Perception is a reflection by a person of an object or phenomenon as a whole with its direct impact on the senses. Perception, like sensation, is connected primarily with the analytical apparatus through which the world affects the human nervous system. Perception is a collection of sensations. Thus, perceiving a fresh, ruddy, round, fragrant apple, a person reflects in his sensations its color, smell, feels its heaviness, elasticity, its smooth surface.

However, perception is more than the sum of sensations received from the same object.

The mechanism of the process of perception is much more complicated than sensations. It is clear that the development of this cognitive process in a child proceeds somewhat differently than the development of sensitivity and motor skills.

Modern psychology considers perception not as a process of a one-time imprint of an object perceived by a person on the retina of his eye or in the cortex of his brain. Perception is a process associated in its origin with external practical action (A.V. Zaporozhets).

Development of perception in preschool age

In the period of preschool childhood, an intensive sensory development of the child takes place: his orientations in the external properties and relations of objects and phenomena, in space and time are improved.

In the development of the perception of a preschooler, three main directions can be distinguished.

First, the child continues to assimilate sensory standards, certain ideas about which he has already formed in early childhood.

Secondly, he masters new perceptual actions that allow him to more and more adequately reflect the world around him.

Thirdly, there is a development of its orientation in space and time.

Observing the development of perception in children before school age, scientists reveal even more clearly than in young children the complexity of this form of sensory cognition of reality.

Perception of color and shape. Disputes about which attribute of an object is the main one for its perception continue among psychologists and when discussing the features of sensory cognition of objects by children of preschool age.

In contrast to the statements of G. Volkelt and other scientists that a child under 7 years of age is “surprisingly blind to form”, Soviet researchers not only showed the leading role of the form of an object even in the perception of a pre-preschooler, but also revealed some conditions that will make it possible to understand the complexity of the relationship of form and object colors. Thus, when studying the perception of preschool children, it was possible to establish that the color of an object is an identifying feature for the child only when another, usually stronger feature (shape), for some reason did not receive a signal value (for example, when making a rug from a colored mosaic).

Perception of the whole and the part. In child psychology, the question of what the child relies on in his perception of an object is also controversial: on its integral reflection or on the recognition of individual parts. Studies (F.S. Rosenfeld, L.A. Schwartz, N. Grossman) show that there is no unequivocal and single correct answer here either. On the one hand, in perceiving a whole unfamiliar object, the child, according to G. Volkelt, conveys only his general “impression of the whole”: “something full of holes” (lattice) or “something piercing” (cone). Being "in the power of the whole" (Seifert), children allegedly do not know how to single out its constituent parts. This same "power of the whole" is also pointed out by many authors who have studied children's drawings. They explain such facts by the alleged inability of a preschool child to cognitive analytical activity because of his too pronounced emotionality.

Image perception. It is difficult for preschool children to perceive the picture correctly. After all, even the simplest picture, including images of at least two objects, gives them in some kind of spatial relationship. Comprehending these connections is necessary in order to reveal the relationship between the parts of the picture and perceive the depicted as something whole. Therefore, the perception of pictures by children has long been used to determine the overall mental development of the child. So, A. Binet introduced this task into the measuring "rock of the mind" compiled by him. 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, the subject stage), which is typical for children from 2 to years; the second is the stage of description (or action), which lasts from 6 to 9-10 years; the third - the stage of interpretation (or relations), characteristic of children after 9-10 years.

Perception of space. The main categories of perceived space are the size of the object, its shape, distance from the observer (distance), location (according to the coordinate system) and the spatial relationships that exist between objects.

Perception of time. Time is the same objectively existing reality as space, since all phenomena of reality exist not only in space, but also in time.

Significant changes in the preschool period occur in children's perception of space with its main features.

Perception of space - displaying the distance, size, relief of surrounding objects acting on the analyzers

Already in early age the child masters well the ability to take into account the spatial arrangement of objects, but does not yet distinguish the directions of movement and spatial relationships between objects. The idea of objects and their properties arise earlier and is the basis of ideas about simple.

The first ideas about the direction of movement, assimilates 3-thing-per child, associated with their own body, which is for her the center from which she determines the direction. Under the guidance of adults, the baby begins to excrete. And it’s correct to call your right hand, which performs the main actions: “With this hand, I draw, greet them. It means that she is right.” The child determines the position of other parts of the body as “right” or “left” only relative to the right hand. For example, to a sentence to show the right eye junior preschooler first he looks for his right hand, and then points to the eye "Right" and "left" seem to the child to be something constant, she cannot understand how what is on the right for her, on the left for another. It is oriented in the directions forward - backward, up - down, right - left, if it moves in one direction or another or changes the position of the body, head, arms, respectively, and controls these movements with vision. In the spatial recognition of speech, it does not play a decisive role in the roll recognition of speech, but does not play a vital role.

Later, children begin to highlight relationships between objects (one object after another, in front of another, to the left, to the right of it, between objects, etc.). The formation of ideas about spatial relations by connections is accompanied by the assimilation of their verbal designations, which help the child to distinguish and fix each type of relationship.

