Games and exercises to develop children's perception preschool age
Game “KNOW THE OBJECT”
The proposed game teaches how to compare objects with each other and is intended to develop perception in children 4-6 years of age.
To play the game, you need to put various small objects in a linen bag: buttons of different sizes, a thimble, a reel, a cube, a ball, candy, a pen, an eraser, etc.
TASK FOR A CHILD: Determine by touch what these things are. If several children participate in the game, then you need to ask one child to describe each object, feeling it, and the second (if there are several children, then all the others) to guess, name and sketch the thing according to the proposed description.
Game "build a pyramid"
For the development of perception of a 3-5 year old child.
To play you will need two identical pyramids. One pyramid is intended for the child to work with, and the second will act as a standard.
exercise 1: Ask your child to assemble a pyramid that gradually tapers upward according to the finished standard.
task 2: Organize a complex design according to a standard, that is, assembling an irregular pyramid, a tower of an unusual configuration.
Game "DO THIS"
To develop the perception of children 4-6 years old, the following tasks can be offered:
a) according to the model, build the same structure from cubes:
b) draw patterns based on the sample:
You can repeat the exercises with more complicated figures from cubes, with more complex Patterns.
FOR EXAMPLE:
c) build the same structure based on the model:
d) draw the same patterns based on the sample:
Game "find the toy"
Aimed at developing perception and attention of 4-5 year old children.
Several toys (up to 10) can be placed in the room so that they are not conspicuous. The presenter, who can be an adult or a child, having chosen a toy, begins to tell what it is like, what it can do, what color, what shape, what size. Participants in the game can ask questions, and then go in search of this toy. The one who finds the toy becomes the leader.
The new presenter describes the properties of a different toy.
The game continues until all children have completed the role of leader.
Game "make a picture"
Aimed at developing perception in children aged 3-5 years. Take a couple of simple pictures depicting an apple, cucumber, or matryoshka doll. One picture is whole, and the other is cut into 3 parts.
The appendix (pp. 99-101) contains both whole cards and those cards that need to be cut.
task for the child: Assemble the cut picture according to the model.
For children 5-6 years old, you can offer the following task:
a) collect more complex pictures;
b) take two identical postcards, leave one of them as a standard, and cut the other into 4-5 parts, then, after mixing them, assemble them according to the sample;
c) for a 5-6 year old child, you can complicate the task by asking them to fold a picture from memory, without a standard.
A game " White list»
Aimed at developing the perception of the shape of objects in children 3-5 years of age, as well as the development of fine motor skills of the hands.
Figures are drawn on a sheet of paper (application), some are painted in green, others are only outlined. We have provided a diagram of the task; the child will work with the pictures included in the appendix.
exercise: Cut out the outlined figures from the sheet, and then cover the green figures on another sheet of paper with them. If the figures are positioned correctly, the result should be a white sheet of paper.
For children 5 years old, the task can be somewhat complicated by placing figures glued to a piece of cardboard in a linen bag. And then we ask the child to find by touch the necessary “patch” to cover this or that green figure.
Game "CIRCLE, TRIANGLE, SQUARE"
Aimed at developing the perception of color, shape and size in children 4-6 years old.
The child is given tasks aimed at differentiating characteristics of color, size, and shape. Pre-prepare image cards geometric shapes, located in Appendix a). Give the bear a circle, give the doll a triangle, give the bunny a square. Place the square on the window. Place the circle on the sofa. Show a red circle, a blue square, bring a green triangle.
b) Collect all the circles, separately put blue circles, green circles, yellow circles, red circles.
c) Show the triangles, then choose blue triangles, green triangles, yellow triangles, red triangles.
d) Collect all the squares, choose blue squares, red squares, yellow squares, green squares.
e) Show small circles (small triangles, small squares).
f) Collect large circles (squares, triangles).
g) Show large green squares, small blue circles, large red triangles, small green squares.
Game “SETTING UP THE CARPET”.
Designed to develop perception in preschool children.
The child will work with the material posted in the application according to the proposed assignment scheme.
On beautiful rug there were holes. There are several patches located near the mat, from which you need to choose only those that will help close the holes.
Working with the application materials, the child can not only select, but also cut out the desired patch to close the hole in the carpet.
1st version of the task:
2nd version of the task:
Game “FIND THE SAME OBJECT”
Designed for children 4-6 years old.
The child is offered pictures: a separately drawn standard lamp and several more drawings of lamps, among which the child must find the same one as the standard. The task is limited in time; only 30 seconds are given to study the pictures. After this, the child must give an answer.
For children 4 years old, you can leave the standard in front of your eyes; for older children, the standard should simply be covered with a sheet of white paper. This version of the task will allow you to develop not only the child’s perception, but also memory and attention.
exercise: Take a close look at the lamp. Among the other 8 lamps, find the same one.
Game of colors
Aimed at developing color perception in preschool children.
We invite the child to name 5 objects of a certain color (blue, red, yellow, brown, black, green, etc.) in 1 minute. Items may not be repeated.
In kindergarten, a teacher can organize a game with a group of children at once. One of the guys who cannot name 5 objects of the named color in 1 minute leaves the game, and the winner is given the right to become the leader and suggest a color for searching for objects.
Game "WHO IS MORE OBSERVANT"
Aimed at developing the perception of shape in preschool children.
We ask the child to name 5 objects of a certain shape (round, rectangular, square, oval) in 1 minute. Items may not be repeated.
A kindergarten teacher can organize a game with a group of children. Each child must take turns naming objects of the named shape, so many objects of one shape or another will be listed, which helps each child's development.
The one who cannot name 5 objects in 1 minute the desired shape, leaves the game. The winner is given the right to propose the name of the shape of the item for further play.
Game "Tell about animals"
Designed to develop structural perception.
For 5 seconds, show the children a piece of paper on which are drawn: a squirrel, a cat, a lynx, a duck, an owl.
Ask the children to name what is drawn and talk about the features and differences of these animals.
Game "compare the object"
A preschooler should be offered tasks aimed at developing the perception of size and size of an object. By comparing objects with each other, the child will be able to better understand a number of concepts: more, less; shorter, longer; wider, narrower; lower, higher.
1) Which of the pictures shows the largest cup?
2) Which of the pictures shows the smallest Christmas tree?
Anna Iotko
Games to develop the perception of preschoolers
MDOAU kindergarten No. 3 Zeya
Teacher Iotko A. IN.
Games to develop the perception of preschoolers
Development visual perception
1. Game "Cut pictures"
2. Exercise “Selecting the missing image fragment”
3. Game "Outlines"
4. Game "Labyrinths"
5. Exercise "Reading lips"
6. Game “What the artist forgot to draw”
7. Exercise "Bitmap"
Development of auditory perception
1. Game "Broken phone"
2. Game "Recognize by sound"
The child sits with his back to the adult who makes noises and sounds various items. The child must guess what produced the sound.
3. Game “Where did you call?”
The child closes his eyes, and the adult stands away from him (left, right, back) and the bell rings. The child must indicate the direction from which the sound is coming.
4. Game "Who is bigger?"
Children close their eyes and listen for a minute to what is happening around them. When the minute is up, they count who heard the most sounds.
5. Game “Find a box with the same noise”
Development of tactile perception
1. Game "Find a Pair"
The child is asked, blindfolded, to find pairs of identical plates by touch (the plates are covered with velvet, sandpaper, corduroy, flannel, etc.)
2. Game "What is inside"
The child is offered Balloons containing various fillers: water, sand, peas, beans, semolina, rice, flour, buckwheat, etc.). The balls must be in pairs. The child must find pairs with the same fillings by touch.
3. Game "Snowflakes"
Pieces of cotton wool are laid out on the floor like snowflakes. Children will have to collect snowflakes by touch while blindfolded. Who will collect more, he won.
4. Game “Grandfather – Vodyanoy”
The child recognizes by touch which of the children is in front of him.
5. Game "Find out the figure"
Geometric shapes identical to those in the bag are laid out on the table. The teacher shows any figure and asks the child to take the same one out of the bag.
Development of the sense of smell
1. Exercise "Vegetables and fruits"
Suggest identifying by smell eyes closed, food lying in glasses and divide into vegetables and fruits.
2. Game "Let's help the monkey"
Food items are laid out in glasses - bread, fruits, vegetables; toiletries - soap, perfume, toothpaste. Invite children, on behalf of a sick monkey who has lost his sense of smell and sight, to identify foods that are edible for him by smell.
3. Game "Boxes of Smells"
For games you will need 2 sets of 6 boxes filled with pungent-smelling substances (coffee, cocoa, cloves, cinnamon, vanillin, etc.) The child is looking for a pair in each box.
Development of taste perception
1. Exercise "Taste Jars"
Solutions are being prepared: sweet, salty, sour. The child tries and uses words to describe his feelings.
2. Game "Taste it"
Blindfolded child tastes pickle, sweet candy, sour lemon, bitter onion, expresses your feelings in words.
Options:
The child tastes raw and cooked foods;
A child with his eyes closed identifies different types of bread;
The child determines what kind of fruit he tried;
The child determines the type of nuts by taste
The child determines the type of jam and sweets
Perception
Operations of perception.
The following perception operations are distinguished: detection, discrimination, identification, recognition.
Detection is the initial phase of the perception process. At this stage, the answer to the question is given: “Is there an object?”
Discrimination - or perception itself - leads to the formation of a perceptual image. For example, when we perceive an object, almost all of our senses are activated. The visual analyzer helps to perceive color, shape, and size. A taste analyzer allows you to sense the taste. The tactile analyzer makes it possible to judge the hardness of an object, etc.
Distinction leads to the formation of an image of an object.
Identification, or comparison, is the identification of a directly perceived object with an image stored in memory.
Recognition - the last stage - the assignment of a given object to the class of objects previously perceived.
Types of perception.
- According to the leading analyzer:
- visual perception;
- auditory perception;
- olfactory perception;
- tactile perception;
- taste perception;
- kinesthetic perception.
- According to the degree of purposefulness of perception:
- voluntary perception, when there is a perception of the goal;
- involuntary perception when there is no goal to perceive something.
- By reflection objects:
- perception of space is a reflection of the distance of an object, its shape, volume, size;
- perception of time is a reflection of time periods (duration, sequence of events);
human perception ( appearance, character traits). - development of visual perception of colors - discrimination, naming, classification;
Development of visual and tactile perception of forms - discrimination, naming, classification;
Development of visual and tactile perception of size - discrimination, naming, classification, comparison by size;
Development of visual perception and formation and development of spatial orientation - understanding, naming, orientation;
Development of visual and tactile perception of the texture of objects - discrimination, naming and classification;
Development of taste sensitivity.
The work was carried out in different types of activities:
In the process of special didactic games and sensory perception exercises aimed at developing the perception of spatial and qualitative properties of objects and the formation of perceptual actions. These games are played both separately and as individual element classes.
