Article on the topic: "Features of the development of perception of a preschool child"

At the present stage, preschool education plays a big role. Even more and more demands are placed on children of senior preschool age every year, especially in senior preschool age before directly entering school. Children must learn to comprehend educational information before they set foot in school.

Often, children of senior preschool age are prepared for school by instilling in them general and special knowledge, certain skills and certain skills. But they do not attach importance to the formation of their cognitive mental processes, and first of all, perception. But this is no less important. And maybe even the basis for successful schooling. After all, if a child of senior preschool age does not learn to perceive information, he will not be able to comprehend, process and evaluate it. The child will not master the school material and curriculum; his knowledge will not be formed.

Mechanism and types of perception

For the full development and effective learning of a child, a sufficient level of development of perception is necessary. It is the basis for the formation of other cognitive processes (memory, attention, thinking, speech and imagination). How does the process of perception occur?

The world around us consists of various objects and phenomena that can be seen, heard, touched, tasted, smelled.
With the help of our senses we learn about what an object is. For example, an orange has the following properties: round, orange, smooth, with small dimples on the peel, sour, and has a specific citrus smell.
Information from the senses enters the brain, where individual sensations are combined into a holistic “picture” - perception.
Perception is greatly influenced by accumulated life experience. If a child has already seen and eaten an orange, he does not need to taste it to guess what it is.

Classification of types of perception:

Visual perception allows you to obtain a visual image of an object, as well as study its details;
Auditory perception makes it possible to understand speech, recognize various sounds of nature, household noises and hear music;
Tactile perception - cognition of objects through touch;
Olfactory perception – recognition of odors;
Taste perception – receiving information from taste buds (perception of sweet, salty, sour and bitter).

Most experts believe that each of us has a leading channel for receiving “data” about the world (usually vision, hearing or touch). Pay attention to the form in which your baby absorbs information better - this should be the main one in his learning.

Methods for developing different types of perception

Here are several methods for developing perception of different types.

Size, color and shape

In this case, children are asked to take out objects of only one color from the boxes. Or suggest taking out only square objects, or only round ones. You can prepare boxes painted in different colors, and in them the child must put objects of the color in which the box is painted.

What's lost?

In this game, not only vision and attentiveness work, but also thinking. The child is asked to look at a picture showing different objects. But they are not finished yet. For example, a bicycle is missing a wheel, and a house has no windows. The child must tell what is missing.

Smell and guess

Smell works in this game. The child is blindfolded, in front of him are vegetables and fruits, and other products that the player must name, guided by smell.

Magic sound

A game that awakens the imagination and ears. Child with closed eyes. The presenter plays sounds, including the audio system: the sound of rain, the sound of a steam locomotive, the chirping of birds, etc. The child names who the sounds belong to.

Tactile riddle

There are objects in the container. The child, without looking, must determine by touch what it is. Objects must be of different sizes, shapes, smooth or rough.

Peculiarities of perception in early preschool age (3-4 years)

The perception of 3-4 year old children is characterized by specificity and lack of clarity. The main parameters of perception in early preschool age are color, shape and size. Most often, children pay attention to the most striking of these signs, and the rest of the details are guessed by them. For example, seeing buttons with numbers on the TV remote control, children often decide that it is a telephone. It is interesting that three-year-olds do not recognize even the closest people if they are dressed in carnival costumes. At this age, children clearly distinguish primary colors (red, yellow, blue, green). Little-known shades are perceived as unimportant signs, and therefore are often simply ignored. However, kids learn quickly and remember everything on the fly. The more color standards you introduce your child to, the brighter the baby’s perception will be. Sometimes children evaluate the color characteristics of objects as “beautiful” and “ugly”, so in drawing you can see the child’s color preferences, and not real images of objects.

The properties of objects for younger preschoolers are inseparable from the things themselves, so they are firmly fixed in perception. For example, a baby knows that a cucumber is always green, and can call zucchini, avocado, and green beans cucumbers.

In children of this age, their perception of space is formed through actions with objects. A 3-year-old child is just beginning to distinguish between the concepts of “far” and “close”, so he has difficulty assessing the size of distant objects. For example, looking at the panorama of the city, a child may well think that the houses are toy. To develop the baby’s spatial understanding, you need to pay his attention to his own body (the child will quickly remember that the legs are below, the head is above, and the arms are at the side), and also more often give the child requests indicating the direction (for example, “turn right” , “take the candy from the top shelf” and so on).