The assimilation of denoting words at an older age determines the understanding of the relativity of spatial relationships depending on the starting point. In each of the relationships (above - below, behind - in front), the child first learns ideas about one element of the pair (for example, above, before), and then, relying on it, they learn the second. Assimilation of the idea of the relationship between objects, the child evaluates these relationships for a long time only from his own position, not being able to change the starting point, to understand why the relationship changes if we look at objects from the other side: what was in front turns out to be behind, and what was on the left, it will be thin.

The formation of generalized ideas about space provides the child's ability to determine the direction not only in relation to himself, but also in relation to other persons and objects. Hands and indicative actions gradually turn into a plan of imaginary actions. And speech acts, freeing themselves from the initial connection with the movements of the body and hands, acquiring a leading meaning, are transferred to inner plan, i.e. develop as internal processes say nnya.

Only at the end of preschool age does the child master orientation in space, independent of his own position, improve the ability to change points of reference. Such orientation can be easily formed with the help of teaching, in which the children themselves change the spatial relations between objects, consider them from different positions and designate them verbally.

The specificity of the perception of time by preschoolers

It is more difficult for a child to perceive time than the perception of space. After all, time is not a visual form, it is impossible to perform actions with it (any actions take place in time, and not over time), it is fluid, irreversible, its perception depends on subjective states, has a personal character.

. The perception of time is a reflection in the brain of the objective duration, speed, sequence of phenomena of reality.

In a child, acquaintance with time begins with the assimilation of the designations and measures of time developed by mankind. It is not easy to comprehend them, because they are conditionally relative. Segments of time, indicated by the words "today", "tomorrow", "now", are constantly changing: what was called "tomorrow" the day before becomes "today", and the next day - "yesterday" One and the same period of time is perceived depends in different ways on the content and nature of the child's activity, his state at that moment: if, for example, an attractive event awaits, it seems that time passes very slowly.Therefore, children do not understand the logic of temporal relations for a long time, for preschool age they do not perceive long time periods, they are unable to understand such categories as "year", "century", "epoch", but also such categories as "rіk", "century", "epoch" are also inaccessible.

At an early and younger preschool age, the child is not yet oriented in time. The formation of temporary representations begins later and has its own specifics. So, for short periods of time, children learn to determine on the basis of their activities, despite the fact that in a certain time you can do what result to get. In this case, it is useful to familiarize children with certain periods of time and appropriate combinations. However, without explicit learning, even 6-7-year-olds have no idea about the duration of small periods of time. They hear the word "minute" but have no idea how long it lasts. Some believe that in a minute you can. POO bidat, others - to play, others - to go to the store. Assimilated ideas about the time of day, children first of all are guided by their own actions in the morning they wash their faces, have breakfast; in the afternoon?? - play, study, have lunch; in the evening they go to bed; sleep at night. Easier they determine night and morning, somewhat more difficult - evening and day. Children of middle and older preschool age often rely on essential signs in determining time (early - "light when the sun rises", etc. if the sun rises "slowly").

Assimilation of the idea of the seasons occurs in the process of familiarization with the seasonal phenomena of nature. Children learn the names of the days of the week in different ways. Senior preschoolers attending preschool institutions, naycha astishe are called Saturday, Sunday and Monday because of their emotional richness, special significance (Saturday and Sunday are spent with parents on Monday - go back to preschool).

Even older preschoolers often experience difficulties in differentiating, singling out different time intervals. So, in the list of "days of the week" they can include the words "Saturday, Sunday, tomorrow, Ucho Ora" or "Sunday, Monday, May, New Year" "tomorrow", etc. Positive changes in this occur in the second half of the preschool period: children learn temporary designations, begin to use them correctly, taking the idea of today as a starting point. However, the idea of historical periods, the sequence of events and in time, the duration of people's lives, the existence of things, etc. not yet formed, because they do not have certain standards for understanding these ideas, they cannot rely on their own to their own manifestations of the singing standards, they cannot rely on the authority's knowledge.

The visual nature of mental processes leads to specific features of the perception of time. For example, a preschooler is looking for a material expression of time (a clock), he is sure that if the arrows are translated, the time to change will change (more likely it will come tomorrow), he does not realize that time does not depend on the desire of people (does not understand the objectivity of time). Therefore, the leading role in the development of the perception of time belongs to an adult, who allocates time to these segments, establishes their connection with the activities of the baby, designates them with a word, and includes them in various life situations.

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 old);
medium (4-5 years);
senior (6-7 years).

Three periods of preschool age

Preschool childhood is one of the most dynamic and interesting periods in terms of the comprehensive development of the child.

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

Perception what it is

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

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

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

Sensory perception in children younger age

The ability of a person to perceive information, in contrast to the ability to do so, is not innate. Having been born, the child learns to do this. He sees objects, hears certain sounds, feels touches and smells. This is evidence of the formation of the mechanism of perception. But the child cannot use it - he still does not know how.

The meaning of perception

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

A child's knowledge of the world begins with perception

Features of development in the younger 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 processes of cognition, and, in particular, perception.

Features of the 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 fruit yellow color, then he will be convinced that it is a lemon.
Looking at the images of objects, children of three and four years old fix their attention on one detail that stands out in size, color or shape, and from it they "think" the whole object. For example, when seeing a computer, a child is more likely to notice a large part of it (the monitor) and decide that it is a TV.

