Microsoft Word document (2).docx - Educational area “Cognitive development. “formation of primary ideas about the properties and relationships of objects in the surrounding world in the educational activities of preschoolers. The course of direct educational activities

Svetlana Mezhenina
Abstract of GCD Formation of primary ideas about the properties and relationships of objects in the surrounding world (color, shape, size, ...)

Integration of educational regions: "Socially - communication development» , « Cognitive development» , « Speech development» , "Physical development"

Tasks:

Formation of skills to examine objects, highlighting size, include hand movements subject in the process of getting to know him;

Formation of skills to name the properties of objects: big small;

Practice identifying similarities and differences between objects having the same name (big ball - small ball);

Development of the ability to distinguish quantities items: many - one (one - many);

To develop in children a desire to play simple outdoor games together with the teacher;

Formation ability to answer questions, repeat simple phrases;

To cultivate a desire to listen to poems, to accompany the reading of poetic works with playful actions.

Planned results:

Distinguish between one and many items.

Can form a group of homogeneous items.

Communicates in dialogue with adults.

Listens to poems that are accessible in content.

Emotionally respond to the game offered by an adult, imitate his actions, accept the game task.

Able to walk and run without bumping into other children.

Working methods:

Artistic word;

Showing and explaining how to perform an action;

Independent performance of actions;

Questions;

Toy display;

The child repeats words and phrases after the teacher;

Encouragement;

Enabling hand movement subject;

Outdoor games;

Independent performance of actions.

Materials: basket with large and small balls (for each child); two boxes of different quantities; musical accompaniment; sound reproducing equipment.

Progress of direct educational activities

Activities of the teacher Activities of children

The teacher reads a poem and hits the ball off the floor.

We hit the ball with our palm

Friendly, fun together.

Ball, ball, my friend,

Voiced, sonorous, sonorous side.

We hit the ball with our palm

Friendly, fun together.

I throw the ball and catch it.

I love to play with the ball.

E. Zheleznova

The teacher shows the children the ball.

Children, what is this?

How many balls do I have?

The teacher shows the children large and small balls lying in the basket.

Look what's in the box?

Look, the balls in the basket are big and small. This is a small ball. I take it and squeeze it in my palm. The ball hid in the palm.

Which one the size of this ball?

Take the ball with both palms, Arina. Hide it in your palms!

Arina has a small ball in her hands. Arina, what the hell the size of this ball?

Guys, what kind of size the ball hid in Arina’s palms?

Children, show with your palms how big the small ball is.

The teacher shows a big ball.

This is a big ball. Maxim, take it with your palms.

Is there a big ball hidden in your palms?

I can't hide the ball in my palms. The ball is big, it doesn't fit in your palms. Hug the ball with your hands.

Which one the size of this ball?

Show everyone with your hands how big the ball is.

Children sit on chairs in a semicircle

Children's answers - ball

(a lot of)

Children's answers. (balls)

Individual and choral responses of children.

Child's answer: Small

Small

Individual and choral responses of children

Children put their hands together ball shape.

The child's answer is no.

The child takes the ball with both hands and presses it to himself.

Individual and choral responses of children. (big)

Children join their hands in a ring in front of them, showing the size of the ball.

Sorting balls by size

Guys, look, I have two boxes: big and small.

Which one the size of this box?

What kind of box is this?

Let's put big balls in a large box, and small ones in a small box.

I take the ball and put it in a large box. Which box did I put the big ball in?

Dasha, take one ball.

Which one the size of the ball was taken by Dasha?

Put it in a box. Which time size box will you put the ball?

This is a big box.

This is a small box

Big

Small

To the small one

Children's choral and individual responses.

A teacher with children sorts balls by size, putting them in large and small boxes. At the same time, the teacher encourages children to use phrases in their speech "big ball", "small ball", "big box", "small box" using individual and choral responses from children.

When the children arrange the balls, the teacher shows an empty basket.

How many balls are in the basket?

Everyone took one ball, and there was not a single ball left in the basket. We put the balls in different boxes: big balls were put in large boxes, and small balls were put in small boxes.

Well done, you did well.

Let's play with small balls now.

Children's answers

Let's play.

Sedentary game "Let's collect the balls"

The teacher points to the balls in the box, easily throws one ball over the box and reads a poem.

