Development of perception and activity. Development of perception II. Development of perception in different periods of childhood

Through the senses, a person perceives the world around him in all its diversity. This is not only a sensory knowledge of the world, but also an emotional attitude that is formed towards what a person perceives. In psychology, there are many types of perception that need to be developed in children.

Perception occurs at different levels. First, at the level of the senses:

The eyes perceive shapes, sizes, colors, etc.
The ears hear sounds.
The nose perceives smells.
Language distinguishes tastes.
The skin perceives the structure, consistency, hardness of an object, etc.

A person cannot perceive the world around him only at the level of the organism. Often a person shows his attitude to what he sees. It is formed at the level of emotions that he experiences when perceiving a particular object. For example, if a child is in pain, then what hurts him will cause him negative emotions.

A person’s perception of the world around him has many components, which the psychological help website will reveal in more detail.

What is perception?

Perception is the result of the process of cognition of a specific object. What it is? This is a complete picture of what was contemplated by man. Here, specific features and characteristics of the object are highlighted, to which some kind of relationship almost always arises.

Perception depends on the intentions, desires, interests, and mood of a person. There are many different objects, phenomena and people in the world around us. However, among all the diversity, a person singles out something specific, practically not noticing everything else. This is called selective perception, when a person focuses on what is most important to him at a given second.

On the one hand, this limits its capabilities. On the other hand, it helps to concentrate on important issues without being distracted by other problems. Much depends on the awareness of a person who pays attention to something specific or to the entire world around him. However, this process cannot be constantly controlled, so a person often uses selective perception.

The main features of perception are:

Structurality.
Constancy.
Illusion.
Objectivity.
Integrity.
Selectivity.
Apperception.
Meaningfulness.

In other words, perception is called cognition, contemplation, evaluation, apperception, acceptance, perception.

Perception in psychology

In a primitive understanding, perception in psychology was characterized as what a person receives from the surrounding world through the senses. However, experts continued to study this issue, focusing on the fact that a person perceives individual characteristics of objects, only over time becoming able to perceive them as a whole.

Mostly, a person identifies specific qualities in those phenomena, objects or people that he perceives. Those characteristics that are essential to a person at the moment become significant. Either he has been paying attention to them lately, or he constantly associates them with some events from the past, or he considers them essential.

If we turn to children’s perception, they often pay attention to those objects and people that are already familiar to them. They single out from the crowd what is already familiar to them in order to gravitate towards it.

The mechanism of perception is carried out to a greater extent at the level of feelings. A person pays attention to what causes him strong feelings, excitement, sensations. Often no more than 3 qualities of a particular object are perceived, which stand out against the general background. For a person, they are essential and characterize what he is looking at.

If we are talking about the perception of a familiar object, then a person often again pays attention only to those qualities that he is already accustomed to highlighting in it. If the perception occurs of an unfamiliar object, then the person studies it until he identifies 3-4 essential qualities that will stand out from all the others and characterize the object, person, phenomenon. He will look for familiar objects to which a new phenomenon can be attributed.

For easier perception, a person gets used to highlighting the essential features of each object in order to classify it into one group or another, regardless of the fact that all these objects may have different shapes, colors, smells, etc. This helps to spend less time on this. to again analyze the object that the person is looking at.

A person’s perception is also influenced by motivation, the tasks that are currently assigned to him, emotions and attitudes.

Types of perception

Perception is divided into several types:

Intentional perception is an attitude toward studying a specific subject.
Voluntary – inclusion in an activity and implementation in the process of its implementation.
Unintentional - happens suddenly without prior statement of the task.
Visual – perception through the organs of vision.
Auditory – perception of sounds and orientation in the surrounding world through the organs of hearing.
Tactile – perception of the world through tactile organs.
Olfactory – the perception of odors through the respiratory organs.
Gustatory – knowledge of the world through receptors located on the tongue.

The topic of considering perception involves observation, which is formed as a result of observing a specific object or phenomenon. A task is set, the activity is carried out purposefully, and the whole process is extended over time. This helps to study the observed object over time in its changes, transformations, development, etc.

Visual perception of space is carried out through the organs of vision, which pay attention to the shape and size of an object.
Perception of time.
Perception of information. The level of susceptibility is affected by:

The meaning of the situation. The emotions evoked during perception affect the assessment that a person gives to circumstances.
Depth of understanding of the situation. The more a person understands what is happening, the less he dramatizes and worries.
Characteristics of an object, person, phenomenon.
Stereotypes are statements that are often inspired by other people, but allow a person to develop a certain attitude towards what is happening in advance.
Unpredictability and distortion of information.

Person's perception by person

A person lives among other people with whom he comes into contact and even creates relationships. With different people, different communications develop, different relationships arise, and different emotions arise. A person can be good, but in the eyes of others he can be kind and evil, sociable and shy, beautiful and ugly, etc. There is one person, and the perception of him by another individual is completely different. All people will say different things about the same person if they do not know the opinions of others.

The perception of a person by a person is based on the following factors:

Appearance. Initially, external data is assessed, as they say, “meeted by clothes.”
Posture.
Gait.
Gesticulation.
A culture of speech.
Behavioral patterns.
Patterns of behavior.
Habits.
Professional characteristics.
Moral and .
Social status.
Qualities that are significant for a particular person.

Sometimes people evaluate each other based on external signs, which should indicate that the individual has specific character traits. For example, a furrowed brow should indicate that the person is serious or angry. However, it happens that appearances are deceiving. A person may be completely different in character than his appearance suggests.

People also attribute to each other qualities that are observed in their acquaintances, whom the new person is similar to. The interlocutor may be similar in appearance to your former love, which is why you attribute to him qualities that were characteristic of your former partner.

Also, people’s assessment of each other occurs at the level of linking social status with their character traits. A person in torn clothes will not seem successful and businesslike, although this can also be a deceptive opinion. Perception in this matter is influenced by standards, measures and social stereotypes about what certain people should be like.

Also, the quality of perception of a new person is affected by the information that is received before meeting him. So, for example, if you heard something bad about a person you don’t know, then most likely you will show a negative attitude towards him when you first meet him.

People also tend to have negative attitudes towards individuals who belong to another social group. Those of lower status are treated with disdain. They feel envy towards those who are higher in status.

A person should not be divided into good and bad sides. A person cannot be good or bad, he is just the way he is. And it would be more correct to call the good and bad sides as “convenient” and “inconvenient” characteristics that interfere with others, and not with oneself. People find something “comfortable” in a person, and they encourage it, and what is “inconvenient”, they criticize. In fact, split personality occurs only because a person approves of something in himself and does not approve of something. Although there is nothing good or bad about it. It simply exists with certain qualities, characteristics and characteristics. And they are neither good nor bad. They are present in a person for some reason that is known only to him.

Good qualities are what other people are “comfortable” with; bad - “inconvenient”. Shouldn't a person change his attitude towards what is “inconvenient” for him? Just because someone is “uncomfortable” with something about another person doesn’t mean it’s a bad quality. Often, negative aspects play a protective role, protecting a person from various types of stress.

It would be more appropriate to name the positive and negative aspects as “helping” and “hindering.” However, this issue must be decided by the person himself. He must decide for himself what “helps” him to live the way he wants and what does not. And make a decision to change the “interfering” qualities in yourself to those that will “help” him.

Don't judge people! Consider the whole person! Don't divide it into two halves - good and bad. A person is an integral being who has certain qualities formed. They are neither good nor bad in themselves. They are simply present in it. If something bothers you about another person, then no one forces you to communicate with him and start some kind of relationship. The focus should shift from “I want him (she) to become...” to “Do I want to communicate with the person as he is now?”

While you want to change another (which is impossible!), making him more perfect, you rightfully (and deserve it!) encounter resistance, aggression and insults. You are not a “parent” to teach him, and he is not a “child” to be taught. You are two adults who have the right to be who they are. Shift your focus to yourself and make a mature decision: do you want to be with this person, even if he never changes?

You are a single whole that can change everything about yourself at your own discretion, and at the same time deserve to be accepted by other people if they voluntarily want to communicate with you.

Development of perception in children

The perception of the surrounding world is manifested from birth. It’s just that the baby cannot yet control his own perceptual processes. Or, as children grow older, become more active and understand the world around them, they understand how it can be controlled. Although even this is not always controlled, which can be noted in adults, whose development of perception has reached its peak.

The development of perception occurs on its own, depending on the activity and living conditions of the child. This process can be influenced by parents through educational norms and joint activities where the world around them is discussed. If parents work with a child, then his perception is formed faster than in children whose development was not involved.

At primary school age, children do not recognize familiar people who are dressed in unusual outfits. They also perceive one quality of an object, on the basis of which they characterize it.

At middle school age, the child begins to correlate objects by size. At high school age, the relationship of objects is carried out at the level of width, height, space and length.

