Center for sensory development in the middle group. Organization of sensory space in a preschool educational institution for children with developmental disabilities

According to the laws of physiology of higher nervous activity, all information from each of the sense organs enters its own, localized part of the central nervous system - sensory nerve center sense organ.

SENSORY NERVE CENTER OF THE SENSORY ORGAN is a morphologically localized part of the brain, where all information from all the receptors of this sense organ enters.

There are five sensory NCs of the human senses:

 sensory NC of the organ of vision,

• sensory NC of the organ of hearing,
• sensory NC of the organ of touch,
• sensory NC of the organ of taste,
• sensory NC of the olfactory organ.

Sensory NCs of the sense organs are congenital morphological formations, and are localized parts of the brain connected by afferent neurons with their receptors, and are responsible for receiving all information from this sense organ.

Any specific stimulus affects the receptors of "its" sense organ (sight, hearing, touch, etc.). As a result, in the sensory NC of the sense organ, its own, specific nerve center of this stimulus (NC of the stimulus) is necessarily formed. That is, the NC of the stimulus is a structural unit of the sensory NC of the sense organ.

The NC of the stimulus is already a functional association of neurons as part of the sensory NC of the sense organ. And it is formed by the mechanism of nervous circuit between the neurons of this sensory NC of the sense organ, at the moment of exposure to this stimulus.

THE NERVE CENTER (NC) OF THE IRRITATION is a functional association of neurons in the sensory NC of the sense organ, formed by the impact of a specific stimulus and indicating, when this NC is excited, the impact of only this particular stimulus.

If, suppose: a person was frying potatoes, talking to a neighbor and accidentally burned his hand, then it means: the sight of a stove with a frying pan, the sight of a frying potato, hissing of oil in a frying pan, shouting: “Stop!”, the smell of fried potatoes, pain in the arm, fever from a hot stove, the taste of saliva - each of these types of information entered its sensory NC of the sense organ in the form of nerve impulses and formed there its own nerve center (NC) of the stimulus.

The number of neurons in the sensory NCs of the sense organs more than provides continuing education, throughout a person's life, more and more NC stimuli. One should not think that each neuron is involved in only one NC of the stimulus. Due to the huge number of processes of each neuron and the huge number of synapses, neurons form the most complex interconnections, which ensures the participation of each neuron of the sensory NCs of the sense organs in tens, hundreds, and thousands of NC stimuli.

Other: the sense organs work continuously. A person sleeps or works actively, reads a book or plays football, always, without interruption for a moment, all five sense organs supply information to the central nervous system. Since some kind of innate reflexes are always excited in the human body, we get: Continuous, not stopping for a second throughout the life of an individual, the action of innate reflexes causes the same continuous formation of new and strengthening of existing neural connections between the effector NCs of these reflexes and the sensory NCs acting at that moment..

That is, continuously, throughout a person’s life, the mechanism of nervous closure is provided reflexogenesis. At any moment of life, always, some effector NCs of innate reflexes are excited in a person ( nerve cells and action centers). At the same time, dozens of different stimuli act on his senses. We get: between this effector NC and the rest of the sensory NC, excited at this moment, a nerve impulse jumps, which forms a new conditioned reflex.

And, even if the vast majority of new reflexes are very weak and will never be in demand, they will still remain conditioned reflexes for the rest of a person’s life, ready to work at any moment, as soon as the need arises and there are the necessary conditions.

Such a continuous genesis of reflex arcs, literally every moment of the existence of an organism, is an extremely important factor in the existence of a biological basis, which explains the whole variety of behavioral reactions of the organism. Any action of a person, conscious or unconscious, any of his thoughts, any act of vital activity of his organism is the fulfillment of reflexes. This is the way the biological basis exists.

Sensorimotor center in the group

and sensory development of children

Reportteachers - speech therapist:

Laychuk N.P.

The DUZ group is a specially equipped room for activities with children, play activities, meals and recreation for children. According to equipment and application, the group is divided into centers:

* Game center

* Training Center

* Sensorimotor center

* Storage center visually didactic aids, documentation and TCO

* etc.

game center - groups should be adequately equipped with a variety of play equipment and various didactic material. The object-spatial organization of the premises is pedagogically appropriate, aesthetic, creates a comfortable mood, and contributes to the emotional well-being of children, employees and parents.

Sensorimotor development center in the group early age

Everyone knows that at the age of two to three years there is an intensive development of the child's senses, he comprehends and learns a very complex world of objects around him.

