The role of games in sensory development

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

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

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

— How do you play with your children?

— What do these games teach a child?

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

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

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

Progress of the game:

A hare appears with a basket and cries.

Educator : Why are you crying, little bunny?

Bunny: I bought gifts for my bunnies - shorts and skirts. While I was walking through the forest, I touched a bush and they tore. (Shows cardboard )

Educator : Don’t cry, bunny, we will help you. Children, let's pick up patches and patch up the holes. What do the holes in skirts and shorts look like?

Children: triangle, square and circle.

Educator : Correct.

The hare puts her shorts and skirts on the “stumps”

(tables on which patches are laid out in advance. Children approach the tables and complete the task.
The teacher asks each child what color of patch he put on and what geometric figure it resembles.
Hare: Thank you very much, children!

"Big and small balls"

Purpose: To teach to distinguish color and size (large - small)

; develop a sense of rhythm; pronounce words rhythmically.

Game task. Pick up balls for dolls.

Game rule. Choose the right balls by color and size.

Progress of the game. The teacher gives balls of different colors to look at (blue, green, red, yellow)

and different sizes
(large and small)
. Shows how they jump rhythmically and says: Jump and jump,

Everybody jump and jump

Sleep our ball

Not used to it.

The teacher brings out two dolls - a large and a small one - and says: “The big doll Olya is looking for a ball for herself. Little doll Ira also wants to play with the ball.” Invites the children to pick up balls for the dolls. Children select balls of the required size (for a large doll - a large ball, for a small doll - a small ball)

The doll Olya is capricious: she needs a yellow ball, like her skirt. The doll Ira is also angry: she needs a red ball, like her bow.
The teacher invites the children to calm the dolls: pick them the right balls.
"Hide the mouse"

Goals:

Continue to introduce children to the six primary colors and teach them to distinguish them. Develop reaction speed, attention, thinking. Strengthen knowledge about animals.

Material:

Demonstration: pieces of paper in six colors (20 - 15, in the middle there is a white square (8-8), on which a mouse is drawn (a mouse house, squares of the same six colors - doors (10x10), a large cardboard toy - a cat , a soft mouse.

Handout: this material is smaller in size - 10x8 colored sheets, 5x5 white squares on them, colored squares.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

What games help develop sensitivity at all levels?

Since I’m in the younger group, I’ll give you my card index, but I’ll try to make additions for different ages. In general, the meaning of such games is this: to give the child a wide range of sensations and knowledge about the properties of objects, substances, phenomena that can be felt tactilely, visually, auditorily and “smelling”. In the same way, these same sensory-didactic, that is, educational games are suitable for young children. It is necessary to select games that are adequate to the child’s age capabilities.

For simplicity, I divided the card index into 5 blocks: the development of visual perception, auditory, olfactory, tactile, as well as games for fine motor skills and purposeful actions.

I will not describe absolutely all the components of the card index, and it would be stupid to list them without a description, because you can’t always understand the essence by the name, so I will give a description of the most effective games for sensory development. You will see how simple, interesting and useful it is to amuse your baby and teach at the same time!

So, 1 block of didactic games for training visual sensitivity:

“Lids and boxes”: you can take empty plastic jars with gouache lids, they are usually multi-colored. Place cards inside to match the color of the box. For older children, you can place beads or other small objects in monochrome colors.

Objectives: we train the ability to correlate colors, find identical ones, analyze and systematize. At the same time, we train motor skills, learning to open lids. We exercise the ability to distinguish shape and size. If you shake a jar with a card inside, you will also train your hearing.

Believe me, if you complicate the task, the middle and older groups will be interested in this game. For them, you can add shades of colors, place inside a card with a picture that is not monochrome, but made predominantly of one color. We select lids with threads to make it more difficult to open.

“Vegetable Garden” is a game for the development of sensory standards. We take small square cardboards, draw the outline of a fruit or vegetable on them and cut out the middle. Separately, we have cardboard boxes of the same size, but completely painted over, matched to the colors of the prepared fruits and vegetables. Task: find its color for each fruit and place the blank on top of the corresponding colored cardboard.

Didactic games for the development of auditory perception: 2nd block

To organize this type of game, waste material is suitable. For example: “Colorful noisemakers.” We take plastic bottles and glue labels of different colors to them, but of the same color. We will stir anything inside, as long as it fits into the neck and is matched to the color of the label: dyed legumes, cereals, beads, sand. The baby shakes these noisemakers, now stronger, now weaker, catching the difference in the sounds made.

