General characteristics of perception. Features of the development of perception in preschool age

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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 need 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.

What is a child's perception?

When a specific object or phenomenon directly affects the system, then we observe the mental process of perception. Perception must be developed in children already in preschool childhood.

Perception occurs through the nervous system and is reflected through sensations. There may be perception of smell, color, heaviness, etc.

Types and characteristics of perception in children of senior preschool age

Perception has the main types for learning at school:

• Visual - the child receives information through visual images. Information is processed visually, through the visual analyzing system.
• Auditory - information comes through the phonemic system of sounds, through rhythm and melody.
• Tactile - skin and motor sensations are involved here, and the hand must be in motion.

Some scientists assign perception the role of cognitive activity, as a result of which the child receives a certain type of information, realizes its features, explores and evaluates.

An important regulator of perception is the need to perceive the presented material.

A child’s ability to perceive information is not innate. It is necessary to develop children's perception. Different types of perception are developed by different means.

In older preschool age, perception develops in the form of visual sensations. 80% of all cognitive material that a child receives at this age is perceived through visual analyzers. This is mainly information about the world around us. At the end of the senior preschool age, the baby is no longer mistaken in distinguishing colors, even distinguishing between their shades.

Also, older preschoolers are characterized by high hearing sensitivity. The child distinguishes musical works, their rhythm and tempo.

Tactile sensitivity in older preschoolers develops through outdoor games, gymnastics and physical exercises.

When perceiving space, older preschoolers look for opportunities to explore different forms and try to compare objects.
Children aged 5-7 years can navigate space and time quite well. They know when morning comes, when evening comes.

I would especially like to note the peculiarities in artistic perception in children. Children of senior preschool age, listening carefully to stories, try to influence literary characters. Expanding knowledge and ideas about reality contributes to the formation of artistic perception. This is also facilitated by the development of children's speech and thinking.

As for how young children perceive other people, it depends on the relationships established between them. Kids like people who have attractive qualities, adults and children, who easily make contact and communicate. If a child does not like someone, then he treats such a person with visible hostility. The reason may simply be a lack of interaction.

At 5 years old, a child’s perception is still involuntary; by the end of 6 years, children can set goals for studying and researching the properties of various objects, and can compare them.

In order for perception to develop successfully in children of senior preschool age, purposeful work is necessary.

Peculiarities of perception in children of senior preschool age

Auditory perception

Preschool auditory learners need to be given information in the form of audio recordings. You can sing individual sounds, syllables, and listen to CDs with educational texts.

A child’s auditory perception develops well on street walks; it is useful to invite children to listen to sounds, identify the noises and signals of cars, airplane noise, etc. You can ask to distinguish noises with your eyes closed. For example, you can determine whether a car is moving or standing still. Is the car far away or close?

Visual perception

Visual children need more pictures and illustrations. , you can draw letters, act out scenes with fairy tale characters, and show videos.

Since vision in visual children is the main means of perceiving information, special exercises should be selected for this.

Selecting teaching materials, various mosaics and construction sets is an important way to convey educational information to children. Exercises for the development of visual perception include such as “Fold the pattern”, Dienesh blocks and others. If you use mosaics or puzzles, the parts must be of the optimal size.

Visual gymnastics is a must. It is carried out 3 times a day. The duration of visual exercises is 3-5 minutes. The exercises need to be varied, they must be in a playful form, so that children are emotionally pleased to perform such exercises. Visual games and exercises help improve blood circulation and correct visual processes. You can also use special simulators for this.

Child's tactile perception

A kinesthetic child should draw or, better yet, sculpt letters from plasticine.

To develop a child's tactile perception, you can invite him to explore various natural materials or different objects with a different structure. As a rule, children are good at distinguishing objects by touch by shape and size.

Children of senior preschool age enjoy playing with foil. With their eyes closed, they must first crumple the foil, roll it into a ball, then smooth the foil.

A very interesting exercise is to determine what is inside the ball.
Each ball contains various substances - water, flour, sand, peas, various cereals (semolina, rice, buckwheat). Children are asked to find paired balls containing the same substances by touch.

Features of methods for the formation of perception in preschool age

Based on the nature of perception of educational material, one can turn to visual, practical, game and verbal methods of their formation.

With visual methods, older preschoolers develop the ability to observe visual aids and examine samples of presented educational material.

Practical methods include exercises, experiments and experiments, various studies and modeling.

The main attention is now paid to verbal methods. These are stories from the teacher, children, literature is read to them, conversations with children. This is perhaps one of the main methods in preparing for school.

But the leading activity in preschool age is play. And it is she who should be at the head of the formation of all cognitive mental processes. The child’s perception is most effectively formed during didactic games, when playful and imaginary situations are created and roles are played out.

The period from three to six (seven) years in age periodization is called the period of preschool childhood.

Stages of preschool childhood

• junior (3-4 years);
• average (4-5 years);
• senior (6-7 years old).

Preschool childhood is one of the most dynamic and interesting periods from the point of view of the comprehensive development of a child.

During preschool age, a child makes a colossal “leap” in physical and intellectual development: all cognitive functions are formed and actively developed. The basis of this development is perception.

Perception of what it is

In psychology, perception is understood as the process of reflecting reality in all its interrelations. A person receives signals from the environment through various senses. From them, information enters the brain, where it is “processed” and “generates” sensations.

An important role in perception is played by a person’s activity, his speech and the “baggage” of accumulated life experience.

All this allows us to see not only the properties of individual objects, but also to perceive a full picture of the reality around us.

Sensory perception in young children

A person’s ability to perceive information, unlike the ability to do so, is not innate. When a child is born, he learns to do this. He sees objects, hears certain sounds, feels touch and smells. This is evidence of the formation of the perception mechanism. But the child cannot use it - he does not know how yet.

The meaning of perception

The importance of the perception process is difficult to overestimate. This is the basis of human knowledge, the foundation for its further development. Knowledge of the world begins with perception, which involves the inclusion of other mental operations: attention, thinking and memory. That is why it is so important to know its developmental features and be interested in this development.

Features of development in the primary preschool period

Age is characterized by:

• active motor and play activities that allow you to interact with objects and learn their properties;
• the beginning of the use of speech and its active development.

All this serves as a catalyst for the development of all cognitive processes, and, in particular, perception.

Peculiarities of perception of children 3-4 years old

Objectivity of perception

• For children of this age, the properties of objects are still inseparable from the objects themselves. For example, a lemon is always yellow, and if a child sees a yellow fruit, he will be convinced that it is a lemon.
• When looking at images of objects, three- and four-year-old children fix their attention on one detail that stands out in size, color or shape, and from it they “conjecture” the entire object. For example, when a child sees a computer, he will most likely notice the larger part of it (the monitor) and decide that it is a TV.

Lack of clarity of perception

The perception of children of this age is somewhat “blurred” and lacks clarity. For example, children of this age do not recognize close and well-known people dressed in carnival costumes, even if their faces are “open.” Three and four year olds see the big picture, finding it difficult to analyze it and compare facts.

Parents (educators) are able to provide significant assistance in the development of the child’s perception, activating the process and directing it.

Main development tasks of the period

1. To promote children's knowledge of new objects and phenomena.
2. Teach children to manipulate objects in order to discover their properties, purpose, and features.
3. Develop the ability to recognize objects and phenomena by their properties, compare, highlight similarities and differences, find features.
4. Development of perception of the shape and color of objects.
5. Help broaden children's horizons and develop their curiosity.

Please note: Throughout the preschool period, the main activity of the child is play, and it should become the basis of developmental work.

Games that promote the development of perception of younger preschoolers

"Collecting droplets"

The game promotes:

• developing the ability to combine objects based on the presence of a common feature (color);
• development of color perception and fine motor skills.