You catch my bright ball

And give it back, don't hide it.

Ball, jump, don't rush

And make the kids laugh.

N. Pikuleva

The teacher says: "Once! Two! Three! Catch the balls!”- and asks the children to count with her.

Music is playing. The teacher throws the balls high up, they scatter throughout the room.

Children repeat the words after the teacher.

Children collect balls and bring them to the teacher.

Publications on the topic:

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“Formation of primary ideas about the properties and qualities of objects in the process of the educational field “Speech Development” The topic of my publication is “Formation of primary ideas about the properties and qualities of objects in the process of the educational field “Speech.

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Games for cognition and classification of objects in the surrounding world Dear colleagues! I bring to your attention didactic games for introducing younger children preschool age with wild and domestic ones.

Development"
"Cognitive
Educational
Main goals and objectives:
Formation of elementary mathematical concepts. FEMP,
primary ideas about the basic properties and relationships of objects
the surrounding world: shape, color, size, quantity, number, part and whole,
space and time.
Contents of psychological and pedagogical work:
Quantity and counting. Give children the idea that there are many
(“many”) can consist of elements of different quality: objects
different color, size, shape; learn to compare parts of a set, determining
their equality or inequality based on pairings of objects (not
resorting to counting). Introduce expressions into children’s speech: “There are many circles here,
some are red, others are blue; there are more red circles than
blue, and there are fewer blue than red" or "red and blue circles
equally".
 Learn to count to 5 (based on visualization), using the correct
counting techniques: name numerals in order; correlate
each numeral with only one subject to be counted
groups; include the last numeral among all those counted
objects, for example: “One, two, three - just three mugs.” Compare
two groups of objects called numbers 12, 22, 23, 33, 34, 44, 4
5, 55, etc.
 To form ideas about ordinal counting, to teach correctly
use cardinal and ordinal numbers,
answer the questions “How much?”, “Which account?”, “On which
place?
 Form ideas about equality and inequality of groups based on
bills: “here are one, two bunnies, and here are one, two, three Christmas trees. Christmas tree
more than bunnies; 3 is greater than 2, and 2 is less than, etc.”
 Learn to equalize unequal groups in two ways, adding to
smaller group one 9 missing item or removing from a larger one
groups one (extra) item.
 Count items from a larger quantity; lay out,
bring a certain quantity according to a pattern or
a given number within 20.
 Based on the score, establish equality (inequality) of groups
objects in situations where objects in groups are located on
different distances from each other when they differ in size,
according to the shape of the location in space.
Magnitude. Improve the ability to compare 2 objects by size
(length, width, height), and also learn to compare 2 objects by thickness
by directly superimposing or applying them to each other;

reflect the comparison results in speech using adjectives (longer
– shorter, wider – narrower, higher – lower, thicker – thinner or equal (identical)
length, width, height, thickness).
 Learn to compare objects based on two signs of size (red
the ribbon is longer and wider than the green one, the yellow scarf is shorter and narrower than the blue one.
 Establish dimensional relationships between 35 objects of different
length (width, height), thickness, place them in a certain
sequence - in order of decreasing or increasing value.
Introduce into the active speech of children concepts denoting dimensional
relationships between objects (this (red) turret is the tallest, this
(orange) is lower, this (pink) is even lower, and this (yellow) is
lowest).
Form. Develop children's understanding of geometric shapes: circle,
square, triangle, as well as sphere, cube. Learn to highlight special
signs of figures using visual and tactile - motor
analyzers (presence or absence of angles, stability, mobility and
etc.).
 Introduce children to a rectangle, comparing it with a circle,
square, triangle. Learn to distinguish and name
rectangle, its elements: corners and sides.
 Form the idea that figures can be different
sizes: large - small cube, ball, square, triangle,
rectangle.
 Learn to correlate the shape of objects with known geometric
figures: plate - circle, scarf - square, ball - ball, window, door -
rectangle, etc.
Orientation in space. Develop the ability to determine
spatial directions away from oneself, move in a given direction
forward - backward, right - left, up - down); denote in words
the position of objects in relation to myself (there is a table in front of me, to the right of
there is a door, a window on the left, toys on the shelves in the back).
Time orientation. Expand children's understanding of parts
days, them characteristic features, sequences (morning – afternoon –
evening night).
 Reinforce the meaning of the words “yesterday”, “today”, “tomorrow”.
 Familiarize yourself with the clock.
Development of cognitive and research activities. Development
cognitive interests of children, expanding the experience of orientation in
environment, sensory development, development of curiosity
cognitive motivation; formation of cognitive actions,
formation of consciousness; development of imagination and creative activity;
formation of primary ideas about objects of the surrounding world, about