At the same time, we will train our visual perception of color and motor skills. Children aged 2-3 years love this game. In the second junior group, and even in the first junior group, this fun is a great success. Apparently, babies still miss rattles...

And to make the fun more interesting in the 1st junior group, you can decorate the noisemakers in the form of toys: take a plastic Kinder egg, put different objects inside (cereals, a ball, whatever), cover them with fabric or crochet them, creating chickens, for example. Each chick will make different noises.

The preparatory group can complicate the task: pour the contents of the bottles into separate boxes and then again select the filling required for each specific bottle by color. In addition, if you shake bottles consciously, you develop a sense of rhythm, and this is an ear for music!

"Who's making noise?" – goes well in the middle group. Behind the child’s back, we make characteristic sounds using any objects: rustling the pages of a book, knocking something on the table, etc. The child must guess what makes the sounds. Great ear training!

Block 3: developing the sense of smell...

There is no need to go far here; the games smoothly move into the kitchen. The average group can cope with this task quite well:

“Guess what the chick will eat?” – the child plays the role of a hungry chick, and someone else imagines himself as a mother bird who has flown in to feed her young. But the mother is cunning: the chick must first guess by the smell what the mother brought him. We bring the child a piece of something edible and let him inhale the aroma. This is very interesting for older children, but the 2nd younger group can also try to guess.

Older preschoolers will enjoy competing in the game “What does it smell like?” The idea is this: we make small bags of gauze in advance, and immediately before the game we place pieces of food with a characteristic aroma into the bags: citrus fruits, coffee beans, onions, garlic, apples, etc. Again, the baby guesses what’s inside.

Now the expanse of fruits, the preparatory group and younger preschoolers can train a more subtle sense of smell, let them learn to distinguish the smells of vegetables and fruits with a weakly expressed aroma.

Despite the simplicity of such didactic games, they are of great benefit. Through play, the child receives full sensory education and enriches the world of his sensations. And this already develops the brain as a whole. Moreover, our vocabulary is also enriched, because we learn new words.

4th block: enriching tactile sensations

“Surprise”: place a deep container with sand, cereals, etc., in which objects are hidden. The child finds it, rejoices and at the same time develops the sensitivity of his fingers.
“Hello!”: we make blanks in advance from materials of different textures, gluing them onto cardboard and cutting out palms. The child puts his palm on the workpiece, feels the texture, learns new concepts: smooth, rough, soft, fluffy.
“Sinking or not sinking”: we take a container with water and in another container - different objects that can be soaked in water. The child explores which objects sink and which do not, and tries to guess in advance the possibility of floating on the water.

To develop tactile sensations, you can use everything you see around the house while walking. Yes, the child trains himself, feeling everything that comes to hand. But it is imperative to focus the baby’s attention on the names of phenomena and sensations. Pay attention to color, shape, size.

What can I say, you have already guessed how useful didactic games for the development of tactile sensations are for little autistic children - autistics, and for all children with mental retardation (mental retardation).

Block No. 5: learning to take purposeful actions

“We sell cereals”: we pour different types of cereals or sand into bowls, we learn to pour cereals into other containers, as if for a buyer.
“Treat the doll with candy”: take round plastic round containers with lids and decorate them in the shape of a doll’s head. Glue or draw a face and hair. We cut a small hole in place of the mouth. Separately, we are preparing a box with multi-colored buttons, which will be our candies. You need to push the candy button into the doll’s mouth.
Exercise machines with laces, Velcro buttons, clasps, etc. work great for educational purposes. At least you need to make a simulator with buttons: sew buttons onto the fabric, stretch the fabric onto plywood or something similar. Separately, we make blanks with loops for buttons, for example, these are flower petals that need to be attached to a button and made into a flower.

Even the descriptions of several games took up a lot of space on the blog page. I suggest just buying special literature and making your own card index of didactic games.

So, manuals from UchMag:

“Sensory development of young children. 1-3 years." While the book is out of stock, you can always leave a request for a missing item on this website;
“Sensory development of children 2-3 years old. Color. Form. Size” – here are presented didactic games and exercises for organizing joint activities between the teacher and young children;
“Sensory development of children 3-4 years old. Color. Form. Size" - the same for younger preschool age;
“Sensory development of children 4-5 years old. Color. Form. Size” – respectively, average preschool age;
“Sensory development of children 5-6 years old. Color. Form. Size” – materials for the older group;
“Sensory development of children 6-7 years old. Color. Form. Size" - for the preparatory group.