Equipment: plastic containers in primary colors: red, blue, green, yellow. Each participant in the game has a set of colored circles of different colors.

Instructions: We ask the children to collect droplet circles into a glass of the same color.

"Hid under umbrellas"

The game develops:

• the ability to combine objects according to a common essential feature (form);
• perception of shape and color.

Equipment: illustrations of umbrellas in three (four) colors: red, green and blue. Triangle, square, circle for each child participating in the game.

Creating a game situation:

1. “On a sunny day, the geometric figures went for a walk. Suddenly a cloud “covered” the sun and the rain started dripping. Where can our figures hide?”
2. The children's expected answer: “Under the umbrellas.”
3. "Certainly! Let all the circles quickly hide under the red umbrella, the squares under the green, the triangles under the blue.”

While playing, children learn to separate properties from an object by comparing them.

Perception of children in the middle preschool period

Four and five year old children have already made some progress in the development of perception:

• basic shapes are easily recognized: circle, triangle, square, rectangle;
• know and distinguish 7 primary colors well;
• have an idea of ​​​​the variability of color saturation: lighter or darker;
• know and use the division of color into warm and cold shades;
• understand soft and sharp combinations of colors.

Perception of middle preschoolers

Peculiarities of perception of objects (phenomena)

By the age of 5, an idea of ​​the size of objects and the ability to compare them is formed. Children of this period begin to use abstract concepts such as height, width and length when making comparisons. They can compare two or three objects relative to each other, using the concepts: “largest” and “more”, “average”.

Features of the perception of time and space

The perception of these quantities takes a long time to form in children. For middle preschoolers, it only “adds up.” As a rule, children remember the basic quantities denoting time intervals (hour, minute, today, yesterday, tomorrow), but do not yet know how to use them adequately. This is understandable: time is not subject to direct manipulation, and therefore all concepts associated with its designation are relative.

For the same reason, a 4-5 year old child is not yet able to master the system of measures: centimeter, meter, kilometer.

Features of artistic perception

During the preschool period, all children are creators. They engage in artistic creativity, modeling, appliqué a lot and with great pleasure, and are interested in various types of design. For them, artistic creativity is a way of understanding the world, the ability to perceive feelings, and give birth to experiences. Children of this period are very emotional and the opportunity to create also plays a therapeutic role for them.

Peculiarities of perception of oneself and other people

The perception of people by children at this age is distinguished by evaluative judgments related to a person’s appearance and his moral qualities. For example, children may say about the teacher: “She is always beautiful (elegant).” About people who show warm feelings towards them: “She always hugs (kisses) me,” or “She is kind and affectionate.” Children speak especially emotionally vividly about those to whom they are most attached.

At 5 years old, for a child, the mother is the most beautiful and the youngest

Children's perception of peers depends on the child's popularity in the children's society (group) and his assessment by other children. We can influence this indirectly.

Tip: Show praise for your child's achievements at home. Thus, from early childhood you can lay an important foundation of self-confidence, which will be a good help when communicating in a group.

Games that develop the perception of middle preschoolers

"Bag of Secrets"

The game promotes the development of:

• the ability to recognize objects by their basic characteristics;
• based on tactile sensations, verbally describe the properties of an object.

Equipment: an opaque bag made of any material, no more than 6 toys or just small objects made from different materials.

Instructions: choose a driver. He will have to guess the name of the toy (item) based on its properties. We invite one of the children to feel the toy in the bag with their hand and name its main properties. After the correct answer, the children change places.

“Whose sound is that?”

The game develops:

• auditory perception;
• the ability to recognize objects by certain properties (sounds).

Equipment: about 10 items made of various materials. This could be a spoon and a cup, a glass of water, a piece of paper, a plastic bag: anything that can produce characteristic sounds when manipulated.

Instructions: an adult hides behind a screen and makes sounds using objects: tears a sheet of paper, imitates the sound of stirring liquid with a spoon, crunches a plastic bag, knocks on the door, pours water from one container to another.

Children must guess which object each sound belongs to.

It is possible to complicate the task: children must name other objects that make similar sounds.

"Guess by the smell"

Game objectives:

• development of smell as a form of perception;
• consolidation of the ability to recognize objects by their essential features (smell).

Equipment: coffee beans, orange or lemon, perfume, essential oils with the scent of pine needles, strawberries and any other items with a characteristic smell.

Instructions: the driving child is blindfolded with a scarf and asked to recognize and name the object by its smell. If the task is difficult, you can use hints in the form of indicating other characteristic properties of this item.

Please note: Most preschool children draw a lot and enjoy drawing, and this can and should be used as one of the ways to develop perception. For example, the game “Guess by Smell” can be completed by asking children to choose the smell they like and draw it on paper using pencils or paints.

Age-related characteristics of perception of older preschoolers

1. Dominance of visual sensations: six and seven year old children remember information “with their eyes”, which is why it is so important for him to see what he is told about.
2. Sufficiently high auditory sensitivity: children easily recognize familiar pieces of music, feel the rhythm and tempo. However, auditory perception is weaker than visual perception and it still needs to be improved.
3. Features of self-esteem: as a rule, it is somewhat overestimated and this is not scary, moreover, this is normal for this period of life. The main thing is that people around the child know this feature, understand and accept it. This does not mean that the child needs to be constantly praised or turn a blind eye to his age-related boasting. Criticism is necessary, but it needs to be conveyed in such a way that the child does not feel offended. It is important not to knock down your positive self-esteem. To do this, instead of the phrases “you didn’t…”, “you didn’t try”, it is better to say: “you did it, but...”, “you tried, but...”.

An important fact in the development of adequate self-esteem is the use of a situation of success. For this purpose, the child should be offered only those tasks that he is able to cope with due to his age or characteristics. Only in situations of success can one develop adequate self-esteem and confidence in oneself and one’s abilities.

1. In older preschool age, behavioral standards are formed. During this period, the participation of adults in the child’s life is important: by reading and discussing what he has read and the actions of people around him, the adult forms their emotional attitude towards others, his own position or point of view by which he will compare his behavior and evaluate the actions of others.
2. A new development of age is the appearance of arbitrariness. A six or seven year old child is able to set goals for himself and consciously strive to achieve them. The appearance of this quality has a positive effect on his overall cognitive development.
3. Another important acquisition of this age is the emergence and development of cognitive motivation, which gradually replaces play motivation. A successful change in the leading motives of behavior indicates the child’s readiness to begin a new, no less significant stage in his development, to study at school.

In preparing for such a responsible transition, we need to take stock: assess the development of perception. Methods proposed by psychologists will help with this.

Methods for diagnosing the level of development of perception for children 6-7 years old

"Name the objects"

Equipment: 3 drawings in which different, but well-known to children, objects are “hidden”. In total, the pictures show 14 items. Stopwatch. The task is completed within a minute. If the child spent more than a minute, the result is not counted.

Instructions: the child is shown a picture, he must sequentially name all the objects hidden on it. The next picture is presented only if the answer is complete and correct.

Evaluation of results:

*The average level corresponds to the age norm.

“What did the artist forget to draw?”

Equipment: 7 drawings (pictures) of objects, each missing one essential detail. Stopwatch.

Instructions: Look carefully. Each picture is missing an important detail. Name her. The result is counted if the missing details in all the pictures are named.

Action and perception are the guides through which a child learns everything that surrounds him. These processes allow the child from being an observer of the world around him to becoming a full participant in it. Starting from 2-3 years, children's perception enters the stage of its most intensive development.

Perception of the world in preschool age

Preschoolers are attracted to bright objects, melodic or original sounds, and emotional situations. They perceive the surrounding reality involuntarily, directing their attention to what attracts them most.

A child, seeing an object, is able to evaluate the functions known to him, intuitively analyze his experience and understand what he sees, hears or feels. A little baggage of life experience helps to understand what kind of sensation it is, to recognize an object, sound or smell.

