Development of perception in preschool children: types and features

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 directly perceiving an object through 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 (any object), the baby evaluates the object using one of the senses;
this information enters the brain, where the sensation is born;
sensations are combined into 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. Thanks to perception, the development of cognitive processes in general is accelerated.

Formation of sensation and perception

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 understanding of objects at 3-4 years old, the youngest preschooler 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, memory, thinking, attention 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 develop on the basis of various analyzers:

visual, which allows you to visually evaluate all the properties of an object;
auditory, which helps to learn speech, recognize one’s 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. The baby needs another year for the acceptance of all the sounds of his native language to take shape and for the formation of a sound culture of speech to begin.

The development of auditory 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

Visual perception is leading in preschool age in relation to other species. 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. Drawing with children 3-4 years old can include both the traditional use of pencils and paints, and original techniques.

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.

More details: How to develop tactile perception in preschool age.

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.

Types of information perception in children

Four types of perception: visual, auditory, kinesthetic, discrete.

The discovery of 4 types of information perception in children and adults was very interesting for me. And as a teacher I was doubly interested. After all, schooling for a child is mainly a process of perception and assimilation of the information offered. Depending on the characteristics of perception and processing of information, people can be divided into four categories. Visual learners are people who perceive most information through vision. Auditory learners are those who primarily receive information through the auditory canal. Kinesthetics are people who perceive most information through other senses (smell, touch, etc.) and through movements. Discrete people - their perception of information occurs mainly through logical comprehension, with the help of numbers, signs, and logical arguments. This category is perhaps the smallest among people in general. But for elementary and middle school students, this way of perceiving information is usually not at all typical. Why is it important to know how a student perceives information? During the lesson, the teacher can present information to children using all channels of perception: vision, hearing, and the kinesthetic channel. Then each of them has a chance to internalize at least some of these messages. This is usually what happens. This chance increases significantly if, for example, both the teacher and the student are visual (or auditory) learners. Unfortunately, there are few kinesthetics among teachers at all, and in middle and high schools there are practically none (except for physical education and labor teachers). The development of many important skills depends on which channel the child has. For example, reading or writing. The characteristics of mental work differ significantly (for example, the level of distractibility, the characteristics of memorization, etc.). If parents and teachers know which category their student belongs to, it is easier for them to build relationships with him. Much becomes clear: why problems with discipline arise, why we “speak a different language,” how to properly encourage a child or make comments to him, etc. Now briefly about how we can recognize a person’s leading channel for perceiving and processing information. If a child is in elementary school or middle school, conclusions are drawn mainly from observations. If this is a teenager or an adult, then you can also offer him a special questionnaire (self-diagnosis). What do you need to pay attention to? Dictionary of communication. In his speech, a visual person uses nouns, verbs, adjectives, mainly related to vision (look, observe, a picture, at first glance, transparent, bright, colorful, as you can see, etc.). The auditory language is characterized by the use of words related to auditory perception (voice, listen, discuss, silent, silence, loud, euphonious, etc.). The kinesthetic vocabulary mainly includes words that describe feelings or movements (grasp, soft, warm, touch, flexible, good smell, etc.). Direction of view. When communicating, visual learners look primarily upward, auditory