Sensory needs and child development. Tactile perception. Tactile perception Simple forms of tactile perception

28.10.2019

Sensory development of children.

Games for the development of tactile perception

The importance of sensory development in early and preschool childhood it is difficult to overestimate. It is this age that is most favorable for improving the activity of the senses, accumulating ideas about the world around us.

The child's readiness to schooling largely depends on its sensory development. Studies conducted by child psychologists have shown that a significant part of the difficulties faced by children during primary education (especially in grade 1) is associated with insufficient accuracy and flexibility of perception.

There are five sensory systems through which a person learns the world: sight, hearing, touch, smell, taste.

In the development of sensory abilities, an important role is played by the development of sensory standards - generally accepted samples of the properties of objects. For example, 7 colors of the rainbow and their shades, geometric figures, metric system of measures, etc.

There are various games and exercises for developing sensory abilities. In this article, we will take a step-by-step look at the games for developing each of the five sensory systems.

Touch games

(tactile perception)

Tactile (surface) sensitivity (sensation of touch, pressure, pain, heat, cold, etc.) is referred to the sense of touch.

To develop the child's tactile perception, play with a variety of natural materials and objects that differ in surface structure. Give your baby different toys: plastic, rubber, wooden, soft, fluffy. When bathing, you can use

washcloths and sponges of different hardness. Lubricate the child's body with cream, do various types of massage. Let the kid play with the brush, pom-pom from knitted hats, a ribbed ball from a pet store. Colored washcloths are also of great interest! You can make an interesting tactile album yourself from scraps of fabric of different textures: burlap, wool, silk, fur. You can also add a sheet of polyethylene there, wrapping paper from flowers, mosquito nets, velvet, corrugated and sandpaper and much more.

Games with foil are interesting for the child. You can first crumple it by making a ball out of it, then smooth it out again.

Play with cones, prickly chestnuts, ribbed walnuts, and smooth acorns. It is also useful to play with various cereals: put the pens in the box and look for the hidden little toy. It is advisable to play with pebbles, dry and wet sand, clay, earth, plasticine, flour and salt dough.

- How to keep your child busy in the country: earth pies and flower soup
- Painting with sand on glass
- "Rainbow in a bottle" made of crayons and sand

Draw your child's attention to cold snow or juice from the refrigerator and hot tea, hot radiators, and fire on the stove. When bathing, draw the baby's attention to the temperature of the water in the tap and bath; you can pour warm water into one basin, cool water into another and alternately lower the arms or legs.

Summer water games for children

Since the general sensitivity of the skin is reduced, it is beneficial for the child to receive interesting sensations with the whole body. It is good to wrap it whole in a woolen blanket; you can wrap the baby with a terry towel,

put on directly on panties and mace fur coat, tie the back and stomach with a knitted scarf.

The sensations of gouache paint on the handles, stomach, back will be very interesting for the child. It is especially great if the bathroom has a mirror and you can look at yourself from all angles.

The sensitivity of not only small arms, but also of the legs should be developed. Allow children to run barefoot on grass, sand, wet clay, river or sea pebbles... At home you can walk on peas, beans, roll rubber ribbed balls with your feet.

Self-massage and mutual massage of hands, feet, back with the help of massage brushes, terry gloves, a wheel massager, a foot massage roller, etc. are useful.

Additional educational games:

"Catch the pussy"

The educator concerns soft toy(pussy) different parts of the child's body, and the child with closed eyes determines where the pussy is. By analogy, other objects can be used to touch: a wet fish, a prickly hedgehog, etc.

"Wonderful bag"

Objects of various shapes, sizes, textures (toys, geometric shapes and bodies, plastic letters and numbers, etc.) are placed in an opaque bag. The child is offered to touch, without looking into the bag, to find the desired item.

"Handkerchief for a doll"

(definition of objects by the texture of the material, in this case determination of the type of fabric)

Children are offered three dolls in different shawls (silk, woolen, knitted). Children take turns examining and feeling all the handkerchiefs. Then the handkerchiefs are removed and folded into a bag. Children feel in the bag for the right handkerchief for each doll.

"Guess by touch what this item is made of."

The child is asked to feel by touch what various objects are made of: a glass cup, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, a clay vase, etc.

By analogy, you can use objects and materials of different textures and determine what they are: viscous, sticky, rough, velvety, smooth, fluffy, etc.

"Know the figure"
Geometric figures are laid out on the table, the same as those in the bag. The teacher shows any figure and asks the child to get the same from the bag.

"Know the object by the contour"
The child is blindfolded and given a figure cut out of cardboard (this can be a bunny, a Christmas tree, a pyramid, a house, a fish, a bird). They ask what kind of object it is. They remove the figure, untie the eyes and ask to draw it from memory, compare the drawing with the outline, and circle the figure.

"Guess what the item is"
Various voluminous toys or small objects (rattle, ball, cube, comb, toothbrush, etc.) are laid out on the table, which are covered on top with a thin, but dense and opaque napkin. The child is asked to identify objects by touch through a napkin and name them.

"Find a Pair"
Material: plates covered with velvet, sandpaper, foil, corduroy, flannel.
The child is offered to touch by touch, blindfolded, to find pairs of identical plates.

"What is inside?"

The child is offered balloons containing various fillers inside: water, sand, flour and water, peas, beans, various cereals: semolina, rice, buckwheat, etc. You can use a funnel to fill the balloons. Balls with each filler must be paired. The child must find pairs with the same fillers by touch.

Additionally, you can place a small amount of each filler in plates. In this case, it will be necessary to correlate each pair with the corresponding filler, i.e. determine what is inside the balls.

"Guess the number" (letter)

On the back of a child reverse side pencil (or finger) write a number (letter). The child must determine what kind of symbol it is.

Also very useful for preschoolers and pupils primary school(especially first class) games with letters made of rough (velvet, emery, etc.) paper: "Determine by touch", "Find the desired letter", "Show the letter". The child repeatedly runs his hand over the letter, feels it and names it. At the same time, not only the form is remembered, but also the way of writing this letter, which are associated with its name. Children who want to immediately write this letter should be given such an opportunity.