Information and its perception in 3-4 years are only specifically subject

Lack of clarity of perception

The perception of children of this age is somewhat “blurred”, it lacks clarity. For example, children of this age do not recognize close and well-known people dressed in carnival costumes, even under the condition of "open face". 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.

Features of perception in preschoolers

The main developmental tasks of the period

To promote the knowledge of children of new objects and phenomena.
To teach children how to manipulate objects in order to discover their properties, purpose, features.
To develop the ability to recognize objects and phenomena by their properties, compare, highlight similarities and differences, find features.
The development of perception of the shape and color of objects.
To help expand the horizons of children, the development of their curiosity.

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

Games that contribute to the development of perception of younger preschoolers

"Collecting drops"

The game helps:

development of the ability to combine objects by the presence of a common feature (color);
development of color perception and fine motor skills hands

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

Put the bunny in the car by color - game

Instruction: we ask the children to collect droplet circles in a glass of the same color.

"Hiding 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:

“On a sunny day, geometric figures went for a walk. Suddenly a cloud “covered” the sun and it began to rain. Where can our figurines hide?
The expected answer of the children: "Under the umbrellas."
"Certainly! Let all the circles rather hide under the red umbrella, and the squares - under the green one, the triangles - under the blue one.

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

Perceptions of children in the middle preschool period

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

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

Types and properties of perception

Perception of middle preschoolers

Features of the 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 such abstract concepts as height, width and length when comparing. They can compare two or three objects relative to each other, using the concepts: “largest” and “larger”, “average”.

Game of orientation in space "top-bottom, right-left"

Features of the perception of time and space

The perception of these values is formed in children for a long time. In middle preschoolers, it only "adds up." As a rule, children remember the basic values that indicate time intervals (hour, minute, today, yesterday, tomorrow), but they still do not know how to use them adequately. This is quite understandable: time is not subject to direct manipulation, and therefore all concepts associated with its designation are relative.

Time orientation is a difficult task for 4-5 year olds

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

Features of artistic perception

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

Features of perception of oneself and other people

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

At the age of 5, for a child, the mother is the most beautiful and youngest

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

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

The game "Color + shape" - for kids 5-6 years old

Games that develop the perception of middle preschoolers

"Bag of Secrets"

The game contributes to the development of:

the ability to recognize objects by their main features;
based tactile sensations verbally describe the properties of an object.

The game "Guessing" or "What's in the bag"

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

Instructions: choose a driver. He will have to guess the name of the toy (object) by its properties. We invite one of the children to feel the toy in the bag with their hand, 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. It can be a spoon and a cup, a glass of water, a piece of paper, a plastic bag: everything that is capable of making characteristic sounds when manipulated.

Instruction: an adult hides behind a screen and makes sounds with the help of objects: tears a sheet of paper, imitates the sound of mixing with a spoon of liquid, crunches 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 Smell"

Game objectives:

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

Game "Guess by smell" with closed eyes

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

Instruction: the leading child is blindfolded with a handkerchief 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 subject.

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

Age features of perception of older preschoolers

Dominance of visual sensations: six and seven-year-old children remember information with their "eyes", so it is so important for him to see what they are told about.
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 has yet to be improved.
Features of self-esteem: as a rule, it is somewhat overestimated and this is not scary, moreover, it 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 at all that the child needs to be constantly praised or turned a blind eye to his age boasting. Criticism is necessary, but it needs to be conveyed so that the child does not feel offended. It is important not to bring down positive self-esteem. To do this, instead of the phrases - “you didn’t do ...”, “you didn’t try”, it’s better to say: “you did it, but ...”, “you tried, but ...”.

Educational building blocks for children 5-7 years old

An important factor in the development of adequate self-esteem is the use of a situation of success. To this end, the child should be offered only those tasks with which he is able to cope due to his age or characteristics. Only in situations of success can you develop adequate self-esteem and confidence in yourself and your abilities.

At the senior preschool age, behavioral standards are formed. During this period, it is important for adults to participate in the life of a child: by reading and discussing what they read, the actions of people around them, an adult forms their emotional attitude towards others, their own position or point of view, according to which he will compare his behavior and evaluate the actions of others.
The neoplasm of age is the appearance of arbitrariness. Six, seven-year-old child is able to set goals for himself and consciously strive for its implementation. The appearance of this quality has a positive effect on its overall cognitive development.
Another important acquisition of this age is the emergence and development of cognitive motivation, gradually replacing the game one. A successful change in the leading motives of behavior indicates the readiness of the child to start a new, no less significant, stage in his development, to study at school.

Cards "Name what is drawn" for children 6 years old

Preparing for such a responsible transition, you need to take stock: evaluate the development of perception. The methods proposed by psychologists will help in this.

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

"Name the items"

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

Instruction: the child is shown a picture, he must consistently name all the objects hidden on it. The next picture is presented only in case of a complete and correct answer.

Test "Name the objects" for 6-7 years

Evaluation of results:

Number of points	elapsed time		Conclusion about the level of development of perception
10		less than 20	Very tall
8-9		21-30	High
6-7		31-40	Medium* (upper limit of normal)
4-5		41-50
2-3		51-60	Short

*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.