learners look along the midline, and kinesthetic learners look downward. Features of attention. It is generally difficult for a kinesthetic person to concentrate his attention, and he can be distracted by anything; auditory learners are easily distracted by sounds; The noise practically does not interfere with the visual. Features of memorization. The visual person remembers what he saw, remembers with pictures. Auditory - what was discussed; remembers by listening. A kinesthetic learner remembers the general impression. Remembers by moving. There are also such characteristics as preferred posture, body movements, timbre of voice, rate of speech. However, the existing opinions on these points are still quite contradictory. And how many opportunities teachers and parents have to observe different types of students in their daily activities! For example, see who writes down their homework. Let's say it's written on a chalkboard. Visual: obediently open the diary and write down, or rather, copy from the board, what is assigned for homework. He prefers to have the information he needs than to ask others. He will easily perceive it written on the board. Auditory: if he wants to write down his homework at school, he will most likely ask his neighbor at his desk what was assigned. From hearing, he will write down this information in his diary. At home he can “get on the phone” and find out what is assigned from his classmates. Or asks his parents to do it and tell him. Kinesthetic: most often he rummages through his briefcase for a long time, takes out textbooks from there, finds the necessary pages and circles the numbers of the necessary exercises right in the textbooks. Observing the behavior of children during recess will give a lot. Visual: most often stays in class if most students leave it. For him, the main thing is the opportunity to calmly plunge into his visual images. But he may be disturbed by noisy dialogues of auditory learners or active games of kinesthetic learners. Then he will prefer to go out into the corridor, where he will watch other children or look at information on the walls. Auditory learners use recess to talk and make noise. Especially if in the previous lesson you had to “keep your mouth shut.” For a kinesthetic learner, a change is needed to warm up and move around. What do these observations indicate? You should not force all children to dance in circles or listen to quiet music during recess. Each child instinctively chooses the method of recuperation that suits him. You also need to approach each of them individually in academic work. Experts say: - a visual person can be required to quickly solve problems; - from the auditory - immediate repetition of the material he heard; - it’s better not to expect either one or the other from a kinesthetic learner - he needs a different attitude, he needs more time and patience on the part of teachers and family! When doing work in class or at home, it is recommended: - allow the visual student to have a sheet of paper on hand, on which he can draw, shade, draw, etc., in the process of comprehending and memorizing the material; - do not make comments to the auditory student when he makes sounds or moves his lips in the process of memorization - this makes it easier for him to cope with the task; - kinesthetics should not be forced to sit still for a long time; be sure to give him the opportunity for motor discharge (go for chalk, a magazine, write on the board, at home - go to another room, etc.); Memorizing material is easier for him while moving. Of course, it is very important to communicate with the child in “his language”: - with a visual learner using words that describe color, size, shape, location; highlighting different points or aspects of content with color; recording actions using diagrams, tables, visual aids, etc.; - with the auditory, using voice variations (volume, pauses, pitch), reflecting the rhythm of speech with the body (especially with the head) at a speed characteristic of this type of perception; - with a kinesthetic student using gestures, touches and the typical slow speed of thought processes; remember that kinesthetic learners learn through muscle memory; the more exaggeration, the better for memorization; allow them to role-play parts of your information. And a remark to a child will produce the desired effect if it is made “in his language”: - it is better for the visual to shake his head, wag his finger; - for the auditory - say in a whisper “sh-sh-sh”; - kinesthetics - put your hand on your shoulder, pat it. Of course, any person in his life, including a child, uses a variety of channels of perception. He may be visual by nature, and this does not mean that his other senses practically do not work. They can and should be developed. The more channels are open for the perception of information, the more effective the learning process is.

