Insufficient sensorimotor development of preschool children leads to various difficulties during primary education. Let us consider how these processes are interconnected and what is meant by sensorimotor development. At each age stage, the child turns out to be the most sensitive to certain influences. The younger the child, the more important sensory experience is in his life. At the stage of early childhood, familiarization with the properties of objects plays a decisive role. N. M. Shchelovanov (1976) called early age the “golden time” of sensory education. Most children early age those with intellectual development disorders have little expressed interest in the environment, and almost no reaction to novelty. Sensory perception is extremely impoverished. Attention is unstable and of a formal nature. Motor activity is reduced, coordination of movements is impaired. There is weakness or insufficient joint interaction between the hand and eye. Play activity is not developed. Early stage of development of the child involves the formation of a broad orientation in the subject environment, i.e. not only traditional familiarization with the color, shape, size of objects, but also the improvement of sound analysis of speech, the formation of an ear for music, the development of muscle sense, etc., taking into account the important role played by these processes in the implementation of musical, visual activities, speech communication, simple labor operations (A. V. Zaporozhets, A. P. Usova). The need to accurately and completely perceive the properties of objects clearly arises before the child in those cases when he must recreate these properties in the process of his activity, since the result depends on how successfully the perception is carried out. sensory development Children are mastering sensory standards and mastering methods of examining objects. Sensory standards are generally accepted examples of each type of properties and relationships of objects. There are relatively few of them, and humanity has managed to streamline them and reduce them to several varieties. Mastering ideas about these varieties makes it possible to perceive the world as if through the prism of social experience. In order for a child to begin to assimilate sensory standards and examination methods, he must be appropriately prepared for this. The process of assimilation of standards and mastering examination methods is long, stretched over several years and includes a gradual transition to increasingly complex forms of perception. The stage of direct assimilation and use of sensory standards begins. The educational program in a preschool institution clearly defines the amount of sensory knowledge and skills that children of each age level must master. We will not dwell on this issue in detail, we will only note that at this stage we are becoming familiar with both the main samples (standards) and their varieties. Sensory education here is closely intertwined with the development of the child’s thinking, since the assimilation of individual topics (for example, a system of forms) goes beyond the scope of sensory education, which significantly complicates this work. At the same time, it is important that familiarization with standards does not just take place by showing and naming them, but includes children’s actions aimed at comparing different standards , selection of identical ones, consolidation of each standard in memory. At the moment of actions with standards, children are required to memorize and use these names, which ultimately leads to the consolidation of ideas about each standard and to the ability to perform actions based on them according to verbal instructions. Children become acquainted with increasingly subtle varieties of standard properties. Thus, there is a transition from familiarization with the relationships of objects by general size to familiarization with the relationships by individual extents; from familiarization with the colors of the spectrum to familiarization with their shades. Gradually, children learn the connections and relationships between standards - the order of colors in the spectrum, the grouping of color tones into warm and cold; dividing figures into round and rectilinear; unification of objects along individual lengths, etc. Simultaneously with the formation of standards, the actions of perception are improved. Teaching children how to examine objects goes through several stages: from external indicative actions (grasping, palpating, overlaying, tracing a contour, etc.) to the actions of actual perception: comparison, comparison of the properties of various objects with sensory standards, grouping according to a selected characteristic around standard samples, and then - to the performance of increasingly complex visual and oculomotor actions, sequential examination (i.e., visual examination) and a detailed verbal description of the properties of an object. At the initial stage, it is very important to explain the methods of action: how to look, listen, compare, remember, etc. - and direct the children’s activities to independently use these methods in relation to different content. The image of an object is increasingly differentiated, closer to the real object, enriched with the name of its properties and qualities, information about possible varieties of the object. Familiarization with each type of standard has its own characteristics, since different actions can be organized with different properties of objects. Thus, when becoming familiar with the colors of the spectrum and especially their shades, children’s independent acquisition of