In the group, it is desirable to have a sufficient amount of material for cognitive activity and sensory development: a didactic table, nesting dolls, pyramids, mosaics, cubes, balls, soft modules, a table for free drawing, cars and books with color pictures.

It is necessary to create a center for the productive activities of children, where paints, pencils, plasticine, tables for working with various materials, and printing are placed in sufficient quantities and accessible to children. All game and didactic material is systematized according to the thematic principle and arranged so that each child can choose a toy of his choice.

So, in early age groups there should be a lot of material for the development of tactile sensations. Use natural material: cones, acorns, walnuts, beans, peas and more.

touch table

Sensory books - a mandatory attribute of this center!

The pages of these books are made on soft flannel. The task of this page is not only to fasten or unfasten and name, but also to unravel the tops ofcarrots (goes along with sensory development and speech development, vocabulary enrichment)

Types of perception:

visual perception - pictures with a contour, silhouette image of the objects of the picture - hatching (the main contour is shaded in the picture) - geometric shapes different color, color spots blots various shapes- multi-colored translucent scarves - multi-colored hourglass, kaleidoscopes, iridescent dropletsnatural material - peas, nuts, beans, buckwheat, cereals, cones, stones, sand, etc. (for a finger dry pool, for creative works- laying out on plasticine, stringing, etc.) Household materials - pencils, ropes, clothespins, coils, laces, buttons, Velcro, scarves, mirrors, ottomans.Didactic games and materials - various mosaics, lacing, rugs, various constructors ("Farmer", "Lego", wooden builder, metal and plastic constructors), plasticine, dough, clay, paints (gouache, finger, stained glass, watercolor), rugs, balls, center water and sand, Montessori materials, finger and puppet theaters, liners, paired pictures.

auditory perception - cassettes and discs with sounds: the cries of animals and birds, the sounds of transport, the sounds of nature, the sounds of water, the sounds of thunderstorms, the rustle of leaves, etc. -devices for creating sounds: rustlers, rattles, whistles, unusual musical instruments, any devices that make interesting sounds.

Touch - pieces of fur, fabric, laces, different kinds paper - items for creating cold and hot (heater, ice molds - convex letters, numbers, various figures - small objects of different shapes - various cereals in bags, trays for cereals, jars.

Smell - various aroma oils with a detailed description of their effect on the body - aroma lamps - various bottles, jars to preserve the smell. - natural natural odors in a variety of containers.

Taste - cups, molds, plates, trays, skewers of bright interesting colorings for serving children with different tastes - vegetables, fruits, candies, etc.

Aida Nikulnikova

Organization of a subject-spatial developing environment in a preschool educational institution. Sensory Play Center.

Educator Nikulnikova A.F., MBDOU d / s No. 49, Stavropol.

The initial stage of cognition of the world is sensory experience, which is most intensively accumulated in early childhood. On the basis of sensations and perceptions, children form presentation of objects, objects and phenomena of the surrounding world. Children learn to single out one item from a lot find similarities and differences between them. Sensory development also involves the development of such qualities, as an indicative activity (examining, feeling, etc., and also contributes to the development of the system sensory standards.

When created in a group sensory development center the following tasks:

Create conditions for enriching the visual sensory experience of children;

Develop games aimed at the formation of tactile, tactile and sensory experience of children;

- organize a sensory development center taking into account the ability of children to play both independently and together;

Ensure accessibility and mobility of games, presented in the center.

Sensory Development Center carries the following functions:

Stimulation touch functions(visual perception, touch, hearing, etc.);

-development of fine motor skills of the hands;

Removal of muscular and emotional tension;

Activation of the processes of thinking, attention, perception, memory.

Touch games help children get acquainted not only with the properties of various items, but also with ideas about form, size, color. Also, while playing develops fine motor skills of hands and fingers. Much attention is paid to the children's pronunciation of all their feelings, which is important for children with ODD. Highlighting the similarities of different items, children learn to match one items with others, remember sensory standards, build a series.

Center contains materials and games for development of tactile sensations, fine motor skills. These are various types of lacing, clasps, clothespins, buttons, beads, labyrinths, abacus, small parts constructors, logic games, tops, weaving bracelets from rubber bands, weaving braids, etc.

For development tactile sensations in center selected items with different textures - smooth, rough, fur, prickly balls, as well as hand massagers and knitted toys.

For the formation of visual perception, games have been developed with clothespins, buttons, chips of different geometric shapes and colors, abacus with colored beads, pyramids.