Topic 46. Development of children's perception

Perception is a reflection of objects, phenomena, processes and the totality of their properties in their integrity under the direct influence of these objects and phenomena on the corresponding sense organs.

The senses of a newborn begin to function from the moment of birth. But the development of a baby’s sensory and motor activity does not occur simultaneously. The most important feature of development at this age is that the higher analyzers - vision, hearing - are ahead of the development of the hand as an organ of touch and an organ of movement, which ensures the formation of all basic forms of child behavior, and therefore determines the leading importance of living conditions and upbringing in this process . Research by N.L. Figurin, N.M. Denisova, N.M. Shchelovanova, N. MAksarina, L.G. Golubeva, M.Yu. Kis-tyakovskaya, S.L. Krivina, G.V. Pantyukhina, E L. Frucht, E. G. Pilyugina et al. allow us to trace how sensory development occurs in the first year of life. Since the formation of visual and auditory analyzers is of particular importance for sensory and mental development in general, we will consider this process in detail. A newborn reacts differently to visual stimuli that are unpleasant or pleasant to him. For example, in excessively bright light, he closes his eyes, showing anxiety. At 10 days, the baby keeps a moving object in his field of vision (step tracking). At 2-3 weeks, convergence of the eyes occurs. But the baby has difficulty fixing his gaze on the object. A very slight gaze delay is observed at 3-5 weeks. At 4-5 weeks the child learns to follow an object located at a distance of 2-4 m, and at 3 months. - at a distance of 4-7 m. At the same time, from 6-10 weeks, the ability to follow an object that moves in a circle develops. By the end of the first month, the baby, during quiet wakefulness, listens to sounds, even quiet ones, and reacts to them differently. So, he rejoices, stops moving and screaming when an adult talks or the sound of a rattle. He is frightened by sharp, loud sounds, so he flinches or cries. The desire to see the source of the sound first manifests itself in the fact that a 2-month-old baby. moves his eyes and turns his head from side to side. And at the age of 4 months. quickly and accurately turns his head and finds with his gaze the face of a speaking adult, a sounding toy. Establishing connections between hearing and vision significantly expands the baby’s contacts with the outside world. Now he not only perceives what is in his field of vision, but also looks for talking people and objects that make sounds.

By 3 months the baby's hand movements become smooth and free. He often straightens his arms above his chest, accidentally grabs and feels with one hand the other, then diapers and a blanket, and then all the objects that come to hand.

The baby accidentally stumbles upon hanging toys and enjoys new sensations. Having received pleasure, he tries to repeat the movement and reaches for the object again. At 3-4 months. the child spends a long time and concentrates on the toys hanging near him: he bumps into them with his hands and watches how they swing, tries to grab and hold them. From 4.5-5 months. Grasping movements become more precise. For example, a child can freely reach, grab and hold a hanging toy or take it from the hands of an adult when he holds the toy above the baby's chest.

Thus, with the development of grasping at 4 months. The development of the baby's hand as an analyzer begins. But at this age, the hand does not always move exactly towards the object; it often deviates to the side. The baby grasps all objects equally, pressing his fingers to the palm. At 4-5 months. the baby has a new need to reach and take the toy that has attracted his attention. He already shows a certain persistence, uses familiar movements, and sometimes makes new ones. From 4 to 6 months. The baby learns to accurately direct his hand to a toy, reach or take objects, lying on his side or stomach. At 5-6 months. he shows dissatisfaction if he cannot get a toy, and calms down when he gets it.

Grasping improves during the first year of life. A more accurate movement of the hand to an object develops by 8 months, but it becomes accurate without deviations only by 12 months. Grasping and holding an object with the fingers is formed in the 7-8th month of a baby’s life and also improves until the end of the year. This improvement is associated with the opposition of the thumb to all the others. That is, the child begins to place his fingers on the object in accordance with its shape and size (round, square or oblong). By 10-11 months. The child, before taking any object, folds his fingers in advance in accordance with its shape and size. This means that the child’s visual perception of these signs in objects now directs his practical actions.