them (for example, obtaining intermediate colors) is of great importance. In becoming familiar with geometric shapes and their varieties, teaching children how to trace a contour with simultaneous visual control of hand movements, as well as comparing figures perceived visually and tactually, plays a significant role. Familiarization with magnitude includes arranging objects (and their images) in rows of decreasing or increasing magnitude, in other words, creating serial rows, as well as mastering actions with conventional and generally accepted measurements. In the process of musical activity, patterns of pitch and rhythmic relationships, etc., are acquired. Throughout these mental processes will begin to take leading positions, especially logical thinking; perception will perform an accompanying function, but at the same time continue to improve and be honed in coordinated work with thinking, imagination, and speech. If favorable conditions for the development of perception are not created in preschool age, then the mental processes associated with it will form at a slow pace, which will complicate the development of educational activities at primary school age. So, let's consider what knowledge and skills acquired in the process of perception that children should master by the end of preschool age: - distinguish the shape of objects: round, triangular, quadrangular, polygonal; - measure and compare the length, width, height of objects using a conventional measure; many qualities and properties of an object (for example, the texture of a material) simply cannot be known, and the lack of ability to navigate on a sheet of paper (and other limited surface) can cause certain school difficulties. As our author’s practical experience shows, sensory development should be carried out in close unity with psychomotor development. To grasp an object with one hand, the child must already be “motorically ready” for this. If he cannot grasp an object, he will not be able to feel it. Only with bimanual (two hands) palpation of an object does its spatial study occur. The development of motor skills ensures the development of other systems. In order to effectively determine the shape, volume and size of an object, the child must have well-developed coordinated movements of the muscles of both arms, eye muscles and neck muscles. Thus, three muscle groups provide the function of perception. It is known that the accuracy of movements when examining objects is achieved through the development of fine motor skills of the hand, the formation of oculomotor (visual-motor) coordination; for full spatial orientation, you should control your body, be aware of the location of its individual parts (head, arms, legs, etc.) in static and dynamic modes - there are many such examples. These facts allow us to talk about the unification of the processes of sensory and psychomotor development of children. It becomes possible to expand the range of sensory education tasks and define the main ones as follows.
1. Improving motor functions (development and improvement of gross (gross) and manual (fine) motor skills, formation of graphomotor skills).
2. Tactile-motor perception.
Transitional period of infant development. The newborn’s body adapts to extrauterine, new conditions of existence. The skin still looks reddish and peels. Few babies survive colic. This is a sign that the intestines are filling with microorganisms. At this time, the baby makes up for natural weight loss (up to 300 g) and additionally gains over half a kilogram.
Sensorimotor and intellectual development is expressed by the fact that the baby learns to hold his head, is already trying to follow an object moving in his field of vision, and even focuses his gaze for a couple of seconds. Loud sharp sounds make him flinch, and in the bright light he squints. The baby reacts to the mother’s voice and peers at her. The first smile appears on your face.
2 months
The baby's development is already noticeable. He gains 800-1000 grams, becomes 3-4 cm taller. The brain also develops and becomes heavier by 50 grams. The child sleeps 18-19 hours a day. The baby responds to speech and makes eye contact. Typical problems In the second month there is colic, possible skin rashes, crying from overwork, and weather sensitivity.
The baby holds his head more and more confidently, raising it briefly when he finds himself on his tummy. Begins to be interested in faces, follows people with his gaze and turns his head. Hearing sounds, he turns his head in search of the source of the sound, especially an unfamiliar one. And most importantly, he tries to keep the conversation going. In the second month the first “ahu” is heard.
3 months
Intellectual development accelerates. Brain cells strengthen connections among themselves. Therefore, the quality of nutrition becomes important. Mother's milk is the most balanced. The baby is actively developing sensorimotor and communication skills. He is already able to carry on a conversation in his own language and follows the interlocutor with his eyes.
Lying on his tummy, he holds his head confidently. A “revival complex” appears - the child actively wiggles his legs and arms at the sight of a familiar face. He is already agile, so leaving him on the edge of a table or bed is risky. In the third month, the baby smiles with all his might and even imitates pleasant sounds.
4 months
Parents can take a breath - the hundred-day period of infant colic is ending. The body has entered into a life mode. A child lives according to a day-night cycle, although he can confuse them: sleep more during the day, and go for walks at night.
