Tactile boards in kindergarten. Box with tactile lids: options for more than just tactile play. Working conditions with tactile boards

Svetlana Gudkova

Hello, dear colleagues! I propose tactile board games. What's happened tactile memory? Tactile memory is the ability to remember sensations from touching various objects. Made them ourselves. This will require 10 boards with different roughness. Fur, velvet paper, wax drops, sandpaper, lacing, bike, matches or small sticks, corduroy or denim, one plank with a smooth surface. On the reverse side they wrote her serial number from 1 to 10. Options games you can think of a lot. Here is one of them. decompose boards in order from 1 to 10 numbered down. Close your eyes and carefully, slowly feel the surface of each boards. You need to remember how they feel and in what order they lie. Then mix everything boards, and expand in the same order. Another option. Touch plank with your eyes closed and imagine what its surface reminds you of. For example plank with fur looks like a cat or a fur coat. And so with each plank.

Thanks for attention!

Memory is the most important cognitive function underlying development and learning. One of its types is sensory memory, which is based on feelings and sensations and, in turn, includes visual, auditory, gustatory, olfactory and tactile (skin-kinesthetic) memory.

Skin-kinesthetic sensitivity occupies a special place among other types of sensitivity. Its biological significance is more important than special types of sensitivity - sight, hearing, smell, taste. If we imagine a creature deprived of the ability to perceive the world through skin-kinesthetic reception, then it simply could not stay alive without being able to protect itself from harmful and life-threatening influences, which are signaled by pain sensations.

The loss or decrease in skin-kinesthetic sensitivity makes it difficult for children to learn and develop, because there are problems with the perception of an object by touch. Children correctly perceive the object and its shape visually, but do not recognize when feeling with their eyes closed. Some have difficulty in determining the quality of an object: roughness, smoothness, softness, hardness, etc.

Educators and teachers-defectologists, who widely use games and exercises in their work to develop fine motor skills of the hands, achieve significant results in the psychophysical development of the child. In practice, the positions of scientists are confirmed that during any motor training, not the hands, but the brain are exercised. Games with fingers, small objects (mosaic, various designers, spinning tops, beads, threads and ropes, etc.), feeling objects specially selected in shape and quality develop children's speech activity, contribute to the development of their patience, concentration and stimulate imagination , and working with planks is also creative abilities.

I borrowed the idea of ​​using special boards from I.Yu. Matyugin. The attractiveness of this idea lies in the fact that it is very easy to make boards, and the development of mental processes in children with their help is practically unlimited.

For more than 10 years, special boards in our preschool have been an integral part of individual lessons with children 4-7 years old. By organizing such classes, I create a situation of success for each child, I recognize the right of children to trial and error, which allows them to work without tension and nervousness. Thus, I increase their attention, which, in turn, contributes to better memorization and subsequent reproduction.

Working conditions with tactile boards

The work is carried out individually.

There is constant monitoring of the correctness of the task, it is possible to differentiate it, taking into account the psychophysical development of the child.

The surface of the boards should be different to the touch, they are pasted over with the appropriate material on top, and they have a serial number from 1 to 10 on the bottom.

Planks must be durable, aesthetic, safe; the size of the boards is 6 × 12 cm, so that children examine them not only with the fingertips, but with the whole palm. They can be placed in a horizontal and vertical position.

Before working with tactile boards, it is advisable to give the child a massage of the fingers and hands (1-2 minutes).

You need to start work with the first three boards, constantly increasing their number to 10. If you successfully complete tasks with ten boards, their number can be increased depending on the individual capabilities of the children.

If it is difficult for a child to complete tasks with his eyes closed, the teacher uses a screen (30x40 cm), which holds the child at chest level to exclude the possibility of peeping. For each tactile board, you need to select a set of subject pictures. At our point of correctional and pedagogical assistance there are the following subject pictures:

Exercise 1

Target: develop tactile sensations from touching various surfaces; to teach to examine the board with the fingertips and the whole palm; enrich vocabulary with quality adjectives; fix the digital series of the first ten; develop attention, the ability to work slowly, with concentration.