Methodology for organizing didactic games for sensory development

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

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

Didactic games for sensory and mathematical development of children 5-7 years old

Didactic games for sensory and mathematical development of children of senior preschool age.
Didactic manual for sensory and mathematical development of preschool children. A didactic game is a complex phenomenon, however, it clearly expresses the components - the main elements that define the game as a form of learning and gaming activity at the same time. Mathematics is a constantly evolving science. The activity develops techniques of mental operations and qualities of the mind, but not only that. Mathematics contributes to the formation of memory, speech, imagination, feelings; develops endurance, patience, and creative personal development occurs. And it is necessary to remember that mathematics is the only one of the more complex academic subjects. A modern kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most significant areas of life for his development. The developmental environment of an educational institution is the source of the development of the child’s subjective experience. Each of its components contributes to the child’s development of experience in mastering the means and methods of cognition and interaction with the outside world, and the experience of the emergence of motives for new types of activities. The enriched development of a child’s personality is characterized by the manifestation of direct childish inquisitiveness, curiosity, and individual capabilities; the child’s ability to cognize what he saw, heard (the material and social world)
and respond emotionally to various phenomena and events in life; the desire of the individual to creatively display the accumulated experience of perception and cognition in games, communication, drawings, and crafts.

A preschooler aged 5 to 7 years must be able to:
1. A preschooler must solve simple puzzles and problems. 2. A preschooler must be able to subtract and add to numbers. 3. A preschooler must be able to determine the direction: forward, backward, right, left, up, down. 4. A preschooler should be able to count objects within 10 based on operations with sets. 5. A preschooler should be able to compare numbers: equalities - inequalities, more - less. 6. The preschooler must understand and answer questions correctly. How many? Which? Which one? 7. A preschooler must know the composition of the first ten numbers.
Today, and even more so tomorrow, mathematics will be needed by a huge number of people in various professions. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age. Visibility, consciousness and activity, accessibility and measure, scientific character, taking into account the age and individual characteristics of children, systematicity and consistency, the strength of knowledge acquisition, the connection of theory with the practice of learning and life, education in the learning process, a variable approach - this is the content completeness that is relevant for the child. The center for quiet games contributes to the development of cognitive processes (thinking, attention, memory, coordination of visual and tactile analyzers, fine motor skills, as well as perception and imagination, which, in turn, contributes to the development of the cognitive sphere of children. Children should master these skills at the age of 4- 7 years old. How quickly this will happen depends not only on the teacher and preschool children, but also on their parents, the children’s desire to learn. By teaching children using specialized literature, the teacher will very soon notice the first successes. But how to properly teach a child of 4 and 6 years old mathematics, in order to prevent mistakes and not instill an aversion to exact sciences.Material :
1. Balls made of fur, thread, prickly, rubber, plastic. 2. Strips of fabric: silk, nylon, wool, viscose, staple, etc. 3. Sheets with drawings of various animals and the number series from 1 to 10. 4. Cards with the number series from 1 to 10. 5. Sets of counting sticks, strings (laces) 6. Checked notebook sheets, simple and colored pencils.
Educational games and exercises:
1. “Find and show hard and soft surfaces.” Learn to feel hard and soft surfaces by touch; develop attention. The child feels all the surfaces of objects on the table and says which ones are hard and which ones are smooth. 2. “Find and show smooth, prickly and rough objects.” Learn to find objects with different surfaces by touch. The child feels objects and names which ones are smooth, which ones are prickly, which ones are rough. 3. “Describe the object.” Learn to convey your tactile sensations in verbal form; develop attention and thinking. A child, blindfolded, feels the toy on the panel and describes how it feels and its shape. 4. “Guess the object.” Learn to convey your tactile sensations in verbal form, develop attention and thinking. One child describes objects, the other guesses what he described. 5. “What number is missing?” Place cards with numbers from 0 to 10 drawn on paper in a row, then ask the child to close his eyes and at that moment remove one of the cards, moving the adjacent numbers to again form a continuous row. Having opened his eyes, the child must say which number is missing and where it should be. 6. “How many names do you know?” The teacher invites the children to say their full name one by one, taking a step forward with each name they name. The first calls male names, the second - female, the third again male, the fourth - female, etc. It is important that the children do not repeat themselves. Whoever advances the furthest wins. 7. “Compare the numbers” After showing the child two cards, we invite you to compare them. To begin with, the child names the meanings of the numbers, then answers the question which one is greater and by how many units. Then you should replace one of the cards and repeat the same questions. This activity can continue for quite a long time until the child loses interest in it. 8. “Draw a square” Develop ideas about geometric shapes and the ability to sketch them on a sheet of checkered paper. The teacher asks the children a riddle: We have four corners, four sides. All sides are equal and all angles are equal. (square)
The teacher invites the children to draw squares of different colors and shows the drawing sequence: “From the point to the right you need to draw a straight line equal to two cells, down draw another straight line equal to two cells, then to the left another similar line and up to the original points.