Games of this type are recommended to be carried out with a gradual complication: from learning groping actions under the guidance of an adult to the student's independent completion of the task, moreover, with closed eyes. By analogy, it is possible to use different numbers.

"What is it?"

The child closes his eyes. He is asked to touch the object with five fingers, but not to move them. By texture, you need to determine the material (you can use cotton wool, fur, fabric, paper, leather, wood, plastic, metal).

"Collect Matryoshka"

Two players come up to the table. Close their eyes. In front of them are two disassembled nesting dolls. On command, both begin to collect their own nesting dolls - who is faster.

"Cinderella"

Children (2-5 people) sit down at the table. They are blindfolded. In front of each is a pile of seeds (peas, seeds, etc.). In a limited time, the seeds should be disassembled into piles.

"Guess what's inside"

Two are playing. Each playing child has an opaque bag filled with small items: checkers, pen caps, buttons, erasers, coins, nuts, etc. The teacher names the object, the players must quickly find it by touch and reach it with one hand, while holding the bag with the other. Who will do it faster?

Lectures on general psychology Luria Alexander Romanovich

Tactile perception

Tactile perception

Simple forms of tactile perception

As mentioned above, touch is a complex form of sensitivity that includes both elementary(protopathic), and complex(epicritical) Components.

The former include the sensation of cold and warmth and the sensation of pain, the latter - the actual tactile sensations (touch and pressure) and those types of deep, or kinesthetic, sensitivity that are part of proprioceptive sensations.

Peripheral apparatuses of sensation of warmth and cold are small "bulbs" scattered in the thickness of the skin.

The apparatus of painful sensations is the free endings of thin nerve fibers that perceive pain signals, the peripheral apparatus of sensations of touch and pressure - a kind of nerve formations known as Meissner's little bodies, Vater-Paccini's little bodies, also located in the thickness of the skin.

The receptors for deep (proprioceptive) sensitivity are the same devices located on the surface of the joints, ligaments and deep in the muscles.

The receptor apparatuses just listed are unevenly distributed over the skin surface. Moreover, the density of their location has a biological basis: the finer sensitivity is required from the work of one or another organ, the more densely the corresponding receptor components are located on its surface and the lower are the thresholds for discriminating those signals that reach them, in other words, the higher their sensitivity.

Table 2.2 is a summary of the average frequency, with which 1 sq. mm of the skin of a given area of the body, the corresponding receptors are found. We see that the fingertips have a maximum frequency and a relatively large number of pain receptors. At the same time, there are no apparatuses that perceive cold and heat at all. A different picture is observed in the skin of the forearm, which, as you know, does not take part in active feeling: here the number of tactile elements per 1 sq. mm decreases, and the number of receptors for pain, heat and cold increases. The same can be said for the back skin.

Table 2.2 - The number of different skin sensitivity receptors per 1 sq. mm of different areas of the skin (according to B.G. Ananiev)

It is characteristic that if the number of peripheral devices per 1 sq. mm of skin of the fingertips is equal to 120, then per 1 sq. There are only 14 mm of the skin of the back of the hand, 15 of the palm skin, 29 mm of the chest, 50 mm of the forehead, and 100 mm of the tip of the nose. It is easy to see the biological significance of such a distribution of tactile elements in different areas of the skin.

The subtlety of the sensitivity of various surfaces of the body is provided not only by the density of the distribution of peripheral receptors in the corresponding areas of the skin, but also by the relative area of those areas of the postcentral parts of the cerebral cortex, where the fibers from the corresponding areas of the periphery arrive. We have already said above that the more subtle function a particular area of the skin performs, the more area is occupied by its projection in the cerebral cortex.

The facts just described show that cutaneous sensitivity is a special system adapted for tactile and kinesthetic analysis of signals coming from the outside world and from one's own body. Recall that while tactile impulses coming from skin receptors enter the posterior horns of the spinal cord, go as part of its lateral columns and, switching in subcortical nodes, end in the cortex of the posterior central gyrus, impulses that conduct signals of deep (proprioceptive) Sensitivity, first entering the posterior horns of the spinal cord, go further along the posterior columns and, interrupting in the nuclei of Gaulle and Burdach, come to the cortex of the posterior central gyrus and its secondary regions.

It should be noted that the divergence of the pathways of superficial sensitivity, on the one hand, and deep (kinesthetic) sensitivity, on the other, explains the fact that when the posterior columns, or Gaulle's and Burdach's nuclei are damaged, superficial sensitivity remains, while deep is disturbed. This is the case with tabes dorsalis, in which the lesion captures the systems of deep sensitivity, without affecting the system of superficial sensitivity. The second significant discrepancy should also be noted, the consideration of which is of great clinical importance.

This leads to the possibility of dissociation between tactile and pain sensitivity, which occurs in cases of damage to the gray matter located around the spinal canal (syringomyella). In these cases, fibers carrying impulses of tactile sensitivity can reach the cortex, while fibers carrying impulses of pain sensitivity and passing to the other side are interrupted.

As a result of this, the superficial (tactile) sensitivity of the patient remains, while the pain sensitivity disappears and the patient does not perceive the burns that occur when he touches hot objects, although he continues to feel the touch to them.

Finally, it should be noted that tactile sensation impulses conducted through thick sensory fibers are perceived faster than pain signals conducted through thinner fibers. Close observation of the sequence of tactile and painful sensations that we receive when touching a hot plate illustrates this point well.

As mentioned above, tactile sensitivity has a heterogeneous structure; it includes:

The simplest forms of superficial sensitivity (sensation of touch and pressure);

The most complex forms of tactile sensitivity are sensation of localization of touch, discriminative sensitivity (sensation of the distance between two touches to close areas of the skin);

A sense of the direction of skin tension (if the skin of the forearm leads to or from the hand);

Feeling of the shape, which is applied by touching the tip, making on the skin a shape of a circle, a triangle, or an image of a number or letter (the latter is often called in neurology the Foerster feeling).