At this age, a taste for music develops. Therefore, melodious lullabies become an important milestone in intellectual development. The baby actively uses his hands. Likes to hold and rub something. It's time to teach the game of pats.
A crucial period begins: children begin to put everything in their mouths. Small items nearby are being cleaned. Only large toys are needed, without unnecessary details. But do not forbid your child to “slobber” things - this is how he masters the world around him.
5 months
The baby is gradually learning to sit, for now in his arms. Some children are already matching faces: if previously they were unconditionally happy about any person, now strangers can cause anxiety. They begin to distinguish strict speech from affectionate speech.
Kids at this age strive to touch everything with their own hands, be it a bright toy or a rough sock. The need to put things in your mouth only intensifies. They also try to roll over from their back to their stomach.
6 months
The child’s development is already clear: his weight doubles after birth, and his height becomes 20 centimeters higher. At this age, the first tooth may appear. The baby is already responding to his name. His speech becomes babbling: separate syllables are added to the squealing and “booming”. And in one wonderful moment, parents will hear the long-awaited “mom.”
The baby begins to show character. When playing with a toy, he may not give it back. Freely transfers objects from hand to hand and waves them. He is already briskly turning over from his stomach to his back, even trying to crawl.
7 months
The baby is already mastering the technique of crawling. I just turned away and he was already in another corner. It's time to protect your child from traumatic objects. All sockets must be plugged with special plugs. The baby is already answering with gestures the question of where the familiar object is.
It's time for complementary feeding. The supply of nutrients in breast milk no longer provides all the body's needs. In addition, complementary foods stimulate the development of the digestive organs and accustom them to new tastes.
8 months
The baby is socializing. He eagerly communicates with other kids. Sensorimotor development is already quite high. He confidently plays with objects various shapes, including round ones. Likes to make sounds by hitting rattles or deliberately dropping objects. Enjoys playing with loved ones: “thief magpie”, “ladushki”, etc. Children learn to stand up and even move on their legs, holding onto a support.
9 months
The musculoskeletal system is actively developing, coordination of movements is improving. The nature of the games is becoming more complex: children, for example, can already undress dolls. They understand what they want from them: “take the ball”, “come to me.” Collective thinking develops: they are happy to share toys with other children, they will cry when others cry.
10 months
The baby drinks from a cup himself, learns to eat with a spoon, and is able to climb on and off a low obstacle. It's time to play with cubes and pyramids. Another favorite game is hide and seek.
11 months
Many kids are already mastering walking. They communicate with interest with their reflection in the mirror. Bite and chew solid food. They learn to ask for what they want with the words “am-am” and “give.”
12 months
By their first anniversary, babies grow 25 cm and gain 7-8 kg of weight. In the sensorimotor and intellectual development of the baby, traits of independence can already be traced. The child will probably point out mom and dad in photographs, distinguish a round figure from a square one, and learn to draw. Imitates adults in everyday small things: combing hair, feeding a doll, etc.
On modern stage Problems of sensorimotor development of preschool children are widely discussed in pedagogical practice. Sensorimotor abilities develop in a child in parallel with physical and mental development and serve as an indicator of his social development.
Sensorimotor development of a preschooler involves the development of his perception and the formation of ideas about external properties objects: their shape, color, size, as well as the development of motor skills. Preschool age is the most favorable for improving the functioning of the senses and accumulating ideas about the world around us.
Sensorimotor development is the basis mental development, since cognition begins precisely with the perception of objects and phenomena of the surrounding world.
One of the most important areas of mental development of preschool children and the key to successful preparation of a child for schooling is the formation in children of grammatically correct, lexically rich and phonetically clear speech. However, the process of speech development in a preschooler is very complex, ambiguous and depends on many factors. Among these, the level of development of sensorimotor skills in a preschool child stands out.
Why is it so important to develop sensory and fine motor skills in preschool age?