In the second half of the first year of life, active viewing and examination of objects occurs, which is associated with manipulating them (the baby knocks, waves, shifts, throws, etc.). In the process of viewing and manipulating objects, visual-motor coordination develops. At first, the baby orients himself in the world around him with the help of external orienting actions. When he wants to pick up an object, his hand moves towards that object, judging the distance practically and making adjustments as he moves. Thus, the eye, following the hand, “learns” to estimate the distance. In the process of grasping and manipulating, the child learns various properties of objects - shape, size, density, weight, elasticity, temperature, stability, etc. The baby puts objects in new and new positions until they exhaust their novelty, due to loss in which the orienting reaction to the object fades away. Such an examination of objects indicates the emergence of interest in their properties and the fact that now objects are beginning to act as something constantly existing in the surrounding world, having unchanging properties. This “discovery” is evidenced by the fact that a child at 9-10 months. is looking for disappeared objects, which means he understands that the object has not ceased to exist, but is located in another place.

Let us recall that by the end of the first month the child listens to the speech of an adult. In the first 3 months. he develops vocal responses - humming and humming, indicating the beginning of the development of the vocal apparatus, sound speech. At 4-5 months, the baby distinguishes the intonations of speech addressed to him. By 6 months recognizes (by sound) his name. In the period from 6-7 to 9-10 months. The child begins to understand the speech of an adult for the first time.

A child's understanding of speech arises on the basis of visual perception. An adult shows an object and asks: “Where is something?” (calls him a word). As a result of such learning, a connection is formed between the object, the action with it and the word of the adult, which is manifested in the child’s search for the object in response to the adult’s request: “Show me where?” Occurred at 10 months. the initial form of speech understanding is built on the basis of visual orientation. And at the same time, the visual search for objects is controlled by the word. At the end of the first year of life, the child’s first words appear that relate to the subject.

Features of sensory development in infancy:

- the act of examining objects develops;

— grasping is formed, leading to the development of the hand as an organ of touch and an organ of movement;

- visual-motor coordination is established, which facilitates the transition to manipulation in which vision controls the movement of the hand;

— differentiated relationships are established between the visual perception of an object, action with it and its naming by an adult.

In early childhood, perception remains very imperfect. The child cannot consistently examine an object and identify its different sides. He picks out some of the most striking signs and, reacting to it, recognizes the object. That is why, in the second year of life, the baby enjoys looking at pictures and photographs, not paying attention to the spatial arrangement of the objects depicted, for example, when the book lies upside down. It recognizes colored and contoured objects as well as objects painted in unusual colors equally well. That is, color has not yet become an important feature for a child that characterizes an object.

The development of object-based activity at an early age confronts the child with the need to identify and take into account in actions precisely those sensory attributes of objects that have practical significance for performing actions. For example, a baby easily distinguishes a small spoon that he uses to eat himself from a large one that adults use. The shape and size of objects are highlighted correctly when it is necessary to perform a practical action. After all, if the stick is too short, you won’t be able to reach the ball with it. In other situations, perception remains vague and inaccurate. Color is more difficult for a child to perceive because, unlike shape and size, it does not have much influence on the performance of actions.

The answer to the question of what feature a child primarily identifies in an object is ambiguous. The baby’s preferences depend on his readiness to distinguish signs, on whether the object is familiar or unfamiliar to him, named or not named in a word. So, when choosing a pair for an unfamiliar object, kids are guided by color, and when pairing with a familiar object, by shape.

The child’s performance of instrumental and correlative actions creates conditions for him to master perspective actions, which, in turn, make perception more accurate and correct. When assembling a pyramid, a nesting doll, closing a box, fastening buttons, buttons, tying shoelaces, the child selects and connects objects and their parts in accordance with their characteristics - color, shape, size. The result of such actions is achieved only if certain constant conditions are met. Autodidactic toys, in particular nesting dolls, encourage the child to correlate their parts according to some specific feature.

