Visual teaching methods

The purpose of the visualization method in elementary school is to enrich and expand the direct sensory experience of children, develop observation, study the specific properties of objects, create conditions for the transition to abstract thinking, for independent learning and systematization of what has been studied. In the primary grades, natural, picturesque, three-dimensional, sound and graphic clarity are used. The means of visualization are diverse: objects and phenomena of the environment, actions of the teacher and students, images of real objects, processes (drawings, paintings), models of objects (toys, cardboard cuttings), symbolic images (maps, tables, diagrams, etc.) ... A certain amount of caution is required of teachers to organize student observations. A common mistake is the use of such clarity, when its essence is overshadowed by bright colors. An inexperienced teacher often draws the children's attention to secondary details. Handouts are overly colored. Scheme, table should contain color only for highlighting the meaning, but not for decoration.

Visual methods include demonstration methods, illustrations, video methods.

Demonstration as a teaching method serves mainly to reveal the dynamics of the studied phenomena, but it is also widely used to familiarize oneself with the appearance of an object, its internal structure or location in a number of similar objects. When demonstrating natural objects, they usually start with the appearance (size, shape, color, parts and their relationships), then move on to the internal structure or individual properties that are specially emphasized and emphasized (frog breathing, device operation, etc.). The demonstration starts with a holistic experience. This method is truly effective only when children themselves study objects, processes and phenomena, perform the necessary actions themselves, and establish dependencies. An active cognitive process is carried out - things and phenomena are comprehended, and not other people's ideas about them.

It is necessary to distinguish demonstration as an active method of cognition from simple demonstration. In the process of active demonstration - problematic or exploratory - the attention of students is concentrated on essential rather than random properties. As a result, they are realized faster, easier and more fully. During the demonstration, the teacher's word does not play the main role, but it constantly accompanies the observation. To increase independence, it is important to involve students in explaining what they see. The effectiveness of the demonstration is facilitated by the correct choice of objects, the ability of the teacher to direct the attention of children to the essential aspects of the demonstrated phenomena, as well as the correct combination of various methods. The demonstration process should be structured so that:

All students had a good view of the demonstrated object;

They could perceive it as much as possible with all the senses, and not just with the eyes;

The right aspects of the object made the greatest impression on the students and attracted the maximum attention.

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc. Recently, the practice of visibility has been enriched by a whole range of new tools. Multi-colored plastic-coated maps, history albums, atlases, beautifully designed children's encyclopedias, etc. have been created.

Demonstration and illustration techniques are used in close connection, complementing and reinforcing the impact. When students must perceive a process or phenomenon as a whole, a demonstration is used, when it is required to understand the essence of the phenomenon, the relationship between its components, they resort to illustration. The effectiveness of the illustration depends on the presentation technique. Choosing visual aids and a form of illustration, the teacher will think over their didactic purpose, place and role in the cognitive process. He is also faced with the problem of determining the optimal amount of illustrative material. Experience shows that a large number of illustrations distracts students from clarifying the essence of the studied phenomena. Illustrations are prepared in advance, but shown only at the moment when they are necessary in the course of training.

In the modern elementary school, on-screen technology is widely used to provide high-quality illustration. Overhead projectors and overheads are easy to operate, reliable, cheap, and easy to store. Children 6-7 years old easily learn to show filmstrips themselves. The material of the film strip is perceived by younger students better than the film. A large number of illustrative and explanatory film strips have been produced for primary schools. Working with them in the lesson contains the following stages: explaining the purpose of watching the filmstrip, demonstrating the filmstrip with commenting on each frame, the final conversation on the viewed filmstrip, summarizing the material, and formulating conclusions.

Video method. Intensive penetration into the practice of educational institutions of new sources of information (overhead projectors, projectors, cameras, educational television, video players and video recorders, computers with display reflection of information) allows us to consider the video method as a separate type of training, which serves not only to present knowledge, but also to their control, consolidation, repetition, generalization, systematization, therefore, successfully performs a number of didactic functions.

Especially for children, fabulously rich video encyclopedias and video materials have been created, the use of which in moderate doses and under experienced guidance can significantly improve the quality of the educational process. In elite gymnasiums, media systems of education occupy a prominent place. Particularly effective are interactive learning systems, in which the student can, at his own discretion, set the conditions, change the parameters and see what happens.