Complex forms also include deep (kinesthetic) sensitivity, which makes it possible to identify the position of the passively flexed arm, or to give the arm the position that is passively given to the left arm (or vice versa). It is easy to see that the latter types of sensitivity are of a particularly complex nature, and complex secondary zones of the postcentral parts of the cortex take part in their implementation. Therefore, if the loss of elementary forms of tactile sensitivity can occur when any parts of the tactile path of the opposite side of the brain are affected, a violation of the higher forms of tactile sensitivity while maintaining its elementary forms can serve as a sign of damage to more complex secondary parts of the postcentral cerebral cortex. That is why the separate study of different forms of tactile sensation is of great importance for the topical diagnosis of cerebral lesions.

For research different types tactile, or proprioceptive, sensitivity, simple techniques are used that have become firmly established in the neurological examination of patients.

For research simple tactile sensitivity to a certain area of the skin is touched with a sharp or blunt end of a pin or pencil and the subject is asked to answer whether he feels the touch, what character it has, where the injection is felt by the patient. For an accurate examination, an esthesiometer or a set of hairs of various lengths is used.

For research localizations of a different feeling touch the tip to different places of the forearm and invite the subject to indicate the place to which the investigator touched.

For research discriminatory sensitivity use an esthesiometer E. Weber, whose legs move apart at different distances. An indicator of the subtlety of discriminatory sensitivity is the minimum distance at which the subject distinguishes not a single touch, but two separate touches.

A very important technique is Taber's experience, in which the examiner simultaneously touches two symmetrical points of the chest or face. The defeat of one of the hemispheres is revealed in the fact that the patient, who picks up each separate touch well, ignores one of the touches to the symmetrical points, if both touches are given at the same time. In this case, there is usually a sensation of touching a point opposite to the affected hemisphere. Finally, research is important. skin-kinesthetic feeling(for the analysis of which the skin of the forearm is led towards the hand or away from it, and the subject must determine the direction of passive movement of the skin and study deep (kinesthetic) sensitivity, in this case, the subject either passively flexes (or unbends) the subject's hand (fingers), asking him to determine in which direction the flexion was performed, or puts one hand in a certain position, inviting the subject to give the same position to the other hand. Violation of deep sensitivity in one or the other hand indicates the defeat of the complex kinesthetic parts of the cortex of the opposite hemisphere.

Finally, research "Two-dimensional - spatial feeling"(or Foerster's feelings) is done as follows: the researcher draws a certain figure (or number) on the skin of the forearm with the point of a needle or a match and proposes to determine which figure (figure) was drawn. The inability to complete this task in the presence of active attempts by the subject indicates a lesion of the secondary parts of the parietal cortex of the opposite hemisphere.

Complex forms of tactile perception

Until now, we have considered relatively simple forms of cutaneous and kinesthetic sensitivity, reflecting only relatively elementary features (pressure, touch, position of the limbs in space).

However, there are also more complex forms of tactile perception, in which a person can determine the shape of an object by touch, and sometimes recognize the object itself. This form of tactile perception is of great interest to psychology.

We have already indicated above that a resting hand can catch only individual signs of an immobile object affecting it (its temperature, size, less often the features of its surface), but it cannot catch either its shape or the sum of signs that it differs from. Naturally, under these conditions, there can be no question of any complex perception of the object. To move from the assessment of individual features to the tactile perception of the whole object, it is necessary, so that the hand is in motion, i.e. passive tactile perception was replaced by active feeling of the object.

That is why the study of how the process of feeling an object proceeds and how, in the process of feeling, a person gradually moves from evaluating individual signs to recognizing a touched object, is one of the most essential questions of the psychology of tactile perception.

The most interesting thing in the tactile perception of an object is the fact gradual transformation of consistently (successively) incoming information about individual features of an object into its integral (simultaneous) image.

Let us imagine that we are feeling with our eyes closed some object, for example a key. At first we get the impression that we are dealing with something cold, smooth and long. At this stage, we may assume that we are feeling a metal rod, or a tube, or a metal pencil. Then our hand moves and begins to feel the key ring; the first group of assumptions is immediately discarded, but a new hypothesis has not yet emerged. Feeling continues, and the palpating finger moves to the key beard with its characteristic irregularity. Here the most informational points are selected, all the sequentially perceived signs are combined and the last hypothesis arises: "This is the key!", Which is confirmed by subsequent verification.

It is easy to see that the process of recognizing the image of an object that occurs in vision straightaway, in touch wears expanded character and occurs through a sequential (successive) chain of samples with the isolation of individual features, the creation and formation of a number of alternatives and the formation of the final hypothesis.

Therefore, the process of tactile (active) perception, arising in the process of feeling, can serve us a model of any perception, the individual links of which are deployed here and are especially available for analysis.

The process of tactile perception was studied in detail by Soviet psychologists. B. G. Anan'ev, B. F. Lomov, L. M. Vekker. The studies of these authors have shown a number of significant facts.

First of all, they confirmed that the perception of the shape of an object without its active consistent feeling remains completely inaccessible.

The study further showed that the subject's hand should actively feel the object, trying to highlight its most informative points and combine them into one image. Passive holding of an object over a hand or a hand over an object, excluding active search movements, does not lead to the desired result, giving the possibility of only partial and therefore incorrect reflection of the object.

Thus, active feeling is really necessary in order to navigate the features of an object and combine them into a single image. Further research has shown the fact that the active feeling of the object is a complex process.

As a rule, it is carried out with the participation of both hands, moreover, each hand participates in the process of feeling in its own roles. In a right-handed person, the left hand usually plays a more passive role, supporting the object and giving the most coarse information, while the right hand is active, and the groping movements of her fingers highlight the details of the object.

The fine structure of the groping movements made it possible to get a closer look at their course. It turned out that groping movements are carried out with the leading role thumb, which in the process of evolution only in humans begins to oppose other fingers, and index finger, acquiring special mobility from a person. Further, groping movements are interspersed with stops, and the time spent on movement is one and a half times longer than the time spent on delays or stops. These facts make one think that during these stops, the smallest constituent parts, or "quanta", of tactile information are allocated (BG Ananiev).

It is characteristic that the groping movements with tactile perception of the object turn out to be inhomogeneous, and in them it is possible to distinguish small movements of the fingers(from 2 to 100 mm), usually dwelling on "critical" (most informative) points, during which the subject, apparently, receives detailed information about the attributes of the object, and large movements, which, obviously, combine individual features and carry the function of checking the assumptions that have arisen.