At first, the child does not know how to visually correlate objects and performs correlating actions based on external indicative actions. The adult introduces the baby to a new method of orientation - trying on, which the child masters gradually. So, a preschooler takes turns trying to place the inserts into the holes until he finds a part of the desired shape. Or, when assembling a pyramid, he tries on all the rings next to each other in search of the largest one, and so on until there is not a single ring left. The nature of the child’s orienting actions changes when he begins to use a measure to identify the required ratio of objects according to a characteristic. For example, the smallest ring of the pyramid becomes the standard, with which the child compares all the others. Such a comparison initially requires detailed indicative actions from the baby. So, he applies all the rings of the pyramid to the measurement and establishes their ratio in size. Gradually, the comparison of the properties of objects with the standard begins to proceed on the basis of vision without practical actions. In the 3rd year of life, some objects familiar to the baby become permanent models with which the child compares the properties of any objects, for example, triangular objects with a roof, red objects with a tomato. Thus, the action with the measure and its content changes. The child proceeds to visually correlate the properties of objects with a standard, which is not only a specific object, but also the idea of it.

Mastering new indicative actions allows the child to perform tasks that involve choosing according to a model, which serves as a yardstick. Such a task is more difficult for a child than simple recognition, because he understands that there are objects that have the same properties. Choosing a model becomes difficult if you offer the baby a lot of different or complex shapes, many parts and variously colored objects. Let us emphasize that children first learn to select objects by shape, then by size, and only then by color. That is, new perceptual actions are mastered primarily in relation to features that are more familiar and more important from the point of view of practical activity.

Mastering new indicative actions leads to perception becoming more detailed, complete and accurate. An object is perceived by a child from the point of view of its various inherent properties.

Preschoolers have difficulty learning words denoting attributes of objects and almost never use them in independent activities. After all, to name a feature, one must abstract from the most important thing in an object - its function, expressed in the name of the object. It is important, as L.A. Venger and E.I. Pilyugina established, that the child be able to select objects according to the word of an adult who records a certain sign, and can take into account the properties of objects in practical activities. Completing such tasks indicates that the child has formed some ideas about the properties of objects. This creates the basis for the assimilation of sensory standards at an older age.

When performing not only correlating, but also instrumental actions, the baby masters the approximate actions of trying on. When he cannot reach an object with a short stick, he replaces it with objects of longer length until he achieves the desired result.

The development of phonemic hearing follows the same patterns. In early childhood, active speech develops intensively, verbal communication develops, so the phonemic properties of sounds are highlighted to the extent that they are necessary for activity. By the end of the 2nd year of life, the baby perceives all the sounds of his native language.

Features of sensory development at an early age:

- a new type of external orienting actions is emerging - trying on, and later visually correlating objects according to their characteristics;

- ideas about the properties of objects arise;

— mastering the properties of objects is determined by their significance in practical activities;

— the development of phonemic hearing, necessary for communication with adults, leads to the perception of all sounds of the native language.

In preschool age, perception turns into a special cognitive activity that has its own goals, objectives, means and methods of implementation. The perfection of perception, completeness and accuracy of images depend on how complete the system of methods necessary for examination is mastered by the preschooler. Therefore, the main lines of development of a preschooler’s perception are the development of new examination actions in content, structure and nature and the development of sensory standards.

In early childhood, the perception of object features occurs during the performance of objective activities. For a younger preschooler, examining objects is primarily for play purposes. A study by Z.M. Boguslavskaya showed that during preschool age, playful manipulation is replaced by actual investigative actions with an object and turns into purposeful testing of it to understand the purpose of its parts, their mobility and connection with each other. By older preschool age, examination takes on the character of experimentation, examination actions, the sequence of which is determined not by the child’s external impressions, but by the cognitive task assigned to him.

At preschool age, practical action with a material object “splits” (L.A. Wenger). It distinguishes between indicative and performing parts. The approximate part, which involves, in particular, an examination, is still performed in an externally expanded form, but performs a new function - highlighting the properties of objects and anticipating subsequent performance actions. Gradually, the orienting action becomes independent and is performed mentally. The nature of orientation and research activities changes in a preschooler. From external practical manipulations with objects, children move on to familiarization with the object based on vision and touch. At preschool age, the dissociation between visual and tactile examination of properties is overcome and the consistency of tactile-motor and visual orientations increases.