For development auditory perception, musical instruments and toys with various fillings are used (peas).

For the formation of motor activity, games on development ability to navigate in space (rod and fish with magnets).

To form the ability to build a serial row, pyramids, games with clothespins and buttons, weaving from rubber bands are used.

Relaxation and removal of psycho - emotional stress contribute to the game "Fishing", balls with different textures.

development fine motor skills of the hands and the formation of the ability to build a serial series are facilitated by logic games - tangram, solitaire, dominoes, checkers, backgammon.

Related publications:

In order to provide a system of conditions necessary for the development diversified different types activities, correction of deviations in the development of children and.

Organization of a subject-spatial developing environment in the senior group Organization of a subject-spatial developing environment in senior group"Asterisk" Passport of the group Purpose: To promote the development of the child.

Dear colleagues, I am sharing with you the organization of my PPRS in the 2nd junior group. I would like to note that in just 3 months I succeeded.

The developing object-spatial environment of our group is organized in such a way that each child has the opportunity to do what they love.

Developing subject-spatial environment Tasks: improving the professional level of the teacher; creating conditions for quality

sensory development(from Latin sensus - feeling, sensation) involves the formation of the child's perception processes and ideas about objects, objects and phenomena of the world. A child is born into the world with sense organs ready for functioning. (Example with a newborn baby. From birth, the baby reacts to a rattle - sound, light, touch), then as the child grows and develops, the child begins to explore the world around him).

But these are only prerequisites for the perception of the surrounding reality. A full-fledged sensory development is carried out only in the process of sensory education, when reference ideas are purposefully formed in children. e. mastering the measure of qualities - the standards developed by mankind. This is the first stage in the sensory education of a preschooler.

These are the standards colors(colors of the spectrum), forms(geometric planar and volumetric forms), materials, standards spatial position and directions(top, bottom, left, right, etc.), standards quantities(meter, kilogram, liter, etc.), duration of time(minute, second, hour, day, etc.), standards sounding speech sounds, pitch intervals(tone, semitone), etc.

The effectiveness of analytical and synthetic activity in the process of perception depends on the child's mastery of various perceptual actions, due to which the image of the object becomes differentiated, i.e., properties are distinguished in it.
The second stage of sensory education - teaching children exploratory, perceptual actions and the accumulation of ideas about sensory features.

At the same time, to isolate one group of qualities, simpler actions are required, for example: stroking to highlight smoothness or roughness; squeezing, pressing to determine hardness or softness; weighing on the palm to determine the mass, etc. To highlight more complex qualities, relationships, a system of signs, not a single action is required, but a system of actions performed in a certain sequence. So, in order to find out what this or that object is made of, it is necessary to identify the signs of the material: strength, hardness, transparency, surface features, etc. For example, signs of metal, unlike other materials, will be shine, a feeling of coolness when touched, strength, features of sounding upon impact, etc. To identify them, you need to master the system of actions. The system of investigative actions is also necessary to identify the pitch relations and rhythm, the sound composition of the word (listening, pronunciation, movement that modulates the duration of the sound, visual perception of movements and its kinesthetic reproduction, etc.).

By the end of preschool age, normally developing children should form a system of sensory standards and perceptual actions as a result of properly organized training and practice.

For more than a hundred years, the Montessori pedagogical methodology has been used in the world, named after the famous Italian doctor and teacher Maria Montessori. Currently, this technique is most commonly used for early development ordinary children, but it was originally intended for children with handicapped. The main goal of this technique is to create a sensory space (environment) where the child himself, with minimal adult intervention, will develop. The main motto of the Montessori method: "Help me do it myself."
Maria Montessori noted that in human development there are certain periods of perception of the world, and in childhood there are so-called. sensitive (most favorable) periods that are no longer repeated in adulthood. Sensitive periods in the development of a child are determined by the successive maturation of certain parts of the central nervous system. Knowing these periods allows you to create the necessary environment around the child, which allows you to develop skills that are associated with the development of certain brain structures, which is very effective in teaching children with mental retardation.

So, speech development occurs from 0 to 6 years, sensory development - up to 5.5 years, social skills appear and are approved from 2.5 to 6 years, from 0 to 3 years relations with adults are formed and the perception of order.

Based on the principle of the methodology of Maria Montessori and the developmental features of children with learning problems, we set the following tasks:

Sensory development tasks for children with reduced learning abilities:

1. Improving motor functions (development and improvement of general (large) and manual (fine) motor skills, the formation of graphomotor skills.
2. Tactile-motor perception.

