Abstract of OOD on sensory development in the second group of early age

Summary of OOD on sensory development for children 2-3 years old topic “Visiting the Sun”
Goal: Continue to form ideas about shape, size and color. Tasks: - create an emotional mood; — activate the child’s speech development and vocabulary; - develop cognitive interest, fine motor skills; - learn to distinguish between the number of objects “one - many”; continue to strengthen the ability to name primary colors; - develop children’s ability to play together. Vocabulary work: mushrooms, bunny, sun. Preliminary work: observing autumn phenomena in nature while walking, looking at illustrations, reading works of art. Equipment: Toy bunny and hedgehog, 2 baskets (large and small), mushrooms, green tablecloth, cardboard plates, semolina, sun, clothespins, balloons (yellow, red, blue), cardboard house, sun medals.
Progress of the lesson
I. Organizational moment. Guys, look, we have a lot of guests today. Let's greet them, say "hello." II. Now let's say "Good morning" to our hands . Good morning, hands, are you awake? (stroke hands).
Good morning, ears, are you awake?
(stroke ears).
Good morning, little eyes, are you awake?
(stroking eyes).
Good morning legs, are you awake?
(stroking legs).
We woke up, smiled and reached for the sun.
1) Surprise moment Oh, guys, where is our sun? There is no sun, our sun is lost, and for some reason it became so sad without him. - Guys, I suggest you go on an unusual journey. In search of the sun. And what you and I will travel on, you must now guess. Please, everyone, come to me. - Now I’ll draw what we will move on. - And you tell me what it is. (I draw with my finger on semolina). - What are these guys? (Balloons). - Yes, that's right, balls. And now each of you will draw a ball for yourself on which to go on a trip. (Children draw). — What shape is the ball? (Round). - Guys, look, your painted balls have turned into real ones. Look what color they are? (red, yellow, blue). And to make it more convenient for us to hold on, each ball has ribbons in the same color as the ball. Choose any ribbon for yourself, and we’ll go. (The song “Balls” plays) 2) Didactic game “one-many” - Guys, here we are, in a wonderful clearing. Look who's meeting us here. That's right, it's a hedgehog. Hedgehog, hedgehog, tell me Hedgehog, tell me, hedgehog, How can we find the sun? How can we all get to it? — Guys, the hedgehog says that he will definitely tell you where the sun is hiding. Only we must help him collect mushrooms in baskets. Shall we help? Yes! Oh, how many mushrooms grow here. Look at the mushrooms of different sizes. This is a big mushroom, and this is (answers). That's right, it's a small mushroom. We have two baskets, one is a basket (large) and the other (small). We will collect large mushrooms in a large basket, and small mushrooms in a small basket. How many mushrooms are in the baskets? (A lot of). How many mushrooms do we have? (None) Well done guys, you helped the hedgehog. And he told us where to go next. Well, are we going? The legs began to walk, top-to-top, right along the path, top-to-toe! 2) Game “Color and Shape” - Oh, guys, where should we go next? After all, there is a river ahead. How can we get through and get around the water? And I think I know who will help us. Look who's hiding behind the Christmas tree. Let's ask him. Bunny, bunny, tell me. Bunny, bunny, show me. How can we find the sun? How can we all get to it? - Guys, the bunny says that we are on the right path, we just need to build a bridge. And then there was a strong wind and it was destroyed. You need to put the boards in their places. Look, our river is wide, but the planks are narrow. Tell me, what color are our boards? (Red, yellow). Look how we will lay the planks. First we put down the red board, and then the yellow one. We will lay the planks evenly, plank to plank. Let's try it together. Which board will we place after the red one? (Yellow). Which one will we put after the yellow one? (Red). How many planks did we need to build the bridge (A lot). Look how smooth the bridge we have turned out to be. The bunny says thank you and offers to take us to the sun. Well, are we going? The legs walked, top-to-top, straight along the path, top-to-top! 3) Experimentation. Didactic game "Clothespins". - Guys, look, what kind of house is there? - This is probably the house where our sun lives. Let's look through the window. - Look, this is our sun, but for some reason it’s sleeping. Let's wake him up: 4) Physical education. Sun, sunshine, rise up (They show a circle with their hands)
Look out the window
(They wave their hands invitingly)
So tired of waiting for you
(They pretend to cry)
Little crumbs.
(They jump).
- The sun is waking up.
- Who is screaming under the window, who is not letting me sleep? Children:
- We are children!
- Wake up, sunshine, spring has come, and we miss your warm rays so much. — Sunny: Oh, guys, thank you for waking me up. - Sunny, why are you so sad? - Sunshine: The rays - my children - were lost Across the fields, scattered across the courtyards. - Guys, look what the sun is missing? (Luchikov). - What color are the rays of the sun (Yellow). - Let's attach some rays to the sun - yellow clothespins. - Look at the color of the clothespins here (yellow, blue). - You and I will only take yellow clothespins and attach them to the sun. - Well done guys, what a beautiful sun we have created. - What geometric figure does our sun look like? (Circle) (The teacher shows a geometric figure, a yellow circle) - What can we do with a circle? (roll or place) - Let's try (invites the children to roll the ball) - Oh, what kind of sun is it, big or small? (Big) - What color is it? (Yellow) - How many rays does the sun have? (A lot) - Look at the sun’s rays everywhere: from the side, above and below. The sun needs a lot of rays to warm everyone, the children, the grass, the flowers, and the birds. This is what kind sunshine we have. What a wonderful sunshine! All the guys were petted. So that you grow up strong, healthy and kind as the sun. And the sun gives each of you a piece of itself (those little suns). So that they will always be near you and warm you. III. Summary of the lesson - Well guys, it’s time for us to go back to kindergarten. Grab your ribbons, we're leaving. (The song “Balls” plays) - Guys, we are back in kindergarten, in our group. - Let's remember who we helped today (bunny, hedgehog, sun) - How did we help the hedgehog? (collected large and small mushrooms in baskets) - How did we help the bunny? (built a bridge from planks) - How did we help the sun? (the rays found it) Did you like our trip? I also really enjoyed our trip. Everyone was great today. IV. Sources of information 1. T.V. Bashaeva “Development of children’s perception. Shape, color, size" Moscow "Mosaic-Sintez", 2013. 2. L.A. Vartan “Sensory development of preschool children” Moscow “Mosaic-Synthesis”, 2014. 3. E.I. Udaltsova “Didactic games in the education and training of preschool children” Moscow “Vlados” 2003 4. N.E. Veraksa “FROM BIRTH TO SCHOOL” Moscow “Mosaic-Sintez”, 2014