The main feature of a child’s perception is his ability to then reproduce what he saw with accuracy in size, color scheme, etc. Attitude towards other people is determined by assessments. Children give especially harsh assessments to those who are in constant contact with them. The perception of other children is based on their level of popularity in the group. The more popular a child is in the group, the higher the rating other children give him.

Bottom line

Each person has perception, which is based on the sense organs with which he operates. If a certain sense organ distorts the surrounding reality, then a person forms an erroneous opinion until other people tell him what he should actually perceive. Perception leads to the following result - understanding the world around us in all its diversity.

However, one should take into account the traps of one’s own psyche, which can distort information perceived from the outside:

The first is public opinion. The majority can also make mistakes, especially if they are guided by stereotypes rather than logical and sound reasoning. Often a person succumbs to public opinion, paying attention to the world around him with a certain predisposition (negative or positive).
The second is your own desires. Often a person does not notice much while he is caught up in his own desires. It is necessary to strive to achieve a goal, but only when the freedoms and rights of other people are not infringed or actions do not contradict the laws of nature. Otherwise, the prognosis may become unfavorable: failure to achieve the goal.
Third – stereotypes and habits. The brain allows a person not to overwork, to look at the world in a way that is already familiar. However, to fully understand the situation, it is often necessary to go beyond the usual perception and begin to look at circumstances differently.

The topic of perception is broad, which allows a person to perceive the world in many variations, which is the same for everyone, but different in the eyes of those who look at it.

Introduction

The senior preschool period is an important stage in the development of a child, which creates the foundation for the formation of new mental formations that will develop in the process of educational activities.

This period is not some isolated period in a child’s life, but one of the stages in the course of mental development, interconnected with other periods of development. In each age period, certain mental processes or personality traits are formed that allow the child to move to the next period. Changes in a child’s mental characteristics occur under the influence of the activities that he masters at a certain age.

Each mental phenomenon has its own most favorable periods of development: infancy (from birth to 1 year) is sensitive for the development of sensations, early age - for the development of speech, senior preschool - for the development of perception and visual imaginative thinking, junior school (from 6 to 7 up to 10 years) - for the development of logical forms of thinking.

If the child has not been sufficiently included in the activities appropriate for a given period, then a delay in mental formations of a given period may occur, which will entail a lag in other mental phenomena and a timely transition to the next age stage.

Preschool age is the most productive for the development of a child’s psyche. At this stage, the child makes a qualitative leap in his mental development. By the beginning of the period, he had developed such cognitive processes as sensation, involuntary attention, active speech, and object perception. In the process of acting with objects, he has accumulated experience, vocabulary, and he understands speech addressed to him. Thanks to these achievements, the preschooler begins to actively master the world around him, and in the process of this mastery, perception is formed. . In an earlier period of development, it had a biological nature in the form of an orienting reaction to an object, and the child immediately began to act with the object without specifically examining it. The most striking signs merged with the object and he sees only them and recognizes the object by them.

The study of the development of children's perception has important theoretical and practical significance, because the ontogenesis of perception creates the necessary prerequisites for the emergence of thinking, for improving practical activities, for the development of various kinds of abilities.

A child’s sensory development is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. The importance of the development of perception in preschool age cannot be overestimated. It is this age that is most favorable for improving the functioning of the senses and accumulating ideas about the world around us.

Outstanding foreign scientists in the field of preschool pedagogy (F. Frebel, M. Montessori, O. Decroli), as well as well-known representatives of domestic preschool pedagogy and psychology (E.I. Tikheyeva, A.V. Zaporozhets, A.P. Usova, N. P. Sakulina and others) rightly believed that sensory education, aimed at ensuring full development, is one of the main aspects of preschool education.

The development of perception, on the one hand, forms the foundation of the child’s overall mental development, and on the other hand, has independent significance, since full perception is necessary for the child’s successful education in kindergarten, at school and for many types of future work.

Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition - memorization, thinking, imagination - are built on the basis of images of perception and are the result of their processing. Therefore, normal mental development is impossible without relying on full perception. .

Without the purposeful, systematic development of perception, it is impossible to create the foundation for the further development of thinking, memory, attention, and imagination. And therefore it is necessary and important to study and develop the child’s perception process for further, full development, the formation of his personality and intellect.

The methodological basis of the work is the theoretical and practical research of L.P. Grigorieva, G.A. Volkova, R.E. Levina and others.

The purpose of our work is to characterize the features of the development of perception in children of senior preschool age, to study the features of the development of perception in children with intellectual underdevelopment.

The objectives of our research can be formulated as follows:

Consider the problem of the development of perception in modern physiology and psychology.

To characterize the features of perception in children with intellectual underdevelopment.

The object of our research is the development of visual perception in children of senior preschool age.

The subject is the peculiarities of the development of visual perception in children with intellectual underdevelopment.

The subjects were preschool children of older groups aged 5 years.

Chapter 1. Perception as a physiological and mental process

1.1 Perception and its significance in the life of the body

Perception is a type of cognitive activity, the result of which is holistic images of objects that directly affect the senses. Perception allows a person to navigate society and the world around him, and also has a stimulating effect on all mental processes and practical activities in general.

Perception acts as a meaningful (including decision-making) and meaningful (associated with speech) synthesis of various sensations obtained from integral objects or complex ones, perceived as a whole phenomenon. The result of this process is a perceptual image. Sensations arise when the body is exposed to individual properties of objects (smell, taste, color, sound, etc.) and are formed with the help of the senses.

A sense organ is a peripheral formation that perceives and partially analyzes environmental factors. The main part of the sensory organ is the receptors, equipped with auxiliary structures that ensure optimal perception.

Objectively, the activity of the sense organ is expressed in the occurrence of excitation, and subjectively it manifests itself in sensation. However, for sensation to occur, it is necessary that stimulation from the senses be transmitted along affective pathways to the central nervous system. Based on this, I.P. Pavlov introduced the concept of an analyzer, which is understood as the entire set of anatomical formations, the activity of which determines the occurrence of sensations.

The analyzer has three sections:

Peripheral department. The main part is the receptor, the purpose of which is the perception and primary analysis of changes in the environmental and internal environments of the body. The perception of a stimulus occurs due to the transformation of the energy of the stimulus into a nerve impulse. Receptors are characterized by specificity, that is, the ability to perceive a certain type of stimulus (receptors of the visual analyzer are adapted to perceive light, auditory ones - sound, and so on).

The conduction section includes afferent (peripheral) and intermediate neurons of the stem and subcortical structures of the nervous system. It ensures the conduction of excitation from receptors to the cerebral cortex. Partial processing of information occurs here.

The central (cortical) section consists of two parts: the nuclei of the central part, represented by specific neurons that process afferent impulses from receptors, and the peripheral part - scattered elements - neurons dispersed throughout the cerebral cortex. These structural features of the central department ensure the interaction of various analyzers and the process of compensation for impaired functions. In the associative zones of the cortex, incoming information is compared with images stored in memory, and recognition occurs. If the sense organ is acted upon by previously unseen objects or phenomena, then their image is formed. With repeated exposure they are recognized.

Classification of perception is carried out according to a number of criteria:

Depending on the characteristics of the perceived object, the following are distinguished:

perception of objects;

perception of speech or music;

human perception (“social perception”).

Depending on the predominant role of one or another sense organ (analyzer), visual, auditory, tactile, olfactory and gustatory perception are distinguished.

According to the forms of existence of matter:

perception of time is a reflection of objective time duration, speed of passage and sequence of phenomena of reality;

perception of space - perception of the shape of an object, its size (extent), depth and distance from the subject, as well as the direction in which the object of perception is located.

According to the duration of the perceptual process:

simultaneous - one-time;

successive - unfolded in time.

The leading properties of perception are:

Integrity is a property that allows one to obtain a holistic image of an object in all its diversity and correlation of its properties and aspects.

Objectivity is the relationship of a visual image of perception to certain objects of the external world or moments of objective reality.

Meaningfulness - provides awareness of what you perceive.

Generalization is a reflection of individual objects as a manifestation of the general, representing a certain class of objects that are homogeneous with the data according to some characteristic.

Constancy is the ability to perceive objects as relatively constant in shape, color and size under changing conditions of their perception.

Selectivity is the preferential selection of some objects over others, revealing the activity of human perception.

Perception should be considered as an intellectual process associated with an active search for signs necessary and sufficient for forming an image and making a decision. Problems of perception are solved with the help of special means, operational units of perception - sensory standards, ideal images stored in memory, with which a person compares what he perceives at the moment. Such standards can be the contours of objects, the tone of the color scheme, gradations of volume and pitch, and other features.

Methods of using sensory standards in the actions of perception consist in comparing, comparing with them the properties of perceived objects and phenomena, determining the place of these properties in the system of standards. Of great importance in performing perceptual actions, when such properties of objects as shape, size, distance are determined, are eye movements that seem to feel objects and help compare them with learned sensory standards. Tactile perception is impossible without palpating movements of the hand. Movements of the vocal cords necessarily take part in auditory perception: when listening to someone else’s speech, we repeat the words imperceptibly for ourselves, and when listening to music, we seem to sing along.