• Examine and feel the first three boards. Describe their properties (soft, fluffy, warm, hard, rough, cold, fleecy, etc.).
• Turn the boards over and name their numbers. Remember the correspondence of the serial number and the surface of the boards.
• Close the child's hands with a screen (at chest level). Mix the boards. The child feels the boards and arranges them in numerical order. The screen is removed, the teacher analyzes the actions of the child. The task is performed with all the boards, gradually increasing their number to 10.

Task 2

Target: continue to develop tactile sensations, improve memorization; develop attention, patience, creative imagination; maintain interest in activities with boards; to teach children to analyze, compare, logically coordinate the board and the picture; enrich vocabulary with nouns of various genders and numbers; learn to agree on an adjective and a noun in gender, number, case; create an emotional state.

• According to the number of boards, subject pictures are offered (one from the corresponding set). Feeling the board, looking at subject pictures, using imagination and fantasy, the child selects a suitable picture, explains why this particular one. For example, boards No. 1, No. 2, No. 3, No. 4, No. 5. Pictures: fur coat, grater, peach, clouds, snake.
• The top row - pictures selected by the child. Bottom row - boards in numerical order. Feel the board (without a screen), agreeing the adjective with the noun, name the picture. Remember the picture. Feel the next one, and so on.
• Close subject pictures with clean sheets of paper. The child feels the board and names the picture from memory. The named picture must be opened and checked against the correct (incorrect) answer. The task is carried out both without a screen and with a screen.
• The boards remain the same, and the pictures are replaced by new ones from the corresponding set. This makes it possible to select different nouns for each board with the help of suitable subject pictures.
• The number of subject pictures increases to 3-5 from each set, up to 30-40 pictures on the table at the same time. The child must choose from their total number the ones necessary for the corresponding board, line up in a row vertically above each board. Explain your choice, answer the questions of the defectologist teacher. Questions should be asked in such a way that the child can use various grammatical forms of phrases.

Task 3

Target: continue to develop tactile memory, logic in actions; develop imagination, memorization and subsequent reproduction; to teach to compare, analyze, generalize, fantasize; improve speech activity.

• The top row - subject pictures, the bottom - the corresponding boards. The child chooses them independently. Discuss the completed task with the teacher.
• The child's hands are covered with a screen, the teacher-defectologist mixes the boards. Looking at the pictures and feeling the boards, the child arranges them in numerical order. The screen is removed and the correctness of the task is checked. The number of boards depends on the individual capabilities of the child.
• Work without a screen. The child closes his eyes. Subject pictures are covered, two of them are swapped. At the same time, the corresponding boards are swapped. The child opens his eyes and, according to the broken order of the boards, determines (names) which pictures have been swapped. The pictures are opened and compared with the correct (incorrect) answer.
• A similar task, but with a screen. The child determines the disturbed order of the boards by touch, then names the pictures that have been swapped.

Task 4

Target: improve all types of memory; stimulate attention, concentration in work; develop imagination, creative imagination; to activate the speech activity of children; learn to make simple and complex sentences, creative stories; maintain children's confidence, positive emotional background.

• Feeling the board, attracting creative imagination and fantasy, the child first selects as many nouns as possible, then as many adjectives as possible.

For example: board No. 1, nouns - cat, cat, fox, squirrel, bear, fur coat, fluff, fur, carpet, blanket, plaid, hat. Adjectives - fluffy (oh, oh), soft (oh, oh), light, warm, gentle, pleasant, beautiful, lush, wonderful, beautiful.

• Feeling the board, attracting creative imagination and fantasy, the child names one noun and as many adjectives as possible to it.

For example: plank number 2, the first noun is the road. Adjectives - wide, narrow, even, winding, deserted, lively, long, short, sandy, tiring, difficult, concrete. The second noun is sand. Adjectives - small, large, loose, yellow, dry, wet, warm, cold, clean, etc.

• Feel one board. Make suggestions for associations.

For example: board number 10.

The train runs on rails.

Dad took the guitar and started playing it.

The children jumped over the stream.

I ate everything today because breakfast was my favorite pasta.

• Feel several proposed boards (from 2 to 7, numbers can be taken arbitrarily), compose one story. For example: boards No. 6, No. 8.

Behind the fence is a skating rink. The ice is smooth and even. Children have fun skating.

Planks No. 8, No. 7.

