Games for visual perception of the form

Three-year-olds usually view the subject with both hands and eyes at the same time. They do not know how to look at objects at a distance, that is, they do not realize what they see. Glancing at the subject, the child immediately turns away from him. If an adult returns the attention of the child to this object, the baby pauses to look at any part of it( protrusion, depression, sharp angle, etc.).This usually limits his visual acquaintance with the new subject.

All this suggests that the visual perception of form in small children is fragmentary, imperfect and unconscious. The unconsciousness of the perceived is a serious obstacle to the construction of distinct visual images of the form of the object. Misunderstanding of the structure and proportions of form inhibits the development of the child. Without singling out the shape of objects as an essential feature, the toddler struggles to master the actions with these objects, everyday and practical skills. His hands act awkwardly, do not adapt well to the form of objects, often drop them, and if they hold, then in an uncomfortable way.

The task of the educator is to help children to master rational methods of visual inspection of the form of objects, to teach them a purposeful examination. Most successfully this task is achieved with the help of interesting and entertaining educational games for kids.

The proposed games contain the following conditions necessary for the successful formation of a purposeful visual perception of the shape of objects. First, they create a situation in which it becomes necessary to carefully consider the subject and highlight its form, a situation that arises from the fact that viewing becomes a condition for playing communication between children with each other and with the educator( for example, the game "Close the Window""Where is your home?", Etc.), or the successful solution of an interesting game task for the children( "Bring and show" game, "Whose mat is best?", "To whom?", "Geometric lotto").

Secondly,in these games, children are trained in rational methods of visual examinationThe essence of this consists in the following: When the child is invited to examine the object from all sides, the adult encourages him to coordinate the movement of the eyes and hands along the contour of the form. The peculiarity of this method consists in the fact that the child's hand, tracing the contour of the object,

Participating in the games of the previous section, the kid has already acquired the experience of tactile examination of the form, and his eyes are not yet accustomed to this. In the first game, the need for coordinated movements of the hand and eyes is created. This combination of visual and tactile examination is provided with the help of special game material, in which the shape of the object has a relief character. A child can perceive it not only with his eyes, but with his fingertips. Later, when the same game is repeated( "Close the window"), the relief contour is replaced by a flat one, drawn.

Another technique that is offered to children in the games of this section is to superimpose a figure on the contour of the same figure, drawn on the sample. The child chooses a figure with his eyes and puts it on the contour, determines whether it corresponds in shape to the pattern( "Close the window", "Bring and show it"), In the game "Where is your home?" The child correlates the figure with the sample already without imposing,only eyes.

An effective method of developing the visual perception of a form is also modeling, that is, the reproduction of the contours of a figure by laying out its shape with the help of the same parts( matches without sulfur, wands of different sizes and colors).Such material is useful to offer children for individual: classes.

The use of the word as a means of fixing an integral image of a form( circle, square, triangle, etc.) is of great importance for the development of visual perception of the form. In some games, this section( "Geometric lotto", "To whom?"), Children learn how to correctly call geometric figures.

The third important condition contained in these games is the relationship of the cognitive task to the aesthetic. Aesthetic attitude of the child to the surrounding reality is impossible without a distinct perception of the form of objects. In some games( "Whose mat is better?"), Emphasis is placed on the aesthetic evaluation of the result of designing children. This develops not only visual perception of form, but also artistic taste.

It is important to note that the games of this section form the child's readiness for visual activity( drawing, modeling, appliqué) and for designing.