The development of perception in preschool children allows them to move to the next step, when they learn to purposefully study objects, determine their characteristics, and differentially perceive individual properties.

What is a child's perception

Over the course of several preschool years, a child goes from direct perception of an object with the help of touch to the ability to isolate essential features and form a generalized idea of ​​objects.

The function of cognition works as follows: perception arises as a reflection of a phenomenon or object using vision, hearing or touch.

Perception or perception is the process of receiving and transforming information using the senses, thanks to which a person develops a picture of the real world.

The perception mechanism can be briefly described as follows:

• The world around us consists of many signals: sounds, colors, pictures, tangible objects;
• By inhaling a smell or touching a piece of paper, the baby evaluates the object using one of the senses;
• This information enters the brain, where the sensation is born;
• Sensations add up to a complex “picture”, forming perception.

Perception is also influenced by previous experience. The senses help the child reduce information processing where he sees a familiar environment. Having received an idea of ​​the toy bunny once, he will not need to touch or taste it again.

Perception is the basis for the further formation of cognitive functions necessary for full development and successful study.

Formation of sensation and perception processes

From birth, a child has what is called “sensory perception.” Smells, tactile sensations, and noise reach his brain, but the baby does not yet know how to use these signals. In the first years of life, children master object-related activities and accumulate information about the properties of objects, as a result of which sensory standards are formed.

From the age of three, perception gradually becomes accurate and meaningful. Higher analyzers – visual and auditory – develop.

The child cannot yet comprehensively analyze an object or phenomenon, but he grasps the most noticeable signs, involuntarily comparing them with standards and drawing conclusions.

From a general idea of ​​objects in the younger preschooler, he moves on to more complex forms of interpretation. With the active support of adults, the characteristics of sensations change, the child manages to realize that shape, color, material, size are more abstract characteristics and are not tied to a specific object.

By the senior preschool age, the child becomes familiar with the basic figures of geometry, identifies all the colors, and learns to determine the sizes of objects. He also understands that there is time in the world - morning always turns into day, and then gives way to night. Awareness of space is an achievement - you need to walk from your house to the park, but the houses and trees stretch upward.

The importance of the development of perception in preschool age lies in the fact that with its limited functioning, the development of speech, thinking, and imagination will be significantly hampered. This cognitive process becomes a necessary assistant for the manifestation of various types of thinking, the ability to speak figuratively and come up with vivid stories.

Types of perception in preschoolers based on perceptual systems

The main types of perception in preschoolers are based on various analyzers:

• Visual, allowing you to visually evaluate all the properties of an object;
• Hearing, which helps to learn speech, recognize the native language, feel the sounds of nature, hear music;
• Tactile, providing knowledge of an object through touch.

Auditory

With the help of hearing, the child learns to recognize the sounds of his native language, words and syllables. If in infancy the perception of speech is based on the rhythmic and melodic structure of words and sentences, then already at 1 year the formation of phonemic hearing begins. It takes the baby another year for the acceptance of all the sounds of his native language to take shape and the formation of speech to begin.

The development of this form of perception is most effective during walks, when the baby listens to the noise of the street, birdsong, the sound of rain, and steps. An excellent exercise is to close your eyes and try to understand from which side the bird is singing, or whether a car is driving far or close.

Visual

He is a leader in preschool age. The ability to read, see the beauty of the world, and assess danger depends on it. Its leading role is justified by the fact that vision allows you to capture the entire object as a whole, as well as see details.

Visual signals arrive before the preschooler touches or tastes an object. In addition, examining an object is much safer than other methods of research.

Only at an early age, when the baby begins to comprehend the surrounding reality, his “eyes” are his hands. But at this stage, parents make sure that the child is in a protected space and that only safe objects are in his hands.

According to statistics, the number of visual people (who prefer visual perception) prevails in the world, so the development of this type requires special attention. The task of an adult in preschool age is to sharpen the child’s visual perception, and also to help him expand the range of perceived details.

With preschoolers you need to draw more, study pictures and illustrations. It is these children who enthusiastically engage in appliqué, putting together puzzles and mosaics, continuing to develop their visual senses.

Tactile

Tactile or kinesthetic perception is directly related to touch. Younger preschoolers still trust their hands even more when familiarizing themselves with a new subject. That’s why they so insistently ask to give them something that interests them. .

Playing with materials of different structures, modeling, natural substances is a great way to develop the sense of touch. With their eyes closed, children enjoy rolling the foil into balls and smoothing it out. Great joy comes from the exercise of identifying bulk material in a cup. The eyes, of course, must also be blindfolded.

Peculiarities of perception in younger preschoolers

In early preschool age, perception is characterized by the following features:

• The inseparability of a property from an object. The big fluffy tiger at the zoo will be called a kitty.
• When studying objects, the most vivid, memorable detail stands out. That is why the wide witch's hat in the picture turns all the elegant old ladies on the street into evil witches.
• A sharp change in the usual surroundings around a familiar object prevents the baby from identifying it. Mom and dad in ballroom dresses become strangers.

Such specificity is typical for children of 3-4 years of age; in the future, perception will become more differentiated, individual functions will be highlighted, and the whole will be fragmented into particulars.

Perception of space by children 3 - 4 years old

The difficulty of understanding space lies in the inability to touch, smell and see it. The first step is to recognize the “close” space, that is, the surrounding world at arm’s length with the toy.

Subsequently, the younger preschooler begins to understand the concepts of “far and close,” but they are not accurate. The small statues on the bridge may appear to be dolls, and the child may well ask the mother to get one of them.

According to research, in order for a preschooler to begin to correctly perceive space, he must first evaluate his own body in this world. Learn to distinguish and name arms and legs, understand which parts of the body are paired. An additional way to master the concept of space is the constant work of an adult aimed at indicating the direction. The more often the words “right”, “left”, “side”, “in front”, “above” are heard, the easier it will be for the baby to master orientation in space.

The next stage is tasks to compare length, width and height. Over time, the child begins to solve such tasks “by eye,” demonstrating an understanding of what space is and how people and objects are located in it.

Color perception

The difference in colors is available to the baby from an early age. Now we are not talking about the finest shades, but it highlights the main tones of the spectrum.

At 3-4 years old, a preschooler clearly distinguishes 4 primary colors:

• Red;
• Yellow;
• Blue;
• Green.

This aspect is associated with the age-related feature of seeing the main thing, discarding the unimportant, that is, incomprehensible and unknown shades. Data and reference shades are learned casually, without special training. But in order for the baby not to suffer from “poverty” of color perception, the names of the remaining tones and shades must be named and shown to him.

Children tend to replace color with the concepts of “beautiful” and “ugly,” which results in pictures where the shades of objects do not closely correspond to reality. In this age period, colors are discarded as an unimportant factor, and form becomes the basis.

Therefore, the development of color perception should consist of exercises where the simplest tasks of adding up an elementary color figure are replaced by more complex ones.

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.

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.

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, these 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 five-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.

Ways to develop the perception of preschoolers

In preschool age it is a game. 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 child:

• Droplets – teach how to combine objects based on color criteria. When completing the task, you need to put mugs of the corresponding shades in 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 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 the further formation of a holistic, moral personality. Such a person will most likely have unconventional thinking and a high level of creativity.

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.

Game "white sheet"

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 cards with images of 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.

There were holes in the beautiful rug. 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 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.

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?