During games and exercises aimed at developing the child’s social perception. These games are reflected in the social development section, which is aimed at the perception of a person, his actions, movements, including expressive and facial movements, the perception of himself and the peers around him.
Task for the development of attention: development of volume, stability, distribution, switching, concentration of attention, development of voluntary attention.
Task for the development of perception: development of the properties of perception, meaningfulness, generality, integrity, constancy, volume; development of simple types of perception: size, shape, color, perception of space, time, movement.
Development of perception as an intellectual process based on active search signs necessary to form the image of an object.
1. Didactic games aimed at developing the ability to distinguish colors.
“Run to me!”
Progress of the game: There are blue, red, yellow, green flags in the vase. Children take one at a time, the teacher takes four flags (of all colors).
The teacher invites the children to look at the flags and wave them. (Next, the children complete the task of showing the teacher.)
Place the flags on your lap. Raise the blue (red, yellow, green) flags. (Children who hold flags of the named color raise them.)
Now I will name flags of one color or another. First look at my flag, then at your flag, and if their colors match, then run to me.
Children sit on chairs. The teacher moves away some distance, raises one flag (holds the rest behind his back) and names its color, then gives the command: “Red flags, run to me!” Children run up to him, raise flags, checking whether they completed the task correctly, wave them and sit down. The teacher sequentially names flags of all colors, and at the end of the game raises all four flags. All the children run up to him, wave flags and dance.
Complication: the teacher raises two flags.
"Arrow, arrow, spin around"
(a simplified version of the game “Color Lotto”).
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
How to play: Children sit on chairs around a table, at the corners of which there are flags (red, blue, yellow, green). In the center of the table there is a disk with an arrow, around which there are circles of four colors. Teacher (turns the arrow).
Arrow, arrow, spin around,
Show yourself to all circles!
And which one is dearer to you,
Tell us quickly
Stop!
Takes the circle that the arrow points to and places it next to the flag of the corresponding color. Children repeat game actions.
"Open your house"
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
Progress of the game: Children sit on chairs. Taped to the back of each chair is a circle of yellow, red, green or of blue color. Keys cut out of paper of the same colors are laid out on the table.
Educator.
Children, stand up and see what color your house (circle) is. (Children name the color.) Go to the table and choose a key of the same color for your house.
Which key did you take? (The child names the color.)
After all the keys have been sorted out, the children lock the houses (they say “chick-chick”) and go for a walk.
Educator: One, two, three, four, five,
The children went out for a walk. (They walk around the chairs.)
They knocked (They knock on the floor with their fist.)
Spun around, (Spinning around.)
We jumped around and frolicked. (They jump.)
The kids took a walk
It's time for everyone to go home.
They go to their chairs, unlock the house (they say chick-chick) and sit down. When repeating the game, the teacher changes the chairs.
“Collect the droplets in a glass”
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
How to play: Cut out colored circles are laid out on the table in front of the children. different color. An adult puts one drop of a different color into each glass, pronouncing his actions: “I’ll put a drop of blue in this glass, let’s collect a full glass of identical droplets.” Six colors of the spectrum are used.
"Make a pyramid"
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
Progress of the game:
Option 1
Four pyramids of different colors have all the rings removed and placed on a tray. Each child assembles a pyramid of a certain color.
Option 2
The child, at the request of the teacher, selects the desired color of the rings of the paper pyramid. When laying out the pyramid, he tries to independently name the color of the rings.
"Pick up the ball"
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
Progress of the game:
Guys, we have a holiday today, great mood, let's decorate our group. Take each flag (cut out of colored cardboard). Now choose a balloon that is similar in color to your flag. Tell me what color your ball and flag are. Let's decorate the group.
"Balloons"
Goal: to train children in matching the six colors of the spectrum.
Dictionary: names of six colors of the spectrum - red, orange, yellow, green, blue, violet.
Progress of the game:
Children, we have balloons of different colors and strings of the same colors. Now strings will appear on the flannelgraph (places six stripes vertically at equal distances in a spectral sequence, naming their colors). Now let’s tie a ball of the same color to each thread. Children take turns tying the balloons and calling out the color of each.
"Hide the mouse"
Goal: to strengthen children's ideas about six colors.
Progress of the game: the teacher places mouse houses on the table (sheets of paper in six colors, in the middle there is a window with a drawn mouse). You see, mice are looking out of the windows. To hide the mouse, you need to close the window with a door - a square of the same color as the house, otherwise the cat will come, see where the window is, open it and eat the mouse. First, the child is offered one house, then, making it more difficult, 2-3 houses at the same time.
"Choose by color"
Goal: to consolidate ideas about six colors. Teaches children to highlight colors, distracting from other features of objects.
Progress of the game: Children, we will play a game. You have rugs made from multi-colored checkered patterns. Look at what toys you have. Match the color of the toy to each square of the rug, place the toy on such a square so that it hides on it. If the toy is a different color, it will be visible.
"Living Domino"
Goal: continue to introduce children to the six colors of the spectrum and their names. Learn to compare objects by color by placing them next to each other.
Progress of the game: The teacher ties ribbons on the children’s hands various colors in the form of bracelets and invites everyone to quickly build a circle so that each child’s color of ribbon tied on one hand matches the color of the ribbon of a friend standing on one side or the other.
"Coloring the water"
Goal: to form in children an idea of different shades of color based on lightness. Vocabulary: light, dark, lighter, darker.