The most important distinctive feature of the perception of children aged 3-7 years is the fact that, combining the experience of other types of orientation activities, visual perception becomes one of the leading ones. It allows you to cover all the details, grasp their relationships and qualities. The act of looking is formed, while preschoolers very rarely look at objects without acting with them. During the examination, the preschooler solves various problems: looks for the desired object and selects it; establishes its features, individual aspects, determines in it the signs or parts that distinguish and unite it with other objects; creates an image of an unfamiliar object.

The relationship between touch and vision in the process of examining objects is ambiguous and depends on the novelty of the object and the task facing the child. Thus, when new objects are presented, a long process of familiarization and complex orientation and research activity arise. Children take an object in their hands, feel it, taste it, bend it, stretch it, knock it on the table, bring it to their ear, etc. Thus, they first get acquainted with the object as a whole, and then identify individual properties in it. Active, varied and detailed orientation Allows the formation of adequate, rich, accurate images of perception.

If the child is dealing with a new object, his examination again turns into an extensive process. Hand actions act as a method of examination if it is necessary to become more familiar with an object, and visual perception does not provide the necessary information about its properties.

The preschooler's investigative activities are becoming increasingly specialized. Rational methods for examining objects are emerging.

Throughout preschool age, the focus and controllability of the perception process on the part of the child himself increases. And therefore, the duration of familiarization with objects and its systematic nature are increasing.

The youngest preschooler cannot yet control his gaze. His gaze moves randomly over the subject. And at the age of 5-7 years, the child begins to systematically examine, and gaze movements are characterized by consistency. According to N.G. Agenosova, the time it takes a preschooler to look at a picture with simple content is constantly increasing, amounting to 6 min 8 s at 3-4 years old, 7 min 6 s at 5 years old, and 10 min 3 s at 6 years old.

The perception of 3-4 year old children is controlled and guided only by an adult. In the course of performing various types of activities with appropriate pedagogical guidance, middle preschoolers learn to observe and examine objects. In drawing and design, the teacher organizes and directs the examination of the object to highlight its different sides. The main method of examining objects determines the following sequence of actions of the child (N.N. Poddyakov). Initially, the object is perceived as a whole. Then its main parts are isolated and their properties (shape, size, etc.) are determined. At the next stage, the spatial relationships of the parts relative to each other (above, below, right, left) are identified. In the further isolation of smaller parts, their spatial location in relation to their main parts is established. The examination ends with a repeated holistic perception of the object.

The child's curiosity increases. The number of objects and aspects of reality that attract his attention increases. The preschooler begins to discover new things in familiar objects. He notices not only that the snow is white and cold, but also that it melts in the warmth, and its color changes depending on the time of day, weather, and season.

At first, only the adult sets the goal of observation and controls its entire course. His verbal instructions organize the child’s activities. And then the teacher teaches the child how to set such goals and monitor the process of achieving them.

For a preschooler, observation turns into a kind of mental activity aimed at solving intellectual problems. While caring for plants and animals, the child observes transformations in their appearance, and, comprehending the processes of growth and development, establishing hidden patterns and connections, he sees that plants dry out if they are not watered.

In a preschooler, speech is increasingly included in the processes of perception. Formulating the purpose of observation in speech allows you to realize it and plan the subsequent process. Naming a perceived feature of an object in a word helps the child abstract it from the object and recognize it as a specific characteristic of reality. Children more and more correctly convey in speech what they perceive. Speech helps to comprehend the most important qualities of objects as a whole. When perceiving a new object, children give it a name in accordance with their past experience, assign it to a certain category of similar objects, in other words, categorize it.

The connection of perception with thinking and speech leads to its intellectualization. The examination of the properties of objects in preschool age occurs by modeling them, replacing them with ideal representations - sensory standards. During the examination, the properties of the perceived object are translated, as it were, into a language familiar to the child, which is the system of sensory standards.

Familiarization with them and how to use them (starting from the age of 3) occupies a central place in the child’s sensory development. Mastering sensory standards not only significantly expands the scope of properties cognizable by the child, but also makes it possible to reflect the relationship between them.

Sensory standards are ideas about the sensory perceptible properties of objects. These ideas are characterized by generality, since they enshrine the most essential, main qualities. The meaningfulness of the standards is expressed in the corresponding name - the word. Standards do not exist separately from each other, but form certain systems, for example, a lattice of phonemes of the native language, a spectrum of colors, a scale of musical sounds, a system of geometric shapes, etc., which constitutes their systematicity (A.V. Zaporozhets). The child becomes familiar with sensory standards in the process of activities that involve orientation in the properties of objects and their examination. Research led by L.A. Wenger made it possible to trace the stages of mastering standards.