Test No. 1

To more accurately determine the leading type of perception, there are various tests. This test is a list of 48 statements to which you need to answer “yes” or “no” as they apply to yourself. Write down the numbers of statements with which you agree on a sheet during the test. In order for the results to have the least error, you need to try to abstract yourself from the fact that you are taking a test and try to simply answer the questions, trying to immerse yourself in your feelings in relation to the phrases proposed below. 1 – I like to watch clouds and stars 2 – I often hum to myself 3 – I don’t recognize uncomfortable fashion 4 – I love going to the sauna 5 – The color of a car is important to me 6 – I recognize by the steps who has entered the room 7 – It entertains me copy someone's dialect 8 - I spend a lot of time on my appearance 9 - I really like massage 10 - when I have time, I like to look at people 11 - I feel bad when I don't enjoy walking 12 - looking at some clothes in a store, I am convinced that I will feel good in it 13 - when I listen to an old melody, I remember the past 14 - I often read while eating 15 - I talk on the phone very often 16 - I think that I have a tendency to be overweight 17 - I prefer listening to a book than reading it myself 18 – after a difficult day, my body is in tension 19 – I have fun and take a lot of photographs 20 – I remember for a long time what friends and acquaintances told me 21 – I easily give money for flowers, because they brighten my life 22 – I like to take a hot bath in the evening 23 – I try to write down my affairs 24 – I often talk to myself 25 – I take a long time to come to my senses after a long trip in the car 26 – I can learn a lot about a person by the timbre of their voice 27 – I very often evaluate people by the way they dress 28 – I like to stretch and straighten shoulders, stretch while working 29 – a bed that is too hard or soft is a torment for me 30 – it’s not easy for me to find comfortable shoes 31 – I really like going to the cinema 32 – I can recognize a person’s face even after many years 33 – I like to walk in the rain when drops tap on the umbrella 34 – I can listen to what they say to me 35 – I like to dance, and in my free time I also go in for sports 36 – when I hear the clock, I can’t sleep 37 – I have a high-quality stereo system 38 – when I hear music, I start beat time with your foot or fingers 39 - on vacation I don’t like to look at architectural monuments 40 - I can’t stand clutter 41 - I don’t like artificial fabrics 42 - I think that the atmosphere of a house depends on the lighting 43 - I like going to concerts 44 - a handshake can tell a lot about a person 45 – I enjoy visiting museums and exhibitions 46 – serious discussion is a fascinating activity 47 – touch can tell much more than words 48 – I can’t concentrate in noise Auditory 2, 6, 7, 13, 15, 17, 20, 24, 26, 33 , 34, 36, 37, 43, 46, 48 Visual 1, 5, 8, 10, 12, 14, 19, 21, 23, 27, 31, 32, 39, 40, 42, 45 Kinesthetic 3, 4, 9 , 11, 16, 18, 22, 25, 28, 29, 30, 35, 38, 41, 44, 47 Place the numbers you wrote down in those sections where they appear in the above answer table. Calculate in which section you got the most numbers (statements with which you agree) and see your dominant type of perception. If the number of digits is approximately equal in each section, then you do not have any one dominant sensory system and your type is digital (or discrete).

Test No. 2 (short)