Option 1
Progress of the game: Educator: “Today we will color the water, we will get red water of different shades. The water in jars is colorless, but we will make it colored. Watch how I will paint with water: I take the paint on the brush, dip the brush halfway, and now rinse it in one jar. I got light red water. And in another jar I will put more paint: I will dip the brush completely in the paint, rinse it, pick up the paint again and rinse it again in the same jar. The result was also red water, but darker.
Option 2
Progress of the game: It is carried out in the same way as in Option 1, only now paints of six colors are distributed.
"Let's decorate the Christmas tree"
Goal: to teach children to group shades into two shades of each of the six colors, select them according to the word denoting the color.
Progress of the game: Children have silhouette images of Christmas tree decorations. A tablet with a picture of a Christmas tree is placed on the easel.
The teacher names a color and those children who have a toy of that color hang it on the Christmas tree.
“Who has what dress?”
Goal: to teach children to select objects according to the word denoting color, to group shades of the same color tone.
Progress of the game: The teacher shows the children a doll, the children say what color her dress is.
“Pick up objects of similar colors”
Purpose: to train children in matching and grouping objects by color.
Game progress: Option 1
Toys are placed on two tables. The teacher gives each participant an object or toy of one of the colors of the spectrum. Each child must choose all the toys of the same color. Having completed the task, the children exchange toys and the game is repeated again.
Option 2
Children form pairs. The teacher gives each pair of players sheets of paper on which various images of different colors are painted. Having determined what color the image on the sheet is, the children go to the table, on which there are pictures interspersed with multi-colored objects, and select the necessary cards.
“Collect a flower – a seven-flowered flower”
Progress of the game: The teacher lays out circles of six colors. The child selects the petals according to the color of the middle.
"Help the fish"
Goal: Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
Progress of the game: The child arranges the baby fish according to the color of their mother fish.
"Fold the Rainbow"
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
Progress of the game: The child collects a rainbow from colored arcs, cut in half, according to the teacher’s model and names the colors. If the child cannot name the color, the adult is responsible for it.
"Pick a Pair"
How to play: The game uses colored lotto in pictures. An adult lays out pictures in front of the child and asks them to pick them up in pairs of the same color.
“Which balls flew away?”
Purpose: to train children in comparing objects by color.
Material: Colored lotto with flags and balls.
Progress of the game: The teacher places flags in a row, the child selects balls of similar color.
"Color Carousel"
Purpose: to train children in comparing objects by color.
Material: Circle with images of objects, colored squares (turn the color down and lay out on the table)
Progress of the lesson: Each participant chooses a square and a sector on the circle. If he matches the color of the object in the picture in his sector, then he performs some task: names objects of the same color, collects a flower of the same color. He chooses the task himself. If the square does not match the color of the sector item, then the choice is made by another participant in the game. The first one to complete all tasks wins. The number of tasks can be discussed before the start of the game. The first choice is made by the one on whom the counting stops: “Rainbow, arc, arc! Choose me quickly!”
"Guess what color the clothes are"
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
How to play: Children sit in a circle on chairs, one seat is free. The adult says: “The seat next to me on the right is free. I want it to be occupied by a girl in a red dress (a boy in a blue shirt, etc.).”
“Find objects of the same color”
Goal: to train children in the ability to compare colors, to help consolidate knowledge and the color system.
How to play: An adult says: “When I return, everyone should have something red (yellow, brown, blue, purple, etc.).” The leader leaves, the children look for objects of the named color in the group. The driver returns and checks whether the task was completed correctly. Game replay
Didactic game “Find a toy”
Target: develop perception and attention of children 4–5 years of age.
Progress of the game:
Several toys can be placed in the room so that they are not conspicuous. The presenter, who can be an adult or a child, having chosen a toy, begins to tell what it is like, what it can do, what color, what shape, what size. Participants in the game can ask questions, and then go in search of this toy. The one who finds the toy becomes the leader. The new leader describes the properties of this toy. The game continues until all the children have played the role of leader.
2 Didactic games. Form
Didactic game “Make a picture”
Target: develop perception in children 3–5 years of age.
Equipment: simple pictures depicting apples, cucumbers, matryoshka dolls. One picture is whole, the other is cut into 3 parts.
Progress of the game:
Invite the child to assemble the cut picture according to the pattern.
For children 5–6 years old, you can offer the following task:
a) collect more complex pictures;
b) take two identical postcards, leave one of them as a standard, and cut the other into 4 - 5 parts, then, after mixing them, assemble them according to the sample;
c) you can complicate the task for the child by asking him to add pictures from memory, without a standard.
Didactic game “White Sheet”
Target: develop the perception of the shape of objects in children 3–5 years of age, as well as develop fine motor skills of the hands.
Equipment: a sheet of paper with drawn figures, some of them are painted over green, set of figures white, identical to the figures on a sheet of paper.
Progress of the game:
Invite the children to cover the green figures on a sheet of paper with white figures. If the shapes are positioned correctly, the result should be a white sheet of paper.
For children 5 years old, you can make it somewhat more complicated by placing figures glued to a piece of cardboard in a linen bag. And then we ask the child to find by touch the necessary “patch” to cover this or that green figure.
Didactic game “Find out the subject”
Target: develop the perception of color, shape and size in children 4–6 years old.
Equipment: cards with images of geometric shapes.