The teaching and upbringing functions of this method are determined by the high efficiency of the impact of visual images and the ability to manage events. When children are not given an opportunity for interactive intervention, control exercises and tests are not offered, the value of the video method is small. The cinema screen and TV do little to stimulate the development of abstract thinking, creativity and independence.

If an elementary school teacher has access to teaching media systems, then using the video method, he will be more effective in solving didactic and educational problems. The method is useful for:

Presentation of new knowledge, in particular, very slow processes that cannot be observed directly (plant growth, the phenomenon of liquid diffusion, weathering of rocks, etc.), as well as fast processes when direct observation cannot reveal the essence of the phenomenon (impact of elastic bodies , crystallization of substances, etc.);

Explanations in the dynamics of the principles of operation of complex mechanisms and machines;

Training in algorithms for performing various types of activities;

Creation of a specific language environment in foreign language lessons;

Presentation of video documents in the lessons of history, ethics, social studies, literature, strengthening the connection between learning and life;

Testing organizations;

Doing training exercises;

Computer accounting of the progress of each student in the class, the implementation of a differentiated approach to the organization of training;

Rationalizing the educational process, increasing its productivity, ensuring the optimal volume of transfer and assimilation of scientific information by improving the quality of pedagogical management.

The effectiveness of the video method depends little on the personal skill of the teacher, but is in direct connection with the quality of the video aids and the technical means used, moreover, it makes high demands on the organization of the educational process, which should be distinguished by clarity, thoughtfulness, and expediency. Here the teacher is required to have a developed ability to introduce students to the range of problems being studied, to direct their activities, teach them to draw general conclusions, and provide individual assistance in the process of independent work.

Thus, visual methods are applied at all stages of the pedagogical process. Their role is to provide a comprehensive, imaginative perception, to serve as a support for thinking.

Under visual teaching methods methods are understood in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods and are intended for visual and sensory acquaintance of students with phenomena, processes, an object in their natural form or in a symbolic image using all kinds of drawings, reproductions, diagrams, etc. In the modern school, screen technical means are widely used for this purpose.

Visual teaching methods can be conditionally divided into three groups:

² illustration method,

² demonstration method,

² video method.

Illustration method involves showing students illustrative manuals, posters, tables, paintings, maps, sketches on the board, flat models, etc.

Demonstration method usually associated with the demonstration of devices, experiments, technical installations, films, filmstrips, etc.

Objectives of the visualization method in primary school:

Enrichment and expansion of the direct sensory experience of children,

Development of observation,

Study of the specific properties of objects,

Creation of conditions for the transition to abstract thinking, support for independent learning and systematization of the studied.

In primary grades, visualization is used:

Natural,

Drawing,

Volumetric,

Sound,

Graphic.

Demonstration serves mainly to reveal the dynamics of the studied phenomena, but it is also widely used to familiarize oneself with the external appearance of an object, its internal structure or location in a series of similar objects. When demonstrating natural objects, they usually start with the appearance (size, shape, color, parts and their relationships), and then move on to the internal structure or individual properties that are specially emphasized and emphasized.

The demonstration starts with a holistic experience. This method is truly effective only when an active cognitive process is carried out - children themselves study objects, processes and phenomena, perform the necessary actions, and establish dependencies.

The demonstration process should be structured so that:

All students had a good view of the demonstrated object;

They could perceive it as much as possible with all the senses, and not just with the eyes;

The right aspects of the object made the greatest impression on the students and attracted the maximum attention.

Illustration involves showing and perceiving objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc.

Recently, the practice of visibility has been enriched by a whole range of new tools.

Demonstration and illustration techniques are used closely to complement and enhance synergy. When students must perceive a process or phenomenon as a whole, a demonstration is used, when it is required to understand the essence of the phenomenon, the relationship between its components, they resort to illustration. The effectiveness of the illustration depends on the presentation technique. Choosing visual aids and a form of illustration, the teacher thinks over their didactic purpose, place and role in the cognitive process. He is also faced with the problem of determining the optimal amount of illustrative material. Experience shows that a large number of illustrations distract students from clarifying the essence of the phenomena being studied; