to participate in the child’s life: by reading and discussing what they read and the actions of the people around them, the adult shapes them emotional attitude to others, his own position or point of view by which he will compare his behavior and evaluate the actions of others.
2. A new development of age is the appearance of arbitrariness. A six or seven year old child is able to set goals for himself and consciously strive to achieve them. The appearance of this quality has a positive effect on his overall cognitive development.
3. Another important acquisition of this age is the emergence and development of cognitive motivation, which gradually replaces play motivation. A successful change in the leading motives of behavior indicates the child’s readiness to begin a new, no less significant stage in his development, to study at school.

Cards “Name what is drawn” for children 6 years old

In preparing for such a responsible transition, we need to take stock: assess the development of perception. Methods proposed by psychologists will help with this.

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.

Test “Name the objects” for 6-7 years old

Evaluation of results:

Number of points	Time spent		Conclusion about the level of development of perception
10		less than 20	Very tall
8-9		21-30	High
6-7		31-40	Average* (upper limit of normal)
4-5		41-50
2-3		51-60	Short

*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.

Number of points	Time spent (sec)	Conclusion about the level of development of perception
10	less than 25	Very tall
8-9	26-30	High
6-7	31-35	Average (upper limit of normal)
4-5	36-40	Average (lower limit)
2-3	41-45	Short
0-1	45 or more	Very low

Games and exercises for developing perception in preschool children

The basis of perception is the work of our senses. Perception is the main cognitive process of sensory reflection of reality, its objects and phenomena with their direct action on the senses. It is the basis of thinking and practical activity of both an adult and a child, the basis of a person’s orientation in the world around him, in society. Relationships between people are built on the basis of a person's perception of a person.

In the structure of perception, there are two main substructures: types of perception and properties of perception.

Types of perception: simple, complex, and special. TO special types include the perception of space, time, and movement. Simpler types include the perception of size, shape of objects, and their color.

Properties of perception: volume, integrity, structure, meaningfulness.

Perception should be considered as an intellectual process. It is based on an active search for the signs necessary to form the image of an object.

The sequence of this process can be represented as follows:

a) isolating a certain group of signals from the flow of information and concluding that these signals relate to the same subject;

b) searching in memory for a complex of features similar in the composition of sensations, then comparing the perceived object with it;

c) subsequent search for additional signs of the object, which will confirm the correctness of the result of perception or refute the decision.

Peculiarities of perception of preschool children

The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot independently analyze this or that object. In objects, preschoolers notice not the main features, not the most important and significant, but what clearly distinguishes them from other objects: color, size, shape.

The process of development of children's perception in preschool age was studied in detail by L. A. Wenger. During the age period from 3 to 7 years, the child develops the ability to mentally

dismember visible objects into parts and then combine them into a single whole. A child of preschool age learns, in addition to the outline, to identify the structure of objects, their spatial features and the relationships of parts.

The best results in the development of perception in a preschool child are obtained only when the child is offered standards for comparison that affect the senses (sensory standards). It is with such material standards that the child must learn to compare the perceived object in the process of working with it. Such sensory standards for the perception of form are geometric figures, for the perception of color - the spectral range of colors, etc. Working with standards is the first stage of perception.

At preschool age, children become familiar with the spatial properties of objects with the help of the eye and orienting and exploratory movements of the hands. Practical actions with perceived objects lead to a restructuring of the perception process and represent the second stage in the development of this cognitive ability.

At the third stage, the external perception of an object turns into a mental one. The development of perception makes it possible for preschool children to recognize the properties of objects, distinguish one object from another, and clarify the connections and relationships that exist between them.

The tasks, exercises, and games we offer will help develop the child’s perception, making it more accurate, objective, structural, and holistic. And this is simply necessary for the development of the intellectual, artistic and creative abilities of every child.

Related information:

1. A. Concept and features of scientific and technological progress. Main directions of development of scientific and technological progress in the agricultural sector
2. GINA 2011-2014). In brackets are doses for children 6-11 years old. Combination drugs containing the selected GCS are highlighted in italics.