Progress of the game:
The child is given tasks aimed at differentiating characteristics of color, size, shape:
a) Give the bear a circle, give the doll a triangle, give the bunny a square. Place the square on the window. Place the circle on the sofa. Put a red circle, a blue square, bring a green triangle.
b) Collect all the circles, put blue circles, green circles, yellow circles, red circles separately.
c) Show the triangles, then choose blue triangles, green triangles, yellow triangles, red triangles.
d) Collect all the squares, choose blue squares, yellow squares, green squares.
e) Show small circles (small triangles, small squares).
f) Collect large circles (squares, triangles).
g) Show large green squares, small blue circles, large red triangles, small green squares.
Didactic game “Find the same object”
Target: develop the perception of shape in children 4–6 years old.
Equipment: pictures depicting a standard lamp and several more drawings of lamps of various shapes.
Progress of the game:
The child is offered pictures, among which he must find the same one as the standard. The task is limited in time; only 30 seconds are given to study the pictures. After this, the child must give an answer.
For children 4 years old, you can leave the standard in front of your eyes; for older children, the standard should simply be covered with a sheet of white paper. This option will allow you to develop not only the child’s perception, but also memory and attention.
Invite the child to look carefully at the lamp. Find the same one among other lamps.
Didactic game "Colors"
Target: develop color perception in preschool children.
Progress of the game:
Invite the child to name 5 objects of a certain color (blue, red, yellow, brown, black, green, etc.) in 1 minute. Items may not be repeated.
The teacher can also organize a game with a group of children. The child who cannot name 5 objects of the named color in 1 minute leaves the game, and the winner is given the right to become the leader and suggest a color for searching for objects.
Didactic game “Who is more observant”
Target: develop the perception of shape in preschool children.
Progress of the game:
Invite the child to name 5 objects of a certain shape (round, rectangular, square, oval) in 1 minute. Items may not be repeated.
The teacher can also organize a game with a group of children. Each child must take turns naming objects of the named shape, so many objects of one shape or another will be listed, which contributes to the development of each child.
The one of the guys who cannot name 5 objects of the required shape in 1 minute leaves the game. The winner is given the right to propose the name of the shape of the item for further play.
Didactic game “Tell about animals”
Target: develop the structured perception of preschool children.
Equipment: a sheet of paper with a squirrel, cat, lynx, duck, owl drawn on it.
Progress of the game:
For 5 seconds, show the children a piece of paper with drawn animals.
Ask the children to name what is drawn and talk about the features and differences of these animals
Geometric Lotto Game
Goal: to teach children to compare the shape of the depicted object with geometric shapes and select objects according to the geometric image.
The teacher reviews the proposed material with the children. Children name figures and objects. Then, according to the instructions of the teacher, they select cards with images of objects of the desired shape for their geometric samples. The teacher helps children correctly name the shape of objects (round, square, triangular)
D/i “Find out who is drawn.”
Goal: to teach children to project a three-dimensional object onto a plane, to recognize the human body by contour and silhouette images, to consolidate the ability to name and show the main parts of the body and their spatial position.
Equipment: large sheet of whatman paper, black marker.
The child is placed on whatman paper, his body is outlined with a marker, then the child stands up. Next, the teacher and the children examine the contour image of the body. After this, you can offer to look at the silhouette image different people on cards.
D/i “Draw from a stencil.”
Goal: to consolidate the ability to trace a person’s image using a stencil, trace a line, highlight the main parts of the body, their shape, size, spatial position, and improve motor memory.
Equipment: stencils with a picture of a person, sheets of paper, felt-tip pens.
D/i “Make a whole from parts.”
Goal: to teach children to compose a whole image from its parts, consolidate spatial position, and develop holistic perception.
Equipment: a sheet of Whatman paper with an already drawn outline image of the child’s body, cut into pieces (body parts).
D/i “Stick, stick, cucumber...”.
Goal: to learn to draw a schematic image of a person from counting sticks, to fix the names of body parts and their spatial position.
Equipment: set of counting sticks, sample.
D/i “Find it in the picture.”
Goal: to consolidate the ability to single out an image of a person from a variety of other objects, fix the gaze on the image, recognize and name it with a word.
Equipment: story picture.
D/i “Wonderful bag”.
Goal: consolidate knowledge about different types of toys, their shape, size; develop the ability to visually examine them, highlight the main parts, supplement visual information with representations obtained by various analyzers.
Equipment: fabric bag, toys (dog, doll, pyramid, car, spinning top, etc.).
D/i “My funny ringing ball.”
Goal: learn to name and understand the speed qualities (fast, slow) of the ball, consolidate the name of the form.
D/i “Match the silhouette to the subject.”
Goal: to learn to correlate a natural object and its silhouette image; activate fixation, localization, develop visual memory.
Equipment: various toys and their silhouette images on cards.
D/i “Make an object from a mosaic.”
Goal: to consolidate the ability to compose images of toys, improve the ability to work according to a model: visually highlight parts of an object, their location, size, color, etc., correlate the image on the model with your own.
Equipment: push-button mosaic, sample images of toys (ball, flag, house, boat, etc.)
D/i “Dress the doll”
Goal: to teach children to recognize and name items of clothing, to practically act with them, receiving additional information through a tactile analyzer, to identify parts of clothing (sleeve, pocket, button, collar, etc.), to determine the color, shape, size, spatial position of parts (right sleeve, left sleeve, top button, etc.).
Equipment: items of natural clothing and doll clothes (T-shirt, panties, dress, socks, coat, hat, scarf, etc.), doll.
D/i “Match the threads to the dress.”