properties and relationships of objects in the surrounding world (shape, color,
size, material, sound, rhythm, tempo, causes and effects, etc.).
 Development of perception, attention, memory, observation,
ability to analyze, compare, identify characteristic,
essential features of objects and phenomena of the surrounding world;
the ability to establish simple connections between objects and
phenomena, make simple generalizations.

Cognitive - research activities. Continue
introduce children to generalized methods of studying various objects
with the help of specially developed systems of sensory standards, help
master perceptive actions. Develop the ability to obtain information
about a new object in the process of its practical research.
 To develop the ability to perform a series of sequential actions in
in accordance with the task and the proposed activity algorithm.
teach to understand and use in cognitive and research
activity models proposed by adults.
Sensory development. Continue work on sensory development in different
types of activities. Enrich sensory experiences by introducing children to a wide range of
a range of objects and objects, with new ways of examining them.
Strengthen previously acquired skills in examining objects and objects.
 Improve children's perception through active use
sense organs (touch, hearing, taste, smell). Enrich
sensory experience and the ability to record received impressions in
speech.
 Continue to introduce geometric shapes (circle,
triangle, square, rectangle, oval.
 Develop the sense of touch. Familiarize yourself with different materials by touch
by touching, stroking (character of sensation: smooth,
cold, fluffy, hard, prickly, etc.).
 Form figurative ideas based on the development of figurative
perception in the process of various types of activities.
 Develop the ability to use standards as generally accepted properties and
quality of objects (color, shape, size, weight, etc.); pick up
objects according to 34 qualities (color, size, material).
Project activities. Develop primary skills in design -
research activities, provide assistance in formalizing them
results and creating conditions for their presentation to peers.
Involve parents in participating in children's research activities.
Didactic games. Teach children games aimed at consolidating
ideas about the properties of objects, improving the ability to compare

objects according to external characteristics, group; make a whole from parts
(cubes, mosaics, puzzles).
 Improve children’s tactile, auditory, and taste sensations
(“Identify by touch (by taste, by sound)”). Develop
observation and attention (“What has changed?”, “Who
ring?").
 Help children master the rules of the simplest tabletop and printed
games (“Dominoes”, “Loto”).
Familiarization with the subject environment. Familiarization with the subject
the world (name, function, purpose, properties and qualities of the object);
perception of an object as a creation of human thought and the result of labor.
 Formation of primary ideas about diversity
subject environment; that a person creates an object
environment, changes and improves it for oneself and other people,
making life more convenient and comfortable. Skill Development
establish cause-and-effect relationships between the world
objects and the natural world.
Contents of psychological and pedagogical work.
 Create conditions for expanding children’s ideas about objects
the surrounding world. Talk about the items children need in
different types of activities (game, work, drawing, appliqué and
etc.). expand children's knowledge about public transport (bus,
train, plane, ship).
 Continue to introduce children to the signs of objects, encourage
determine their color, shape, size, weight. Talk about
materials (glass, metal, rubber, leather, plastic). Of which
made objects, about their properties and qualities. Explain
the feasibility of making an item from a certain
material (car body is made of metal, tires are made of rubber).
 Form elementary ideas about changing species
human labor and life using the example of the history of toys and
household items.
Introduction to the social world. Getting to know your surroundings
social world, expanding the horizons of children, forming a holistic
pictures of the world. Formation of primary ideas about the small homeland and
Fatherland, ideas about the sociocultural values ​​of our people, about
national traditions and holidays. Formation of civil
accessories; nurturing love for the Motherland, pride in its achievements,
patriotic feelings. Formation of elementary ideas about
planet Earth as the common home of people, about the diversity of countries and peoples
peace.
Contents of psychological and pedagogical work.