(A) - auditory (K) - kinesthetic (B) - visual (D) - discrete 1. You make important decisions based on... - feelings and intuition; (K) - what sounds better; (A) - what looks better and is more beautiful; (B) - an accurate and meticulous study of all circumstances and prospects. (D) 2. During a conflict with a person, you are most influenced by... - the tone and intonation of the voice; (A) - whether or not I can clearly see another person's point of view; (B) — the logic of his argumentation; (D) - how much are you in contact with his feelings, does he share his experiences. (K) 3. You most easily understand what is happening to you when... - look at yourself carefully in the mirror and decide what to wear; (B) - catch your feelings; (K) - express it in words; (D) - listen to the tone of your voice. (A) 4. The simplest thing for you... is to select the ideal volume and sound on the stereo system; (A) - work with the text, choosing the most successful passages related to the subject being studied; (D) - choose extremely comfortable furniture. (K) - choose the ideal color combinations. (B) 5. What you remember best is... - melodies and sounds; (A) - logical constructions; (D) - aromas and taste (K) - faces, colors, pictures. (B) 6. You... - tune in to the sounds in your environment; (A) - you are good at comprehending new facts and data; (D) - very sensitive to how the fabric from which your clothes are made affects your skin; (K) - always pay attention to the color of the room in which you find yourself. (Q) Kinesthetic, auditory, visual or digital - how can children with different channels of perception achieve success in learning? Auditory Learners These children love to listen. There are many music fans among audiophiles; they prefer audio books. If you see that during a lesson a child repeats after you, pronounces a new rule, or mumbles, it means that you have a typical auditory learner. Auditory learners are easy to recognize by their speech: they speak measuredly, rhythmically, often nodding in time with the tempo of their speech. If such a child retells the content of a film or book, get ready to listen to all the details with a verbatim reproduction of the characters’ lines. This flow cannot be stopped with the words: “Everything is clear, move on!” If you interrupt the auditory speaker, he will lose the thread of the conversation. Auditory learners often have a melodic voice. In an unfamiliar company, they quickly make friends and become leaders. Visual learners are children who comprehend the world with their eyes. In their speech, figurative expressions associated with vision are often heard: look, see, bright, colorful, names of colors, apparently. Visual learners are very attentive to others, they will be the first to determine what has changed in the room or in the picture, and the first to pay attention to the new things of their classmates. They think in images, so they often have artistic talent, they draw, sculpt, and design well. According to psychologists, about 60% of children have developed visual memory. So it’s no wonder if the majority of the class turns out to be visual learners. How to work with visual children? Visual learners need to be shown graphs, pictures, photographs. They will remember the rule more easily if they see it written on a poster in bright letters. When creating visual images, teachers are recommended to use different colors and fonts. Highlight the most important things in a bright, rich color, make the font larger - this will make it easier for the visual to perceive the information. Draw, underline the necessary information, use crayons and markers, allow children to copy from the board “as is”, allow them to use colored pens, pencils and highlighters. Visuals work well with flashcards and other handouts. When explaining new material to a visual person, it is highly undesirable to stand opposite. Such children do not tolerate close contact well and do not like having their view blocked. If you have more visual learners in your class, it is best to explain the topic by standing next to them or slightly behind them. By the way, it is visual learners who like to sit at the first desk, so let such children take these places. Kinesthetics For kinesthetics, the world opens through sensations and touches. The words they often hear in their speech are: feel, feel, hot-cold, soft, comfortable, etc. Kinesthetic learners' speech is slow and measured; during a conversation they often touch their face or fidget with something in their hands. In the classroom, such children are easily recognized by their activity. It is kinesthetics who are often classified as “restless, hyperactive.” If such a child is brought under control, within a few minutes he begins to fidget, twitch his legs, tap his fingers, chew a pen or pencil, and tug at his hair. Kinesthetic children usually have difficulty learning to read and often cannot remember and apply even the simplest rule. But it is kinesthetic learners who make the best actors, athletes and dancers. How to work with kinesthetic children? Kinesthetic learners perceive the world better through tactile sensations. When explaining a topic, allow such a child to do something with his hands: move pencils, crumple plasticine or a soft sponge. If you see that the child does not know where to place his hands when answering, give him a small object in his hands: a pen, a pointer, a notepad, and the kinesthetic student will immediately feel confident. When there are several children in the class with a kinesthetic channel of perception at once, do not forget to pause and conduct physical education during the lesson. A couple of minutes of active movement - and the kinesthetic child is ready to work again. Another important point: provide the kinesthetic learner with an algorithm of actions: what we are doing now and what we are doing later. And an explanation is required - why is this needed? If such a child is allowed to learn the cosine theorem, he will immediately forget it. And if you explain that this theorem is needed for the correct wallpapering, success is guaranteed. That is, when teaching kinesthetic learners, be sure to offer a practical “link” of any rule or information to the realities of life. Kinesthetic learners take a very long time to make a decision; they need to get used to this decision and feel it. Don’t put pressure on him, a child with a kinesthetic channel of perception “takes a long time to harness, but rides more confidently.” Digital There are very few such children, no more than 1-2%. These are people who perceive only logic. From digital kids you can often hear expressions with the words: know, understand, think, logically, obviously. Until such a child understands the topic, he will not leave you with questions and will pester you: “How does it work? Why does this work? These are child researchers who will definitely disassemble a new machine to examine its structure. Children with a digital perception channel grow into talented chess players, programmers, scientists and researchers. How to work with digital students? In digital explanations, logic, clarity, and accessibility are important. They perceive new information better through graphs and diagrams. It would be a good idea for teachers working with digital children to adopt infographics - success will be guaranteed.