This lake. Its water is clean and transparent. Snow-white swans swim on the lake. A bright fire burns on the shore.

• Choose your own boards, arrange them at your discretion and compose a story based on them (hands are covered with a screen).

Lydia Skvortsova

For child development tactile feelings matter a lot. The child's fingers are an important organ that is responsible for the development of his mental activity.

Has the child touched an uneven or smooth surface? What did he feel? At this moment, he mentally compares different surfaces. And we have already talked to him many times about hot and cold water. It's just a sound for a child. Until he tried, he did not understand. The thinner baby's tactile sensations, the more accurately he can compare, combine or distinguish the objects and phenomena surrounding him, that is, the most successfully think.

Here's what I made a tactile board for my children.

Divided board into rectangles, dyed.

filled with various materials: shells, fur, pencils, felt,

ceiling tiles, PVC panel, old lotto chips, linoleum

total 12 cells.

The children were asked to determine by touch with their eyes closed what is under their palm.

The kids just stroked and associated with sensations: looking for what looks like pussy.

on a smooth board, looking for holes.

Here we have a game!

Choosing between tactile boards and tactile covers for a child for a long time, I decided to stop at the second option.

And as it turned out, you can come up with a huge number of educational games with such covers ...

Why did I choose between planks and lids for a long time?

The advantage of planks is that the tactile surface can be made quite large. These boards can be used to make tactile mats and walk on them barefoot or apply to various parts of the body to enrich the child's tactile experience.

The large size of the boards for some, as well as for me, may turn out to be a minus: they need to be stored somewhere, which means there will be fewer tactile options.

To create my manual, I decided to use metal lids from Frutonyanya baby food.

What made me choose them:

• availability: the required number of caps can be quickly assembled, because baby food "Frutonyanya" is given out in the dairy kitchen;
• ready to use: covers only need to be washed, no need to measure, draw, cut, etc.;
• aesthetics: all covers are even, of the same size, with rounded edges, pleasant to the touch, which is difficult to achieve when making boards on your own;
• relatively small size(Largest lids available): Small enough for compact storage and large enough for tactile feel.

It can be:

Various types of paper, cardboard, cellophane, sponge, polystyrene, etc.,

Buttons, shells, beads, beads, matches, sticks, stones, figurines made of glass and other materials,

Seeds, nuts, sunflower seeds, cereals, pasta...

And the process of making tactile covers is very fast!

From cardboard, I cut out a circle of sufficient diameter to exactly fit the inside size of the lid. Then I used it as a stencil for cutting circles from various materials.

The eldest son himself made several tactile caps as a two-year present for the youngest: for him, this is an opportunity to express himself, to feel his importance and involvement, and also to train motor skills, for me - the opportunity to photograph the process.

We smeared the glued part with glue and quickly pressed it to the lid. Within 1-2 minutes, the glue hardens, and you can already play with the lids!

When I had lids for three full jars, I decided to put them in a box, which turned out to be very convenient.

OPTIONS FOR NOT ONLY TACTILE GAMES WITH TACTILE COVERS:
1. Find the exact pair of caps (eyes open or closed).

4. For one cover, try to pick up as many appropriate adjectives that describe tactile sensations, or nouns that can be similar to touch (author Natalia Sukhoruchenkova, based on the books by I.Yu. Matyugin).

5. Feel the lid and find a pair of available pictures or objects for it (author Natalia Sukhoruchenkova, based on the books by I.Yu. Matyugin).

Then the selected objects / pictures can be removed and the child can be invited to remember the pairs by feeling the covers.

Items for this version of the game I took from another one of my "Wonder Box".

6. Find a pair of lids that can be described with synonymous words.

8. Make a sequence of caps from the most pleasant to the touch to the most unpleasant and explain your choice (author Natalia Sukhoruchenkova, based on the books by I.Yu. Matyugin).

8. Tactile memorial(with open or closed eyes).

Option: tactile geometric memory.

Do-it-yourself fabric tactile panel for kindergarten

Now there is a very large variety in stores, but it's so nice to make the brightest toy for your child. In addition, multifunctional toys created by mom's hands have a huge emotional value.

For the base, I took a small piece of plastic board. I simply divided the board into 8 parts and filled the resulting sections with prepared materials. interesting from a tactile point of view.