It is known that the development of fine motor skills stimulates the development of speech. Scientists have proven that the development of the hand is closely related to the development of the child’s speech and thinking. Why does a person who cannot find the right word to explain, does he often help himself with gestures? And vice versa: why does a child, writing or drawing with concentration, help himself by involuntarily sticking out his tongue? The first form of communication among primitive people was gestures, and the role of the hand was especially important here. The development of hand and speech functions in humans proceeded in parallel. The development of a child’s speech is approximately the same. First, subtle movements of the fingers develop, then articulation of sounds and syllables appears, all subsequent improvements in speech reactions are directly dependent on the degree of development of finger movements. It has been experimentally proven that the highest results in working on speech development are achieved precisely in those children fine motor skills which is quite well developed and corresponds to the age norm.
The development of fine motor skills is inextricably linked with the development of sensory processes, and this is most clearly manifested in children's play. Gaming activity is the leading one in preschool age, so it is important to stimulate the mental development of children by organizing various games to develop sensorimotor skills. At the same time, it is necessary to ensure that these games are devoid of monotony, but, on the contrary, become exciting activity for babies. We bring to our readers' attention some of the most interesting games aimed at developing sensory and fine motor skills in preschoolers of different ages. When mastering educational areas, games can be organized in various types activities.
Stick it on.
To play, you will need self-adhesive film of various colors. You can make blanks in the form geometric shapes, clouds, etc. For the base - thick polyethylene film. The game can be carried out in the free activity of children with the task: “stick it - peel it off”, or it can be organized during productive activity (application) when mastering educational field“Artistic creativity.”
For the game, we prepare opaque containers of the same size and color with tight lids. These can be bottles or boxes. We pour various “materials” into the container: cereals, peas, coins, shavings, metal balls or cloves. The teacher selects any noisemaker and shakes it. The child’s task is to find the same noisemaker as the teacher’s.
Multi-colored cups (soap dishes, plates).
Plastic colorful cups can be widely used in different types activities. For example, squeeze a cup and listen to it crunch, or build a pyramid. They are also irreplaceable in the development of spatial thinking when mastering prepositions. Tasks can be like this:
- let's build a bridge through river,
- let's drive the car V garage,
- Let's build houses for the animals.
1. Help Cinderella sort the seeds (“Reading Fiction”).
Material: peas, beans or beans.
Progress of the game: mix all the seeds, invite the child to put the seeds into separate cells (you can use plastic containers for eggs).
3. Fruit on a string (Communication”).
Material: apples, pears, bananas, scissors, rope
Progress of the game: There are fruits tied on a rope. The child is blindfolded. He must go to the rope, cut the fruit with scissors, guess it by touch and describe it.
4. Painting (technique – thread painting) (“Artistic creativity”).
Material: a blank of colored cardboard with an outline of the design, colored wool threads from loose scraps (wavy or “curly”), glue, a brush, a napkin.
Progress of the game: child chooses threads the right colors for your drawing, apply glue with a brush to the cardboard along the contour of the drawing and carefully place the threads without pulling them. Blot the entire drawing with a napkin. The result is a “live”, warm picture.
5. Hit the target (“ Physical Culture", "Health")
Material: balls or sandbags, target.
Progress of the game: Children take turns throwing the ball at the target.
Information sources.
- Magid S.M., Tunina E.G. Games from the secret place. – St. Petersburg: Parity, 2007.
- Stepanova M.A. System of work on the development of fine motor skills of children’s hands and fingers // Speech therapist. – No. 7. – 2009.
- 7ya.ru – Ponomarenko Anna. Educational games for preschoolers. Games for developing fine motor skills.
- club-edu.tambov.ru/vjpusk/vjp066/rabot…index.htm – Kosenkova Oksana. Development of fine motor skills.
A child's mind is at his fingertips.
Sukhomlinsky V.A.