Test No. 3 (for first graders)

Methodology for determining the method of cognition (the leading channel of perception) in preschoolers and primary schoolchildren: Instructions. As you read the questionnaire, note the traits that are typical for your child. Then summarize and compare the results. One of the definitions - auditory (auditory perception), visual (visual perception) or kinesthetic (tactile perception) - will collect a larger number of marks. This definition will mean the way of cognition that is most characteristic of a child. Test material. 1. Communication. If my child wants to say something, then... Visual - He speaks using very simple figures of speech - He mispronounces some words and sounds - He misses adverbs and prepositions Auditory - He uses the same figures of speech as adults - He uses grammatically correct sentences - He tells elaborate stories Kinesthetic - His speech is difficult to understand - He speaks in short, grammatically incorrect sentences - He tends to depict events instead of talking about them 2. Favorite toys in free time. When playing, my child... Visual - Prefers puzzles and board games - Enjoys computer games or calculator games - Learns about new things by watching Auditory - Likes to listen to audio recordings - Loves books and fantasy play - Learns new things by reading instructions Kinesthetic - Likes to play outdoors - Enjoys being in the pool, skating rink or slide - Finds full use for almost every toy 3. Complex motor skills. When my child starts doing something with his hands, then... Visual - He writes diligently - His art products are very neat and beautiful - He easily cuts out, colors, glues together Auditory - He writes quite well - While working, he talks to himself - His artwork is quite attractive Kinesthetic - He has a very hard time writing - Many of his letters and numbers are ugly - His artwork is untidy 4. Simple motor skills. When my child starts to move... Visual - Finds board games better than outdoor games - Likes badminton because he is very good at it - Likes games with clear rules Auditory - Talks more than plays - Prefers games requiring verbal communication - During any activity, talks to himself Kinesthetic - Considers outdoor games better than board games - Has good coordination - Doesn't walk quietly, but rushes about 5. Social skills. When my child is surrounded by other children, then... Visual - Even in a crowd he remains lonely - Before taking part in the game, he watches how others are playing - It takes a long time to get used to new people Auditory - Literally blossoms in a circle of friends - Can interfere with during classes in the classroom, because he talks a lot - Often responsible for others and behaves somewhat dismissively Kinesthetic - Collectivist, but not very talkative - Can be a nuisance because he disturbs his neighbors during class activities - Likes to play pranks 6. Emotions. When a child is worried about something, he... Visual - Generally not very emotional - Begins to get nervous, sensing the concerns of others Auditory - Freely talks about his feelings - May be confrontational with others about his feelings Kinesthetic - Emotionally dependent and easily offended - When he is called to order, reacts angrily, without embarrassment or repentance 7. Memory. When my child studies, he... Visual - Can recite letters and numbers from memory - Remembers what was shown to him Auditory - Learns best by rote learning - Knows the sounds that correspond to letters of the alphabet Kinesthetic - Poor memorization - Easily distracted 8. School Skills . When my child is in the classroom, he... Visual - Keeps his clothes neat - Keeps his work area clean - In his free time, prefers construction sets, puzzles, various types of arts and crafts - Slowly gets used to new situations Auditory - His appearance not very messy, but not very neat either - He has to be reminded to clean up his work area - He is attentive and obedient - He takes the lead in most discussions and often tells the teacher about someone's misbehavior Kinesthetic - He doesn't care at all about his appearance and is often very unkempt - Works in an environment of complete disorder, is able to turn over his workplace in a few minutes - Shows great activity during games - Forced to sit in one place, literally writhes and squirms