Ministry of General and Vocational Education

Sverdlovsk region

State educational institution

secondary vocational education

"Nizhny Tagil Pedagogical College No. 2"

Bulaitene Natalya Pavlovna

Course work

Development of perception of preschoolers

through visual activities

Specialty: 070504 “Preschool education”

Supervisor: Zhizhina I. V., Candidate of Psychological Sciences

Introduction. 1

Chapter 1. Theoretical foundations for the development of preschoolers’ perception through visual activity. 3

1 1. General characteristics of perception. 3

1.2. Features of the development of perception in preschool age. 3

1.3. Visual activity as a factor in the development of perception in preschool children. 3

Chapter 2. Diagnostics of the level of development of perception of preschoolers in visual arts classes.3

2.1. Description of the technique. 3

2.2. Diagnostic procedure and results. 33

Conclusion. Error! The bookmark is not defined.

References.. 37

Applications. 39

Appendix 1. 39

Introduction

The topic of perception is relevant not only for pedagogical science, but for preschool pedagogy in particular. Perception (along with thinking, memory, attention, imagination) is part of the totality of human mental processes. The perception of shape, color, and size of objects is very important in preschool age; the development of his other mental processes largely depends on the development of a preschooler’s perception; Therefore, the development of children's perception in preschool institutions should be given very great importance. Perception in the process of practical activity acquires its most important human qualities. In activity, its main types are formed: perception of depth, direction and speed of movement, time and space. Tracking movements of the hand and eye, accompanied by synergistic, coordinated contractions of certain muscle groups, contribute to the formation of the perception of movement and its direction. Changes in the speed of moving objects are automatically reproduced in the acceleration and deceleration of contractions of certain muscle groups, and this trains the senses to perceive speed. As a result of practical manipulation with three-dimensional, nearby and distant objects, the child learns to perceive and evaluate shapes. And this is just a little of what he must learn to perceive in preschool age.

The visual activity of a preschooler plays a huge role in the development of perception. Drawing, modeling and applique are types of visual activities, the main purpose of which is a figurative reflection of reality. Visual activity is one of the most interesting for preschool children: it deeply excites the child and evokes positive emotions.

As a rule, children love to draw, sculpt, cut and paste, and design, getting the opportunity to convey what excited them, what they liked, what aroused their interest. Already starting from the first junior group, two lessons a week are allocated for drawing and modeling. Gradually their number increases, and in older groups classes in drawing, modeling, and appliqué are held four times a week.

Visual activities are of great importance for the comprehensive education of preschool children. Visual activity is a specific figurative cognition of reality. And like any cognitive activity, it is of great importance for the mental education of children. Mastering the ability to depict is impossible without developing purposeful visual perception - observation. In order to draw or sculpt any object, you must first become familiar with it, remember its shape, size, design, color, and arrangement of parts.

Children reproduce in drawing, modeling, and applique what they perceived earlier, with which they are already familiar.

Children's visual activity is based on knowledge of the surrounding reality, therefore the question of the development of perceptions is one of the main problems in the methodology of teaching children to draw, sculpt, and appliqué.

The problem of developing the perception of preschool children through visual activity is devoted to the works of such researchers as A.V. Bakushinsky, D.B. Bogoyavlenskaya, L.A. Wenger, N.A. Vetlugina, T.G. Kazakova, V.I. Kireenko, T.S. Komarova, N.V. Rozhdestvenskaya and others.

The contradiction lies in the fact that, despite the sufficient theoretical elaboration of the problem, in the practice of most preschool institutions, systematic work is not carried out in fine arts classes to develop the perception of preschoolers.

The object of the study is the process of development of perception of preschool children.

The subject of the study is the development of perception of preschool children in the course of visual activities.

The purpose of the study is to identify the features of the development of perception of preschool children through visual activity.

1. Characterize perception as a mental process.

2. Characterize the perception of preschool children.

3. Characterize visual activity as a factor in the development of perception in preschoolers.

4. Conduct diagnostics of the level of development of perception of preschoolers in visual arts classes.

The research hypothesis is that the inclusion of exercises aimed at developing perception in fine arts classes will help improve the perception of color, shape, parts and whole objects, plot and image of drawings in preschool children.

Chapter 1. Theoretical foundations for the development of preschoolers’ perception through visual activity

1. 1. General characteristics of perception

There are many definitions of perception in the scientific literature. Perception is a holistic reflection of objects, situations, phenomena that arise from the direct impact of physical stimuli on the receptor surfaces of the sense organs.

Perception is the reflection of objects or phenomena with their direct impact on the senses.

Perception is a reflection in a person’s consciousness of objects and phenomena as a whole that directly affect his sense organs, and not their individual properties, as happens with sensation. Perception is not the sum of sensations received from this or that object, but a qualitatively new level of sensory cognition with its inherent abilities.

Perception is a form of holistic mental reflection of objects or phenomena with their direct impact on the senses.

Combining all the definitions into one, we can conclude that:

Perception is the result of the activity of a system of analyzers. The primary analysis, which takes place in the receptors, is supplemented by the complex analytical and synthetic activity of the brain sections of the analyzers. Unlike sensations, in the processes of perception an image of a complete object is formed by reflecting the entire set of its properties. However, the image of perception is not reduced to a simple sum of sensations, although it includes them in its composition.

Already in the act of perception, every object acquires a certain generalized meaning and appears in a certain relation to other objects. Generalization is the highest manifestation of the awareness of human perception. The act of perception reveals the relationship between the sensory and mental activities of the individual.

In perception, objects of the surrounding world are reflected in a combination of various properties and parts. The interaction of the system of analyzers can arise due to the influence of a complex of stimuli from various analyzers: visual, auditory, motor, tactile.

It is perception that is most closely related to the transformation of information coming directly from the external environment. At the same time, images are formed, with which attention, memory, thinking, and emotions subsequently operate. Depending on the analyzers, the following types of perception are distinguished: vision, touch, hearing, kinesthesia, smell, taste. Information about its properties (shape, size, etc.) obtained in active interaction with an object is transformed into a number of characteristics, from which, later, upon recognition, integral representations of objects - images - are again reconstructed. Thanks to the connections formed during training between different analyzers, the image reflects such properties of objects or phenomena for which there are no special analyzers, for example, the size of the object, weight, shape, regularity, which indicates the complex organization of this mental process.

The construction of an image of a perceived object is closely related to the method of examining it. During the learning process, with repeated perception of an object, the structure of actions with the object changes (due to immersion).

Initially, human activity is directed and corrected by the influence of only external objects. The image is unique, concrete and cannot be conveyed by logic. Having fulfilled its function in regulating behavior, a certain image loses its direct sensory basis and is included in a person’s life experience, acquiring the status of a representation. Whatever a person perceives, everything invariably appears before him in the form of holistic images. A person perceives first of all what suits his interests and needs. In this sense, they say that reflection is purposeful and is itself an active activity. From this point of view, perception appears as a system of objective perceptual actions that is formed during life, with the help of which a person builds an image of the surrounding reality and orients himself in it.

Due to the fact that the image simultaneously reflects such different properties of an object as its size, color, shape, texture, rhythm, we can say that this is a holistic and generalized representation of the object - the result of a synthesis of many individual sensations. Due to its integrity, the image is already capable of regulating appropriate behavior. Perceiving an object as an image

- means to act in relation to him on the internal plane and get an idea of ​​​​the consequences of these actions.

This synthesis can occur both within one modality and within several modalities. Due to its integrity, the image is already capable of regulating appropriate behavior. Only as a result of such unification are isolated sensations transformed into a holistic perception, moving from the reflection of individual signs to the reflection of entire objects or situations. Therefore, the main difference between perception and sensation is the objectivity of awareness of everything that affects us, i.e. display of an object in the real world in the totality of all its properties or a holistic display of an object.

In addition to sensations, the process of perception involves previous experience, processes of understanding what is perceived, i.e. the process of perception includes mental processes of an even higher level, such as memory and thinking. Therefore, perception is often called the human perceptual system.

Research by psychophysiologists shows that perception is a very complex process that requires significant analytical and synthetic work.