The preschool period is one of the important critical periods of development, characterized by high rates of psychophysiological maturation. The baby is born with already fully formed sensory organs, but not yet capable of active functioning; he must learn the ability to use his senses. In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items. He gets acquainted with works of art: painting, music, sculpture. The baby is surrounded by nature with all its sensory signs - colors, smells, noises. And, of course, every child, even without purposeful education, one way or another, perceives all this. The sensorimotor development of a preschooler 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 and the development of the motor sphere. Sensorimotor development forms the foundation of the general mental development of a preschooler. WITH perception of objects and phenomena of the surrounding world begins cognition. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception and are the result of their processing. Therefore, normal mental development is impossible without relying on full perception. Sensorimotor development is one important part unified systematic development and education of preschool children. The importance of sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us. The combination of sensory and motor (“motility” - movement) tasks is one of the main conditions mental education. Motor skills are the basis of development, a kind of “locomotive” of all mental processes (attention, memory, perception, thinking, speech). The role and participation of movement in the emergence of sensations and perceptions is very important, since the emerging associations form visual experience with tactile-motor experience. I.P. Pavlov expressed it in simple words: “The eye “teaches” the hand, the hand “teaches” the eye.” With the help of manual movements in objects manipulated by the child, more new information is revealed. Vision and hand movements become the main source of the child’s knowledge of the surrounding reality. Sensorimotor education creates the necessary prerequisites for the formation of mental functions that are of paramount importance for the possibility of further learning. It is aimed at developing visual, auditory, tactile, kinetic, kinesthetic and other types of sensations and perceptions. Sensorimotor education promotes intellectual development children, children's successful readiness for school, children's mastery of writing skills and other manual skills, and most importantly, their psycho-emotional well-being.
A child's readiness to learn at school largely depends on the level of his sensorimotor development.
A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, size, color, position in space, etc.
Improving the work of all types of analyzers: visual, auditory, tactile-motor, olfactory, gustatory, tactile is a necessary prerequisite for development cognitive activity preschoolers with visual impairments.
The development of the sensory system is closely related to the development of motor skills. Fine motor skills are a set of coordinated actions of the nervous, muscular and skeletal systems, often in conjunction with the visual system in making small and precise movements of the hands and fingers and toes. Fine motor skills help develop memory, attention, and logic. By developing fine motor skills, we develop children's speech and prepare them for school.
The most successful development of the sensorimotor sphere is carried out in games and exercises. The game can be widely used in various types of activities by educators and parents at home, and with the systematic organization of these games with children, the level of development of sensorimotor in children significantly increases.
Areas of work on sensorimotor development:
- Motor and graphomotor skills
- Tactile-motor perception"
- Kinesthetic and kinetic development
- Perception of shape, size, color
- Visual perception
- Auditory perception
Perception of the special properties of objects through the development of touch, smell, baric sensations, taste
Perception of spatial relationships
Perception of temporary relationships
In accordance with the areas of work, a card index of games and exercises has been selected by section.
Work system
Games aimed at developing the sensorimotor sphere in children are organized:
In joint activities with the teacher
In independent games with peers
During lessons with the music director
In physical development classes
In joint activities with parents
Purposeful work and the creation of optimal conditions for the use of games and exercises for the development of the sensorimotor sphere of children will allow the formation of knowledge about sensory standards - certain systems that are generally accepted standards that humanity has developed (scale of magnitude, color spectrum, system of phonemes, etc., and will teach the use of special (perceptual) actions necessary to identify the properties and qualities of an object. In games for the formation of sensorimotor processes, conditions are created in which each child gets the opportunity to act independently in a certain situation or with certain objects, acquiring his own effective and sensory experience. Learning occurs through games and exercises easily and naturally.
Prepared the article: teacher nursery group MDOU "Tsrr d/s No. 153" Shklyarova Elena Nikolaevn
Sensorimotor consists of two words (sensus – feeling, sensation and motor – engine.)
A child begins to explore the world from a very early age, first through sensations. His life is surrounded by a variety of sounds, colors, shapes. And the more developed sensory perception, the more effective the child’s development.
The child grows, begins to move: crawl, walk, run, and now large and fine motor skills help him explore the world around him.
Sensorimotor development in infancy, its features:
- The act of looking at objects takes shape;
- Grasping is formed, leading to the development of the hand as an organ of movement;
- Visual-motor coordination is established;
- Differentiated relationships are established between the perception of an object, action with it and its naming.
Sensorimotor is the ability to control movement and emotions, this is the coordination of eyes and movement, the coordination of hearing and movement.
Sensorimotor functions at the level of reflexes. A good example: we are walking down the street, our eyes see an obstacle: a puddle, a stone, ... we either stop or move to the side. Sensorimotor perception was activated.