 Expand ideas about the rules of behavior in public
places.
 Expand children’s knowledge about public transport.
 Form primary ideas about the school.
 Continue to introduce cultural phenomena (theater, circus,
zoo, vernissage), their attributes, people working in them
rules of conduct.
 Talk about the most beautiful places hometown(village), his
attractions. Give children something they can understand
ideas about public holidays. To tell about
Russian army, about the soldiers who protect our Motherland
(border guards, sailors, pilots).
 Give basic ideas about life and the peculiarities of work in
city. Continue to introduce various professions (driver,
postman, salesman, doctor, etc.); expand and enrich
ideas about labor actions, tools, results
labor.
 Introduce children to money and the possibilities of using it.
 Continue to cultivate love for native land; tell
children about the most beautiful places in their hometown (village), its
attractions.
 Give children understandable ideas about
public holidays.
 Talk about the Russian army, about the soldiers who protect our
homeland.
Introduction to the natural world. Getting to know nature and
natural phenomena. Development of the ability to establish causality
investigative connections between natural phenomena. Formation
primary ideas about the natural diversity of planet Earth.
Formation of elementary ecological ideas. Formation
understanding that man is a part of nature, that he must protect,
protect and protect it, that in nature everything is interconnected, that life
human life on Earth is largely dependent on the environment. Upbringing
the ability to behave correctly in nature. Cultivating a love for nature
desire to take care of her.
Contents of psychological and pedagogical work.
 Expand children's understanding of nature.
 Introduce pets, ornamental fish,
birds.
 Introduce children to representatives of the reptile class (lizard,
turtle), them appearance and methods of movement (in the lizard

elongated body, she has a long tail, which she can
reset; The lizard runs very fast).
 Expand children’s understanding of some insects (ant,
butterfly, beetle, ladybug).
 Expand your understanding of fruits (apple, pear, plum, peach and
etc.), vegetables (tomato, cucumber, carrots, beets, onions, etc.), mushrooms
(boletus, honey mushrooms, russula).
 To consolidate knowledge about herbaceous and indoor plants (impatiens,
ficus, chlorophytum, geranium, begonia, primrose); introduce
ways to care for them.
 Learn to recognize and name 34 types of trees (fir-tree, pine, birch,
maple).
 In the process of experimental activities, expand ideas
children about the properties of sand, clay and stone.
 Organize observations of birds flying to the site
(crow, pigeon, tit, sparrow, bullfinch), feed them.
 Strengthen children’s ideas about the conditions necessary for
life of people, animals, plants (air, water, food).
 Teach children to notice changes in nature.
 Talk about the protection of plants and animals.
Seasonal observations:
 Autumn: teach children to notice and name changes in nature:
colder, precipitation, wind, leaf fall, fruits and roots are ripening,
Birds fly south. Establish simple connections between
phenomena of living and inanimate nature(it got cold - disappeared
butterflies). Involve in participation in seed collection.
 Winter: teach children to notice changes in nature, compare
autumn and winter landscapes. Observe the behavior of birds on the street and
in a corner of nature. Examine and compare bird tracks in the snow.
Provide assistance to wintering birds and name them. Expand
children’s ideas that in cold weather water turns into years,
icicles; ice and snow melt in a warm room. Attract to
participation in winter fun: sledding downhill, walking
skiing, making crafts from snow.
 Spring: teach children to recognize and name the season; highlight
signs of spring: the sun has become warmer, the buds on the trees have swelled,
grass appeared, snowdrops blossomed, insects appeared.
Tell children that many indoor plants bloom in spring
plants. To form children’s ideas about the work being carried out
in the spring in the garden and vegetable garden. Learn to observe landing and
seed germination. Involve children in working in the vegetable garden and flower garden.

 Summer: expand children’s understanding of summer changes in
nature: clear blue sky, the sun is shining brightly, heat, people are easy
dressed, sunbathing, swimming. In the process of various types
activities to expand children's understanding of the properties of sand,
water, stones and clay. Reinforce knowledge about what ripens in summer
many fruits, vegetables, berries and mushrooms; animals grow up
cubs.

In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items.

And of course, every child, even without targeted education, perceives all this. But if assimilation occurs spontaneously, without reasonable pedagogical guidance, it often turns out to be superficial and incomplete. Solving this problem by teachers preschool institutions carried out within the framework of sensory development.