From the upper right corner of the square to the right, you need to count three cells and draw another identical square.” Children in their notebooks from the previous task count four cells down, put a dot and draw squares with a simple pencil to the end of the line. Then the teacher shows on the board the technique of shading a square from top to bottom, without lifting his hand. Children shade the squares with different colors. 9. “Count the objects” Since, in addition to numbers, there are various images on the cards, it is worth inviting the child to count them. You can also complicate the task by preparing sheets with drawings of various animals and a number series from 1 to 10. Having counted the number of animals, the preschooler must circle the corresponding number. As a rule, children really like this exercise and do not cause them any particular difficulties. 10. “What day of the week” Develops memory by remembering the names and sequence of days of the week. The teacher reads quatrains to the children, supporting them with finger exercises. Many different days of the week The birds sang to us about them On Monday the nightingale sang that there are no more beautiful days And on Tuesday the bird sang - the Yellow-sided tit The raven croaked that Wednesday was always the best day The sparrow began to tweet That on Thursday he flew into the forest Two doves cooed Sunday was discussed Birds know the days of the week They help us remember 11. “Making geometric shapes” The teacher reads poetry, and the children make geometric shapes from strings and counting sticks. Once upon a time there were two brothers: a triangle with a square.
The eldest is square, good-natured, pleasant. The youngest is triangular, always dissatisfied. He shouts to him: “Look, you are fuller and wider than me, I have only three corners, but you have four.” Children use counting sticks to model squares and triangles, then name the shapes.
But night has come, and to his brother, Bumping into corners, The younger one stealthily climbs to Cut off the older one’s corners.
As he left, he said: “I wish you pleasant dreams!” You went to bed with a square, but you wake up without corners! The teacher asks the children what shape they will get if the corners of a square are cut off.
(Circle)
.
Children make circles from strings. But the next morning the younger brother of Terrible Vengeance was not happy.
I looked - there was no square. Numb... Stands without words. That's revenge. Now my brother has eight brand new corners! Children make an octagon.
Then all the geometric shapes made are named. By the end of senior preschool age, children already have some experience in mastering mathematical activities (calculations, measurements)
and generalized concepts of shape, size, spatial and temporal characteristics;
Children also begin to develop generalized ideas about number. Older preschoolers show interest in logical and arithmetic problems and puzzles; successfully solve logical problems of generalization, classification, seriation. Children are already able to understand some more abstract terms: number, time. (the principle, or rule, of conservation of magnitude)
is significantly improved : preschoolers identify and understand contradictions in given situations and try to find explanations for them.
It turns out that nature generously endowed each of us with opportunities to develop at birth. And every child can rise to the greatest heights of creative activity! So, the first condition for the successful development of creative abilities is an early start. But when exactly should you start doing this? And how to do this? A lot depends on the parents, including their attitude towards their children. I would really like to think that, having become acquainted with educational games and tried to keep their kids occupied in them, mothers and fathers themselves, depending on their inclinations or professional knowledge, will supplement them with new conditions, come up with additional versions of games that contribute to the development of figurative and artistic abilities, be it they are from the field of mathematics, drawing, technology or physics, chemistry, biology.

We recommend watching:

Didactic games for children 5-7 years old: Winter sports Educational game for children 4-7 years old: “Magic bag of cards” Didactic game on social and communicative development for children of the older group Didactic game for children 5-7 years old on the topic: Sports

Touch gaming systems and conditions for their use

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

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

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

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

Game methods for forming ideas about color

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

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

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

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

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

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

Formative environment and game methods

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

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

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

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

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

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

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

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

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

Didactic games for learning motivation

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

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

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

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

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

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

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

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

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

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

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

Types of didactic games for sensory development

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

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

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

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

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

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

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

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

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

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

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MAGAZINE Preschooler.RF

A message from work experience “The use of didactic games for sensory education of children of the 3rd year of life in accordance with the Federal State Educational Standard for Education”.