Another example: we heard a loud sound, I don’t know exactly how you will react, but there will be some changes in your movement, you will either stop, or speed up, or look in the direction where the sound is coming from.
Or here’s another example: we draw a landscape - using our hands we transfer what our eyes see onto the sheet. (interaction between vision and hand and finger movements)
Now we have an idea how important it is to develop sensorimotor qualities in a child. Level speech development plays a significant role in the development of perception. In preschool age, actively improves physical activity. Movements become coordinated, dexterous, and confident, which significantly expands the range of practical activities of the preschooler.
Outstanding scientists in the field preschool pedagogy and psychology (A.V. Zaporozhets, A.P. Usova, E.T. Tikheeva, N.P. Sakulina, etc.) rightly believed that sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education.
Sensory development, on the one hand, is the foundation of the child’s overall mental development, on the other hand, it has independent significance, since full perception is necessary for the child’s successful education in kindergarten, at school, and for many types of work.
The child is open to the whole world. He constantly feels objects, manipulates, plays with them, compares these objects visually, listens to what adults call these objects, perceives the names of certain things and their qualities. The child refines his senses, develops general and finger motor skills, thereby developing his mind. Through contact with the environment and his own exploration, the child develops a stock of concepts with which his intellect can operate. Starting with sensorimotor exercises, the child moves towards the development of speech and intelligence. It is known that he absorbs a huge amount of information. The path of a preschooler is very responsible: it is difficult and joyful, it brings many different meetings and discoveries. The more children learn, the richer their sensory experience will be, the easier and easier it will be for them to develop motor skills.
To grasp an object with one hand, the baby must be prepared for this. If he cannot grasp this object, then he will not be able to feel it. This means that if we teach a child’s hands to be dexterous and skillful, then he will be able to learn a lot with their help. And the sooner we put new, unexplored things into his hands, the faster they will become skillful. All this, of course, facilitates the development and learning of children. It is important that the world around us is enriched with a developmental environment: toys and play aids have been developed that stimulate visual, tactile, and olfactory sensations. The strength of color is taken into account: with a well-chosen color scheme, tension is reduced and the emotional mood is optimized.
How can you open up the world into which he has come to a child, help him not to get lost in it, perceive goodness and beauty with trepidation and a smile - this is what worries teachers. It is important that, when placing a piece of clay in the baby’s hands or choosing a paper format for him, introducing him to soft toy or an interesting book, we not only used intuition and rich pedagogical experience, but were also guided by knowledge of age-related physiology.
At an early age, the main form of communication between a child and an adult should be actions with objects.
Children of primary preschool age should be able to fasten and unbutton buttons, lace and unlace shoes, and tie a scarf. In addition, they must be able to tie and untie knots, select caps by size and color, be able to use a clothespin, perform tasks to develop the muscles of the fingers, select caps for a felt-tip pen by color, string rings on fishing line by color and size, post images from buttons, mosaics, matches (5-8 pieces), from seeds on a plasticine basis, etc.
For children with developmental disabilities, noted L. S. Vygotsky, it is necessary to create workarounds. It is necessary to select a set of games and activities that help you think, remember, and feel. The child must search for a solution to the problem himself.
Here are some sample games cognitive development children:
- "Guess" - creating a problematic situation.
- "Think about it" - discussion, discussion leading to "discovery" new knowledge.
- "Find out" - solving the problem by the children themselves, developing search methods of orientation when completing a task.
- "Do it" - familiarity with the algorithm of actions and generally accepted terminology.
- "Remember" - speaking out loud the actions established by the algorithm.
- "Practice" - training exercises.
There are also exercise games, at the beginning of which the child already sees a positive assessment of his activity - "small prize" , but will be able to get it when the next one is resolved problematic situation. Such games - classes are best carried out individually or in a subgroup of 2-3 people.
A game: "Find the car" - development of tactile sensations. The baby is offered to play with the cereal that is in the jar. In the cereal, the child finds a car, which he is also offered to play with.