It is significant that this character of movements persists even in those cases when the subject does not feel with a finger, but with the help of a rod (for example, with a pencil), or in those cases when, as a result of amputation of the hand, the feeling is made by other parts of the hand, for example, a split forearm ( the so-called "Krukenberg claw").

As the exercise progresses, the described process of touching, which is necessary for tactile recognition of an object, can be gradually reduced, and if at the first stages of recognition it was necessary to compare many of the selected features, then with repeated touching, the number of features necessary for recognizing the object decreases more and more. so that at the end one of the most informative features is sufficient for the object to be identified. Interestingly, this process consistent reduction in the number of samples, at which the necessary informative signs are allocated, occurs relatively slower in young children and begins to become more pronounced in children at the age of 6-7 years. In an adult, such a contraction, or "curtailing," of the search movements necessary for tactile identification of an object proceeds especially quickly. Table 2.3 we present data on the gradual reduction of indicative tests in the tactile perception of an object, obtained by Soviet psychologists V. P. Zinchenko and B. F. Lomov when studying children of different ages.

Table 2.3 - The number of tests required for tactile recognition of an object in children of different ages

Tactile (tactile) perception, begun in experiments with touching objects, was continued in a special series of experiments and studies proposed by the Soviet psychologist E. N. Sokolov. This study set itself the task of studying the probabilistic structure of the perception process and consisted in the following. The subject was asked to feel with his finger a letter laid out from separate isolated elements, for example, buttons. As a rule, these were letters, the outlines of which differed only in the position of one or two elements.

The subject was asked to sequentially feel the structure given to him with his finger and say to which of the two letters it belongs. Experience has shown that at first the feeling was of an expanded nature, then the process gradually curled up, and, finally, the subject immediately directed his attention to the most informative points, touching which immediately gave him either positive information (the presence of an element that distinguishes one letter from another) , or negative information (lack of the required element), allowing you to come to the desired solution.

The described technique made it possible to approach the process of perception in a new way and introduce a quantitative, probabilistic approach into its research. At the same time, it showed that young children are unable to identify the points that carry the maximum information and focus the process of tactile analysis on these points.

It is characteristic that the defeat of certain parts of the brain led to peculiar disturbances in the described process of tactile recognition. Patients with lesions of the lower parietal parts of the brain and a violation of the ability to synthesize elements into a whole were unable to use the information they received and mentally create a whole image of a figure from individual elements perceived by them. Patients with lesions of the frontal lobes of the brain showed inconsistency in the very process of collecting the necessary information: the planned orientational phase of the action either dropped out or was significantly violated in them, and they often began to give impulsive conclusions about which letter they were feeling, without bringing their search to end and not highlighting the necessary supporting features (O. K. Tikhomirov).

The complex psychophysiological structure of the process of tactile (tactile) identification of an object leads to a phenomenon widely known in the clinic astereognosis, which some authors call a phenomenon amorphosynthesis(violation of three-dimensional tactile perception of an object by touch or violation of the process of synthesizing a whole image of an object from individual elements). This phenomenon consists in the fact that the patient, who retains an elementary tactile sensitivity, is unable to recognize the object that he is feeling, and to synthesize individual signs into a single whole.

The classic picture of astereognosis occurs when the secondary and tertiary parts of the parietal cortex are affected and is associated with a violation of the ability to combine individual tactile signals into a single structure. It manifests itself, as a rule, in one hand, opposite to the side of the lesion. In all cases of classical astereognosis, the patient actively feels the object given to him, tries to synthesize its signs, but is unable to do this and identify the object. Difficulties in recognizing this object by touch, arising from lesions of the frontal lobes of the brain, significantly differ from the classical picture of astereognosis. In these cases, leading, as a rule, to a sharp decrease in the patient's activity and to the impossibility of comparing the effect of his action with the original intention, the nature of the difficulty in the tactile perception of the object is of a different nature. In such a situation, the patient either does not make attempts to actively feel the object, or does not make enough systematic attempts to do this, interrupting the process of orientation at an early phase and prematurely expressing a hypothesis based on only one fragmentary isolated feature. Careful observations make it possible to see exactly in which link the process of tactile recognition of an object is disturbed, and to draw diagnostic conclusions from this observation.

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Touch is the most extensive sense organ, as tactile cells located in the skin and mucous membranes are distributed throughout the body. This sense organ is very important in determining how we feel, both physically and spiritually. Feeling is critical to the entire nervous system. Impulses propagate through the brain that can be developed by other senses.
Moreover, touch is directly related to feelings and emotional contact.

In one of the European orphanages there was a very high level infant mortality.
However, one child, whose crib was next to the front door, was doing quite well. He was gaining weight all the time and was the most harmonious child in the entire orphanage. It turned out that the woman who cleaned the room usually sat by the door during her lunch breaks. And all the time, while she ate, talked to this baby, caressed and hugged him. Touch and body contact are so vital that without them, children may even die.
American researcher Harry F. Harlow conducted experiments in which the newborn babies of higher apes were "assigned" to artificial "mothers". Some of the "mothers" were made of steel wire and some were made of cloth.
Harlow found that baby monkeys felt safe with rag "mothers." Little monkeys hugged "mothers", climbed on them and, when they were frightened by something, calmed down next to "mothers". On the other hand, the cubs experienced confusion and insecurity around the steel wire "mothers" and were unable to establish any emotional connections. Instead, they began to hurt themselves.
In one of the orphanages, we met a couple of twins who were kept in this house, one of whom was born with a cleft palate. In this orphanage, children are usually not picked up while feeding, but instead are given a bottle that is supported on a blanket. Since the baby with the cleft palate could not suckle, the staff had to pick him up and feed him. This child was developing well, while the other twin was slowly gaining weight and showed clear signs of depression.

The touch is localized in the skin and membranes and is stimulated by applying pressure to the skin.
The sensation of touch is greatest where the tactile cells are most dense, such as the tip of the tongue and the pads of the fingers. The distance between the tactile cells on the back is much greater, making it difficult for a child to tell if one or two fingers are attached to his back.
When working with the child's sensation of his body, you need to understand that the child must repeatedly feel his back in practice to make sure that it exists exactly where it really is.

In many countries, there is a natural attitude towards body contact and touch.
While working on a project involving street children, children and staff kissed and hugged in a very natural way during work and play. Children were also very creative with games that were more touching for them.
An example of this is an incident that happened one warm day while visiting a playground. The children climbed up and down the rocket-shaped climbing ladder. It was too hot, so the teacher did not take part in the game, sat on the swing and watched. The children immediately started a game in which they were going to fly to the moon in a rocket. They all climbed down and stood in line to kiss the teacher as she "greeted them on the moon." In a few minutes it was time to fly away and they all wanted to kiss goodbye. In this way, the children played the journey while ensuring that they received the touch and contact they needed.

We now know that babies need a lot of touch and contact, and several techniques have been developed to massage infants.

prematurely born children:
An experiment carried out in the United States, where children born before their term were given "baby massage", gave very good results. These babies developed faster and had fewer neurological problems than other babies born ahead of time that have been handled in a traditional way.
children born by caesarean section:
These babies did not receive the most important of all types of tactile stimulation - the birth process.
children with delayed development (on early stages life):
Even if many senses are underdeveloped, touch can function and provide a rich experience for the child. For some children with developmental delay, touch was one of the few developmental channels.

Children also need tactile stimulation in order to be able to initiate tactile contact on their own. It is important for a child to be touched in the early stages so that his nervous system is used and developed.
Many animals lick their young immediately after they are born, giving them a powerful touch. The most important factor of all is physical contact with a small child. He needs to be worn, cuddled, caressing and kissing, massaging him, bending his arms and legs while caring for him, talking and making eye contact with him. Throughout our lives, body contact and touch are very important. Touch also has an impact on the learning ability of a particular person by assisting in the development of their nervous system.

Tactile protection

Some children react very negatively to touch, which is related to tactile protection, although this may also be due to psychological reasons. Tactile protection also depends on the child's inability to cope with the discomfort.
Most of us can experience severe discomfort if we feel a furry spider crawling on our hand. If we realize that this is just a blade of grass, then we can "slow down" the unpleasant sensation.
A child with tactile protection, on the other hand, may be in a dilemma, experiencing discomfort when faced with many sensations when touched. Such a child needs body contact even more than others, but has difficulty getting it.
This can lead to serious difficulties in social relationships if people do not understand his problems. For example, it is very difficult for such a child to stand in line and be in close contact with other people.

Children who are showing signs of tactile defenses can be helped by realizing the following:

Holding the baby confidently is better than holding it apprehensively;

It is preferable that the child be able to touch himself;

Such a child is most afraid when his face and head are touched;

It is better to try to have the child hug you, not you hug him;

It is helpful to let him play with material that trains his sense of touch, such as clay, sand, and water, and give him the freedom to choose which way.

Touching yourself is easier to endure, for example, if you tickle yourself, you can easily endure it. Therefore, the problem is the ability to provide yourself with tactile stimulation. A disabled little girl was allowed to have a brush, which she dipped into a jar of strawberry jam. This was enough motivation for her to stimulate the area around her mouth by licking her jam brush.

For some children, it is easier to receive touch if a sense of balance is stimulated.
Therefore, it may be helpful to twirl, jump, dance, or sway before moving on to games involving hugging each other or using material that usually makes children feel uncomfortable.

What behavior might indicate tactile defense?

Negative reaction to touch the face.

Abnormal reactions to hairdresser and dentist.

Strong dislike for shampooing.

Avoiding other people's touch.

Negative reaction to touching yourself.

Does not play games involving skin-to-skin contact.

Doesn't want to be in a group with other people.

Doesn't want to stand in line.

Doesn't want to wear blouses or short sleeved shirts.

Has a strong need for soft objects or, conversely, avoids soft objects.

Sensitive to certain clothing.

Doesn't like to play with sticky materials.

Prefers not to walk barefoot on sand or grass.

A child with tactile defenses can often react hyperactively and find it difficult to concentrate, as they are often troubled by fear of unpleasant experiences. Thus, tactile defense blocks learning situations when there is a negative impact on the child's behavior.

Touch also includes:

Feeling of temperature:

The skin contains heat and cold receptors. The child learns empirically to distinguish between what is warm and what is cold. The infant cannot decide for himself how warm or cold something is, and adults must take care that the baby does not come into contact with extreme cold or hot sun or overheat. Adults should also make sure that the child gets more fluids during the heat.

Feeling pain:

The feeling of pain serves as a defense. If a part of the body is in pain, the child may move away from the source of the pain. A child is able to experience pain from birth, but cannot determine where it comes from. After reaching about 18 months, the child can show where it hurts, and at the age of 3-4 years, the child can already tell what exactly it hurts.

Sitting children back to each other. Both children join hands and sing, swinging back and forth. A good exercise to get a feel for the back that is not visible.

Relaxation (relaxation) without music, by touching different parts of the body.

To blindfold a child who must guess by touch which of his friends is in front of him.

Water games, including mixing water of different temperatures.

Examine shapes visually and tactilely of various shapes... Finding similar objects with your eyes closed, such as stones, cones, trees and sticks.

Play "Easter cakes", play with sand, mud, snow, papier-mâché, paint with your fingers, paint the body.

Draw something on the child's back, after which he guesses what was drawn.

Sing songs and play games where children hold hands.

Play in the middle of the dance hall.

Place pieces of various fabrics in a drawer and feel them. Then describe how they feel.

Games related to songs about different parts of the body.

Games with dolls.

Feeling of objects that have different thicknesses.

Touching objects that have different temperatures.

Feel braille books (you can make them yourself).

Feel your hand during an action. Everyone sits in a circle, holding an object behind their backs. These objects are passed in a circle and each child must feel by touch when the object that he had from the very beginning will return to him.

Sort the sandpaper according to its roughness.

Sort the letters on sandpaper.

Sort bricks without looking (building blocks).

"Nice, glorious goat" ().

"Harrner's box" ("magic chest"). The child needs to discover, explore, touch and name various interesting objects that fill the box, and all these objects are absolutely not related to each other, made of various materials and have a different shape.

"Palpable bag". Place various items in the bag. The child can feel with his hand (without looking inside) and say what is in the bag. Below are three examples of such bags:

Feeling bag for small children
Something soft, such as a skein of cotton thread, a block of wood, a small ball, a paper ball, a key, a large piece of chalk, and various cutlery.