Perception includes the following sequence of acts:

The primary selection of a set of stimuli from the flow of information and the decision that they relate to the same specific object.

Searching in memory for a complex of features similar or similar in composition to sensations, comparison with which of what is perceived allows us to judge what kind of object it is.

Assigning a perceived object to a certain category with the subsequent search for additional signs that confirm or refute the correctness of the hypothetical decision made.

The final conclusion about what kind of object it is, with the attribution to it of not yet perceived properties characteristic of objects of the same class as it.

2 Stages of perception formation from birth to primary school age

From the moment of birth, the child is able to perceive external influences. He distinguishes light from darkness (turning his eyes towards the light), sound from silence (shudders at sharp sounds). Very early, from 1.5 to 2 months, the sounds of human speech can be distinguished from sounds of other origins. In the second month of life, the baby begins to distinguish colors; the discrimination of objects by shape was established with sufficient reliability at the 3rd - 4th month.

In the third month, the child’s hand begins to function, moreover, as an organ of touch. The sense of touch causes visual perception: the hand encounters an object - and immediately the eyes rush there. The perception of touch (tactile sensations) is developed in children better than other abilities. Thus, practical mastery of space (achieving a goal) becomes possible much earlier than visual overcoming of distances and directions. The occurrence of a consistent approach of the hand to the object (the second half of life) indicates that the eye, following the hand, has “learned to understand” the location of the object. Only at the end of the first year does blind grasping become possible. Then the child is able to distinguish a familiar object from an unfamiliar one even in the dark.

Actions play a decisive role in a child’s sensory cognition of an object. The action first introduces him to the existence of things that are in the surrounding space. Feeling, grasping movements of the hands expand the child’s ability to understand the world around him. Manipulating objects reveals new properties for the child: moving, falling, softness and hardness, compressibility, stability, dismemberment into parts, and others. Gradually, the child begins to be attracted not only to actions and their results, but also to the properties of objects that make these results possible. This is especially evident towards the end of the first year of life, when he tries to apply previously learned actions to various objects that have similar properties (pushes a ball, a wheel with a stick). Effective acquaintance with objects and their properties leads to the emergence of images of perception.

After 6 months, the child can identify objects of perception: mother, nanny, rattle. So a 7-9 month old child reaches out to a colorful top and grabs a bright toy. Children of this age are sensitive to novelty; having noticed a new object among the others, they focus their gaze on it for a long time. Already during this period, the child is able to establish a connection between the word denoting an object and the object itself. He turns his head to his mother and asks: “Where is mom?” However, the perception of a small child is still situational, vague and global.

The infant’s orientation in the world around him, performed with the help of external movements and actions, occurs earlier than orientation performed with the help of perception, and serves as their basis.

A great achievement in the development of a child of the 2nd year of life is walking. This makes him more independent and creates conditions for further development of space. At this stage of development, perception dominates, occupying a central place in the development of the child’s cognitive sphere; other mental functions are formed and improved through perception.

A child of the second year of life cannot yet accurately determine the properties of objects - their shape, size, color, and the objects themselves are usually recognized not by a combination of properties, but by individual striking features.

After one and a half years, children correctly find a familiar object by its composition (“Give me the car”), if they have already formed a strong connection between the word and this object. From the end of the second year, children themselves can correctly name a perceived familiar object in response to the question “what is this?”

Children of the third year of life are able to perceive colorless and even contoured familiar objects. If the drawings are clear enough, children correctly perceive simple objects and their images. Perceiving a picture with a simple plot, he names each depicted object separately (“Girl, pussy”).

Along with visual development, auditory perception also develops intensively. The main activity of young children associated with the perception of sounds is speech communication. Therefore, during this period, phonemic hearing develops especially intensively. From perceiving words as undifferentiated sound complexes, differing from each other in their rhythmic structure and intonation, the child gradually moves on to perceiving their sound composition. However, refinement of phonemic hearing occurs in subsequent years.

During the transition from early to preschool age, under the influence of playful and constructive activities, children develop complex types of visual analysis and synthesis, including the ability to mentally divide a perceived object into parts in the visual field, examining each of them separately, then combining them into a single whole. Visual acuity increases, phonemic and pitch hearing develops, and the accuracy of estimating the weight of objects increases significantly.

At three years old, children cope quite successfully with choosing one of two objects of different shapes, sizes or colors according to a pattern. However, children do not yet have the ability to consistently become familiar with objects through perception.

Tactile perception of shape in preschool age is significantly ahead of visual perception. And if in early preschool age tactile perception does not need the help of vision, then for visual perception of form the tactile component is absolutely necessary. Subsequently, the advantage of visual perception increases over tactile perception.

The growth of perception in early and middle preschool age includes the assimilation of generally accepted sensory standards, mastering the ways of their use and improving the examination of objects. The mastery of standards occurs in the process of drawing, designing, making applications, laying out mosaics. Repeated use of the same materials when depicting a wide variety of objects leads to the memorization of the colors of pencils and paints, mosaic elements and to the fact that they acquire the meaning of samples, standards in relation to which the value of samples is decided, standards in relation to which properties are assessed depicted objects.

To determine the shape of objects, younger preschoolers use real geometric figures as samples (they place objects next to each other). Also, when determining the color of objects, they can bring a colored pencil close to the object whose color needs to be determined. When comparing objects by size, place them next to each other, aligning them along the same line.

The initial ideas about the directions of space that a three-year-old child learns are associated with his own body. It is the center for him, the reporting point. Under the guidance of adults, children begin to identify and correctly name their right hand. The child is able to determine the position of other parts as right or left only in relation to the position of the right hand. For example, when asked to show his right eye, a junior preschooler first looks for his right hand and only then points to the eye. The child also relates other directions of space (front, back) only to himself. The further development of orientation is that children begin to identify relationships between objects (one object after another, in front of another, to the left, to the right of it, and so on). But only by the end of preschool age do children develop orientation in space, independent of their own position, and the ability to change reference points

Orientation in time creates greater difficulties for a child than orientation in space. When learning ideas about the time of day, children primarily focus on their own actions: they wash themselves in the morning, have breakfast, play during the day, and go to bed in the evening. Ideas about the seasons are acquired as one becomes familiar with the seasonal phenomena of nature. Particular difficulties are associated with the assimilation of ideas about what “yesterday,” “today,” and “tomorrow” are. Children cannot get used to their relativity for a long time. In the second half of preschool age, the child, as a rule, masters these temporary designations and begins to use them correctly. Ideas about large historical periods, the sequence of events in time, the duration of people's lives remain insufficiently defined - the child does not have a suitable measure for them, there is no reliance on personal experience.

As a rule, by the age of five, children have sufficiently mastered internal methods of perception, but in difficult cases they still resort to external techniques.

During the first two years of preschool childhood, the organization of perception significantly improves. In the process of drawing and constructing, children learn to sequentially examine sample objects, identify their parts, first determine the shape, size, color of the main part, then additional parts.

When perceiving pictures, children often assume that drawn objects may have the same qualities as real ones (for example: if the picture shows a person standing with his back turned, the child turns the picture over to find the face). Gradually, through their own experience, children become convinced that they cannot act with drawn objects as with real ones.

The acuity of tonal hearing is lower compared to adults. When perceiving musical works, preschoolers primarily grasp their dynamic side: rhythm and tempo. Improving the auditory perception of speech and music in preschoolers occurs in the course of special work on speech development, literacy and music training.

In older preschool age, perception continues to grow in three main directions: children’s ideas that correspond to generally accepted sensory standards expand and deepen; the methods of their use become much more accurate and expedient; examination of objects becomes systematic and planned. The meaningfulness of perception increases sharply.

The expansion and deepening of ideas about the shape, color, and size of objects occurs through the systematization of these ideas. So, getting acquainted with color, children learn about the sequence of colors in the spectrum, about shades. By determining the color of an object, they establish its place among other colors.

Visual determination of the color, shape and size of objects becomes much more accurate. When examining the shape of an unfamiliar figure, the child's eye moves mainly along the contour, stopping at its most characteristic parts. Subsequent recognition of this figure among others becomes unmistakable. The hand moves in approximately the same way when tactilely familiarizing itself with a form.

The distant object depicted in the picture still seems small to the child, but he already knows that distant objects are usually depicted as smaller.

Thus, the child’s sensory development is of great importance during this period - the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, and so on. M. Montessori, O. Decroli, E.I. Tikheyeva, A.V. Zaporozhets rightly believed that sensory education, aimed at ensuring full sensory development, is one of the main aspects of preschool education.

Junior school age (from 6-7 to 9-10 years) is determined by an important external circumstance in the child’s life - entering school. A child who enters school automatically takes a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Children can no longer only distinguish colors, shapes, sizes of objects and their position in space, but can correctly name the proposed colors and shapes of objects, and correctly correlate objects by size. They can draw simple shapes and paint them in given colors.

That is, speaking about certain types of perception, it should be noted that at primary school age the reaction to sensory standards of shape, color, and time increases. The perception of color follows the path of increasingly accurate discrimination of shades and color mixing. The perception of space and time during this period is fraught with difficulties, although it becomes more correct from class to class (for example, most children exaggerate the duration of a minute).

In the perception of a plot picture, a tendency towards interpretation and interpretation of the plot is revealed. A normally developing child understands well that a picture or drawing is a reflection of reality and knows how to correctly evaluate a perspective image.

Thus, children come to school with sufficiently developed perception processes (high hearing and visual acuity are observed). However, first-graders do not have a systematic analysis of the perceived properties and qualities of objects themselves, that is, there is insufficient differentiation of perception. In grades 1-2, children often confuse similar and close, but not identical objects and their properties (6 and 9, e and h); common mistakes include omission of letters and words in sentences, substitution of letters in words.

The child’s ability to analyze and differentiate perceived objects is associated with the formation of a more complex process in him than the sensation and discrimination of individual immediate properties of things - observation.

Observation is first carried out under the guidance of a teacher, who sets the task of examining objects or phenomena, introduces students to the rules of perception, draws attention to the main and secondary signs, and teaches ways to record observation results (in the form of notes, diagrams, drawings). Such perception, synthesizing with other types of cognitive activity (attention, memory, thinking), takes the form of purposeful and voluntary observation.

Thus, a child is born with ready-made sense organs: he has eyes, ears, skin has sensitivity that allows him to touch, and so on. But these are only prerequisites for perceiving the world around us. In order for sensory development to take place fully, targeted sensory education is necessary. The child should be taught to look, feel, listen, and the like, that is, to form perceptual actions in him. It is necessary to determine the relationship of the identified properties and qualities of a given object to the properties and qualities of others. To do this, it is necessary that the child has mastered a system of sensory standards. The properties and relationships of objects that the child perceives must be connected - designated by words, which helps to consolidate the images of objects in the mind, making them clearer and more stable.

3 Peculiarities of perception in children with intellectual disabilities

Persons with mental retardation (mentally retarded) include persons with persistent, irreversible impairment of the predominantly cognitive sphere, resulting from organic damage to the cerebral cortex, which is diffuse in nature. A characteristic feature of a defect in mental retardation is a violation of higher mental functions - reflection and regulation of behavior and activity.

The mentally retarded are characterized by underdevelopment of cognitive interests, which is expressed in the fact that they have less need for knowledge than their normal peers. In such children, at all stages of the cognition process, there are elements of underdevelopment, and in some cases, atypical development of mental functions. As a result, they receive incomplete and sometimes distorted ideas about their surroundings. With mental retardation, even the first stage of cognition - perception - becomes deficient. Often it suffers due to decreased hearing, vision, and underdevelopment of speech. But even in cases where the analyzers are intact, perception differs in a number of features. Psychologists K.A. Veresotskaya, V.G. Petrova, Zh.I. Schiff in their studies indicated that the main disadvantage of the perception of mentally retarded people is a violation of generalization, its slower pace compared to normal children. They need much more time to perceive the proposed material. Slow perception is further aggravated by the fact that, due to mental underdevelopment, they have difficulty identifying the main thing and do not understand the internal connection between parts. Characterized by low differentiation, selectivity, and insufficient activity of the perception process.

Deviations in the formation of perception in mentally retarded children are observed from the first days of life. They lack the uncontrollable desire to understand the world around them, which is characteristic of a healthy child, their reaction to external stimuli is reduced, indifference and general pathological inertia are noted; there is no need for emotional communication with an adult; as a rule, there is no “revival complex”.

In the future, children with intellectual disabilities do not develop interest in toys hung above the crib or in the hands of an adult. In the first year of life, a child does not differentiate between “his” and “alien” adults, although with normal development this is observed already in the first half of the year. Violation of emotional contact with an adult affects the nature of the first actions with objects - grasping and the development of perception, which is closely associated with grasping during this period. Children with intellectual disabilities do not have active grasping, visual-motor coordination and perception of the properties of objects, as well as the selection of objects from a number of others, are not formed.

At the beginning of the second year of life, a normally developing child begins to walk independently. In many mentally retarded children, mastering walking is delayed for a long time, sometimes until the end of early childhood.

Mastering walking has a great influence on the overall mental development of the child. With the development of walking, a new stage in development begins - the stage of familiarization with the outside world. Having gained relative independence from an adult, the child masters the surrounding space and independently comes into contact with a mass of objects that previously remained inaccessible to him. The child learns in practice the direction and distance of objects in space, their properties.

Mentally retarded children do not become truly acquainted with the objective world. Many people, with the mastery of walking, develop “field behavior”, which can be mistaken for interest in the world around them: children grab into their hands everything that comes into their field of vision and instantly leave these objects, showing no interest in either their properties or purpose . Some do not even show interest in toys, do not pick them up, do not manipulate them. They have no orientation not only like “What can you do with this?”, but also the simpler “What is this?” All this has a negative impact on perception.

For children with intellectual disabilities, preschool age is only the beginning of the development of perceptual action. At the age of 4-5 years, when normally developing children actively and purposefully imitate the activities of an adult, mentally retarded preschoolers are just beginning to get acquainted with toys. Children can already make a choice based on a sample (color, shape, size). Some people experience progress in the development of holistic perception. However, all this appears rather as a development trend. By the end of preschool age, only half of mentally retarded children reach the level of development of perception at which children normally begin preschool age.

In children with intellectual disabilities, the development of perception occurs unevenly, the learned standards often turn out to be unstable, vague, and there is no transfer of the learned method of action from one situation to another. There is a lack of social perception. Children do not single out their peers; they have no interest in a person’s work and activities, or in social relationships. Hence the passivity and unmotivation of learning at school, which is complicated by the slow progression of mental processes (including perception). There is an originality in the perception of oneself - the actual absence of oneself from adult to middle, and often older preschool age.

Violation of orientation in space and time is one of the most pronounced defects. Often children, even at 8-9 years old, do not distinguish between the right and left sides, and cannot find their classroom or cafeteria in the school premises. They make mistakes when determining the time on the clock, the days of the week, and the time of year. This significantly interferes with mastering literacy in geography, drawing, and physical education lessons. Due to the inaccuracy of proprioceptive sensations (kinesthetic perception), the movements made by a mentally retarded child are poorly coordinated. They are too sweeping and clumsy.

Experimental studies of tactile perception in mentally retarded people A.P. Gozovoy showed that schoolchildren with intellectual disabilities have much more errors when touching three-dimensional objects than their healthy peers, and rough ones at that. For example, even fifth-graders recognize a donkey as a camel or a squirrel. Mentally retarded schoolchildren are based on one or two signs of the examined object, often non-specific, therefore the results of such recognition are often erroneous.

Not all primary schoolchildren can carry out individual movements aimed at familiarizing themselves with a subject through touch. Many children, placing an object in the palm of their hand and not receiving prompting from an adult, do not produce any tactile movements. High school students exhibit chaotic, impulsive, overly hasty movements, which cannot become the basis for creating any definite and clear image of a tangible figure.

Children with intellectual disabilities are characterized by a large lag in the development of perception. They connect perception with words late and often imperfectly, which in turn delays the formation of ideas about the surrounding objective world. The listed features apply to all types of perception, but to enhance the development of a child, visual perception is of greatest importance.

4 Specifics of the development of perception in children

Perception in general is not an innate characteristic. A newborn child is not able to perceive the world around him in the form of a holistic objective picture. The child’s ability to perceive objects manifests itself much later. The child’s initial identification of objects from the surrounding world and their objective perception can be judged by the child’s examination of these objects, when he does not just look at them, but examines them, as if feeling them with his gaze. According to B. M. Teplov, signs of object perception in a child begin to appear in early infancy (two to four months), when actions with objects begin to form. By five to six months, the child experiences an increase in the incidence of fixation of the gaze on the object with which he is operating. However, the development of perception does not stop there, but, on the contrary, is just beginning. Thus, according to A.V. Zaporozhets, the development of perception continues at a later age; under the influence of playful and constructive activities, children develop complex types of visual analysis and synthesis, including the ability to mentally dissect a perceived object into parts in the visual field, examining each of these parts separately and then combining them into one whole.

During the child’s learning process, perception actively develops, which goes through several stages during this period. The first stage is associated with the formation of an adequate image of an object in the process of manipulating this object. At the next stage, children become familiar with the spatial properties of objects using hand and eye movements. At the next, higher stages of mental development, children acquire the ability to quickly and without any external movements recognize certain properties of perceived objects and distinguish them from each other on the basis of these properties. Moreover, any actions or movements no longer take part in the process of perception.