Test "What the artist forgot" for children 6-7 years old

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

Number of points	Elapsed time (sec)	Conclusion about the level of development of perception
10	less than 25	Very tall
8-9	26-30	High
6-7	31-35	Medium (upper limit of normal)
4-5	36-40	Medium (lower limit of the nome)
2-3	41-45	Short
0-1	45 and over	Very low

Conducting and describing games to develop the perception of space and time in children. The development of spatial and temporal perception of the child plays a huge role in the further process of learning and life of the child. The purpose of the work: to consider the features of the development of spatial and temporal perception in preschool children. Conduct and describe games to develop the perception of space and time in children.

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PAGE \* MERGEFORMAT 4

Introduction…………………………………………………………………………...3

1. general characteristics perceptions……………………………………….….4

2. Features of the development of spatial and temporal representations in preschool children…………………………………………………………9

3. Conducting and describing games for the development of perception of space, time in children ……………………………………………………………………………..11

4. Diagnostics and correctional work with children………………………….17

Conclusion…………………………………………………………………..….21

List of used sources………………………………………..…22

Introduction

Childhood plays an important role in intellectual development and constitutes a critical period on which the whole future of a person depends. How an adult will perceive and cognize the world, reason, make assessments, is largely determined by how his mental structures are formed in childhood. Parents should know that the role of an adult in the mental development of a child during the first three years of life is unique.

A child cannot develop well on his own, without the active and competent intervention of an adult. Even a relatively healthy child will eventually either lag behind in development, or it will be inharmonious if care is not taken properly. Each child needs individual communication - only with him, love and affection, the simplest physical exercise and educational games. The development of spatial and temporal perception of the child plays a huge role in the further process of learning and life of the child. Not knowing how to navigate in time and having difficulty in orienting in space, a preschooler, and soon, a schoolchild will experience difficulties at school and in communicating with peers and teachers.

The purpose of the work: to consider the features of the development of spatial and temporal perception in preschool children.

Work tasks:

1. Give a general description of perceptions.

2. Consider the features of the development of spatial and temporal representations in preschool children.

3. Conduct and describe games to develop the perception of space and time in children.

1. General characteristics of perceptions.

Perception is a holistic reflection of objects, phenomena, situations that arise from the direct impact of physical stimuli on the receptor surfaces of the sense organs. Perception includes sensation and is based on it. Everything that a person perceives, invariably appears before him in the form of integral images.

The reflection of these images goes beyond isolated sensations. Based on the coordinated work of the senses, there is a synthesis of individual sensations into complex complex systems. This synthesis can proceed both within one modality (for example, when we watch a movie, individual visual sensations are combined into whole images), and within several modalities (perceiving an apple, we actually combine visual, tactile, taste sensations, attaching to them and our knowledge of it). As a result of such a combination, isolated sensations turn into a holistic perception, moving from the reflection of individual features to the reflection of entire objects or situations.

Research by psychophysiologists shows that perception is a very complex process that requires significant analytical and synthetic work. First of all, the information we perceive about the objects and phenomena of the surrounding world is by no means a reaction of simple irritation of the sense organs and bringing excitation from the peripheral perceiving organs to the cerebral cortex. In the process of perception, motor components always take part (feeling objects and moving the eyes when perceiving specific objects; humming or pronouncing the 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 view of the subject that we encounter as a result of our life.

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 a better perception, the persistence that we show in these cases. Thus, in the perception of the subject of the real world, attention and direction (in this case, desire) take part.

Speaking about the role of the desire to perceive the objects of the world around us, we unwittingly prove that our attitude to what we perceive is of great importance for the process of perception. An object may be interesting or indifferent to us, that is, it may evoke various feelings in us. 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.

The physiological basis of perception is the processes taking place in the sense organs, nerve fibers and the central nervous system. So, under the influence of stimuli in the endings of the nerves present in the sense organs, nervous excitation arises, which is transmitted along the conductive pathways to the nerve centers and, ultimately, to the cerebral cortex. Here it enters the projection (sensory) zones of the cortex, which represent, as it were, a central projection nerve endings present in the sense organs. Depending on which organ the projection zone is associated with, certain sensory information is formed.

It should be noted that the mechanism described above is the mechanism for the emergence of sensations. Indeed, sensations are formed at the level of the proposed scheme. Therefore, sensations can be considered as a structural element of the process of perception. Own physiological mechanisms of perception are included in the process of forming a holistic image at subsequent stages, when excitation from the projection zones is transmitted to the integrative zones of the cerebral cortex, where the formation of images of real world phenomena is completed.

The following properties should be attributed to the main properties of perception: objectivity, integrity, structure, constancy, meaningfulness, apperception, activity.

Objectivity of perception is the ability to reflect objects and phenomena of the real world not in the form of a set of sensations that are not related to each other, but in the form of separate 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. Objectivity is formed on the basis of movements that ensure the contact of the child with the object. Without the participation of movement, the images of perception would not have the quality of objectivity, that is, of being related to objects in the external world.

Another property of perception is integrity. Unlike sensation, which reflects the individual properties of an object, perception gives a holistic image of the object. It is formed on the basis of generalization of information received in the form of various sensations about the individual properties and qualities of the object. The components of sensation 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.

With the integrity of perception is also associated with its structure. This property lies in the fact that perception in most cases is not a projection of our instantaneous sensations and is not a simple sum of them. We perceive a generalized structure actually abstracted from these sensations, which is formed over some time. For example, if a person hears some musical motive, 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, and not individual notes.