3 . The development of auditory perception.

4 . Development of visual perception

5. Perception of shape, size, color.

6. Perception of special properties of objects (taste, smell, weight).

7. Perception of space and time.

Given the tasks set, the sensory space for these children is organized as follows.

Conditionally, it can be divided into the following routes:

Sensory center group;

Functional zones in different places of the kindergarten.

Purpose sensory center in groups - the development of all types of perception, the creation of conditions for the implementation of sensory-perceptual abilities, speech, mental development children, emotionally positive attitude to objects and actions with them.

Sensory centers in the group are divided into the following types −

Game - developing corner

Educational - developing;

Relaxation corner;

In the game - developing corner there are various games that contribute to the sensory development of children:

mosaics, cubes, constructors of various modalities (lego, wooden, plastic, soft), various types of children's musical instruments (development of auditory perception).

These children have very weak auditory perception, it is difficult to take information by ear. We develop with the help of games with musical instruments: “Guess what I play”, “Play the rhythm »

finger theaters, puppets - bibabo - are not only a means of developing speech, but also a means of psychotherapy, when a child is afraid to talk, but he answers the puppet, because this is a puppet, not a teacher.

In the natural corner there are various natural materials - for sensory and for children's creativity. Children plant onions and garlic in a natural corner. Conduct research activities with teachers. These are games with plants, fruits, vegetables: "Determine by taste", "Determine by touch".

In the educational and developmental corner there are manuals for classes, games and exercises that are carried out under the guidance of adults.

These are trays with various cereals, Su Jok massage balls, trays with semolina, plasticine: different types from ordinary to ball, natural material (some are in the game center, some are here), colored paper clips, various measuring cups, measuring tapes, flat and voluminous geometric figures, aids for orientation in time.

Small objects, an expander, paper clips, a Su-Jok massager are needed for the development of fine motor skills and help to achieve the following result:

- Strengthen muscle tone Hands.

- To develop clear movements and coordination of the child's hands.

- Reduce fatigue and improve performance.

- Avoid problems with handwriting and other writing skills.

Classes with cereals develop not only visual and tactile perception, but also such important functions as self-control, concentration. It is believed that when a child sorts through the cereal, his concentration of attention reaches its highest point, as in accurate writing. .

It is very good to use semolina for the development of visual-motor coordination.

It is good to use paper clips both for the development of fine motor skills, and for visual perception and the development of logical thinking.

Su-Jok - the latest achievement of Oriental medicine Effective, safe and easy to use. In working with children, it is useful to use self-massage of the hands. There are many energy points on the hand. Each point has its own name and purpose. If you act on certain points, then you can achieve healing effects. gentle and effective method- impact on the points of the child's brush with a ball and metal rings. He renders beneficial effect for the whole organism. This method causes irritation of the receptors located on the palms of children and causes pleasant sensations.

metal rings

Relaxation corner- a mandatory attribute in a group for children with mental retardation.

In the corners of relaxation, children can take a break from their own experiences, retire, relax and just be alone. They use children's upholstered furniture, imitation stained-glass windows, flowers, a collage with photos of mothers.

Children with developmental problems have an unstable weakened nervous system. Therefore, more than others, they need touch, tactile sensations.

They need to be stroked on the head several times a day, pressed to themselves.

Massage mats are used to develop tactile sensations :

with corks, with sponges, stripes of various textures. Children must walk barefoot on these rugs after sleep. The feet are not inferior to the hands in terms of the number of receptors. We teach children to recognize the smoothness and roughness of their feet.

This is all the sensory space that is in the group where the children are.

Sensory education is not singled out in a special independent section “Education programs in kindergarten”, but is included by type of activity: visual, musical, gaming, labor, speech, etc.

Functional areas- the premises of the kindergarten, in which there are objects for the development of one or another type of perception in the child in an indirect way. In the gym we have a modular constructor: large geometric shapes, sports equipment for the development of gross motor skills: balls, ring throws, hoops, skittles, flags, gymnastic ribbons.

In the dry pool, children can relax and play on their own. In the psychologist's office there is a sandbox for various sand games. Sand relieves muscle tension, and also helps children with weak fine motor skills. Classes are held in the music room, where children have the opportunity to develop auditory, visual and motor perception.

Readiness of children for school is largely determined by its sensory development. Therefore, everything I told about helps these children achieve the norm in psychological preparation for school.