The next, no less interesting question that we must ask ourselves is the question of how and in what ways are the characteristics of children's perception manifested in comparison with an adult? First of all, the child makes a large number of mistakes when assessing the spatial properties of objects. Even the linear eye in children is much less developed than in adults. For example, when perceiving the length of a line, a child's error may be approximately five times greater than that of an adult. An even greater difficulty for children is the perception of time. It is very difficult for a child to master such concepts as “tomorrow”, “yesterday”, “earlier”, “later”.

Children have certain difficulties when perceiving images of objects. Thus, when looking at a drawing and telling what is drawn on it, preschool children often make mistakes in recognizing the objects depicted and name them incorrectly, relying on random or unimportant signs.

An important role in all these cases is played by the child’s lack of knowledge and limited practical experience. This also determines a number of other features of children's perception: insufficient ability to highlight the main thing in what is perceived; missing many details; limited perceived information. Over time, these problems are eliminated, and by high school age, the child’s perception is practically no different from the adult’s.

Soviet psychologists worked a lot on the problem of the development of perception at various stages of preschool childhood: A.N. Leontyev, S.L. Rubinshtein, A.V. Zaporozhets, L.A. Wenger, E.G. Pilyugina and others.

Perception is the leading cognitive process of preschool age, which performs a unifying function:

· firstly, perception combines the properties of an object;

· secondly, it unites all cognitive processes in joint coordinated work on processing and obtaining information;

· thirdly, perception combines all the experience gained about the world around us in the form of ideas and images of objects and forms a holistic picture of the world in accordance with the child’s level of development.

A correct understanding of reality ensures the successful accumulation of new knowledge, rapid mastery of new activities, adaptation to any new environment, the child’s self-confidence and high level of activity, accelerated physical and mental development..

The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot independently analyze this or that object. In objects, preschoolers notice not the main features, not the most important and significant, but what clearly distinguishes them from other objects: color, size, shape. .

During the period of preschool childhood, intensive sensory development of the child occurs (sensory - associated with the work of the senses): his orientation in the external properties and relationships of objects and phenomena, in space and time is improved.

In the development of a preschooler’s perception, three main directions can be distinguished:

· firstly, the child continues to assimilate sensory standards (the term “sensory standards” was proposed by A.V. Zaporozhets and has found wide application in the work on sensory education of preschoolers), certain ideas about which were formed in him already in early childhood;

· secondly, he masters new promising research activities that make it possible to more and more adequately reflect the world around him.

· thirdly, his orientation in space and time develops.

Conclusion for chapter 1

Perception is a mental cognitive process, the result of which are holistic images of objects and phenomena of the surrounding reality. It allows a person to navigate the world around him, and it is on its basis that other mental processes develop.

The ability to perceive external influences exists in a person from the moment of birth and continues to develop most intensively throughout preschool and primary school age.

Children with mental retardation are characterized by underdevelopment of cognitive interests; they are already deficient in the first stage of cognition - perception. This is manifested in the dynamics of the process, in the features of images and in violations of perceptual actions:

The dynamics of the perception process manifests itself in a slowdown in the pace of visual perception and a narrowing of volume (a decrease in the number of objects);

Features of images of perception lie in the undifferentiation of signs. Children may confuse similar objects, time, perspective, and the volume of objects.

Violations of perceptual actions are manifested in the lack of desire to examine and understand details. They are lagging behind in the development of motor sensations and sensations of body position, coordination of movements, and auditory perception are impaired.

Therefore, sensory education and development is very relevant and important for these children. Its essence is a targeted impact on sensory processes. It plays an important role in preparing the transition from sensory to rational cognition, from perception to thinking. The content of sensory education includes the formation of color, shape, size, spatial relationships between objects, and mastery of social sensory experience.

Chapter 2. Visual perception in children with intellectual disabilities

2.1 Importance of vision

The ability to see, that is, to sense and perceive the surrounding reality through a visual analyzer, is called vision. Researchers claim that up to 90% of information is perceived by a person through vision. It is decisive in the formation of ideas about really existing objects and phenomena. That is why for a child who enters school and is immediately faced with a huge number of new, unfamiliar objects in the surrounding world, the high development of visual perception, visual memory and the ability to analyze and synthesize visually received information turns out to be extremely important. These processes serve as an indispensable condition for the activity of observation, comparison and comparison of surrounding objects and phenomena, the formation of complete and correct ideas and concepts about them.

Optical perception is carried out by a visual analyzer, which represents a complex neuro-receptor system that realizes the perception and analysis of visual stimuli.

Vision plays an important role not only in the development of visual perception itself (perception of light, color, size, shape, etc.), but also in the development of spatial concepts, since movements are developed and controlled by the visual function. Visual perception plays a significant role in a person’s cognition of the world, the assimilation of social experience, the formation of various types of activities, and the establishment of contacts with other people. Visual-spatial concepts are especially important for a child in his school education: in mastering the letters of the alphabet, numerical images, orientation on a geographical map, studying geometry and other school subjects.

The characteristic features of visual perception are its distance, instantaneity, simultaneity and integrity of the view of the surrounding world. Structurally and functionally, the visual analyzer is the most complex and most advanced organ, distinguished by a number of features. It closely interacts with the motor, tactile, olfactory, and auditory analyzers and forms complex dynamic systems of connections with them. For this reason, the visual function influences the activity of other functions, and together they form complex, synthetic images that reflect objects and phenomena of the real world.

The idea of visual perception as a complex systemic act is based on the theory of functional systems by P.K. Anokhin, the theory of psychophysiological foundations of mental processes by B.M. Teplova and E.N. Sokolov, theories of the development of higher mental functions by L.S. Vygotsky, the theory of the unity of learning and mental development of the child by P.P. Blonsky and V.V. Davydov, activity theories of S.L. Rubinstein and A.N. Leontyev.

Thus, visual perception is a complex system activity, including sensory processing of visual information, its evaluation, interpretation and categorization.

The visual analyzer performs various visual functions and allows you to navigate in space, perceive the shape and color of objects, see them at different distances, in bright light and at dusk. The main functions of the eye include central and peripheral vision, color perception, and binocular vision.

Central vision ensures discrimination of the shape of small details and identification of objects, being one of the leading functions of the eye.

Visual acuity is a very complex function, the level of which is the result of the interaction of various physical parameters; This is the resolution of vision, the ability of the eye to perceive two points separately with a minimum distance between them. Visual acuity, at which the eye can distinguish two points, the angular distance between which is 1 minute, is considered normal or equal to one. Sharpness depends on the condition of the retina and the distance of objects from the eyes. If a person does not distinguish objects presented to him, but only detects light, his visual acuity is equal to light perception. If the subject does not distinguish light from darkness, his visual acuity is 0.

Impaired visual acuity is called amblyopia, and lack of vision is called amaurosis. A decrease in acuity may be a consequence of damage to the eyeball, optic nerve, or other parts of the analyzer. Amblyopia is often a consequence of optic neuritis. It can be part of a symptom complex of various diseases (meningitis, arachnoiditis, hereditary degenerative diseases), but it can also be an independent disease.

There are 4 types of amblyopia: dysbinocular, obscuration, refractive and hysterical. The first type occurs as a result of a disorder of binocular vision; decreased vision develops as a result of strabismus. The second is as a result of clouding of the optical media of the eye (cataracts, corneal clouding). The third is as a result of a refractive error that cannot currently be corrected. The cause is the constant and long-term projection of an unclear image onto the retina of the eye with high farsightedness and astigmatism. Hysterical amblyopia occurs suddenly, often after some kind of affect.

Peripheral vision is the ability of the organ of vision to cover with visual perception a sufficiently large field of the surrounding world. It serves to navigate in space and detect objects. Its violation leads to a person losing the ability to move freely in space, since he encounters objects located outside the point of fixation and cannot take in large objects with his gaze. Peripheral vision suffers in many diseases: glaucoma, degenerative diseases of the retina, damage to the optic nerve, central nervous system. The state of peripheral vision is characterized by visual field.

Field of view is the space that is perceived by one eye when it is stationary. Changes in the field of view can be of a different nature. In some cases, a uniform, concentric narrowing of the field is noted, in others - narrowing in a specific area.

Light perception is the ability of vision to perceive light and distinguish its brightness. Light perception is associated with the functioning of the rod apparatus of the retina. One of the features of light sensitivity is light and dark adaptation. Light adaptation is the adaptation of the organ of vision to a high level of illumination. Dark adaptation - the adaptation of the organ of vision to low light conditions - is observed, for example, when moving from a light room to a dark one. In this case, objects begin to differ only after some time. Dark adaptation disorder leads to loss of orientation in low (twilight) lighting conditions. A side condition is called hemeralopia, or night blindness.