The sensory development of a child literally from the first days of his life is the key to successful implementation different types activities, formation different abilities, the child’s readiness for school.

Success mental, physical, aesthetic education largely depends on how perfectly the child hears, sees, and touches the environment.

That is why it is so important that sensory education is systematically and systematically included in all moments of a child’s life, primarily in the processes of learning about the surrounding life: objects, their properties and qualities.

As you know, the main form and content of organizing children’s lives is play; play is the most favorite and natural activity of preschoolers. “For preschool children, games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of understanding the environment,” said N. K. Krupskaya.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition of the environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child’s perception of the characteristic features of objects. All didactic games can be divided into three main types: games with objects (toys, natural material), board-printed and word games.

Thus, the problem of forming primary ideas about the properties and relationships of objects in the surrounding world is a priority, is of paramount importance in the development of a child and requires close attention.

The purpose of our work is the formation of children’s primary ideas about the properties of objects, the development of children’s analytical perception through didactic games.

In our work we set the following tasks:

1. Create conditions for the formation of primary ideas about the properties of objects.
2. Form ideas about the properties of objects, space and time, causes and effects.
3. To cultivate primary volitional character traits in the process of mastering purposeful actions with objects.
4. Involve parents in the process of forming children’s primary ideas about the properties and relationships of objects in the surrounding world.

Our work was carried out in three stages.

1. 1. Stage.

At the first stage, we studied the pedagogical literature and analyzed the research of scientists on sensory education of preschoolers.

The idea of ​​using sensory standards belongs to A.V. Zaporozhets. Standards are considered as tools for carrying out perceptual and identification actions. “Standards mediate these actions, just as practical activity is mediated by a tool, and mental activity by a word.”

Our main task was to create a subject-spatial environment in the group.

When creating a subject-spatial environment, we focused on age characteristics children.

When designing the environment, we were guided by the following principles:

Informative, providing a variety of topics for materials and equipment.

Multifunctionality, which provides for the provision of all components of the educational process and the possibility of varied use of various components of the subject-development environment.

Pedagogical expediency, which makes it possible to provide for the need and sufficiency of filling the subject-development environment, as well as to provide the opportunity for self-expression of students.

Transformability, providing the possibility of changes in the subject-development environment, allowing one or another function of space to be brought to the fore.

The group's furnishings were selected in such a way that they reflected the variety of colors, shapes, sizes, materials, and harmony of the surrounding world. Much space is given to natural and different waste material. To develop fine motor skills of the hands, there are special didactic toys: inserts, pyramids, nesting dolls, lacing. The toys are selected in pure colors, clear, simple shapes, and different sizes.

1. 2. Stage.

The main stage of the work was to identify the level of knowledge and ideas of children on this topic.

Children were offered tasks of varying difficulty levels, for example:

1. Invest geometric shapes into the slots of the corresponding plane.

2. Group objects by color, for example, red, yellow, blue and green cubes. (or colored stripes with a more complex spectrum of colors - pink, turquoise, purple).

3. Fold the nesting doll.

4. Fold three pyramids of different colors from rings of decreasing size.

5. Fold the subject picture, cut vertically into 4-5 parts.

Table 1 provides data on the possibility of the subjects performing each of the proposed activities:

The “+” sign marks tasks that the child completed independently (or after demonstration).

The “–” sign marks tasks that were not completed by the child (or completed with an inaccurate match).

We found out that children did not have a complete understanding of shape and size, did not know how to analyze, compare, generalize, or examine objects, were reluctant to play didactic games, did not follow the rules, some children even had difficulty naming primary colors.

A survey of parents showed that not all parents pay due attention to the sensory development of children, due to a lack of knowledge on this topic.

Based on the results obtained, we developed a system of didactic games:

Didactic games for the development of tactile and taste sensations:

“Wonderful bag”, “Identify by touch”, “Handkerchief for a doll”, “Recognize the figure”, “Find a pair”, “Guess what you ate? ", "What, how does it happen? ", "Heavy-light", "Warm-cold" and others.