First of all, the information we receive about the objects and phenomena of the world around us is in no way the result of simple irritation of the senses and bringing excitation from the peripheral perceiving organs to the cerebral cortex. The process of perception always includes motor components (feeling objects and moving the eyes when perceiving specific objects; singing or pronouncing corresponding sounds when perceiving speech). Therefore, perception is most correctly designated as the perceiving (perceptual) activity of the subject. The result of this activity is a holistic understanding of the subject that we encounter in real life.

In turn, a holistic reflection of an object requires the isolation of the main leading features from the entire complex of influencing features (color, shape, weight, taste, etc.) with simultaneous abstraction from the unimportant ones. Most likely, at this stage of perception, thinking can take part in the formation of a perceptual image. At the same time, the next stage of perception requires combining a group of basic essential features and comparing the perceived set of features with previous knowledge about the subject, i.e. memory is involved in the process of perception. Complete perception of objects arises as a result of complex analytical-synthetic work, in which some (essential) features are highlighted and others (insignificant) are inhibited. And the perceived signs are combined into one meaningful whole. Therefore, the speed of recognition or reflection of an object in the real world is largely determined by how active perception, as a process, is (i.e., how active the reflection of this object is).

A huge role in perception is played by our desire to perceive this or that object, the consciousness of the need or obligation to perceive it, volitional efforts aimed at achieving better perception, the persistence that we show in these cases. Thus, in the perception of an object in the real world, attention and direction (in this case, desire) are involved.

By talking about the role of the desire to perceive objects in the world around us, we prove that our attitude to what we perceive is of great importance for the process of perception. The subject may be interesting or indifferent to us, i.e. it can evoke different feelings in us.

Naturally, an object that is interesting to us will be perceived by us more actively, and vice versa, we may not even notice an object that is indifferent to us.

Thus, it is necessary to conclude that perception is a very complex, but at the same time, a unified process aimed at knowing what is currently affecting us.

Perception has the following properties:

Objectivity of perception is the ability to reflect objects and phenomena of the real world not in the form of unrelated sensations, but in the form of individual objects. It should be noted that objectivity is not an innate property of perception. The emergence and improvement of this property occurs in the process of ontogenesis, starting from the first year of a child’s life. M.I. Sechenov believed that objectivity is formed on the basis of movements that ensure the child’s contact with the object. Without the participation of movement, images of perception would not have the quality of objectivity, i.e., being related to objects of the external world.

The integrity of perception lies in the fact that, unlike sensation, perception gives a holistic image of an object. The components of sensations are so strongly interconnected that a single complex image of an object arises even when only individual properties or individual parts of the object directly affect a person. This image arises conditionally as a result of the connection between various sensations. Or, in other words, the integrity of perception is expressed in the fact that even with incomplete reflection of individual properties of the perceived object, the received information is mentally completed into a holistic image of a specific object.

The integrity of perception is also related to its structure. This property is that perception in most cases is not a projection of our instantaneous sensations and is not a simple sum. We actually perceive a generalized structure abstracted from these sensations, which is formed over some time. For example, if a person listens to some kind of melody, then the previously heard notes still continue to sound in his mind when information about the sound of a new note arrives. Usually the listener understands the melody, that is, perceives its structure as a whole. Thus, perception brings to our consciousness the structure of an object or phenomenon that we encounter in the real world.

Constancy is the relative constancy of certain properties of objects when the conditions of their perception change. For example, a truck moving in the distance will still be perceived by us as a large object, despite the fact that its image on the retina will be much smaller than its image when we stand near it.

Meaningfulness. Although perception arises from the direct action of a stimulus on our senses, perceptual images always have a certain semantic meaning. Human perception is closely related to thinking. The connection between thinking and perception is expressed primarily in the fact that to consciously perceive an object means to mentally name it, that is, to assign it to a certain group, class, to associate it with a certain word. Even when we see an unfamiliar object, we try to establish its similarity with other objects. Consequently, perception is not determined simply by a set of stimuli affecting the senses, but is a constant search for the best interpretation of the available data.

Activity (selectivity of perception lies in the fact that at any moment in time we perceive only one object or a certain group of objects, while other objects of the real world are the background of our perception, that is, they are not reflected in our consciousness.

A child is not born with a ready ability to perceive the world around him, but learns this. In early preschool age, images of perceived objects are very vague and indistinct. Thus, children of three or four years old do not recognize the teacher dressed in a fox costume at a matinee, although her face is open. If children come across an image of an unfamiliar object, they snatch some detail from the image and, relying on it, comprehend the entire depicted object. For example, when a child sees a computer monitor for the first time, he may perceive it as a TV.

Despite the fact that a child can see and hear sounds from birth, he must be systematically taught to look at, listen to and understand what he perceives. The perception mechanism is ready, but the child is still learning to use it.

In the works of A. A. Venger, N. A. Trunova, the mechanism of formation of perception of preschool children through perceptual dyst actions is considered. Perceptual actions, born in objective activity and borrowing from it a variety of approaches to the subject, provide a high level of constancy of perception. Thanks to the use of a new version of the method for studying shape constancy in preschool children, R.I. Govorova obtained data showing that the perception of three-year-old children has the highest degree of constancy, and by older preschool age there is a gradual decrease, which we attribute to the gradual mastery of “reading” and (to a certain extent) the construction of perspective images.

By the beginning of preschool childhood, objective activity loses its independent significance, being included in the performance of other types of activity, mainly playful and productive. Although the leading type of activity that determines the main changes in a child’s mental development is considered to be play, for the development of his perception, judging by our materials, productive activities and, above all, appliqué, drawing, modeling and design are of greater importance. It is in the context of these types of activities that the child’s perception is completely “humanized” and reaches the level at which the child’s individual experience merges with the universal human experience recorded in systems of sensory standards. Productive activities contribute to the identification of normative properties by the very nature of the materials used (shapes and colors of cubes, mosaic elements, color of pencils, paints, etc.) and create conditions for their systematization. In this case, special training is of great importance, introducing children to the varieties and systematization of properties.

In the studies of A.A. Wenger and N.M. Trunova, a gradual transition of children from using only the “roughest” divisions of properties to mastering their generally accepted systematization was clearly revealed.

The systematization of standards radically changes their character, separating them from connection with specific objects. When mastering external orienting actions, children begin to freely use various kinds of intermediate means (measurements, chips, etc.), representing in an abstract form the properties of the objects being examined (data from a study by T.V. Lavrentieva). The sharp difference between the level of perception of familiar and unfamiliar material is removed.

Productive activity is an activity that models the properties of objects, and perceptual actions that are formed in its context also acquire a modeling character in the literal sense of the word: the construction of an image of an object is carried out by creating its model from the “material” of standards (our data given by V.P. Sokhina ). Children's mastery of a certain order in the implementation of individual perceptual actions when creating reference models leads to the formation of simultaneous perceptual systems (A.A. Venger). On the other hand, the formation of “successive” perceptual systems becomes possible, through which complex spatial and temporal relationships are revealed (V.V. Kholmovskaya, T.V. Lavrentieva). Systemic perceptual actions, formed in the context of productive activity, ensure the construction of dissected images of perception, reflecting the individual properties of objects in their objective relationships. In this regard, the syncretism of children's perception is overcome, noted by foreign authors as the most important shift observed approximately in the sixth year of life (T. Jonker).

With age, there is not only a change in the specific types of activities of the child, in the context of which perceptual development takes place, but also a change in the proportion of practical and cognitive tasks. Isolating cognitive tasks within the types of activities characteristic of the child makes it possible to then pose them in the form of special gaming and educational tasks. When applied in new conditions, perceptual actions formed in specific types of activity lose their “utilitarian” character and are united with each other in a new way, obeying the logic of developing cognitive activity as a whole.