Color perception plays an important role in a child's life. Thanks to this visual function, he is able to perceive all the variety of colors in nature and art. The sensation of color, like the sensation of light, occurs when the photoreceptors of the retina are exposed to electromagnetic waves in the visible part of the spectrum. Impaired color perception can be in the form of achromatopsia (complete color blindness) or dyschromatopsia (partial impairment of color perception). Some color vision disorders can result from pathologies in the fundus, retinal dystrophy, and partial atrophy of the optic nerves. At the end of the 18th century, the famous English naturalist J. Dalton described in detail the color vision disorder that he himself suffered from. He did not distinguish red from green, and dark red seemed gray or black to him. This disorder, called color blindness, occurs more often in men. It is inherited through generations through the female line. Other color vision disorders are very rare.

Binocular, or spatial vision - the ability to see with two eyes simultaneously, while the object in question is perceived as a single whole.

It provides spatial, stereoscopic perception of the surrounding world. The development of spatial vision in children allows them to see the shape of objects three-dimensionally and easily distinguish a circle from a ball, a square from a cube at a distance, and evaluate complex object situations.

The normal functioning of the eye requires its mobility and the ability to make fine adjustments necessary for any accurately functioning optical instrument. To obtain a clear image of the object in question on the retina, it is important that the object is on the visual axis of both eyes, the latter passing through the center of the lens and the retinal fovea of each eye.

Accommodation of the eye is the process of adapting to a clear vision of an object at different distances by changing the refractive power of the lens and constantly focusing the image on the retina. Accommodation of the eyes is regulated by the central nervous system. Insufficient lighting during educational activities forces students to bend low over a book and can cause tension or a spasm of accommodation (convulsive muscle contractions) that continues even after the eyes have stopped fixating a close object; To remove it, atropinization is performed. Some diseases of the organ of vision lead to paralysis or weakening of the accommodative muscle. In these cases, during training sessions it is necessary to use special glasses.

Visual impairment can be expressed in both total (blindness) and incomplete (low vision) loss of vision. Among the main clinical forms of vision defects in children, damage to the nerve pathways and the cortical zone of the visual analyzer, damage to the lens of the eye (cataract) is noted.

Visual defects are divided into two broad groups: progressive and stationary. Progressive cases include cases of primary and secondary glaucoma, optic nerve atrophy, retinal pigmentary degeneration, malignant forms of myopia, retinal detachment and others. Stationary (developmental defects) include microphthalmia, albinism, farsightedness, high degrees of astigmatism and non-progressive consequences of diseases and operations (persistent corneal opacities, cataracts).

Children with developmental disabilities often experience strabismus. The term “squint” combines lesions of the visual and oculomotor systems of various origins and localization, causing periodic or constant deviation (deviation) of the eyeball.

Apparent strabismus should be distinguished from true strabismus. A false impression of strabismus may be created if the child has asymmetry of the face and eye sockets. True strabismus is often manifested by impaired binocular vision and visual acuity.

The formation of an image largely depends on the refractive power of the eye and the optical mechanisms of vision. Incorrect refraction (ametropia) can be caused by: changes in the length of the axes of the eyeball; shifts in the curvature of the surface of the cornea or lens or changes in the refraction of various optical media; changes in innervation, changing the refractive power of the lens. The most common forms of ametropia are myopia, hypermetropia and astigmatism.

Myopia (myopia) is a refractive error of the eye in which the main focus of the optical system of the eye is between the retina and the lens. Often the eyeball is enlarged in axial size.

Farsightedness (hyperopia) is a refractive error of the eye, in which the main focus of the optical system of the eye is behind the retina, the main apple is reduced in size.

2 Visual perception in children with intellectual disabilities

Vision, more than any other analyzer, allows us to obtain broad, multidimensional and varied information about the world around us.

Visual perception is a complex work, during which the analysis of a huge number of stimuli acting on the eye is carried out. A specific feature of a person’s visual perception of the surrounding reality is the possibility of observation, that is, meaningful perception of objects and phenomena in the field of view, in their diverse and complex connections and relationships.

The visual perception of mentally retarded schoolchildren is characterized by a number of features that adversely affect their ability to get acquainted with the world around them and learn about it.

Mentally retarded students need a much longer time than their typically developing peers to recognize a familiar object. There is a relative slowness of visual perception. This is due to the slowness of the processes of analysis and synthesis characteristic of such children, due to a significant decrease in the mobility of cortical processes. Over the years of their stay at school, the process of visual perception of mentally retarded students noticeably accelerates. However, this applies predominantly to images of objects that are simple in structure and, to a much lesser extent, to complex ones.

Mentally retarded elementary school students differentially perceive fewer objects than typically developing students. Such schoolchildren are characterized by narrowness of visual perception. They can clearly perceive at the same time not 8-12 small objects, as is normal, but only 4-6. This can explain, to a certain extent, the difficulties in learning to read.

Another feature of the visual perception of mentally retarded students is its lack of differentiation. It manifests itself in the inaccuracy of recognizing colors and color shades that are close in spectrum, in the global vision of objects, that is, in the absence of identifying their characteristic parts. The main reason for this feature is a deviation in cognitive activity, although a decrease in color sensitivity also plays a certain role. As a result, the ability to understand the surrounding world is reduced.

The visual acuity of mentally retarded students is usually reduced. They have great difficulty identifying small objects. Low visual acuity makes it impossible to see objects close to each other separately. Primary school students perceive them as one large object. Due to a decrease in visual acuity, the world around them appears to children as merged, unified, devoid of clear forms.

Thus, when independently performing the simplest crafts in manual labor lessons based on the sample in front of them, students usually cope poorly with the work. Their products only roughly resemble the sample. Nevertheless, they are quite satisfied with the result and claim excellent grades. This behavior is usually qualified as inflated self-esteem, to which mental retardation children are prone, however, it is possible that schoolchildren simply do not notice the differences that exist between their own craft and the model.

Mentally retarded schoolchildren are characterized by generalized recognition, identification of objects that have some external similarity. First graders do not see the differences between a squirrel and a cat, a compass and a clock, a square and a rectangle. The undifferentiated visual perception of mentally retarded children is clearly visible when they describe the familiar objects they are considering. Looking at any object, the child does not show the desire to examine it in all details, to understand all its properties. For example, first graders are shown a pencil and asked to say what they see. Children name the object and consider their answer exhausted. When students are encouraged to look further, they usually talk about the color and use of the pencil, but do not note its thickness, length, edges, and so on. Typically developing students name many of these pencil features on their own initiative. This speaks not so much about the lack of necessary words in oligophrenic children, but about the inactivity of their cognitive activity, the inability to examine an object, to highlight its specific features.

Schoolchildren with mental retardation are characterized by the inability to adapt their visual perception to changed conditions. Images presented to them turned 180 are perceived by them as other objects (a saucer and a cup are recognized as a mushroom, a hat as a saucepan).

The perception of space is based on diverse connections, which may be defective in various links. The usefulness of the visual component of spatial orientation presupposes the interaction of various functions of vision: its acuity, perceptual field, eye, which in mentally retarded children does not reach the level of normal development.

Psychologists distinguish three main stages in the development of spatial cognition in normally developing children. The first presupposes the child’s ability to move and actively move in space. The second is associated with substantive actions that allow you to expand the practical experience of knowing the properties of objects and their spatial relationships. The third stage begins with the development of speech. Mastering prepositions that express spatial relationships and adverbs that indicate directions is of great importance.

Mentally retarded children go through the same three main stages of spatial cognition, but at a later date and with significant originality. At an older age, they master movements, which delays the development of perception of the surrounding space. Such children are characterized by significant delays and deficiencies in the formation of objective actions and associated voluntary movements. Schoolchildren with mental retardation are characterized by a lag and significant originality of speech development and verbal and logical thinking directly related to it. Students do not accurately understand and use prepositions in active speech, which indicates that they are not adequately aware of the spatial relationships of objects. Defective development of verbal and logical thinking does not provide the basis for a full understanding of the spatial situation.

During schooling, these shortcomings are clearly manifested in manual labor, drawing, and geography lessons. Students have great difficulty finding their way around a notebook sheet of paper; often at the beginning of their studies they do not follow the lines, write letters in mirror images, and cannot arrange the material in the notebook in the right order. When depicting objects, they sharply change their sizes and move them to the side.

The uniqueness of the perception of mentally retarded primary school students is clearly manifested when examining plot paintings. As noted by I.I. Budnitskaya, I.M. Soloviev, N.M. Stadnenko, at the initial stages of training, many of them, looking at a picture, randomly list the objects that come into their field of vision. They find it difficult to identify the main objects and secondary ones, do not combine them into semantic groups and do not make attempts to reveal the general content of what they perceive.

Younger schoolchildren with mental retardation often make mistakes in identifying an object and name the depicted objects incorrectly. This is largely explained by their low level of cognitive activity. Determining spatial relationships in a drawing (picture) is also not an easy task.