Feeling bag for 2-4 year olds
Various wood figures, for example, cubes, cylinders, ovals, circles; various cutlery; various pieces of fabric: soft, rough, etc.

Feeling bag for 6 year olds
Ruler, pen, washer, pencil sharpener. Objects can be changed, sometimes a certain theme can be set, for example, it can be objects used for drawing or sewing.

Ilva Ellneby
CHILDREN'S RIGHT TO DEVELOPMENT /
Ellneby I .; Per. from Swedish Robbing K .; - Minsk: UP "Technoprint", 2004. - 124 p., Ill.

The book tells about how children can receive support and stimulation through play and creativity. This manual is intended primarily for the staff of childcare facilities. The author of the book is a special teacher and speech therapist.

Games for the development of tactile perception

Sensory development of a child 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 sensory development in early and preschool childhood is difficult to overestimate. It is this age that is most favorable for improving the activity of the senses, accumulating ideas about the world around us. A child's readiness for schooling depends to a large extent on his sensory development. Studies conducted by child psychologists have shown that a significant part of the difficulties faced by children during primary education (especially in grade 1) is associated with insufficient accuracy and flexibility of perception. There are five sensory systems through which a person learns the world: sight, hearing, touch, smell, taste. In the development of sensory abilities, an important role is played by the development of sensory standards - generally accepted samples of the properties of objects. For example, 7 colors of the rainbow and their shades, geometric shapes, metric units, etc.
There are various games and exercises for developing sensory abilities. In this article, we will take a step-by-step look at the games for developing each of the five sensory systems.

Games for the development of touch (tactile perception)

Tactile (surface) sensitivity (sensation of touch, pressure, pain, heat, cold, etc.) is referred to the sense of touch. To develop a child's tactile perception, play with a variety of natural materials and objects that differ in surface structure. Give your baby different toys: plastic, rubber, wooden, soft, fluffy. When bathing, you can use washcloths and sponges of different hardness. Lubricate the child's body with cream, do various types of massage. Let your baby play with a brush, a knitted hat pom-pom, or a ribbed ball from a pet store. Colored washcloths are also of great interest! You can make an interesting tactile album yourself from scraps of fabric of different textures: burlap, wool, silk, fur. You can also add a sheet of polyethylene, flower wrapping paper, mosquito nets, velvet, corrugated and sandpaper, and much more. Games with a falga are interesting for the child. You can first crumple it by making a ball out of it, then smooth it again. Play with cones, prickly chestnuts, ribbed walnuts, and smooth acorns. It is also useful to play with various cereals: put the pens in the box and look for the hidden little toy. You can advise playing with pebbles, dry and wet sand, with clay, potions, plasticine, flour and salt dough. Draw your child's attention to cold snow or juice from the refrigerator and hot tea, hot radiators, and fire on the stove. When bathing, draw the baby's attention to the temperature of the water in the tap and bath; you can pour warm water into one basin, cool water into another and alternately lower the arms or legs. Since the general sensitivity of the skin is reduced, it is beneficial for the child to receive interesting sensations with the whole body. It is good to wrap it whole in a woolen blanket; you can wrap your baby in a terry towel, put a fur coat on your panties and a T-shirt, tie your back and stomach with a knitted scarf. The sensations of gouache paint on the handles, stomach, back will be very interesting for the child. It is especially great if the bathroom has a mirror and you can look at yourself from all angles.
The sensitivity of not only small arms, but also of the legs should be developed. Allow children to run barefoot on grass, sand, wet clay, river or sea pebbles as often as possible in summer. At home you can walk on peas, beans, roll rubber ribbed balls with your feet.
Self-massage and mutual massage of hands, feet, back with the help of massage brushes, terry gloves, a wheel massager, a foot massage roller, etc. are useful.

Additional educational games:

"Catch the pussy"

The teacher touches with a soft toy (pussy) different parts of the child's body, and the child with closed eyes determines where the pussy is. By analogy, other objects can be used to touch: a wet fish, a prickly hedgehog, etc.

"Wonderful bag"

"Handkerchief for a doll"(definition of objects by the texture of the material, in this case, the definition of the type of fabric)

"Guess by touch what this item is made of."

The child is asked to feel by touch what various objects are made of: a glass cup, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, a clay vase, etc.

By analogy, you can use objects and materials of different textures and determine what they are: viscous, sticky, rough, velvety, smooth, fluffy, etc.

"Know the figure"

Geometric figures are laid out on the table, the same as those in the bag. The teacher shows any figure and asks the child to get the same from the bag.

"Know the object by the contour"

The child is blindfolded and given a figure cut out of cardboard (this can be a bunny, a Christmas tree, a pyramid, a house, a fish, a bird). They ask what kind of object it is. They remove the figure, untie the eyes and ask to draw it from memory, compare the drawing with the outline, and circle the figure.

"Guess what the item is"

Various voluminous toys or small objects (rattle, ball, cube, comb, toothbrush, etc.) are laid out on the table, which are covered on top with a thin, but dense and opaque napkin. The child is asked to identify objects by touch through a napkin and name them.

"Find a Pair"

Material: plates covered with velvet, sandpaper, foil, corduroy, flannel.
The child is offered to touch by touch, blindfolded, to find pairs of identical plates.

"What is it?"

"Collect Matryoshka"

Two players come up to the table. Close their eyes. In front of them are two disassembled nesting dolls. On command, both begin to collect their own nesting dolls - who is faster.

"Cinderella"

Children (2-5 people) sit down at the table. They are blindfolded. In front of each is a pile of seeds (peas, seeds, etc.). In a limited time, the seeds should be disassembled into piles.

"Guess what's inside"

Two are playing. Each playing child has an opaque bag in his hands, filled with small objects: checkers, pen caps, buttons, erasers, coins, nuts, etc. The teacher names the object, the players must quickly find it by touch and reach it with one hand, while holding the bag with the other. Who will do it faster?

Every person is unique. Everyone has a different character, temperament, and even One can be kinesthetic, the other - audial, the third - visual. Nevertheless, without an adequate orientation in the surrounding reality, it is difficult to imagine the vital activity of any person. The possibility of this orientation provides a tactile perception, which will be discussed in today's article.