The next property, as well as a component of perception, is constancy. Constancy is the relative constancy of certain properties of objects when the conditions for 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.

It should be noted that perception depends not only on the nature of the irritation, but also on the subject himself. They perceive not the eye and ear, but a concrete living person. Therefore, perception always affects the characteristics of a person's personality. Dependence of perception on general content our mental life is called apperception.

A huge role in apperception is played by a person's knowledge, his life experience, his past practice. For example, if you are presented with a number of unfamiliar figures, then already in the first phases of perception you will try to find some standards with which you could characterize the perceived object. In the process of perception, in order to classify what you perceive, you will put forward and test hypotheses about the object's belonging to one or another category of objects. Thus, when perceiving, past experience is activated. Therefore, the same subject different people may be perceived differently.

Speaking about the basic properties of perception, we cannot but stop at one more, no less essential property of perception as a mental process. This property is activity (or selectivity). It lies in the fact that at any given time we perceive only one object or a specific group of objects, while the rest of the objects of the real world are the background of our perception, that is, they are not reflected in our consciousness. For example, you watch TV or read a book and do not pay any attention to what is happening behind you.

The basis of another type of classification of types of perception are the forms of existence of matter: space, time and motion. In accordance with this classification, space perception, time perception and motion perception are distinguished.

The perception of space and time occupies a special place among everything that we perceive. All objects are in space, and every phenomenon exists in time. Spatial properties are inherent in all objects, just as temporal features are characteristic of each phenomenon or event.

The spatial properties of an object include: size, shape, position in space. The perception of the size of an object is determined not only by the size of the image of the object on the retina (the larger the visual angle, the larger the image on the retina), the perception of the distance at which we are from the object.

Human perception of space has a number of features. This is due to the fact that space is three-dimensional, and therefore for its perception it is necessary to use a number of collaborating analyzers. The perception of movement is due to a very complex mechanism, the nature of which has not yet been fully elucidated.

The complexity of studying the process of time perception lies in the fact that time is not perceived by us as a phenomenon of the material world. We have an idea of its course only by certain signs. The most elementary forms are the processes of perception of duration and sequence, which are based on elementary rhythmic phenomena known as the "biological clock". These include rhythmic processes occurring in the neurons of the cortex and subcortical formations. For example, the alternation of sleep and rest. Estimating the length of time also depends on emotional experiences. If events cause a positive attitude towards oneself, then time seems to go quickly. Conversely, negative experiences lengthen the time period.

2. Features of the development of spatial and temporal representations in preschool children.

The development of temporal representations in preschoolers is one of the aspects of the mathematical development of children. Comprehending the world around them, preschoolers perceive it in a specific way. The main features of preschoolers' perception of time as an objective reality are mediation, a mixture of space-time concepts, the lack of an accurate verbal designation of these categories, the subordination of one's own actions, time, etc. Time is always in motion, the flow of time always takes place in one direction from the past to the future, it is irreversible, it cannot be delayed, returned and “showed”. Therefore, even older preschoolers sometimes doubt its existence.

Time is the most difficult category for perception and understanding by preschool children. In this regard, children have a mixture of time frames, which leads to the search for various means for the formation of temporal representations in preschoolers. Temporal representations are one of the types mathematical representations(quantitative, spatial, magnitude, geometric), the development of which occurs at the stage of preschool childhood. They are necessary for the formation of "everyday" and "scientific" concepts in the child. In the process of assimilation of elementary mathematical concepts, a preschooler enters into specific socio-psychological relationships with time and space. These representations can be considered as a special “key” not only to mastering the types of activities characteristic of age, to penetrating the meaning of the surrounding reality, but also to forming a holistic “picture of the world”. The main goal is not only to prepare for the successful mastery of mathematics in school, but also comprehensive development children.

At preschool age, children learn only some temporal representations and the ability to navigate in time. The level of this knowledge is low, temporary concepts of different meanings are often combined (dawn and twilight). Children confuse the concepts of “day” and “day”, they cannot name all parts of the day, they do not know that “day” is a part of the day. Often preschoolers do not know the names of the days of the week, they cannot determine their sequence. Insufficient knowledge about the methods of measuring time (calendar, hours), the names of time intervals (minute, hour).

So, those who have knowledge of time in children are incomplete, single, not interconnected and static.

The problem of orientation in space is quite multifaceted. It includes both ideas about the size and shape of objects, and the ability to distinguish the location of objects in space, understanding various spatial relationships.

Spatial representations, although they arise very early, are a more complex process than the ability to distinguish the qualities of an object. In the formation of spatial representations and methods of orientation, various analyzers are taught (kinesthetic, tactile, visual, auditory, olfactory). The child correlates the distinguished directions, first of all, with certain parts of his own body: at the top where is the head, at the bottom where are the legs, in front where is the face, behind where is the back, etc. Orientation on one's own body serves as a support in the development of spatial directions by the child.

Mastery of spatial perception, representations and orientation increases the effectiveness and quality cognitive activity productive and creative, labor, sensory, intellectual abilities are being improved.