Significant difficulties are associated with a lack of understanding of conventional image techniques. A reduced image of an object in a number of cases does not lead a mentally retarded child to understand its remoteness. Students mistakenly perceive toy objects as real objects and adults as children. If the paw of a running dog is covered by the figure of a person standing in front of it, then mentally retarded schoolchildren say that the artist did not draw the dog correctly, he only drew three paws.

It can be very difficult for schoolchildren to determine the cause-and-effect relationships and relationships that exist between the characters in a plot picture and to understand the situation as a whole.

The comprehension of a plot picture by mentally retarded students largely depends on its content and composition. Perception can be complicated by a large number of objects, the absence of a central object, or the depiction of objects, characters and their experiences that are not sufficiently familiar to children. A significant role is played by the child’s existing knowledge, the ability to use it, and the ability to focus attention on a picture for a relatively long period of time.

intelligence visual perception children

Conclusions on Chapter 2

Visual perception plays the most important role in a person’s knowledge of the world around him, the assimilation of social experience, the formation of various types of activities, and the establishment of contacts with other people. Up to 90% of information is perceived by a person through vision.

Visual-spatial concepts are especially important for a child in his school education: in mastering the letters of the alphabet, numerical images, orientation on a geographical map, and so on.

The visual perception of mentally retarded schoolchildren is characterized by a number of features that adversely affect their ability to get acquainted with the world around them and learn about it. They exhibit slowness, insufficient differentiation, narrowness of visual perception, and the impossibility of its adaptation to changed conditions.

Conclusion

Perception acts as a meaningful (including decision-making) and meaningful (associated with speech) synthesis of various sensations obtained from integral objects or complex ones, perceived as a whole phenomenon. This synthesis appears in the form of an image of a given object or phenomenon, which develops during their active reflection.

As a result of the perception of preschoolers, three main directions are distinguished: they continue to assimilate sensory standards, master new perceptual actions, and develop orientation in space and time.

Age-related changes in perception cannot be considered in isolation from all other manifestations of the child’s personality, since they are subordinate moments in the general course of changes in his relationships with the surrounding reality, in the general course of development of child activity.

The development of perception does not occur spontaneously, but under the influence of practice and training, during which the child masters special sensory experience and joins the sensory culture created by humanity. Without training, this process remains unified and imprecise. The inclusion of speech in the child’s process of perceiving the world around him is of great importance. As a result, the child learns a well-known system of generally accepted sensory standards, which he then uses in his perceptual activities, analyzing reality and reflecting it in synthetic sensory images.

At each age stage, sensory education faces its own tasks, and a certain element of sensory culture is formed.

The importance of perception in the life of preschool children is very great, because it creates the foundation for the development of thinking, promotes the development of speech, memory, attention, and imagination. At primary school age, these processes will take leading positions, especially logical thinking, and perception will perform a serving function, although it continues to develop. Priority will be given to thinking, which will process information received through perception. Well-developed perception can manifest itself in the form of a child’s observation, his ability to notice the features of objects and phenomena, details, features that an adult will not notice. During the learning process, perception will be improved and honed in coordinated work with thinking, imagination and speech.

The process of perception underlies the intellectual development of a child and creates a solid foundation for the development of the cognitive and personal sphere, necessary for enhanced mastery of the school curriculum and social adaptation in the children's team.

On the importance of visual perception in the formation of speech R.E. Levina wrote: “By impaired visual perception, we mean the insufficiency of those analytical processes that are associated with the perception of the objective world... With insufficient objective representations, the child’s cognitive work is disrupted, which directly affects the mastery of speech... In close connection with such underdevelopment there is a reduced reading comprehension and agrammatism, which is also a very persistent manifestation of speech impairment.”

The basic properties of visual perception are formed in the process of interaction with other mental functions - memory and speech. Visual perception as a potential act is carried out only in the presence of standard images in memory that correspond to real objects.

A special role in the compensatory formation of the properties of perception and recognition of objects is played by the operations of analysis and synthesis, which ensure the division of an object into parts and their integration into a whole, large-scale transformations, which can transform sensory-impoverished experience and facilitate its cognition.

The prognosis for the development of perception is determined during a dynamic study. The process of perception underlies the intellectual development of a child and creates a solid foundation for the development of the cognitive and personal sphere, necessary for enhanced mastery of the school curriculum and social adaptation in the children's team.

During correctional work, it is very important to carry out systematic work on the development of visual perception, to observe children, assessing the dynamics of perception development.

The speed of progress in the development of perception may depend not only on the structure and severity of speech impairment, but also on emotional-volitional development and personal qualities. In our opinion, the development of visual perception can contribute to intellectual development in general.

The results of our research will allow us to develop adequate methods for the development of disorders during special correctional and developmental training.

Thus, in solving the main tasks of correctional education, it is necessary to purposefully carry out work on the development of visual perception. Silhouette and contour images of objects help develop visual-spatial orientation, preparing the child for mastering reading and writing.

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Only a schoolboy is afraid of being considered too smart (what if they start teasing him as a nerd?). Adults understand: there is no such thing as too much intelligence.

If there was a magic wand that could instantly improve your thinking and boost your erudition, it would instantly become a bestseller.

Is it possible to develop intelligence as an adult?

There is an opinion that one needs to “get smart” in one’s youth: they say, in one’s third decade, a person reaches his ceiling; Then there is only one task left - to stay in occupied positions.

Even scientists shared this idea in the recent past.

Previously, theorists and researchers had argued that intellectual ability peaked around age 20, but it is now clear that this conclusion was based on an incorrect interpretation of the limited research data available at that time.

Observations that were carried out in the 20th century using the longitudinal method (that is, long-term experiments) showed that after graduating from university a person has more than a real chance of increasing his own intellectual level.

“But what about the physiological changes?” readers will ask. Psychomotor reactions in a young guy will most likely proceed much faster than those of his grandfather.

The point is that the efficiency of the mind not limited to biological potential nervous system.

R. Cattell and D. Horn identified two types of intelligence - “fluid” and “crystallized”. Fluid is the basic abilities that allow you to learn new things (memorization, perception of connections between objects, etc.). It tends to weaken with age. Crystallized intelligence - the accumulated amount of knowledge and experience - grows over the years and compensates for the decreasing speed of thinking.

With speed, fortunately, everything is also not so primitive.

A person who constantly practices intellectual skills, processing multifaceted information using different methods, does not become less learnable. He simultaneously manages to maintain clarity of thought and operate with the accumulated baggage of ready-made data.

Great discoveries - especially in the humanities - were made not by 20-year-olds, but by 40-50 or even 70-year-old scientists.

An inspiring example. The famous physiologist I.P. Pavlov died at 86 years old. A year before his death (!), he mentioned in a letter to I.M. Maikov: “Until now, I do not allow changes in the distribution and size of my activities.” Even in the last hours of his life, the academician managed to surprise his colleagues. Already forgetting the words, he excitedly repeated: “Excuse me, but this is the bark, this is the bark, this is swelling of the bark!” As it turned out later, the diagnosis was absolutely correct.

Some people think they support their intellect by working. However, many types of mental work are associated with the performance of the same type of operations, which, moreover, is gradually brought to automation.

To develop the mind, it is necessary to use intellectual capabilities to the maximum - for example, by engaging in self-study.

"Intellectual" exercises

I don’t want to disappoint readers who opened the page looking for special exercises to develop intelligence. Such problems exist; they are published in whole books.

Here are examples from a popular book Tom Wujek's "Mind Training"(published 2011).

In the chapter about training with words Wujek recommends reading:

phrases in which the letters are written in reverse order;
statements written without spaces;
sentences from a literary text - and then, without looking, repeat them in order from the last word to the first;
printed text on an upside down sheet.

“Alphabetical order”: temporarily write down as many words as possible in which the letters coincide with the alphabetical “direction” (ray - “l” comes before “y”, and “y” comes before “h”);
“Through letter”: name the letter and figure out which one it should be; quickly remember the maximum number of suitable words (“sh”, the third from the beginning: cat, cup, tails, etc.);
“Duplets”: take two words with the same number of letters and build a chain from one to the other, replacing one of the letters in each link and using only nouns in the nominative case, singular (turn “goat” into “cake”: goat - bark - court - cake; try to catch a “fish” in a “net” yourself or turn a “pen” into “ink”);
“Anagrams”: create words only by rearranging letters (it’s better to play with ready-made sources - murmur, bug, mouse, carriage, ash, herd).

To develop mathematical abilities, Wujek suggests doing exercises with numbers- pronounce number sequences:

from 1 to 100 and from 100 to 1;
with increasing or decreasing by 2, 3, 4, 5, 6, 7, 8, 9;
with increasing and decreasing alternately - for example, by 2: 2 - 100, 4 - 98, 6 - 96, 8 - 94, etc.

I advise you to look for more games in the book “Develop your intellect: exercises for development, memory, intelligence and intelligence” (K. Philip, Moscow, "Astrel", 2003). It is inconvenient to retell fragments from it, since many tasks will be incomprehensible without illustrations.