Municipal budgetary preschool educational institution No. 7, Apatity

Prepared by: teacher: Shikalova V.P. Apatity

Message from work experience:

A game is a spark that ignites the flame of inquisitiveness and curiosity” A. Sukhomlinsky.

Currently, great changes are taking place in economic and political life. Knowledge is being updated in all areas, the flow of information is growing, which a person must quickly assimilate and use for his benefit. The Federal State Educational Standard for Preschool Education creates the potential for further cognitive, volitional and emotional development of the child. The problem of mental education of preschool children, the basis of which is sensory development, is acquiring great importance.

The importance of sensory education is that it:

is the basis for intellectual development;
organizes the child’s chaotic ideas obtained during interaction with the outside world;
ensures the assimilation of sensory standards;
gives the child the opportunity to master new methods of subject-cognitive activity;
influences the expansion of the child’s vocabulary.

Goal: to promote the development of preschool children’s ideas about sensory standards of size, color, shape in the process of conducting didactic games.

In our work we set and solved the following tasks:

create conditions for the enrichment and accumulation of children’s sensory experience during object-based play activities through games with didactic material.
to develop the ability to navigate various properties of objects (color, size, shape, quantity).
to cultivate primary volitional character traits in the process of mastering purposeful actions with objects (the ability not to be distracted from the task at hand, to bring it to completion, to strive to obtain a positive result, etc.).

Play is the leading activity of children; it promotes physical and spiritual health, is a wealth of information, and is a method of teaching and raising children. With its help, conditions are created for the development of creative abilities and the all-round development of the child.

A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell and taste. The importance of sensory development in early preschool age 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 main task of sensory didactic games for children is the accumulation of diverse sensory experience, which will allow them to systematize accumulated knowledge, acquire new ones, and also use them in a variety of situations and everyday life.

The reference system for preschool children includes:

primary colors of the spectrum: red, orange, yellow, green, blue, indigo, violet, black, white;
five forms; circle, square, rectangle, triangle, oval;
three sizes; large, medium, small.

The main means of sensory development in children are examination, didactic games and exercises.

Children come to kindergarten without any sensory experience. They have poorly developed not only sensory abilities, but also fine motor skills and the eye. Many people do not know the color, shape, or quality of the item. This is due to the sharp rejuvenation of modern parents, who, while devoting love and affection to their children, forget to act as “active partners” in business communication with the child, knowing what needs to be achieved from the child, what to teach him.

The group has created conditions for sensory development and collected a large number of manuals and material for determining the color spectrum. Many didactic games and manuals are created with your own hands, for example the game “Wonderful clothespins” , “Magic beads” , “Multi-colored mosaic” , “Wonderful flowers” , “Decorate the bunny with a beautiful bow” , “Hide the mouse” , “Balloons” , “ Flying Balls” , “Select by Color” , etc.

In our work we use different types of didactic games that promote sensory development:

Didactic games and exercises to reinforce the concept of form.

“Find an object of the specified shape” (the child is asked to find pictures depicting objects that are similar in shape to the given shape).
“What figures does it consist of?” (you need to determine from the drawing what geometric shapes the object consists of and how many there are).
“Find an object of the same shape” (learn to identify shapes in specific objects in the environment).
“Which figure is the odd one out?” (definition of an extra figure in a row of four geometric figures, propose to explain the principle of exclusion).

Didactic games and exercises to reinforce the concept of quantity.

“Compare objects by height”.
“The longest, the shortest” (offer to arrange multi-colored ribbons by length, from shortest to longest; alternatively, you can offer to compare the ribbons according to several criteria).
“Multi-colored circles” (offer to place circles (or another geometric figure) starting from the largest, so that the color of the previous circle is visible).
“Which box?” (distribute five types of toys of different sizes into five different boxes depending on size).
“Farther - closer” (offer to determine the position of the game and objects from the drawing: which ones are drawn closer and which ones are further away).

Didactic games and exercises for fixing colors.

“What color is missing?”
“What color is the object?” (offer to choose the required color for the item).
(Hats and scarves for teddy bears”; “Dolls - rags and colored bows” ; “Colored tea party at Masha and Dasha’s” ; “Why should we build a house!”) ; “Everything has its place”, etc.
“What colors are used?” (showing an image of objects of the same color and its shades, learn to name and distinguish two shades of the same color, practice using words denoting color shades).