In the first year of life, in connection with the development of voluntary movements and movements in space, the baby begins to reflect the spatial properties of objects, fixing them in “sensorimotor pre-standards” - first real, and then imagined features of his own movements aimed at an object. In the 2-3rd year of life, he masters subject-related activity, which involves the practical correlation of objects taking into account their properties, which leads to the emergence of perceptual correlation, when ideas about individual familiar objects become “subject pre-standards”. They begin to be used as a “measure” of the properties of other objects.

After 3 years, productive activities become crucial in the development of perception. They require not just taking into account, but reproducing object properties and relationships, which contributes to the assimilation of generally accepted standards through the properties of the materials used. Thus, in design, ideas about shape and size are established.

Perception, becoming a controlled, meaningful, intellectual process, based on the use of methods and means fixed in culture, allows you to penetrate deeper into the environment and learn more complex aspects of reality. The perception of time and space becomes more complex, the artistic and aesthetic perception of literary works, painting, theater, and music develops. Speech contributes to the development of such complex types of perception as space and time.

In the first year of life, the baby masters the “close” space limited by the boundaries of his crib or playpen, practically moving and improving the manipulation of objects. In the second year of life, the adult’s word is included in spatial orientation. Naming spatial relationships by a teacher or parents allows the child to master them quickly enough.

In early childhood, the baby orients himself in a wider space, moving and acting with objects. While highlighting spatial relationships in practical activities, the child is not aware of them. It is important that the baby’s own body becomes the starting point for him in the perception of space and the right hand stands out as the organ that performs actions. As the study of M.V. Vovchik-Blakitnaya showed, the child orients himself in the directions forward-backward, up-down, left-right, either by moving in one direction or another, or by appropriately changing the position of the body, head, arms and controlling these movements with vision . Speech does not play a decisive role in spatial discrimination. Generalized reactions (“here”, “there”, “here”, etc.) accompanying the child’s perception of the situation, his pointing gestures indicate that the perception of the directions of space is limited to some practical differentiation of these directions.

The assimilation of designation words at an older age leads to an understanding of the relativity of spatial relationships depending on the starting point. Initially, the child evaluates spatial relationships solely from the point of view of his own position in space. But the inability to abstract from one’s own position and determine the direction of located objects relative to any other persons or objects reveals the concreteness of children’s ideas and the limitations of their generalized knowledge of space.

The formation of more generalized ideas about space ensures the child’s ability to determine directions not only in relation to himself, but also in relation to other persons and objects. Movements and indicative actions gradually transform into a plan of presented actions. And speech acts, freed from the initial connection with the movements of the body and hands, acquire leading significance and are transferred to the internal plane, that is, they develop as processes of internal speech.

The perception of time is one of the most complex types of perceptions due to its specific features. Time does not have a visual basis and is perceived indirectly on the basis of the activity being performed or a special object - a watch. Time is merged with life events, flows in one direction, it cannot be returned. The designation of time intervals is relative: what was tomorrow has become today, etc. The same time period is perceived differently depending on the content and nature of the activity performed by the child, his state at the moment: for example, if he is waiting for an attractive event, then it seems that time is passing slowly. Therefore, children do not understand the logic of time relations for a long time and throughout preschool age they do not perceive very long time periods. They cannot understand such categories as year, century, century, era, etc.

The prerequisites for the perception of time are formed in the first year of life, when the baby’s biori is formed. At the end of early childhood, children master short and specific time periods, such as morning-evening, day-night, because they perform different activities during these periods. Categories such as week, month, minute are accessible to the perception of a preschooler. But the visual nature of mental processes leads to specific features of the perception of time by a preschooler. Thus, he “looks” for the material carrier of time and often singles out watches as such. He is sure that if the arrows are moved, then time will change its course, for example, tomorrow will come faster. He does not yet realize that time does not depend on the desires of people, he does not understand the objectivity of time. Therefore, the main role in the development of time perception belongs to the adult, who isolates time periods, establishes their connection with the baby’s activities and denotes them in words, including them in various everyday situations (T.D. Richterman).