Goal: to consolidate the ability to correlate the colored silhouette of a dress with the color of threads, to develop the ability to recognize and name the colors of the spectrum (red, yellow, green, blue, black, white).
D/I “Make it up from parts.”
Goal: to consolidate the ability to compose a whole object from parts, to consolidate the name of the parts (sleeve, collar, pocket, etc.), their shape, spatial position.
Equipment: cut-out pictures depicting items of clothing.
“Find your clothes among others.”
Goal: to teach children to recognize and name their clothes by color, size, size, style, to consolidate the ability to visually examine objects and fix their gaze on them.
Equipment: stencils with images of animals, felt-tip pens, a piece of paper.
D/i “Put color on the outline image.”
Goal: to consolidate the ability to recognize animals by their color planar image, correlate it with a contour image, learn the technique of superimposition, develop bifoveal fusion of two images into one.
Equipment: cards with color and outline images of domestic animals (horse, cow, cat, dog, pig, etc.).
D/i "Cut pictures".
Goal: to improve the skill of composing a whole image from parts, to consolidate the names of the parts, their shape, size, spatial position.
Equipment: cards with images of pets, cut into 3-4 pieces
3. Games for recognizing non-speech sounds.
1. “Where did you call?”
Children sit in groups in different parts of the room, each group has a sounding instrument. The driver is selected. He is asked to close his eyes, guess where they called, and show the direction with his hand. If the child correctly indicates the direction, the teacher says: “It’s time” - and the driver opens his eyes. The one who called stands up and shows a bell or a pipe. If the driver indicates the wrong direction, he drives again until he guesses right.
- "Tell me what you hear."
The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of birds, the horn of a car, the rustle of a falling leaf, etc.). The game is good to play while walking.
- "Quiet - loud!"
The teacher knocks on the tambourine quietly, then loudly and very loudly. Children perform movements according to the sound of the tambourine: they walk on their tiptoes to a quiet sound, with a full step to a loud sound, and run to a louder sound. Whoever makes a mistake ends up at the end of the column. The most attentive will be ahead.
- "The Mother Hen and the Chicks."
The hen (child) sits down at the table. Chickens also sit near the table. The chickens have cards with different number chickens.
Each child knows how many chickens are on his card. The hen knocks on the table, and the chickens listen. If, for example, she knocks 3 times, a child who has three chickens on the card must squeak 3 times (pee - pee - pee).
- “Who will hear what?”
The teacher behind the screen knocks with a hammer, rings a bell, etc., and the children must guess what object produced the sound. Sounds should be clear and contrasting.
- "Seller and buyer."
One child is a salesman. In front of him are two boxes (then the number can be increased to four or five), each containing different type products, for example, peas, millet, flour, etc. The buyer enters the store, says hello and asks for cereal. The seller offers to find it. The buyer must determine by ear which box contains the cereal he needs or other required product. The teacher, having previously introduced the children to the products, places them in a box, shakes each one and gives the children the opportunity to listen to the sound made by each product.
- Find a toy."
a) Children stand in a semicircle. The teacher shows the toy that they will hide. The leading child either leaves the room, or steps aside and turns away, and at this time the teacher hides a toy behind one of the children’s backs. At the signal “It’s time,” the driver goes to the children, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if he moves away, the clapping subsides.
b) Children sit on chairs in a semicircle. One child leads (he goes into another room or turns away). The teacher hides the doll. At the signal, the driver enters, and the children say to him:
Doll Tanya ran away
Vova, Vova, look,
When you find her, feel free to dance with our Tanya.
If the driver ends up in the place where the doll is hidden, the children clap their hands loudly; if they move away, the clapping subsides.
The child finds a doll and dances with it, all the children clap their hands.
- ‘"Meet the guests!"
The teacher announces to the children that guests are coming to them: parsley, a bunny and a bear. He singles out three guys who go behind the screen and change clothes there. Parsley gets a cap with bells, the bunny gets a hat with long ears, and the bear gets a bear hat. Teacher
warns the kids that the bear will come with a rattle, parsley with a drum, and the bunny with a balalaika. Children must guess by the sound which guest is coming. Before coming out to the children, the animals make sounds behind a screen, each on their own instrument. Children must guess who is coming. When all the guests have arrived, the kids stand in a circle, and parsley, the bear and the bunny dance as best they can. Then new guests are chosen and the game is repeated. When repeating the game, you can give the guests other sounding toys.
- “Sun or rain.”
The teacher says to the children: “Now you and I will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You are walking, and I will ring the tambourine, you will have fun walking to its sounds. If it starts to rain, I'll start banging on the tambourines. And when you hear, you should quickly go into the house. Listen carefully to how I play.”
The teacher plays the game, changing the sound of the tambourine 3-4 times.
- “ Find out by the sound.”
The players sit with their backs to the leader. He makes noises and sounds with different objects. The one who guesses what the presenter is doing is making noise, raises his hand and, without turning around, tells him about it.
You can make different noises: throw a spoon, an eraser, a piece of cardboard, a pin, a ball, etc. on the floor; hitting an object against an object, leafing through a book, crumpling paper, tearing it, tearing material, washing hands, sweeping, planing, cutting, etc.
II. Exercises.
- The exercise is aimed at distinguishing the most abbreviated sound complex by timbre. The adult invites the child to turn away and guess which of the children called him.
At the beginning, the child is called by name, then (to make it more difficult) a short AU is pronounced.