Spatial orientation is carried out on the basis of direct perception of space and verbal designation of spatial categories: location, distance, spatial relationships between objects, orientation on the ground: determining the location of an object relative to a child oriented in space (the closet is on the right, and the door is on my left), locating the child in relation to the objects surrounding him (I am to the right of the house), determining the spatial arrangement of objects relative to each other (a bear sits to the right of the doll, and a ball lies to the left of it).

3. Conducting and describing games to develop the perception of space and time in children.

The preschool period plays a crucial role in the intellectual development of the child and constitutes a critical period on which the entire future of a person depends. How an adult will perceive and know the world, reason, evaluate or express himself, is largely determined by how his mental structures are formed in childhood. Parents should be aware that the role of an adult in the mental development of a child is unique.

A child cannot develop well on his own, without active and competent intervention from an adult. Even a relatively healthy child will eventually either lag behind in development, or it will be inharmonious if his care and upbringing is incorrect. Each child needs individual communication - only with him, love and affection, various physical exercises and educational games.

The development of general movements and motor skills of the child form his attitude to life and place among his peers. The sociability and positive attitude of the child towards other children is mainly determined by its development. An awkward and slow child will find it more difficult to coordinate his movements with the movements of other children. Therefore, parents and educators need to pay great attention to the development of the child. The perception of space and time should be developed in preschool children. To determine the characteristics of perceptions of space and time in children, we conducted a series of games and experiments. Our subjects were the older group of the kindergarten. 7 people (Artem 6 years old, Anya 5 years old, Denis 6 years old, Lena 6 years old, Misha 5 years old, Sveta 6 years old, Maxim 6 years old).

To begin with, we conducted a series of games and tasks to determine the level of development of the perception of time. The first task for the guys was to guess what can be done in a minute. Then we invited them to do one of the proposed cases. We recorded the answers of the children and the duration of the activity. The second task for the children was to tell about the parts of the day. All responses are recorded. The next task for the children was a story about the seasons, i.e. how the child himself perceives these periods of time.

The next step was an experiment to analyze the level of spatial perception of children. We laid out geometric shapes in front of each child and offered to name them. The responses were also recorded accordingly. As the fifth task, we invite the child to show and name the parts of his body, located on the right, on the left. The responses were recorded. The next task was as follows: we invited the child to show on a piece of paper where the right, upper corner, left, lower corner, middle, edge line. All results were recorded.

As the last task, we laid out the toys one by one in front of each child and asked them to determine what is to the right of the doll, what lies behind the cube.

We also carried out diagnostics of cognitive processes in children, and specifically the process of perception. These techniques made it possible to assess the perception of the child from various angles, revealing, simultaneously with the characteristics of the perceptual processes themselves, the child's ability to form images, make inferences related to them, and present these conclusions in verbal form.

Technique "What is missing in these drawings?" is the following: the child is offered a series of drawings shown in Figure 1. Each of the pictures in this series lacks some essential detail. The child is given the task to identify and name the missing part as quickly as possible. Using a stopwatch, we recorded the time spent by the child to complete the entire task. The work time was evaluated in points, which then served as the basis for the conclusion about the level of development of the child's perception.

Picture 1.

The second technique is "Find out who it is"

Before applying this technique, the child needs to be explained that he will be shown parts, fragments of some drawing, according to which it will be necessary to determine the whole to which these parts belong, i.e. restore the whole drawing by part or fragment.

Psychodiagnostic examination using this technique is carried out as follows. The child is shown Fig. 2, on which all fragments are covered with a piece of paper, with the exception of fragment “a” The child is asked to say from this fragment what general drawing the depicted part belongs to. You have 10 seconds to solve this problem. If during this time the child did not manage to answer the question correctly, then for the same time 10 sec he is shown the next, slightly more complete picture “b”, and so on until the child finally guesses that shown in this picture.

The time taken by the child in general to solve the problem and the number of fragments of the drawing that he had to look at before making a final decision are taken into account.

Figure 2.

The next necessary technique is the technique "What objects are hidden in the drawings?"

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

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

If the child begins to rush and prematurely, not finding all the objects, moves from one drawing to another, then the child must be stopped and asked to look in the previous drawing. You can move on to the next picture only when all the items in the previous picture are found. The total number of all items "hidden" in Figure 3 is 14.

Figure 3

Final method -Method "How to patch the rug?"

The purpose of this technique is to determine how the child is able, keeping the images of what he saw in short-term and operative memory, to practically use them, solving visual problems. This technique uses the pictures shown in Figure 4. Before showing it to the child, they say that this picture shows two rug, as well as pieces of cloth that can be used to patch up holes in the rugs so that the patterns of the rug and the patch do not differ. In order to solve the problem, from several pieces of matter presented in the lower part of the figure, it is necessary to choose one that is most suitable for the pattern of the rug.

Figure 4

4. Diagnosis and correctional work with children

In the course of the experiments, we found that temporal perception in preschool children is more developed than spatial perception. With the first task, almost no one had any problems. In a minute, a lot of actions were offered: jumping, running, eating candy, squats. All specified actions were completed in a minute and there were several seconds left for additional unspecified actions.

The ideas about the parts of the day were correct in almost all children and were associated with factors Everyday life. The survey results are presented in Table 1.

Table 1.