Didactic games and exercises to reinforce the concept of form:

“What figures does it consist of?”, “Find an object of the same shape”, “Which figure is the odd one out”, “Make an ornament”, “Magic train”, “Wonderful bag”, “Complete the house”, “Mand your pants”, “Geometric lotto” ", "What's in the bag", "Whose houses are similar?", "Find the same pattern", "Find by touch", "Find by description" and others.

Didactic games and exercises to develop orientation in space and time.

“Stamp your right (left) foot”, “Take the toy in your left (right) hand”, “Put the watch on your left hand”, “Show your right pocket”, “Listen to how your heart beats”, “Button the top button”, “ Place the toy to your left”, “Fasten the top button”, “Put the toy to the right, left”, “Show where your head, legs, back are...”, “Show where the doll’s head, legs, arms, chest, back”, “Let’s dress the doll for a walk”, “Let’s give the doll a bath”, “Find the same size toy”.

Didactic games and exercises to reinforce the concept of quantity.

“Compare objects by height”, “The longest, the shortest”, “Arrange the multi-colored mugs in descending, ascending order”, “Which box?”, “Farther - closer”, “Harvest”, “Match the cup to the saucer”, “Assemble a nesting doll”, “Assemble a turret”, “Pick up clothes for dolls”, “Let’s line up for exercise”, “Broken staircase”, “Sticks in a row” and others.

Didactic games and exercises for fixing colors.

“What color is missing? ", "What color is the object? "", "Collect beads", Multi-colored lotto", "Colored trains", "Name the shades of color", " Balloons"", "Arrange the shapes by color", "Collect the vegetables", "Lay out according to the pattern", "Choose your neighbor", "Which tree is the leaf from", "Fold the pyramid", "Let's decorate the Christmas tree", "Fold the rainbow", "Striped rug”, “Hide the mouse”, games with mosaics and others.

Didactic games and exercises were used as one of the methods of conducting educational activities, and in order to expand, clarify and consolidate the knowledge and skills acquired by children. In order for work to be carried out in the system (from simple to complex), we have compiled long-term plan, distributing games by month. For example, September, didactic games “Colored backgrounds”, “Multi-colored balls”, “Close the window for the mouse”, “Match a cup to a saucer”, “Collecting berries”, “Arrange the balls”, “Place the berries on plates”). October, didactic games “Assemble a pyramid”, “Three squares”, “Sifting through a sieve”. (Example: in September, the children were introduced to the game “Multi-colored balls”; the children had to choose only red ones from a variety of colored balls; then, when the children began to cope with the task easily, the rules of the game became more complicated. The children found red circles.... Big, red circles) .

In October, the task “Three Squares” is offered. When children have to build a tower of squares in a certain sequence: the largest square is at the bottom, on top of it is a smaller square, and at the bottom is the smallest one. When the children have mastered a series of 5 subjects, it is proposed to increase their number (8 subjects for weaker children, 10 subjects for stronger ones).

November. Next, children learn the rules for measuring objects using a single point of reference. The game “Who is taller” is played, in which a re-enactment is held: dolls - girls are measured in height. It is proposed to resolve a problematic situation: is it possible to correctly determine who is taller if one of the girls stands on the floor and the other on a cube. By resolving it, children come to the conclusion that a single reference point is necessary for accurate measurement.

In the game “Let's Complete the Houses,” children select roofs of the appropriate width for the houses. At this stage, training in various size parameters is introduced, in particular, the width of objects. The selection of width parameters is also facilitated by the game “Journey to a forest clearing”, where on the way you have to cross rivers (narrow and wide).

Familiarity with the length of objects occurs in the games “Who will roll the ribbon the fastest”, “Let's tie bows for the bears”. In the first case, children notice during the game that the one with the shorter ribbon wins, and, accordingly, the player who chose the long ribbon loses.

To introduce children to the parameters of height, a ball game is played. Children enjoy finding the ball located at different heights and selecting methods. How to get it if it lies high. When all the parameters of the quantity are considered, knowledge is consolidated on the material of the games “Shop” and “What has changed?” in the store, the purchase is given to the child if he correctly describes the item he envisioned (for example, a thick book, a wide bow, etc.).

In order for all the children to fully understand the material, we repeatedly repeated what had already been covered, while either complicating the tasks or using new materials for illustration.