- The adult invites the child to remember the fairy tale “The Three Bears.” Then, changing the pitch of his voice, he asks to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Petrovna (medium pitch voice) or Mishutka (high voice).
Same lines:
"Who was sitting in my chair?"
"Who ate from my cup 9"
"Who slept in my bed?"
“Who was in our house?” and so on. are pronounced alternately in voices of different pitches, in three versions.
- The adult invites the child to determine whether the sounding object is far or close, and then reproduce sound complexes in a voice of varying strength (loud, quiet).
Children shout: AU (loud), AU (quiet). The dog barks: AB (loud), AB-AB (quiet). A cat meows, a cow moos, a rooster crows, a chicken clucks, a frog croaks, a crow croaks, a sheep bleats, etc.
14. An adult pronounces the same sound with a change in its character, timbre and emotional coloring, and then asks the child to reproduce the sample.
A - the girl is crying, screaming
A - shows the throat to the doctor
A - the singer sings
A - rocks the baby
A - the girl pricked herself with a needle
Oh - mom was surprised
Oh - grandma moans
O - sings singerO - dad stretches
Oh - the hunter shouts in the forest
U - the steamer is humming, the steamer is humming
Uh - the pipe sounds
U - the boy is crying
15. The exercise is aimed at changing the sound complex in height and strength. An adult invites the child to say, for example, “meow”: loudly (the cat is nearby and asks for food); quiet (cat outside the door); in a high voice (small kitten); in a low voice (old cat). Similarly, you need to change the sound parameters when playing the following onomatopoeias; and go - go, mu, woof, kwa, be, ku - ku, etc.
"Magic bag"
Take an opaque bag. Place 5-6 toys made from different materials. Invite your child to put his hand into the bag, touch the object and name out loud those properties that tactile sensations tell him. Mom guesses. After the correct answer, switch places.
"Amazing Sounds"
This game develops auditory perception. Take several items from a variety of materials (wood, glass, metal, etc.). Hide items behind a screen. An adult taps one of the objects with a wooden stick, and the child guesses what material makes this amazing sound.
Making the task more difficult – as soon as the child has identified the material of the object, invite him to name other objects made from it.
Even more difficult – name objects or natural phenomena that produce sounds similar to man-made products. For example: the clink of glass - the clink of drops.
This game requires several people. Children stand in a circle and hold hands. There is one child in the center of the circle (Masha, for example). Children dance around Masha with the words:
Masha, you are in the forest now,
We call you: Hey!
Well, close your eyes,
Find out who is calling you.
Masha closes her eyes. One child from the circle calls her name. Masha must find out who called her. If you guess right, the children change places. If not, the game continues. The game develops auditory perception.
"Sounds of nature"
You can develop a child's sensory perception with the help of the game "". Invite your child to listen to a recording of wind noise or animal voices and talk about his feelings. If the sound is guessed, ask the child where you can hear such a sound.
"Guess by the smell"
Take various objects with pronounced odors - perfume, coffee, orange, various spices, etc. Blindfold your child's eyes with a thick scarf. Bring one of the scents to your baby's nose and ask him to guess what it smells like. Let him describe the nature of his feelings. Next, arrange the items on two trays - according to the “edible and inedible” principle.
“Can you draw a smell?”
To develop olfactory perception, play the following game with your child. Take an album, paints, brushes, perfumes, various essential oils. Let your child smell the scents and let him find one of his favorites. Invite your child to draw this smell, conveying it in both color and shape.
"Tasty game"
Grab some fruits and vegetables. Cut them into small pieces and place on a plate. Invite your child to close his eyes. Place one of the pieces in your baby's mouth. The child must guess by taste what it is. Having complicated the task, ask the child to name not only this product, but also the method of its processing - boiled, salted, raw, fried.
"Arrow Spin Around"
Children stand in a circle. Each of them has a small circle attached to their clothes - one is red, the other is blue, etc. There is one person in the middle of the circle - he will be the arrow. The baby extends his hand like an arrow and rotates in a circle. At this time the players say the following words:
Arrow, arrow, circle.
Show yourself to all circles.
And which one is dearer to you
Show us quickly.
Stop!
At this time, the “arrow” stops, points to the child and names his color. The presenter asks questions: “What vegetables are red? What happens to be blue? etc. The child who answered correctly gets a chip. Whoever collected the most chips won.
"Napkins"
Lay out several napkins with simple cut-out patterns on the table. Children have leaves with a schematic image of the same napkins folded in half. You need to find your napkin according to the drawing. This game develops the child’s attention and thinking.
"Describe"
The presenter calls a word or shows a picture, and the child must say the signs of this object. For example: a Christmas tree - prickly, green, fluffy, forest. The hare is cowardly, fast, gray, long-eared, etc.
“What time is it?”
The child receives different pictures of characters at different times of the day. The task is to arrange the pictures into boxes according to parts of the day (or seasons).
"Complete the drawing"
The presenter invites the child to think of an object and draw only a separate part of it. Now invite the other child to complete the picture, based on what he saw. The game develops visual perception, the ability to recognize individual details, recreating the whole picture from them.
Irina Gurova
Dear Colleagues! I bring to your attention several games that I have made to develop children's visual perception and teach them to classify objects according to one or two existing characteristics. Games also contribute to the development of understanding and practical use of adjectives denoting characteristics of objects (size, color, shape). With their help, kids practice agreeing adjectives with nouns in gender, number, and case.
The material from each game can be used in working with students of different ages. Children 2-3 years old can cope with some game tasks.