All cognitive processes are involved in the perception of a fairy tale: memory, thinking, imagination. When listening to literary works, the child does not see the events described in front of him. He must present them based on his experience. The understanding of the work, content and idea depends on how correctly he does this.

Specific perception of literary and folklore works in the 2nd year of life. It occurs only if the text accompanies the actions that the child is currently performing or an adult is acting out with the help of toys.

At 2-3 years of age there is a transition from situational to generalized perception (L. Pavlova). Children imagine not only individual images, but also complete pictures, episodes consisting of a chain of interconnected actions. They begin to understand not only everyday, everyday situations, but also unforeseen, original plot twists, learn to “predict” the behavior of the characters, and assume the final result of their actions. The kid is interested in the result of the characters’ actions and is concerned about his own involvement in what is happening, so he may ask to try the porridge that the magpie cooked.

In early childhood, a child often confuses depicted and real reality. Therefore, he tries to pick drawn flowers from the picture or take drawn apples. Such attempts indicate that the drawing has not yet become a substitute for a real object for the baby. The preschooler does not separate the real from the depicted.

Features of sensory development in preschool age:

— visual perception becomes the leading one when familiarizing yourself with the environment;

— sensory standards are mastered;

— purposefulness, planning, controllability, and awareness of perception increase;

— with the establishment of relationships with speech and thinking, perception is intellectualized.

How do children of middle preschool age (4-5 years old) perceive the world?

By the age of 5, children achieve significant success in their ability to perceive various parameters of the world around them:

There are 7 or more colors;
Have an idea of light and dark tones, “warm” and “cold” shades;
Know the basic geometric shapes (circle, square, triangle, rectangle);
Can compare objects by size (large, smaller, small);
They begin to form the concept of time (today, yesterday, tomorrow, minutes, hours, days, weeks), but they are not yet able to apply knowledge about these abstract concepts into the life of a four-year-old;
The perception of other people depends on their popularity in society and their relationship with the baby. Mom will always be perceived by the baby as the kindest and most beautiful.

Peculiarities of perception in older preschool age (5-7 years)

In older preschool age, as before, visual sensations dominate perception. Auditory perception begins to actively develop: children are able to identify sounds in words, recognize familiar musical compositions, and feel the tempo and rhythm of a piece. Six-year-old children are well oriented in space (they practically do not confuse “right” and “left”, perceive distances between objects quite accurately, and can navigate plans and diagrams). The perception of time periods (minute, hour, day, and so on) depends on how often parents mention them in communication with their children. If you give your child tasks in which time is one of the guidelines (for example, “draw as many circles as possible in a minute” or “you need to brush your teeth for 2 minutes”), gradually it will no longer be so incomprehensible to the child.

The leading channel of perception for most older preschoolers is vision. At the same time, other types of sensitivity (especially auditory and tactile) are also actively developing.

Peculiarities of perception in older preschoolers

Senior preschool age is marked by the presence of formed spatial representations. The child is well oriented in space, perceives distances and relationships between objects, and is able to visually model part of a specific room. He is also able to construct a model of the plot of a story or fairy tale.

The future schoolchild is already able to evaluate such an abstract concept as time, as well as see the world around him from an aesthetic point of view. It is these two areas that require the most attention.

Perception of time

The main features of perception in children of senior preschool age are the awareness of the combination of space and time. However, the inability to hear or touch these quantities leads to their prolonged recognition.

A child of 5-6 years old is able to remember time periods: yesterday, today, tomorrow, minute, hour, but there are no skills in using these concepts. The uniqueness of the perception of time is due to the fact that the child does not have the opportunity to manipulate it in a direction, and the terms are simply words that do not have a visual expression.

At this age, time indicators of the sequence of events are still poorly differentiated - yesterday, tomorrow, the day after tomorrow. The future tense is already realized, but the past causes difficulty. Preschoolers are happy to say who they will be when they grow up, what they will have, what they will do. They perceive the past discretely and emerge in the images of remembered events.

However, older preschoolers are already able to understand how to define the present tense. It's time to teach your child to tell time using a clock with arrows.

Adults will help the child perceive small periods of time if they correlate his activities with the time interval: draw a house with a garden in 10 minutes, sit at the table in 3 minutes, brush your teeth in 1 minute.