In parallel, work was carried out with parents: individual conversations(“Games and exercises that promote sensory development and education”, consultations (“The role of sensory education in the development of young children”, “Acquaintance with sensory standards, methods of examining objects”, “Didactic game as a means of sensory education of children”, parent meetings, surveys to identify parents’ level of knowledge about sensory education. Folders were prepared (for example, “Didactic sensory games for children 2-4 years old”), and parents were also involved in the production and purchase of didactic material.

Stage 3.

Thus, the data obtained during my work confirm the fact that didactic game is of great importance in sensory education, didactic game is the most acceptable and effective method communicating knowledge to the child. It helps the child learn how it works the world and broaden his horizons, contributes to the formation of personality.

It was the use of didactic games that helped me increase the level of sensory education in children and build knowledge on sensory development. Through didactic play, children became familiar with sensory standards and ways of examining objects. Children have developed the ability to accurately, completely and clearly perceive the properties of objects; they have learned to analyze and compare objects. The children began to pay more attention to didactic games, they had a desire to play didactic games and use the game in Everyday life. Children have become more attentive, diligent, and maintain friendly relationships during games.

In addition, parents also learned and expanded their knowledge about what sensory education is, what its significance is in the development of a child, and what role didactic play plays in sensory education.

A survey of parents showed that:

80% of respondents noted that children’s mood improved in the morning and evening, children are happy to go to kindergarten;

all parents saw positive changes in sensory development their children;

75% of parents note that children have become more active at home after attending kindergarten;

the level of parental participation increased from 55% to 70% in the educational process of children;

90% of parents noted that their level of competence in matters of raising and developing children has increased;

effective forms of working with parents are exhibitions, competitions (85%), individual consultations and conversations (60%), information and visual campaigning (61%).

Therefore, we can conclude that in order to form ideas about the properties and relationships of objects in the surrounding world for preschool children, it is necessary to systematically conduct classes using didactic games, as well as use didactic games in the free activities of children.

What is an object We are surrounded by many objects: trees, houses, people, cars, the sun, stars, mountains, lakes, etc. These objects are material and have form. But there are objects that do not have a specific shape: sand, water, snow and others. An object is also what is created as a result mental activity person: poetry, music, school essays, text on the computer, drawings. The objects are natural phenomena: lightning, rainbow, eclipse. An object is some part of the surrounding world, considered by a person as a single whole.

Properties and parameters of an object When we pronounce a familiar word, we mentally imagine the corresponding image of the object. And if you say the word: “Leaf fall” - And yellow leaves fly, And, as if in reality, You see autumn: A yellow garden And wet grass. A. Barto Consider the object “car”. To distinguish it from other objects (not machines), you need to list its properties. Do this yourself and write it down in a table in your notebook. Properties of an object are its characteristics, for example, shape, color, weight, area of ​​application.

Object Parameter A property of an object that can be represented by a specific value is called a parameter. Parameters that describe quantitative characteristics (weight, size, age) are called magnitude. Parameters that describe quality characteristics of an object (color, shape, taste, material) are called attributes. Parameter is an attribute or value that characterizes some property of the object and takes on different values.

Action as a characteristic of an object To describe the actions of an object, you need to answer the question: “What can it do?” Objects can perform actions on their own or under the influence of other objects. Object State 1 Object State 2 action If two objects are involved in performing an action, then one performs the action, the other experiences its influence. An action is a change in the state of an object

A sequential change in the states of an object is called a process Examples of processes: Making a sculpture from stone Movement of a car Cooking Information processes (collection, storage, processing and transmission of information) Man has given names to some processes: combustion, aging, growth, construction, etc.

Processes are characterized by Properties and Parameters. For example, movement is characterized by: speed, duration, distance. The formula connecting these parameters S=V t Process Parameter Filling a pool with water Amount of water per unit of time Manufacturing of parts Number of parts per hour Selling goods Amount of goods sold Process parameters

Environment of existence of an object Environment - conditions of existence of an object Examples of environment of existence Climatic zones of the Earth - each is characterized by temperature, humidity, flora and fauna. Animal habitats - they live in the ground, water, forest, desert, etc. Each object has its own environment in which it exists. The environment of existence influences the object, therefore, when the environment of existence changes, the object changes its properties