Game "Apple compote"
Develop the perception of color (red, yellow, green) and the size of objects (large, small, medium).
Learn to arrange objects (apples) according to size: (large - small; large-medium-small); based on color (red-yellow-green); according to two characteristics at once: size and color.
Game material:
Nine cardboard cans: three small, three large and three medium. 54 apples (18 of each color and size) Nine strips of “lids” of different sizes and colors, corresponding to the size of the jars and the color of the apples.
Options for playing the game are varied depending on the tasks. Children are given game tasks, for example, “We will cook compote from different apples” or “Let’s help our grandmother cook compote.” You can perform game actions both on the table and on the floor.
Classification by size:
Classification by color:
Classification by size and color
The material can be arranged in different ways.
During the performance of game tasks and after their completion, children can be asked questions, the answers to which involve the use of adjectives: “Which apple did you take? Which jar will you put it in? What kind of apples are in this jar? etc.
Game "Cups and Saucers"
Develop the perception of size (large, small) and color of objects (red, yellow, blue, green).
Develop the ability to understand and use adjectives denoting characteristics of objects.
Learn to match objects to each other based on color, size, or two criteria at once: size and color.
Game material:
Eight cups made of thick cardboard in two sizes (large and small) and four colors (red, blue, yellow, green).
Options for playing the game can also be different depending on the stage of training and the assigned tasks. We set game tasks for the children: we offer to set the table to give someone tea.
Selection of cups and saucers by size:
Selection of cups and saucers by color:
Selection of cups and saucers based on two criteria: size and color:
During the game tasks and after their completion, children can be asked questions, the answers to which involve the use of adjectives: “What color is the saucer? What cup will you put on it? What kind of cup is this? What kind of saucer is this? On which saucer is the large red cup placed? Which cup is on the little green saucer? etc.
Game "Hare Houses"
Develop perception of color (red, blue, yellow) and shape (circle, square, triangle).
Develop the ability to understand and use adjectives denoting characteristics of objects.
Develop the ability to select objects based on color, shape, or two criteria at once: color and shape.
Game material:
9 geometric shapes - “bunny houses”: red, yellow and blue circles, squares and triangles; 9 “colored fairy tale bunnies” made of cardboard – 3 red, 3 yellow and three blue. Each bunny has a “key” on its neck - corresponding to the shape of its “house” - a geometric figure.
This material is best played on the floor. The children are given a game task, for example: “The bunnies went for a walk and got lost (got lost). Let's help them find their houses (by color and key shape) and get home.
Options for playing the game can also be different depending on the stage of training and the assigned tasks.
Classification by color:
Classification by shape:
Classification by color and shape:
As the game progresses, you need to talk with the children. The questions should correspond to the children’s capabilities: “What is the bunny’s key? Which house will this bunny go to? What house do you think this bunny lives in? And why?" etc.
Game “Cars carrying toys”
Develop the perception of color (red, blue, yellow, green) and shape (circle, square, triangle).
Develop the ability to understand and use adjectives denoting characteristics of objects.
Develop the ability to select objects based on color, shape, color and form.
Game material:
Images of twelve different cars, differing in body color and window shape; 36 geometric shapes:
12 round shapes (“balls” or “balls”). Of these, 3 are red, 3 yellow, 3 green and 3 blue;
12 square figures (“boxes”, “cubes” or “books”). Of these, 3 are red, 3 yellow, 3 green and 3 blue;
12 triangular figures (“pyramids”). Of these, 3 are red, 3 are yellow, 3 are green and 3 are blue.
And here the options for playing the game may be different depending on the stage of training and the assigned tasks. We invite children to become loaders and correctly place toys in cars to take them to the store.
Classification by color:
Classification by shape:
Classification by shape and color:
During the game, children are asked questions, for example: “What does this car carry? What colour? What shape? What balls? In what car will we transport this pyramid? And this one? Etc.
Game "Dwarfs are looking for houses"
Develop the perception of color (red, yellow, green, blue) and shape (circle, square, triangle, rectangle).
Develop the ability to understand and use adjectives denoting characteristics of objects.
Develop accuracy of finger movements.
Game material:
4 strips of white cardboard with pasted figures that differ in shape and color (4 on each) - “houses”.
Children are invited to help each “gnome” find his own “house” and settle him there.
As the game progresses, the teacher asks the children various questions aimed at using two adjectives in speech at once (red round, blue triangular, yellow square, green rectangular, etc., for example, “What kind of gnome is this?” “What house will this gnome live in?” ?" and so on.
Game "Fish in Aquariums"
Develop the perception of color (brown, blue, orange) and shape (circle, square, triangle).
Develop the ability to understand and use adjectives denoting characteristics of objects.
Develop the ability to select objects based on color and shape.
Game material:
9 geometric shapes - “aquariums”: circles, squares and white triangles; 9 aquarium stands: 3 stripes each in blue, orange and brown; 9 “colored fairytale fish” made of cardboard, differing in shape and color: 3 round (blue, orange, brown); 3 triangular (blue, orange, brown); 3 rectangular (blue, orange, brown).
This material is best played on the floor. An adult “places” each aquarium on its own stand. You can invite the children to do this themselves.
Then the children are given a game task - to place each fish in their own aquarium.
During the game, a conversation is also held aimed at activating vocabulary and phrasal speech.
With the material of each game, you can also organize exercises in which children are expected to correct mistakes made by adults (shifting) in any variant. Children always perform such play buildings with great pleasure.