Although the improvement of perception is determined from the outside, there is a connection between the stages of perceptual development that allows us to talk about this development as a process that differs from the assimilation of individual perceptual actions. At each age stage, the formation of perceptual actions of a certain type is determined by the nature of the child’s activity. But the very possibility of mastering new types of activities (or new types of actions) largely depends on the level of perceptual development achieved by the child. This level, while inadequate in relation to newly acquired types of actions, should, however, be sufficient to guide their initial implementation through trial.

This indirect connection between the stages of improvement of perception through activity is complemented by a direct connection, which consists in the fact that the formation of new types of means for carrying out perceptual actions occurs with the help of old, already formed means. Subject prestandards initially arise as a result of examining objects of objective actions with the help of sensorimotor prestandards; as for abstract generally accepted standards, their assimilation occurs as a result of transformation and inclusion of subject type prestandards into new connections.

The transition of a child from one stage of perceptual development to another is not strictly related to age and depends on many reasons. However, we can roughly indicate at what age periods, under the usual conditions of education that exist in our nurseries and kindergartens, the main shifts in perceptual development occur. The formation of perceptual actions using sensorimotor means begins in the second half of the first year of life. In the third year of life, the child begins to master perceptual actions using subject prestandards. The assimilation of systems of generally accepted standards and the formation of complex (systemic) perceptual actions falls mainly at the age of five years and older.

Throughout childhood, the child begins to more and more accurately evaluate the color and shape of surrounding objects, their weight, size, temperature, surface properties, etc. He learns to perceive music by repeating its rhythm and melodic pattern. Learns to navigate in space and time, in the sequence of events. By playing, drawing, constructing, laying out mosaics, making applications, the child imperceptibly assimilates sensory standards - ideas about the main varieties of properties and relationships that arose during the historical development of mankind and are used by people as models and standards.

By the age of five, a child can easily navigate the range of primary colors of the spectrum and name basic geometric shapes. In older preschool age, ideas about color and shape are being improved and complicated. Thus, the child learns about the variability of each color in terms of saturation (lighter, darker), that colors are divided into warm and cold, and gets acquainted with soft, pastel, and sharp, contrasting color combinations.

The system of measures (millimeter, centimeter, meter, kilometer) and how to use them, as a rule, are not yet learned in preschool age. Children can only indicate in words what place in size an object occupies among others (largest, largest, smallest, smallest, etc.). Typically, by the beginning of preschool age, children have an idea of ​​the relationship in magnitude only between two simultaneously perceived objects. In early and middle preschool age, children develop ideas about the relationships in size between three objects (large - smaller - smallest). In older preschool age, children develop ideas about individual dimensions of size: length, width, height, as well as spatial relationships between objects.

In preschool childhood, the perception of space improves. If at three or four years old a child’s reference point is his own body, then by the age of six or seven years children learn to navigate in space regardless of their own position and are able to change reference points.

The perception of time is much more difficult for a child. Time is fluid, it does not have a visual form, any actions occur not with time, but in time. A child can remember conventional designations and measures of time (minute, hour, tomorrow, the day before yesterday, etc.), but does not always know how to use them correctly, since these designations are conventional and relative in nature.

In preschool age, the perception of fairy tales develops. According to the outstanding psychoanalyst, child psychologist and psychiatrist Bruno Betelheim, a fairy tale, like almost every form of art, becomes a kind of psychotherapy for a child. Adults introduce the child to the world of fairy tales. They can help ensure that a fairy tale truly becomes a fairy tale that can transform a child and his life. D. B. Elkonin emphasized that a classic fairy tale most closely corresponds to the effective nature of a child’s perception of a work of art, since it outlines the route of the actions that the child must carry out, and the child follows this route. The child ceases to understand fairy tales where this route is not present.

The peculiarities of the child’s perception of the people around him are also manifested in his value judgments. Children give the most vivid assessments to those adults to whom they feel affection. For example, in children’s evaluative judgments about adults, references are made to their appearance (“She’s always smart, beautiful, bright”), the attitude shown toward them (“She spins me around, hugs me”), the adult’s awareness, skills (“When something I don’t understand, she tells me everything and others too”), moral qualities (“She is affectionate and cheerful”). If evaluative judgments about the people around a younger preschooler are, as a rule, undifferentiated, unstable, and changeable, then by the age of six or seven they become more complete, developed, and adequate. As children grow older, they increasingly perceive not so much the external as the internal personal qualities of other people.

The child's position in the peer group is also reflected in the children's perceptions of each other. Special studies have revealed that the higher a child’s position in the group, the higher his peers rate him, and vice versa. According to R.A. Maksimova, with a greater degree of objectivity (79-90%), children evaluate peers who occupy leading and middle positions in interpersonal relationships. Children with a low sociometric status are assessed less adequately (the degree of objectivity here is only 40-50%).

Affects preschoolers’ perception of each other and the nature of their relationships. When assessing the guys they show sympathy for, children overwhelmingly name only their positive qualities. Among the main positive qualities of a peer, preschoolers note the ability to play well, kindness, camaraderie, lack of aggressiveness, hard work, ability, and accuracy.

The ability to see and evaluate the personal qualities of others helps the child to perceive the heroes of works of art. Investigating the perception by preschool children of the expressive side of drawing, T.A. Repina found that the most accessible emotions for a preschooler are those reflected directly in the facial expressions of the depicted character. It is much more difficult (especially for younger preschoolers) to perceive emotional content conveyed in posture and gestures, and especially when it is embodied through the depiction of relationships. The following levels of perception were established:

1. neither the emotion expressed in the picture nor its plot is understood;

2. the emotion is correctly perceived, although the plot is not clearly understood;

3. the plot of the picture is realized and its emotional content is adequately perceived.

It is also important what emotional state children perceive: the emotions of joy and anger expressed in the facial expressions of the characters in the picture are more easily captured by preschoolers than the expressions of sadness and sadness.

Adults play an important role in the development of a child's social perception. In the process of directing the activities of children, their communication, and their perception of works of art, an adult (parent, teacher) pays attention to different aspects of the preschooler’s behavior, his appearance, and the manifestation of personal, intellectual and volitional qualities. By assessing and recording them, an adult not only helps children better understand the people around them, but also forms in them “points of view on people”, “standards” with which they should “check” their behavior and with which they should “measure” the behavior of their comrades . The behavior and appearance of the adult himself and the established relationships in his personal microenvironment are very significant in this process.

Children's visual creativity is also based on perception. In their works, children reflect impressions of the life around them. Visual activity serves as a means of expanding and consolidating their ideas about reality, contributing to the education of feelings and the formation of concepts.

The preschooler’s experience is still small, so it is important to give him the opportunity to first observe the object in order to see and remember the main, characteristic, expressive things. It is the inability to see that explains many mistakes in children's drawings.

The famous Soviet psychologist B. M. Teplov notes the special nature of perception associated with the subsequent image: “In the visual arts, the task of depicting necessarily requires acute perception, a genuine sense of things... Solving the problem of depicting what he has seen, the child inevitably learns in a new, much sharper and see things more accurately."

Therefore, artistic education is always associated with the cultivation of the ability to observe.

The development of perception, which precedes visual activity, has two goals. Firstly, enriching the child’s cognitive and aesthetic experience in the process of becoming familiar with the surrounding reality, and secondly, clarifying ideas about various objects.

The child’s experience gradually expands in the process of all educational work in classes, walks, excursions, and when listening to radio and television programs. These perceptions

may be related to the task of the subsequent image, but may have other purposes. It is important that the teacher takes them into account during classes in modeling, drawing, etc. The accumulation of impressions about the environment is a broad basis for conducting classes in visual arts. The role of ideas obtained in this way is especially great in older groups; the number of activities according to children’s plans increases slightly and the topics of their work expand.