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What is sensory development?

Sensory development is the process of forming a child’s perceptions and ideas about the world around him and the properties of objects. Babies do not have developed abstract thinking; they experience life through sensations that underlie the mental and physical development of children.

First, babies learn to distinguish their mother’s voice from strangers, as well as recognize individual sounds, distinguish objects by weight and color; young children do not have access to spatial thinking, they think objectively.

Regular activities with your child will help the correct development of his sensory perception and personality formation.

Games and exercises for sensory development

Children's games for the development of sensory perception take into account all the characteristics of age.

These include:

interesting but easy to understand stories;
presence of objects (cubes, sticks, figures);
multiple repetitions of the material studied in the game;
pointing and circling gestures;
active and tactile activities (modeling, drawing, applique, etc.).

Games for training various types of perception (vision, touch, hearing) are based on working with the child’s senses.

"Bag of Secrets"

They take several different small objects (beads, pasta, cereals, etc.), show them to the child, pronounce all the names with him and ask him to remember them. After this, the parents ask him to turn away for a few seconds, during which they need to have time to sort the items into different opaque bags. The child is then asked to determine by touch what exactly is in each bag.

The game is great for training tactile sensations.

"Catch the Animal"

The child is asked to close his eyes, after which they take any plush toy and move it over different parts of his body. Then he is asked to identify and say where exactly the animal “ran” - along the arm, leg, stomach, etc.

The game is quite simple to implement, does not require a large number of props from parents, and is intended for the development and training of the sense of touch.

"Find the patch"

The child is offered several figures to choose from and asked to choose the one that matches the contours of the figure cut out on paper. The game trains vision, touch, logic and spatial thinking in general.

"Fragrant Joy"

They take several identical jars with different scents (creams, scented candles, etc.), give one of them to the child to smell, after which the jars are swapped and asked to determine by the smell which one was given to him earlier.

The game is great for training your sense of smell.

"Find a Pair"

The baby is given several toys that make different sounds and asked to choose the ones that sound the same. The game is suitable for training auditory perception.

"Imitation"

Parents name their child’s emotions (“anger,” “joy,” “sadness”) and accompany them with expressive grimaces. After this, he is called the same emotions and asked to repeat the corresponding grimaces.

All the games described above are an excellent tool in the education of preschoolers and contribute to the harmonious development of their sensory sphere.

Sensory development at 1-2 years of age

The development of children 1-2 years old has its own specifics.

At one year and 1-3 months children:

are able to distinguish between two objects that are different in size and identical in shape, quickly remember words and use them in moments of joy or movement;
during the game, they reproduce previously learned movements (claps, stringing pyramid rings onto a rod, etc.);
They begin to orient themselves in space, they can walk and change body position.

At this age, preschoolers perceive square and circle shapes best, as well as some colors (red, blue, green and yellow).

At one year and 3-6 months children:

begin to distinguish between three objects that are different in size and identical in shape;
name things and actions at moments of interest;
among similar objects they can find two identical in meaning and different in other properties;
learn to distinguish sounds by pitch and rhythm; at the moment of play they can reflect observed actions.

They navigate in space and walk at a side step, stepping over small obstacles.

At one year and 7-9 months children:

from three or four objects of different shapes, they can choose the same ones according to a sample or the request of their parents;
begin to understand short stories based on pictures;
they themselves use two-syllable sentences in their speech;
During the game they build houses.

Preschoolers begin to better perceive the shape of a triangle, rectangle and oval, as well as some colors (orange, blue, purple).

At one year and 10 months children:

Based on a sample and a request, they can find two identical objects among objects of different colors;
understand short stories based on events familiar to them;
in speech they use simple sentences, use adjectives and pronouns;
They begin to come up with simple story games (example: a doll dresses a doll).

Closer to three years, children develop ideas about the width, length and height of objects, and they begin to perceive differences in similar sounds.