In addition to the listed didactic games, we also use other types of games to determine and reinforce colors, sizes, and shapes:

games-assignments based on children’s interest in actions with toys and objects: picking up, folding and laying out, inserting, stringing, etc. For example, “Big and small” , “What shape is this” , “Which ball is bigger?” , “Magic Pasta” , “Stretch a Path” . The play action here is elementary; its nature often coincides with practical action with objects;
Games with hiding and searching, based on children’s interest in the unexpected appearance and disappearance of objects, their search and finding, for example, “Find the window for the figure” , “Find out who is hiding” , “Hide the mouse, Bunny” ;
Games with riddles and guessing that attract children with the unknown: “Find out” , “Guess” , “What’s here” , “What has changed” ;
Role-playing didactic games, the game action of which consists of depicting various life situations, playing the roles of adults (seller, buyer, doctor) or animals (wolf, bunny, cat), for example, “ Treat the bunny” , “Let’s help the hedgehog” , "Wonderful buttons" .
Competition games based on the desire to quickly achieve a game result and win - “Who is first” , “Who is faster” , “Who is more” .
Games are experiments aimed at developing all types of perception: tactile, auditory, olfactory, visual.

The group collected material on the development of tactile sensations. A large amount of natural material is used: cones, acorns, walnuts, beans, peas and much more. - sorting small objects (pebbles, buttons, acorns, beads, chips, shells), different in size, shape, material.

A child cannot develop a comprehensive understanding of the surrounding objective world without tactile-motor perception.

Didactic games for the development of tactile sensations.

"Wonderful bag".
“Identify by touch” (find objects that differ in one way).
“Handkerchief for a doll” (identifying objects by the texture of the material, in this case determining the type of fabric).
“Find out the figure” (it is suggested to take the proposed figure out of the bag by touch).
“Find a pair” (the child is asked to find pairs of identical objects by touch).

When introducing children to sensory standards, we use game characters. Fairy-tale characters help children master the basics of sensory and tactile sensations, and promote better memorization and assimilation of the program using game techniques.

In the sensory development of a child, the formation of sensory experience based on the education in children of knowledge about inanimate nature, plants, animals, accessible to the sensory perception of children, is also of utmost importance. The effectiveness of the process of forming environmental consciousness in preschool children is realized through various means, including through feelings. “color mixing” when becoming familiar with color, “inserts” with shape and size.

We should not forget about traditional finger exercises, the use of elements of massage and self-massage of the hands, which, undoubtedly, also helps to increase tactile sensitivity.

The selection of gaming methods and techniques, as well as the planning of all types of activities, is based on basic didactic principles based on systematicity and consistency, specific pedagogical conditions: the age and level of development of children. Methods and techniques of gaming technologies.

An important principle of organizing the development process is systematicity. Therefore, I start each game session with finger gymnastics, or games with the text “everyone clapped their hands , “we clap our hands .

The use of gaming technologies allows us to speak about the effectiveness of their use:

increased curiosity and inquisitiveness;
knowledge about certain sensory standards has been formed;
children master rational examination techniques;
children are active when interacting with adults;
the desire to create is manifested;
interest in experimental activities has increased.

From interviews with parents, it was revealed that at home they pay little attention to the qualitative characteristics of objects. Therefore, there was a need to prepare a series of consultations, memos, and newsletters on this issue for parents. Throughout the work, much attention was paid to children with low levels of development. For them, games with a more simplified version were used. The parents of these children were given advice. Gradually, the children became active in classes and willingly completed tasks. At the end of the year, a final diagnosis was carried out. The results were successful: children with a low level of development rose to the average level, and some of the children immediately reached the highest level.

Successful results were facilitated by the fact that the sensory development of children of primary preschool age was carried out both directly in educational activities and in educational activities carried out during routine moments. But, most importantly, appropriate conditions and a developing environment were created in the group.

Literature:

Didactic games and exercises for sensory education of preschoolers, edited by L. A. Wenger.
Nurturing a child’s sensory culture. L. A. Wenger; E. G. Pilyugina; N. B. Wenger.
Sensory education classes. E. G. Pilyugina.
Didactic games and activities. Integration of artistic and cognitive activities of preschoolers 1 – 7 years old. I. A. Lykova.

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