Interviewed person	Times of Day
Interviewed person		morning	day	evening	night
Artem	I play with a cat	Mom leads to the kindergarten	Dad comes home from work	All houses
Anya	I am getting up	I go to kindergarten	Mom picks me up from kindergarten	Everybody sleeps
Denis	I drink tea	I go to kindergarten	Grandma buys candy.	dark
Lena	No answer	I eat. The sun is shining	The sun goes to bed	dark
Misha	The sun is rising	I go with my mother to my grandmother	We walk with mom	Stars on the sky
Sveta	Mom goes to work	I am in the garden	daddy comes home	Everybody sleeps
Maksim	Grandmother leads to the garden	Everyone goes somewhere	All houses	the moon is shining

The children's judgments about the seasons were similar. Everyone agreed that the first winter is coming, cold in winter, then spring. In spring: warm, wet, green everything, birds sing. Spring is passing quickly. Then comes summer. In summer: warm, hot, birds sing, lots of ice cream. Here opinions are divided. 2 people said that summer passes quickly and is shorter than spring. The other 5 noticed that summer is about the same as spring and autumn. Autumn was cold, yellow, long. After it is winter. Here, the respondents agreed that winter was, in their opinion, the longest season of the year.

The next stage of the study was the analysis of the level of development of spatial perception in children. Results of the recognition task geometric shapes: everyone recognized the circle, everyone recognized the square. The triangle could not be named by 2 people. The fifth task was difficult. At first, the guys named all their body parts without any problems. But only two guys had no problems with recognition from right to left. Almost all the guys were confused and did not immediately answer our questions. The next task repeated the results of the previous one: the upper and lower corners of the sheet showed everything almost immediately. But with the concept of the upper right corner, the lower left corner, difficulties and confusion again appeared. The guys liked the last task, because. not answered objects, drawings, but their toys were involved. 6 out of 7 children accurately determined the location of the main toy (doll) in the center and the location of the other toys relative to it (car on the left, cubes on the right).

On the basis of the experiments performed, we note that in terms of time in children, their emotions and personal factors play a huge role, relying on their small but still present life experience, the children noted that winter is the longest (it is cold in winter, it is bad in winter, so winter seems endless ) among other seasons. The sequence of the seasons does not cause problems for the surveyed preschool children. Among all the tasks to test the development of temporal perception in children, only the task “how many things can be done in a minute” caused little difficulty. It was a bit difficult for the kids to navigate the short time spans. In order to improve the development of this time orientation skill, we propose a method of familiarization with different types watches electronic and mechanical. The child must be taught to distinguish between the minute and hour hands, to show on the dial how long a minute lasts, how much an hour.

Carrying out methods for diagnosing the cognitive process the process of perception in preschool children. Children showed average results sufficient for their age. Six out of seven children quickly completed the first task, pointing out exactly what was missing in the drawings. One child (Artem, 6 years old) indicated non-existent or non-existent important details. In the course of this experiment, we encountered the problem of insufficiently developed vocabulary in children, i.e. children understood what exactly was missing, but sometimes they did not know or could not remember the correct name of the missing element.

The “Find out who it is” technique caused significant difficulties for the guys. On the one hand, we heard many options for who it could be in the picture, but only two children correctly indicated the name of the animal.

Carrying out the technique"What items are hidden in the drawings?" showed good results. All the guys quickly found and named the hidden objects in the first and second fragments of the picture. Some difficulties were caused by the search for items on the third fragment.

Method "How to patch the rug?" caused the greatest difficulties in the children's team. All the guys answered correctly, choosing the right piece of matter with the necessary ornament, but the whole process turned out to be laborious and lengthy.

On the basis of the methods carried out, we conclude that the surveyed preschool children have an average level of development of spatial and temporal perception, but need its further continuous development. To get better results, we suggest playing special games with children, for example, the game "Compare pictures". All children love to look for differences in two seemingly identical images. This fun from our childhood also develops visual attention well, as well as observation.

Also useful for the development of perception and thinking will be a game"Counter". On a large sheet of paper, randomly write the numbers from 1 to 10. Ask the child to find all the numbers in order. To complicate the task, numbers can be drawn different colors And different size. The game develops visual attention. The development of the perception of forms will be facilitated by a game invented by the world-famous teacher M. Montessori: these are special cards with slots different shapes and geometric shapes corresponding to the slots.

Conclusion

Perception is a sensual reflection of reality, which is the basis of thinking and orientation of a person in the world around him. Children of preschool age are characterized by low detailing of perceptions with their high emotional richness. But small children cannot distinguish the main features of objects from the secondary ones. To teach this, games for the development of perception were created. Such activities will become the foundation of the future intellectual growth of your child.

Children of preschool and primary school age are guided in time on the basis of purely household indicators. If the life of children is strictly subject to a certain regime, i.e. distributed over time, the child confidently marks the morning (“Everyone wakes up”) or the evening (“My mother and I are walking”). He distinguishes between day and night. Soon, more objective natural phenomena join these everyday milestones, which children learn to perceive as signals of a certain time: "Morning (in winter) not quite light yet", "Night dark, no sun".

A child from an early age is faced with the need to navigate in space. With the help of adults, he learns the simplest ideas about this: left, right, above, below, in the center, above, below, between, clockwise, counterclockwise, in the same direction, in the opposite direction, etc. All these concepts contribute to the development of spatial imagination in children. In case of violation or weak development of any perception in a preschooler, parents and teachers need to pay attention to this and conduct various educational and developmental games with the child, which was researched and proved during the control work.