Expanding the topics of children's work is associated with solving the second task of developing perceptions - clarifying ideas about objects. Children aged 5-6 years have an increased critical attitude towards their work; they are not satisfied with the lack of similarity with the depicted object, which is usually due to unclear ideas. The ability to depict objects requires their detailed study, which is possible by conducting targeted observations before or during the lesson. Thus, conducting observations for the purpose of developing visual activity can be organized in a broad sense to enrich the experience of children and with a narrower specific task - knowledge of the properties of individual objects. In this case, a prerequisite is the inclusion of aesthetic feelings in the perception, which will enhance the emotional side of perception, which is especially important for the subsequent image.

For children's creativity, as for any creative activity, the cognitive side of perception is of great importance. The child must find out the name of an object or phenomenon, its purpose, appearance (shape, size, color, etc.), determine which of its characteristics are main and which are secondary. Independent identification of these properties is not always available to the child. Often he pays attention to what is not essential, but to what is bright and unusual. In the subsequent depiction, these non-essential aspects will be primarily reflected in the drawing, violating the reality of the object. The teacher’s task is to teach the child to see, that is, to perceive an object in the totality of all its basic qualities.

The basis for solving this problem is the education of a sensory culture. Sensory education in Soviet pedagogy is understood as the formation in a child of a broad orientation in the various properties of real objects.

Perception of the environment must be purposeful. The child must clearly understand what and why he needs to observe. Such goal setting and justification of actions sharpens perception, focuses thought and attention on certain points, perception becomes selective and evaluative. To master such an analyzing ability, a high sensory culture is required - the ability to see and highlight such qualities of an object as shape, size, color, position in space, which is essential in visual activity.

The development of these aspects of perception requires a lot of attention from the teacher. The famous psychologist A.V. Zaporozhets writes: “Although a child has known organic prerequisites for sensory development in the form of natural anatomical and physiological characteristics of certain analytical systems, however, in order for, on the basis of such prerequisites, those specific human sensory abilities that will be required by the child in his subsequent material, production, scientific or artistic activities; it is absolutely not enough to simply exercise his senses, but it is necessary to actively form these abilities through education carried out according to a specific program.”

The development of a child’s perception in visual arts classes consists of several components.

Perception of color and shape.

Disputes about which feature of an object is fundamental for its perception continue among psychologists and when discussing the characteristics of sensory cognition of objects by preschool children. In studying the perception of preschool children, it was possible to establish that the color of an object is an identifying feature for a child only when another, usually strong feature (shape), for some reason did not receive a signal meaning (for example, when making a rug for a colored mosaic).

Perception of whole and part.

A controversial issue in child psychology is the question of what the child relies on in his perception of an object: its holistic reflection or recognition of individual parts.

Syncretic perception of objects is by no means a feature characteristic of young children in general, as E. Claparède, K. Buhler, and J. Piaget claim. It also appears in older children when they perceive unfamiliar objects or their images (car models, diagrams, drawings). Such errors are especially often repeated when a small child perceives poorly, unclearly depicted objects. Then any part of the object that reminds the child of something becomes a support for him. It is no coincidence that the phenomena of syncretism most often occur when using various stylized images in work with children, when the artist, violating the clarity of the real form of the object, resorts to exaggeration, to some image conventions that make it difficult to recognize even objects known to children.

In the productivity of a child’s perception of an object, the action that the child uses during perception is of great importance.

Thus, in the process of perception, the child acquires his personal experience, while simultaneously assimilating social experience. The development of perception is thus characterized not only by a change in its accuracy, volume, and meaningfulness, but also by a restructuring of the very method of perception. This process of sensory cognition is becoming more and more perfect.

Picture perception.

It is difficult for preschool children to correctly perceive a picture. After all, even the simplest picture, which includes the image of at least two objects, shows them in some kind of spatial relationships. Understanding these connections is necessary to reveal the relationships between the parts of the picture. It has long been used to determine the general mental development of a child. Thus, A. Binet introduced this task into the measuring “cliff of the mind” he compiled. At the same time, he and then V. Stern established that there are three levels (stages) of a child’s perception of a picture. The first is the enumeration stage (or, according to Stern, subject), characteristic of children from 2 to 5 years old; the second is the stage of description (or action), which lasts from 6 to 9-10 years; the third is the stage of interpretation (or relationships), characteristic of children after 9-10 years.

The stages outlined by A. Binet and V. Stern made it possible to reveal the evolution of the process of a child’s perception of a complex object—a picture—and to see that children, in the process of mental development, move from fragmentary perception, i.e. recognition of individual objects that are in no way connected with each other, to identifying first their functional connections (which is what a person does), and then to revealing deeper relationships between objects and phenomena: causes, connections, circumstances, goals.

At the highest level, children interpret the picture, bringing their experience, their judgments to what is depicted. They reveal internal connections between objects by understanding the entire situation depicted in the picture.

Research (G.T. Ovsepyan, S.L. Rubinshtein, A.F. Yakovlicheva, A.A. Lyublinskaya, T.A. Kondratovich) showed that the features of a child’s description of a picture depend, first of all, on its content, familiarity or little familiar to the child, depending on the structure of the picture, the dynamism or static nature of the plot.

Older preschoolers are actively entering the world of artistic creativity. The perception of works of art is a unity of cognition and experience. The child learns not only to record what is presented in a work of art, but also to perceive the feelings that its author wanted to convey.

The well-known domestic child psychologist V. S. Mukhina analyzed the development of drawing perception in preschool age. It shows how a child gradually develops the ability to correctly correlate a drawing and reality, to see exactly what is depicted on it, and improves the interpretation of the drawing and understanding of its content.

Thus, for younger preschoolers, a drawn picture is more likely a repetition of reality than an image. When a child is shown a picture of a person standing with his back turned and asked where his face is, the child turns the picture over, expecting to find a face on the back of the sheet. Over time, children become convinced that they cannot act with drawn objects as with real ones. Preschoolers also gradually learn the arrangement of objects in the picture and their relationships. Perspective perception is especially difficult for a child. Thus, a distant Christmas tree is assessed as small, objects located in the background and obscured by others are assessed as broken. Only towards the end of preschool age do children begin to more or less correctly evaluate a perspective image, but even then this is based on knowledge of the rules learned from adults. The distant object seems small to the child, but he realizes that it is actually large. This is how constancy of perception is formed - a property that assumes that we perceive objects as quite stable and retaining their size, shape, color and other properties, despite changes in the conditions of perception (distance, lighting, etc.).

The perception of a drawing is associated with the development of the ability to interpret it. Children try with interest to understand what is shown in the pictures. This is how another property of perception develops - meaningfulness. If the plot is clear enough and close to the child, he can tell about it in detail, but if it is inaccessible, he simply lists individual figures and objects. In this case, such properties of perception as selectivity and apperception appear. Selectivity is the property of perception to isolate and perceive only part of some objects from the environment, turning everything else at that moment into an imperceptible background. Apperception is the dependence of perception on a person’s personal characteristics and interests. When interpreting plot images, each child highlights and notices something different.

The examination process itself includes several stages. In her research, N.P. Sakulina proposes five successive stages:

perception of the subject as a whole (the teacher gives a general description of the subject in a vivid, figurative form);

examination with analysis (first, large parts are identified, then small ones, their shape is determined);

determination of the structure of an object - the ratio of large and small parts;

color highlighting;

reconsidering the entire subject as a whole.

Of course, this division of the perception process into stages is arbitrary and not all of them are always present in perception. This depends on the children’s experience and the tasks they face. When re-imaging, such a detailed examination is not required; only a visual analysis of the depicted object is carried out or only a verbal description is possible, and then the children depict according to their imagination, without nature.

To develop the ability to isolate and find generalized forms in objects of the same type, it is important to use comparison. Comparing one object with others helps to identify common features. For example, all trees have a vertical trunk direction, the branches are located at an angle to it; Most animals have an oval-shaped body.