Exercises with a ball (Friedrich Froebel) Development of visual attention and stimulation of active and directed movements of the hands ("Here and there" , "Up down" , "Skok-skok" , “Hide it in your palm” , "Hide it in a box" ) . The exercises are performed with both the right and left hands.
Manual motor skills are closely related to speech, psychological and personal development child. One of the forms of an adult’s educational influence on a child is a didactic game. At the same time, play is the main activity of children. Thus, a didactic game has two goals: educational, which is pursued by an adult, and gaming, for which the child acts. Didactic game allows you to provide the required number of repetitions per different materials while maintaining children's emotionally positive attitude towards the task, which is very important in the development of manual motor skills in preschoolers.
A game "Funny Caps"
Goals:
- teach children to unscrew and tighten caps of different diameters, visually determine their specified location and color using the diagram.
- cultivate interest in learning and perseverance.
A game "Merry Snake"
Goals:
- teach children to string balls with a hole onto a rod, visually determine the location and color of the balls using the diagram;
- develop fine manual motor skills, visual perception, attention, thinking, memory
A game "Funny Clothespins"
Goals:
- teach children to correctly take and open a clothespin, find its location by color;
- develop small movements hands, coordination of both hands, visual perception, attention, memory.
- bring up emotional attitude to the results of your work, perseverance, patience.
Games - classes in sensory education are aimed at developing visual perception and attention, forming a holistic image of objects, developing tactile-motor perception, developing auditory memory and attention, etc.
Games with clothespins are an excellent form of work for consolidating knowledge about color, shape, size, the ability to navigate in space, counting skills, developing thinking, attention, and imagination. In the process of games, children develop constructive praxis, creating whole objects from parts - people, houses, plants - from geometric figures of different shapes, colors and sizes. Children learn to help each other and empathize.
These games help to activate speech and enrich it with new words. Games with clothespins can be used from an early age, making crafts together or by show and accompanying the work with poetry reading or conversation, taking into account the abilities of each child.
A game "Sun"
- The sun looks through the window
- He looks into our room.
- We will clap our hands
- We are very happy about the sun.
Game option: the child is given a yellow circle and clothespins of two colors. It is proposed to select only yellow clothespins according to the sample and attach them to the circle.
Children of older preschool age can be asked to do "sunshine at different times of the year" . For this, circles are offered in yellow and red colors, but different in size. For example, the sun shines in winter, but does not warm. The child chooses a small circle yellow color and short clothespins of this color. In spring, the sun shines brighter, the snow melts from its heat, so we choose a circle for the sun bigger size and long clothespins. In summer the sun shines, it is very warm, people sunbathe. For the summer sun, you can choose a large red circle and alternate yellow and red clothespins. In autumn the sun is not so hot, so you can take a yellow circle and alternate yellow long and short clothespins.
A game "Hedgehog"
Spruce looks like a hedgehog:
The hedgehog is covered in needles, and so is the Christmas tree.
Game option: the child is offered planar images of a hedgehog and a Christmas tree (from cardboard, plywood, etc.) on a stand. Children attach clothespins to the Christmas tree Green colour, for the hedgehog - clothespins of a different color. You can suggest alternating clothespins by size and color, for example, a Christmas tree in winter - alternating green and white clothespins. A hedgehog bears colorful leaves on its needles in the fall—clothespins in yellow, red, and orange are offered. You can invite children to attach required amount clothespins or attach two clothespins to the tree, and one more to the hedgehog, etc.
Taking into account the characteristics of children, it is necessary:
Conduct more individual lessons, carry out preliminary work on the development of fine and deep motor skills, offer a small amount of material, repeatedly repeat the demonstration of actions with this or that material, end the exercise when the first result is achieved, since the child cannot work for a long time.
Experience shows that children with developmental disabilities choose exercises that they can perform, and ignore exercises that cause difficulties, although sometimes they are interested. It is important not to miss this moment of interest and help the child master the exercise: achieving success leads to self-esteem and the emergence of further needs for development. You can also slightly modify the exercise so that the child can do it independently!
At the present stage, the problems of sensory and motor education are discussed in pedagogical theory. The authors note that sensory and motor development are not innate, but develop through process.