List of sources used

Golfman E. M., Ryabinin V.S. Games and exercises for children and adults. M, Enlightenment. 1996.
Mukhina V.S. Age-related psychology. - M., Academy, 1998. S. 287.
Nemov R.S. Psychology: Book: 2. M.: VLADOS. 1995.
Uruntaeva G.A Diagnostics psychological characteristics preschooler: practical work. M. Academy, 1996. S. 65.
Tsvetkova L. S. Methods of diagnostic neuropsychological examination of children. M., 1995.

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1.6 Features of the perception of children of preschool age of spatial relationships between objects

The development of perception and reflection of spatial relationships between objects in preschool children proceeds in three stages.

At stage I, spatial relationships have not yet been identified by the child. He perceives the surrounding objects as "separateness", while not realizing the spatial relationships that exist between them. If in children at an early age the idea of space is amorphous, undivided, then at preschool age the reflected space is discrete. Thus, many children at the age of three to five years determine different spatial groups of objects as adequate on the basis of only a sign of the commonality of the objects included in them. For example, two cards show three identical objects that are located differently relative to each other. “The cards are the same,” says the child, “here is a bear and here is also a bear, here is a bunny and here, a nesting doll and here is a nesting doll ...” The child sees the same objects, but he still does not seem to notice the spatial relationships in the arrangement of these objects, and therefore does not see the difference between the cards.

The same feature of perception was pointed out above, when, when reproducing sets by the method of superposition, the children were guided only by the image of objects, not noticing the spatial relations between them; therefore, the technique of applying elements of one set to another turned out to be more difficult for children.

Stage II is characterized by the first attempts to perceive spatial relationships. A kind of transition is being made from the discrete nature of the perception of space to the reflection of spatial relations. However, the accuracy of estimating these relationships is still relative. For example, the distance of the object from the accepted reference point still makes it very difficult for the child, the spatial relations of objects relatively close to each other are perceived by him as continuity. For example, placing toys in a straight line or in a circle, the child presses them tightly against each other. This manifests the child's striving to establish contact proximity when objects are placed side by side, one after another, opposite, etc. That is why, when reproducing a multitude by means of application, the child tries to reproduce not so much the quantity as the proximity of the elements to each other. His assessment of spatial relations is still very diffuse, although they themselves are no longer indifferent to him.

Stage III is characterized by further improvement in the perception of the spatial arrangement of objects. The definition of spatial relations by the method of contact proximity is replaced by a distant, visual assessment of these relations. An important role in the correct assessment of the relationship between objects is played by the word, which contributes to their more accurate differentiation. Assimilation by children of the meaning of spatial prepositions and adverbs allows them to more accurately comprehend and evaluate the location of objects and the relationship between them.

Research and practical experience have shown great opportunities for children to recognize spatial relationships and develop the ability to independently indicate the location of hidden objects among other objects using spatial prepositions and adverbs.

Abstraction of spatial relationships between objects is a long and complex process, which is not completed by the end of preschool age, but continues to improve in the conditions of schooling.

The child's knowledge of the "scheme of his body" is the basis for mastering the verbal frame of reference in the main spatial directions. This is the reason for the proximity of the location and direct contact between the subject and the object at the initial stages in determining their spatial relationships. The child transfers the "scheme of his body" to the object that serves as a fixed point of reference for him. That is why it is so important to teach the child to distinguish between the sides of objects (front, back, side, etc.).

The role of the motor analyzer in the development of spatial orientations in children is great. Reliance on a complex of practical motor connections is gradually reduced. The child begins to develop a distant, visual assessment of the spatial arrangement of objects, which allows him to more and more accurately determine the location of the object and its relationship to himself and to other objects at any point in the area.

The general path of development in children of the process of orientation in space and its reflection is as follows: at first, diffuse, undifferentiated perception, against which only individual objects stand out outside the spatial relations between them, then, on the basis of ideas about the main spatial directions, it begins, as it were, to be fragmented into these main lines - vertical, frontal and sagittal, and the points on these lines, allocated as located in front or behind, to the right or to the left, gradually move away from the child farther and farther. With an increase in the length and width of the allocated sections, they gradually merge, forming a general idea of the area as a single continuous, but already differentiated space. Each point on this terrain is now precisely localized and defined as located in front, or in front of the right, or in front of the left, etc. The child approaches the perception of space as a whole in the unity of its continuity and discreteness (T.A. Museyibova).

Thus, orientation in space requires a person to be able to use some kind of reference system. Preschool age is the period of mastering the verbal reference system in the main spatial directions. The child's knowledge of the "scheme of his body" is the basis for mastering the verbal frame of reference.

With the acquisition of experience of spatial orientation in children, the intellectualization of outwardly expressed motor reactions occurs. The process of their gradual curtailment and transition to a plan of mental actions is a manifestation of the general trend in the development of mental action from a materialized, practical one.

A child's knowledge of space and orientation in it is a complex and lengthy process, and the development of spatial representations in children requires special training, which is provided for in the methodology.

The basis of such learning should be, first of all, the accumulation of sensory knowledge about the objects of the surrounding world in their spatial relationships.

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