Test No. 4

Auditory, visual, kinesthetic.
(diagnostics of the dominant perceptual modality by S. Efremtseva Adapted for diagnosing primary schoolchildren in grades 2-4) Instructions for the test. Read the suggested statements. Put a “+” sign if you agree with this statement, and a “-” sign if you disagree. Test material. Statements “Yes” “No” 1. I like to watch clouds and stars. 2. I often hum to myself quietly. 3. I don’t wear clothes that are uncomfortable for me. 4. I like to go to the pool 5. The color of my fountain pen, bag, pencil case does not matter to me. 6. I recognize by steps who entered the room. 7. I am entertained by the imitation of dialects, the difference in the pronunciation of words by residents of different regions. 8. I attach serious importance to appearance. 9. I like to pet the cat and dog. 10. When I have time, I like to watch people. 11. I feel bad when I can’t move. 12. When I see new clothes in a store, I always know what will suit me. 13. When I hear a familiar melody, I usually easily remember under what circumstances I heard it for the first time. 14. I like to read while eating. 15. I like to talk on the phone. 16. I have a tendency to become overweight if I eat a lot. 17. I prefer to listen to a story that someone is reading than to read it myself. 18. After a hard day, my body is tense. 19. I take a lot of photographs willingly. 20. I remember for a long time what my friends or acquaintances told me. 21. I can easily spend money on beautiful, but not very necessary things, because they decorate life. 22. In the evening I like to take a hot, aromatic bath. 23. I try to write down my personal affairs so as not to forget or get confused. 24. I often talk to myself. 25. After a long ride in a car, it takes me a long time to come to my senses. 26. The timbre of a voice tells me a lot about a person. 27. I attach importance to how a person dresses, I pay attention to it. 28. I like to stretch, straighten my limbs, and warm up. 29. A bed that is too hard or too soft is torment for me. 30. It’s not easy for me to find comfortable shoes. 31. I like to watch television and videos. 32. I can recognize faces I have ever seen, even if I have never met them again. 33. I love walking in the rain when the drops hit my umbrella. 34. I like to listen when people speak. 35. I like to engage in active sports or perform any physical exercises, and sometimes dance. 36. When the alarm clock is ticking close by, I can’t sleep. 37. I can’t listen to bad stereo equipment. 38. When I listen to music, I beat the beat with my foot. 39.On vacation I don’t like to see architectural monuments. 40. I can’t stand clutter. 41. I don’t like synthetic fabrics that electrify and crackle. 42. I believe that the atmosphere and comfort in a room depends on the lighting. 43. I often go to concerts. 44. Shaking hands tells me a lot about a person’s personality 45. I willingly visit galleries and exhibitions. 46. A serious discussion, an argument is interesting. 47.Through movement you can say much more than words. 48. I can’t concentrate in noise. The key to the test is auditory, visual, kinesthetic. • Visual channel of perception: 1, 5, 8, 10, 12, 14, 19, 21, 23, 27, 31, 32, 39, 40, 42, 45. • Auditory channel of perception: 2, 6, 7, 13, 15, 17, 20, 24, 26, 33, 34, 36, 37, 43, 46, 48. • Kinesthetic channel of perception: 3, 4, 9, 11, 16, 18, 22, 25, 28, 29, 30 , 35, 38, 41, 44, 47. Levels of perceptual modality (leading type of perception): • 13 and more – high; • 8-12 – average; • 7 or less – low. Interpretation of results: Count the number of positive answers in each section of the key. Determine which section has more “yes” (“+”) answers. This is your type of leading modality. This is your main type of perception.

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Peculiarities of perception in younger preschoolers

In early preschool age, perception is characterized by a number of features.

Inseparability of property from the object. For example, a large fluffy tiger in a zoo would be called a kitty cat.
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 left-right 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. These 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.

Methods for developing different types of perception

Here are several methods for developing perception of different types.

Size, color and shape

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

What's lost?

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

Smell and guess

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

Magic sound

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

Tactile riddle

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

Peculiarities of perception in older preschoolers

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

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

Perception of time

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

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

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

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

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

Aesthetic perception

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

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

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

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

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

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

Ways to develop the perception of preschoolers

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

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

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

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

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

Exercises and games to develop perception in preschoolers

To develop perception in preschoolers, the child’s age must be taken into account. After all, what is understandable to a five-year-old will be very complex and inexplicable for three-year-olds. In particular, musical games with noise effects of natural sounds are suitable for children of middle and older groups, but not younger ones. It will also be difficult for young children to play with the shades of colors. But they will be interested in finding objects of the desired shape and specific color, and beating the rhythm. Older preschoolers can be offered complex game programs for the development of different perceptions.