Aesthetic perception

But aesthetic perception blossoms “lushly.” In older preschool age, every child is a creator. Children sculpt, draw, design. The listed types of activities help them understand the world better.

Much of the credit for this activity goes to visual perception. An older preschooler learns to examine objects holistically, tracing the outline and isolating details.

This information becomes a model that the child follows in his drawing and modeling.

If a 5-year-old child’s judgment about aesthetics is determined by appearance, and objects are evaluated according to the “like or dislike” principle, then at 6-7 years old a preschooler pays attention to artistic composition and color compatibility. For example, in a painting he is already able to capture characteristics that are not on the surface, which the artist put into the content.

The task of parents and educators is not just to inform the child about the beauty of this or that object. It is important to explain in clear words what exactly ensures the aesthetics of a phenomenon, the relationship between individual features and the overall result.

Regular activities of this nature help to cultivate a sense of beauty in a little person. He will learn to see beauty in the sound of drops on glass or falling leaves.

Games and exercises for developing perception in preschoolers

Play is the leading activity in preschool age. This is why exercises and games are an effective and fun way to develop children's perception.

Sorting by color, shape, size. Items for sorting can be any available materials: toys, lids, construction parts, cubes, buttons, cereals, pencils, etc. You can organize the game in various ways: placing objects in bowls, “hiding” an object (arranging objects so that they blend into the background), throwing objects into holes of the desired color/shape/size.
"What is missing". This exercise develops visual perception, thinking and attention to detail. Draw several objects or animals on a piece of paper, but do not finish drawing them. One or more essential features of the objects must be missing (for example, a hare without ears, a table without legs, a car without wheels), and the baby’s task is to say what is missing in the picture.
"Confusion." Show your child a picture with the contours of familiar objects superimposed on each other. The child must name everyone who is depicted on it.

Regular exercises will help your child develop a high level of various types of perception.

Puzzles and cut-out pictures. These games, in which the child needs to assemble a whole picture from pieces, are excellent for developing visual perception.
"Guess by the smell." From available ingredients you can create a whole aroma set (for example, garlic, coffee, cinnamon, berries, cucumber, lemon, chocolate, and so on). Ask your baby to close his eyes and guess the object by smell. You can also invite your child to draw what he associates this or that scent with.
“Whose sound?” An adult hides behind a screen and uses objects to make various sounds: rustling a bag, tearing paper, knocking with spoons, ringing a bell, pouring water, and so on. The baby must guess which object each sound corresponds to.
"Magic bag" For this game you will need an opaque bag and small objects of various shapes and textures. Based on his tactile sensations, the baby should pull out the thing that you describe to him.

Ways to develop the perception of preschoolers

In preschool age, the leading activity is play. It is in this form that children learn and develop the necessary functions in the best way.

Didactics presents many games for the development of perception that will help parents or educators engage with their children.

Droplets – teach how to combine objects based on color criteria. The essence of the task is that you need to put circles of the corresponding shades into containers.
Umbrellas - form an understanding of the shape and color of objects. To play you need 4 umbrellas of primary colors and cardboard geometric shapes. The teacher reports that it is raining, it is urgent to hide the circles and triangles under umbrellas of different colors.
Bag of secrets - allows you to identify an object based on tactile sensations. An opaque bag is filled with small toys. The child, without looking, must describe what came into his hand.

Similar games are played to develop the ability to recognize an object or item by smell or sound.

Regular classes to develop perception in preschoolers will ensure further effective cognitive advancement and the formation of a holistic, moral personality. Such a person will most likely have unconventional thinking and a high level of creativity.

conclusions

At preschool age, children experience a colossal leap in mental development, because during this period all cognitive processes are actively formed. Perception is the basic mental process on the basis of which all others (attention, thinking, speech, memory and imagination) are formed. Over the course of several years, children go from direct sensory perception to the ability to form a generalized idea of objects. If initially a child learns to recognize and evaluate what is in front of him at the moment, based on his own sensations and experience, then in older preschool age the level of development of perception allows him to purposefully study objects or phenomena, highlighting their properties. It is necessary to pay enough attention to the development of perception in children, because the child’s ability to learn largely depends on its level.