This is all very exciting and great, but to be honest, I doubt that you will become a giant of thought just through such exercises. More serious loads are also needed - for example, self-study.

Study, study and study

Take an online math course or simply work your way through a high school math textbook, and you'll improve your thinking in a much more significant way than counting from one to a hundred and back. Likewise with other areas of knowledge that matter to you. The materials will be found (see), if only you had the right attitude.

If you want to become more intelligent and improve your memory, learn a language on your own; this really helps. Scottish scientist Thomas Buck conducted a study using the same longitudinal method that I mentioned at the beginning of the article. Dr. Buck determined the IQ level of a group of people, first in 1947 (the experiment participants were 11 years old), then in 2008-2010 (“Learning a second language in adulthood can slow brain aging”, “The Telegraph”, 06/2/2014).

It turned out that by the age of seventy, people who studied a foreign language usually remained in good intellectual shape. One caveat: the effect was noted when knowledge was acquired not for the sake of knowledge, but for active application, and did not lie in memory as a dead weight.

Give preference to the language in which you intend to at least sometimes communicate, read, listen to programs, watch films.

Here you will find practical tips for self-teaching English:

Don't have the energy to exercise regularly? Okay, play doublets and anagrams in the evenings, and What? Where? When?" or "Reasonable People". In “Reasonable People” and “ChGK”, what leads to success is not so much rich erudition as flexibility of thinking.

Physical education for the mind

Physical activity turns out to be very beneficial to intellectual activity.

A.F. Akhmetshina, N.P. Gerasimov (Kazan National Research Technical University named after A.N. Tupolev, Naberezhnye Chelny branch, article “The connection between physical education and sports and the development of intelligence”, materials of the conference “Modern problems of physical culture and sports: retrospective, reality and future”) write, What exercise has an effect for development:

attention;
observation;
speed of consideration, etc.

Improvement of cognitive skills is facilitated by good health (problems with blood supply to the brain, which occur in many diseases, greatly complicate thought processes). This time.

Intense movement requires both muscle tension and mental effort. That's two.

And what, the more you train, the better? No.

In the article “The influence of physical exercise on the body and intellectual abilities of a person” (E.N. Kurganova, I.V. Panina, Oryol State University named after I.S. Turgenev, materials “Science-2020”) we read:

An interesting fact has been proven that a connection is established only between intelligence and the general indicator of a person’s physical fitness. This has nothing to do with sports achievements, exhausting training leading to overwork. Mental and cognitive abilities are more developed in a person who regularly engages in physical exercise, but does not set himself the goal of achieving high athletic results.

The body's resources are limited. Too intense training does not tone you up, but exhausts you.

How to increase erudition?

Since you have decided to increase your level of intelligence, think at the same time about how to develop your horizons. An adult is constantly bothered by things to do, but if he wants, he can set aside half an hour a day for educational rest.

Read popular science books and science news. Watch documentaries - they make it easy to absorb information due to a combination of visual and auditory perception. Don’t get hung up on the hunt for purely factual information: fresh emotions also teach a person to think more broadly - for example, those provided by classical music (see?)

But - important advice - grow in areas that are for you interesting and/or useful.

There is no point in grasping at everything at once: to become a real polymath in the 21st century, you will have to literally live in books twenty-four hours a day. And in the end it turns out that Yandex and Google are still an order of magnitude smarter than you.

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As a rule, by the age of five, children have sufficiently mastered internal methods of perception, but in difficult cases they still resort to external techniques.

The distant object depicted in the picture still seems small to the child, but he already knows that distant objects are usually depicted as smaller.

Development of perception

qualitative modification of perception processes as the organism grows and individual experience accumulates - its process and result. It is characteristic that the most significant changes in perception occur in the first years of a child’s life. In this case, the decisive role is played by the assimilation of sensory standards developed by society and techniques for examining stimuli. Already before the age of six months - in conditions of interaction with adults - active search actions arise: the child looks - sees - grabs and feels objects with his hands. On this basis, intersensory connections are formed between various receptor systems - visual, auditory, tactile. This is how the child gains the ability to perceive complex complex stimuli, recognize and distinguish between them. At the age of 6-12 months, the motor system develops rapidly and the leading activity is action and object manipulation, which requires constancy of perception (-). In this case, the main method of perception becomes movements that reproduce, model the features of perceived objects. Subsequently, the development of perception occurs in close connection with the development of various types of activities - gaming, visual, constructive, elements of labor and educational activities. After the age of four, the development of perception becomes relatively independent.

Dictionary of a practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998.

DEVELOPMENT OF PERCEPTION

(English) development of perception). Over the course of a person’s life, perception goes through a complex path of development. R. v. is especially intense. occurs in the first years of a child's life. At the same time, in ontogenesis of human perception, the decisive role is played not so much by the maturation and adaptation of innate anatomical and physiological mechanisms, but by the assimilation of those developed by society sensory standards and techniques for examining stimuli. The emergence of higher levels of children's perception is associated with changes in the nature of children's activities (see. ), placing ever higher demands on perception ( A.IN.Zaporozhets,D.B.Elkonin and etc.).

A child is born with a relatively highly developed analytical system, with a number of unconditional indicative reactions, which consist in installing receptor apparatuses that ensure optimal perception of stimuli. Already during the 1st half of the child’s life (1-6 months), under conditions of correctly established interaction with adults, which causes and organizes the child’s orientation towards external influences, significant changes occur in perception. Active search actions occur: the child looks to see, grasps and feels objects with his hand (3-5 months). On this basis, intersensory connections arise between indicative reactions in various receptor systems (visual, auditory, tactile). The leading place in these connections belongs to oral examination of objects, controlling their visual perception. The child begins to perceive complex complex stimuli, recognize and differentiate them. At 5 months the child recognizes his mother. Perception becomes objective. The age of 6-12 months is characterized by rapid development of the motor system ( locomotion And manipulation). The first form appears in children leading activities - object-manipulative. This activity requires constancy of perception, which gradually develops. The main type of perception becomes the reproducing movements of the Organs, modeling the features of the perceived objects. Changes in perception in children of pre-preschool (1-3 years) and preschool (3-6/7 years) age occur in connection with the development of various types of children’s activities (play, visual, constructive, and elements of labor and education). In the early stages of this period (1-4 years), perception is directly related to the practical activities of children. Further, perception, while continuing to serve practical activity, acquires relatively independent meaning and properties higher mental function(voluntariness and awareness). Cm. .

Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

See what “development of perception” is in other dictionaries:

Development of Perception- the process of qualitative modification of perception processes as the organism grows and individual experience accumulates. It is typical for a person that the most significant changes in perception occur in the... Psychological Dictionary

Etymology. Comes from the Greek. ontos being + genesis origin. Category. The process of structural changes in perceptual processes as individual development occurs. Specificity. Practical actions to transform environmental objects... ...

Inadequate formation of psychological experience caused by sensory impairments (deafness, hearing loss, blindness, low vision, etc.) or lesions of the central nervous system (mental retardation, delayed mental development, disorders... ... Great psychological encyclopedia

Development of Intelligence According to J. Piaget- Development of intelligence according to J. Piaget, this concept assumes that the interaction of the subject and the environment can be carried out in fundamentally different forms: 1. In the form of instinctive behavior, which is determined by the anatomical and physiological... ... Psychological Dictionary

The process of formation and development of the cognitive sphere, in particular perception, attention, imagination, memory, speech, thinking. Dictionary of a practical psychologist. M.: AST, Harvest. S. Yu. Golovin. 1998 ... Great psychological encyclopedia

Etymology. Comes from Lat. intellectus mind. Category. Element of J. Piaget's theory of intelligence. Specificity. This concept assumes that the interaction of the subject and the environment can be carried out in fundamentally different forms: in the form... ... Great psychological encyclopedia

Ego development- Different authors use the term “R. e." differently. Most psychoanalysts use it in one of three areas: a) when describing the period of formation of the sense of self, or ego, in the first 2-3 years of life; b) when describing the development of all... Psychological Encyclopedia

Perception development- (synonyms: sensory development, perceptual development) one of the areas of mental development of a child: the formation of new ones that did not previously exist in him, as well as the improvement of previously existing perceptual processes. V. processes take place… … Encyclopedic Dictionary of Psychology and Pedagogy

Developing critical thinking through reading and writing- The significance of the subject of the article is called into question. Please show in the article the significance of its subject by adding evidence of significance according to private criteria of significance or, in the case of private criteria of significance for... ... Wikipedia

Development of the car body shape- Main article: Automotive design The shape of a car depends on the design and layout, the materials used and the manufacturing technology of the body. In turn, the emergence of a new form forces us to look for new technological methods and... ... Wikipedia

Books

Development of perception. Workbook for children 3-4 years old, Ignatova Svetlana Valentinovna. The workbook "Development of Perception" is intended for work with children 3-4 years old in the educational field of "Cognition" ("Sensory") and is included in the educational and methodological set of the program...