Ways of perceiving information

Perception is mental process, which reflects what is happening in reality. This process helps a person to navigate in space, make decisions about their next actions and not repeat mistakes.

We invite you to familiarize yourself with the types and basic properties of perception:

Auditory. This type implies the ability to determine different phenomena of the surrounding world with the help of sounds.
includes tactile, skin contact and touch system. In this case, the main organ is a person's hands - it is thanks to them that he receives the necessary information. With the help of tactile perception, a person communicates with people and with the world around him through touch.
Visual. It consists in combining the processes of creating and constructing visual images of the surrounding world of people.
Taste. When food is consumed, a signal is sent to our brain from the receptors, with the help of which we can distinguish sour food from sweet, bitter from salty.
Olfactory. It consists in knowing the world with the help of various smells.

What is tactile perception?

Touch is one of the types of perception of objects and phenomena, which is based on multimodal and tactile information.

Thus, tactile perception is sensation through touch, pressure, temperature or pain, due to which a person perceives the surrounding reality. With the help of this perception, a person develops first impressions of an object or phenomenon. When the outer integuments of the body come into contact with something, we have the opportunity to know the shape, elasticity, size, roughness or density, cold or heat, which are characteristic of the object.

Thus, tactile perception is information received through skin receptors. We feel when we touch an animate or inanimate object and also notice when they touch us. However, the sensitivity is not limited to just these sensations. When touching an object, it is common for a person to feel not only the main signs, but also its properties, such as smoothness, hardness, moisture, ductility, and also feel itching, tickling and vibration.

Thanks to the tactile way of perceiving information, our skin is able to respond to physical properties objects around us, and therefore it is through her that we receive certain information.

Major impairment of perception

To identify, it is necessary to clearly know the manifestations of diseases. A separate branch of clinical medicine - psychiatry - can help in this. With help clinical analyzes, collecting anamnesis, laboratory tests, a specialist in this field will be able to make an adequate diagnosis.

In psychiatry, there are several main categories of impairment of tactile perception:

illusions;
autotopognosy;
tactile agnosia;
hallucinations.

The above diseases can cause impairment of various sensory organs. Within the framework of this article, we will consider similar disorders associated directly with tactile sensations and tactile perception.

World of illusion

Tactile illusions are associated with tactile sensations. Perception is imperfect, and sometimes a person can hear a sound, see an image, or feel an inexplicable touch on himself. In psychology, it is considered quite normal when, against the background of distorted perception, the human brain builds images that do not correspond to reality. Sometimes people tend not to notice the obvious things or, on the contrary, to create the appearance of something that does not exist in reality. Therefore, sometimes you can see the distortion of an object in the air, a mirage, and much more.

With this violation, it seems to the patient that he has tactile contact with unreal objects and invented objects. In addition, a person may have a feeling of a foreign object within himself.

Getting rid of illusions

The first step towards a cure will be to identify the underlying disease, since illusions can be a side symptom of a more serious illness. To do this, first of all, you need to contact a therapist. By using medical analyzes and examination, the doctor will be able to diagnose and, if necessary, redirect to a specialized specialist. For example, if the symptoms of syphilis became the cause of the illusions, then the patient will be referred to a venereologist. In this case, it is worth paying attention to the underlying disease and starting treatment with it. After she retreats, tactile illusions will pass.

But it happens that this disorder also has a mental nature. In this case, it is worth contacting a psychotherapist or psychiatrist. They will help to put or refute the diagnosis of schizophrenia, bipolar disorder. If a specialist identifies a specific diagnosis, with the help of drug treatment and a specific therapy, he will be able to help. In this area, the approach to each patient is purely individual, therefore, self-medication is strictly prohibited. Medicines and prescriptions, read on various forums on the Internet or suggested by friends, can only aggravate the situation.

In case of illusions in children, before or after bedtime, it is worth seeing a specialist and, if necessary, undergo treatment. A psychiatrist or psychotherapist, having worked with the child and his parents, will be able to identify the root cause of this disorder, after which several sessions of psychotherapy will follow, which should subsequently help the child cope with the false perception of the real world.

Hallucination

This disorder can cause impairment of visual, auditory and tactile perception. As for tactile hallucinations (also called tactile hallucinations), they can manifest themselves in the form of squeezing, sensation of touching and pricking. Sometimes this can be expressed in unpleasant sensations under the skin, as if insects or other tiny creatures are digging holes in the muscle tissue.

Hallucinations can affect both the human body and the external world that surrounds it. If visions occur quite often and are accompanied by delirium, then in this case we are talking about hallucinosis. This disorder tends to go into a chronic state in which the patient can maintain working capacity, a critical attitude to his feelings and orderliness of behavior.

Hallucinations that accompany drug and alcohol intoxication are treated by specialists in psychiatric clinics or drug dispensaries. But this treatment is carried out only in the absence of dependence on alcohol and drugs. It is in this case that specialists will be able to help get rid of terrible sensations and visions.

The causes of hallucinations

Scientists have not yet identified specific factors that can affect the occurrence of hallucinations. The reasons still remain completely unexplored, but there are still assumptions:

alcohol and drug intoxication can cause significant damage not only to the physical, but also mental health;
disruption of the brain;
tactile hallucinations can be caused by schizophrenia or encephalitis;
side effect drug treatment;
violation of the sense organs;
experts have identified another factor called "mass psychosis" - this happens when an absolutely healthy person succumbs to mass suggestion.

Tactile agnosia

This disorder is associated with damage to the parietal parts of the human brain hemisphere, which inhibits the tactile perception of information. Tactile agnosia includes the impossibility of identifying various objects as a whole while maintaining the perception of its individual features. For example, when feeling any object put into the patient's left or right hand, you can notice obvious difficulties.

With tactile agnosia, it can be difficult to determine its weight, size, shape and material from which it is made when feeling an object. Today, a common variant of tactile agnosia is dermoalexia. It is associated with a lesion of the left parietal region, which is characterized by the impossibility of perception different characters(these can be letters, numbers or signs), which are "drawn" by a specialist on the patient's hand.