How should the perception of the shape of an object proceed? It is known both visually and through touch. It is necessary to teach the child to sequentially cover one part after another with the eye or movement of the hand, outlining the outline. In younger groups, be sure to include hand movements, which will help children when drawing. In older children, movements are more coordinated and subordinate to the control of vision; visual perception of the contour is quite accessible to them; they can trace the main line of the contour. Four-year-old children cannot do this; their attention moves from one detail to another, which makes it difficult to correctly depict an object.

The most easily distinguished feature of shape is roundness. It is perceived by touch, which has a positive effect on the creation of rounded shapes in modeling. In drawing or applique, the hand's perception of the entire mass of the round shape of an object is less effective than tracing the roundness along the contour.

The movements produced when perceiving an object with edges are of a different nature. Here they have stops, breaks at corners, after which the direction of movement changes. Such an examination of the form, starting with one-part simple objects, can be carried out with children of the first junior group. For older children, visual examination should be included more often.

This situation is fully explained by psychological data on the different roles of vision and touch at different stages of a child’s development. If for a younger preschooler the sense of touch is of great importance in the knowledge of form, then for an older preschooler visual perception is the leading one, and the hand serves as an auxiliary organ.

The perception of magnitude is available in simple forms to even the youngest preschooler. He easily defines the concepts of “big” or “small” where the difference is significant. In the drawing, he depicts the quantity mostly by chance. Arbitrary transmission of magnitude ratios is available to older children (5-6 years old) thanks to developed visual control. The perception of size, which includes the question of proportional relationships, also requires both visual and tactile methods of examination. Moreover, indicators of vision and touch should be checked in comparison visually and effectively - by applying one part to another.

The question of the proportionality of parts in an object is related to the perception of the structure and design of the object. It is important to teach how to isolate parts from a whole and their relationships with each other (both proportional and by position in space).

The perception of spatial relationships for the purpose of further depicting them is the most difficult task for children to master. Purposeful perception of space is carried out with children of the senior and preparatory groups, and it is easier for them to master if the process of perception takes place simultaneously with drawing. An interesting experience of such work is described in the study of L. A. Raeva.

The perception of color has a great emotional impact on the child, although it is often not one of the essential features. Therefore, it is not always necessary to specifically highlight it during examination. But at the same time, color is one of the main means of expression in drawings and appliqués. And when children have thoroughly examined all the other properties of an object, they need to pay attention to color. In color relationships, children can also learn standards by which they will be guided in the future. Studies on sensory education have shown that already at 5 years old children are able to remember and highlight all the colors of the spectrum in their perception, and at 6-7 years old they can understand how to lighten a saturated tone to obtain a variety of shades.

Thus, preschool age is a sensitive period for the development of perception, therefore it is necessary to purposefully develop the perception of preschoolers through all types of activities. In visual arts, a preschooler learns to convey his perception of the surrounding reality through drawing. To learn this, he needs to learn to correctly perceive and convey colors, shapes, sizes of objects, their location in space; isolate parts of objects and combine them into a whole. Therefore, visual activity is very important for the development of preschoolers’ perception.

Chapter 2. Results of diagnosing the level of development of perception of preschoolers in visual arts classes

2.1. Description of the technique

Diagnostics of the level of development of perception of preschool children was carried out using the “What objects are hidden in the picture” method.

The technique is intended to diagnose the sphere of perception of preschool children. The technique allows you to assess the child’s perception from various angles, simultaneously identifying the child’s ability to form images, make conclusions related to them and present these conclusions in verbal form. The technique is designed for children 4-6 years old.

The child is explained that he will be shown several contour drawings in which many objects known to him are, as it were, “hidden”. Next, the child is presented with a drawing and asked to sequentially name the outlines of all the objects “hidden” in its three parts: 1, 2 and 3.

The task completion time is limited to one minute. If during this time the child has not been able to completely complete the task, then he is interrupted. If the child completed the task in less than 1 minute, then the time spent on completing the task is recorded.

If the person conducting the psychodiagnostics sees that the child begins to rush and prematurely, without finding all the objects, moves from one drawing to another, then he must stop the child and ask him to look in the previous drawing. You can move on to the next picture only when all the objects in the previous picture have been found. The total number of all objects “hidden” in Figures 1, 2 and 3 is 14.

The results are assessed according to the following criteria:

10 points - the child named all 14 objects, the outlines of which are in all three drawings, spending less than 20 seconds on this.

8–9 points – the child named all 14 objects, spending 21 to 30 seconds searching for them.

6–7 points – the child found and named all the objects in a time from 31 to 40 seconds.

4–5 points – the child solved the problem of finding all the objects in a time from 41 to 50 seconds.

2–3 points – the child coped with the task of finding all the objects in a time from 51 to 60 seconds.

0–1 point – in a time greater than 60 seconds, the child was unable to solve the task of finding and naming all 14 objects “hidden” in three parts of the picture.

Conclusions about the level of development of perception:

10 points – very high

8–9 points – high

4–7 points – average

2–3 points – low

0–1 point – very low

Diagnosis of the level of development of perception of preschool children was carried out during a lesson in fine arts with pupils of the middle group of preschool educational institution No. 204 in Nizhny Tagil.

10 children aged 4 - 4.5 years took part in the diagnosis - 5 boys and 5 girls.

Table 1 presents data on the level of development of perception of preschool children.

Table 1. Level of development of perception of preschool children

Thus, in children of this group, the average and acceptable level of visual perception prevails (with the exception of one subject who showed a high level).

Perhaps the development of these negative tendencies is facilitated by the lack of special games and exercises aimed at developing perception in fine arts classes. Therefore, it is advisable to compile a special set of such games and exercises.

Conclusion

Perception is an active process. Initially guided only by external influences, human activity gradually begins to be regulated by images. Perception develops under optimal conditions: when interaction with the environment is qualitatively diverse and quantitatively sufficient, then full-fledged methods of analyzing an object are organized and systems of signs are synthesized to construct adequate images of the external environment. Lack of stimuli and, even more so, hunger for information do not allow perception to fulfill its functions and provide correct and reliable orientation for us in the external environment.

The image is individual, it belongs to the inner world of a given person, since the selectivity of perception, when forming a specific image, is directed by his personal interests, needs, motives and attitudes, this determines the uniqueness and emotional coloring of the image. The images formed in the process of perception have qualities that make it possible to regulate appropriate behavior.

The basic properties of the image - constancy, objectivity, integrity, generality - indicate a certain independence of it from changes in the conditions of perception within specific limits: constancy - from changes in the physical conditions of observation, objectivity - from the diversity of the background against which the object is perceived, integrity - from distortion and replacement parts of a figure, generality - from variations in the properties of objects within the boundaries of a given class. We can say that generality is constancy within a class, integrity is structural constancy, and objectivity is semantic constancy.

Features of perception in preschool age are:

Development of perception in the course of mastering the system of perceptual actions;

Study of the properties of surrounding objects through a system of standards (measurements, chips, etc.).

From younger to older preschool age there is an increase in integrity and arbitrariness of perception.

In other words, the preschooler gradually moves from primitive types of perception to purposeful, conscious observation of various aspects of surrounding objects and phenomena.

Targeted exercises to develop perception in fine arts classes contribute to the development of perception:

Shapes of objects;

Sizes of objects;

Parts and wholes;

Perception of space;

Perception of the plot of the picture;

Perception of an artistic image.

Under the conditions of a properly organized pedagogical process, a preschooler gradually learns not to be satisfied with first impressions, but to more carefully and systematically explore, examine, feel the surrounding objects and convey them in the image. As a result of this, the images of perception of the surrounding reality that appear in his head become more accurate and rich in content.

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