Development of auditory perception

There are many sounds in the world, and each object and phenomenon has its own characteristic sound. The child must learn to understand these sounds. How the rain makes noise, how the leaves rustle, how the locomotive hums, how the birds chirp - all this is important. Toddlers do not perceive natural sounds well, but older preschoolers are already able to hear characteristic features if time is devoted to the development of auditory perception. Why is it important to learn to hear? Because without this it is impossible to speak correctly and clearly.

With kids you need to play games that develop a sense of rhythm. Sentencing handclaps are a great idea. With older children, you can already explore the sounds of nature. Walks, excursions through the forest, and the street are suitable for this.

Auditory perception is impossible without auditory attention. Therefore, you need to play “Deaf Telephone” with preschoolers, where you need to activate your hearing.

Another interesting game that children will enjoy is “Radio Theatre”. A preschooler hears a fairy tale that is read role-playing. And the child must find out which character owns the voice, intonation, and phrase.

How to develop auditory perception in children: VIDEO

Development of visual perception

At primary preschool age, children already know the names of primary colors. For them, color perception lives in four colors: red, yellow, blue and green. All other shades are unimportant. In addition, the main assessment is “beautiful” and “ugly,” and the child’s subjective opinion plays a role here.

Later, the child, recognizing new colors and learning to understand them and their shades, begins to more realistically evaluate what he sees. To develop visual perception, you can also suggest drawing a picture using dots. An interesting game will be in which the player is asked to walk through a “labyrinth”. The labyrinth is the path shown in the picture.

There may be a character on one side of the maze, and a character's goal on the other. For example, a child is asked to help a bear cub get to a barrel of honey. So, on one side of the maze there is a bear cub, on the other there is a barrel. The child must lead his finger along the drawn path, looking for the right path. It will also be useful to invite children to find the shadows of any character depicted in the picture. Attentiveness and the ability to notice little things are what this game develops.

Games to develop visual perception: VIDEO

Development of visual perception and attention in children with disabilities: VIDEO

Development of phonemic awareness

Development of perception in preschool children. Phonemic awareness includes:

the ability to hear and identify sounds in words,
the ability to determine where exactly a particular sound is located in a word,
the ability to distinguish words that are similar in sound but different in meaning.

If a child knows how to do this, he will be able to learn to speak correctly, which means he will not have problems at school.

Games where children learn to recognize objects by sounds are well suited for the development of phonemic awareness. For example, a whistle whistles, cereal rustles, water makes noise, a car hums. It is also important to teach your child to hear soft and loud sounds and recognize them correctly. Another feature of phonemic perception is the understanding of the distance or proximity of sounds.

To develop phonemic awareness, the teacher often uses audio recordings with sounds of nature, and then invites children to answer what exactly they heard, offering pictures that depict various natural phenomena.

A good game would be to invite preschoolers to find out what is in the box. The box is shaken, and by the sound the children try to find out what is hidden.

To help children learn to identify the source of a sound, you can play “Bell.” In this case, the presenter places a blindfolded player in the center of the hall, and hands one of the children a bell. The child is calling. The player wearing the blindfold must indicate the direction from which the sound is coming.

Techniques for the development of phonemic hearing: sound-letter analysis in children with ODD: VIDEO

Games for developing phonemic awareness: VIDEO

Development of musical perception

Development of perception in preschool children. If very young children distinguish music by contrast, then by the age of three they already remember individual melodies they like. By the age of five, children not only sing songs, but also understand the musical mood and can distinguish the tempo of music, dynamics, duration of sounds, and rhythm. Older preschoolers are able to distinguish musical works by emotional coloring and know the terms. Children can even tell you how they feel when they hear a particular tune.

Many teachers believe that in preschool age it is useful for children to listen to classical works: N. A. Rimsky-Korsakov, P. I. Tchaikovsky, D. D. Shostakovich and others. It is also useful to introduce children to folklore. Folk dances and songs are a good opportunity not only to introduce preschoolers to folk art, but also to develop children’s musical perception.

The third step is to teach the children songs written specifically for this age. These can also be songs from children's films and cartoons. Moreover, all songs must be in genres known to children.

Features of the development of perception in preschool age