The essence of tactile agnosia is a violation of the recognition of various objects and touching them. There are several types of this disorder:

finger - with this violation, the patient does not feel his fingers;
somatoagnosia - impaired recognition of body parts and their location;
objective - with this type of tactile agnosia, a person cannot feel by touch the properties of an object, such as its shape, size, material, despite the fact that the visually patient can describe this object.

Autotopagnosia

The next violation is associated with the inability to perceive the location of various parts of the body, their location and relationship. Simply put, it is difficult for a person with this disorder to know where their ears or eyes and other body parts are.

Typically, the disorder spreads to the trunk, face, and upper limbs. There are two types of auto-diagnosis:

It is common for the patient to ignore one half of the body - during movement, the person simply does not notice and does not use that half of the body. There are also cases when a person has a feeling that she is simply missing a part of her body.
The second is to misjudge the location of different parts of the body. For example, when a patient is asked to show where his nose is, he may point to a completely different part of the body or mention its absence. People with this disorder cannot find their body parts or believe that they are completely absent.

Diagnostics

With the development of the above deviations, it is necessary to consult a doctor, who, in turn, will try to reveal the complete picture of the disease and study the anamnesis. For example, if a patient has recently suffered a brain tumor, stroke or other various injuries, this can become an essential basis for the formation of these disorders. Therefore, the attending physician must take into account all the nuances in the process of diagnosing violations, and then refer to specialists of a narrow profile to check the state of vision and hearing. Also, in the process of checking the violation of tactile-motor perception, various laboratory tests are performed.

Prophylaxis

The above violations of tactile perception do not have certain methods of prevention, but you can protect yourself from this with the help of a correct lifestyle.

In order to avoid such disorders that negatively affect tactile-motor perception, experts advise the following:

first of all, give up bad and bad habits;
observe the daily routine;
find a hobby and do your favorite things as often as possible;
get enough sleep;
communicate more with family and friends;
dream and make plans.

Such simple, at first glance, advice will help you live a full life, where there will be no room for a world of illusions.

Treatment

After the cause of the violation of tactile perception has been determined and all efforts are directed towards the treatment and elimination of the underlying pathology, psychotherapeutic therapy, consultations with a speech therapist and a neuropsychologist should be carried out in parallel. Treatment can take many years or give a good result in the first two weeks, this is a purely individual aspect. As a rule, treatment of these disorders begins after adequate measures have been taken to eliminate the patient's underlying disease. There are cases when, after a complete cure from the underlying disease, the impaired functions were restored without using additional measures correction.

Forecast

If the above violations are detected, tactile perception needs to be corrected. It is not advisable to neglect treatment in this case. Various kinds of hallucinations, agnosia, autopagnosia are progressive diseases that will only worsen a person's condition. In this case, the prognosis will be disappointing, since the patient is unable to distinguish the real from the imaginary.

In the absence of appropriate treatment, these disorders will only progress, and the person himself will become even more distant from reality, plunging into his own world. In such situations, you should not self-medicate and look for answers to your questions on your own.

How to develop tactile perception in children

We know the world around us and ourselves with the help of various types of perception, such as smell, touch, taste, hearing and sight. You don't need to be a psychologist or physiologist not to notice what a huge impact the tactile perception of objects has on a child. Touching the mother, exploring toys and any other details with pens, lips and even legs. It is with the help of fingers and palms Small child learns the big world, which has a positive effect on mental activity. And in order to help the baby in studying the environment, it is worth contributing to the development of tactile perception.

The ability to recognize objects is important not only for children, but also for adults. This is especially important when there is a visual impairment and a person does not have options for how to learn to study the world with the help of the organs of touch.

We propose to consider exercises that contribute to the development of tactile perception:

Collect as many different objects as possible, different to the touch: sandpaper, velvet, fur, ribbons, erasers, paper, stone fragments, shells, pieces of metal, etc. touch and what it reminds us of our life.
Place different items in a bag or pouch and have your child pull something fluffy, smooth, or rough out of it. Or, instead of the qualities of a given thing, you can guess the name of the object itself. For example, put your keys, toy car, notebook, Walnut or pencil. Then invite the kid to get a certain item.
Spread various objects on the floor and try to touch them with your child with bare feet. It can be anything: fur, newspaper, rug, cardboard, velvet, sandpaper, beans, rice, buckwheat, cotton fabric and much more. If possible, go outside and walk barefoot. Feel your feet touching sand, leaves, grass, wood, bricks, asphalt, gravel and earth. Compare and discuss how you felt.
The next exercise is done in the presence of two children. The bottom line is this: invite the children to talk to each other without words, using only touch and gestures.

Grain pouches

This exercise is suitable for children over 6 months old. Sew the small linen bags first, fill them halfway with different grains and sew on all sides. Usually make four pairs of identical bags: two each with buckwheat, rice, wheat or beans, etc. You can sew bags of different colors. The task of the child is to be able to pick up the bags with the same grain by touch.

Tactile track

This activity is for children over one year old. The meaning of the exercise is as follows:

Any object must be placed on the floor. These can be pebbles or pebbles, straw, lumps of paper, clean sand, pieces of cloth, wooden planks.
After the children have washed and wiped their feet dry, they are offered to walk along a rough path. The main thing is to do it slowly and try not to go aside.

This exercise will not only become a pleasant entertainment for kids, but also a training in movement coordination and concentration. Of course, this path can be built in the yard and on the street. Actually, it is not even necessary to do it on purpose. Instead, just allow your child to run barefoot on sand, grass, pebbles, wet clay as often as possible. According to research, the centers of tactile perception in the brain are located near the centers speech development... In this regard, training of the feet contributes to the speedy development of speech, no worse than training the fingers. That is, tactile perception contributes to the development of speech.

It is worth noting that touch is the first sense that begins to develop in the embryo. The development of the perception of the senses in humans and their relationship to the development of other senses, such as hearing or sight, has become the subject of a large number of studies. According to scientists, newborns experienced great problems with survival in the event that they did not develop a sense of touch, even if they were able to see and hear.

Do not underestimate tactile perception, because touch plays a huge role in the life of not only children, but also adults. They can trigger the body's production of happiness hormones and promote well-being. Tactile perceptions simultaneously affect the mind and the physical component.

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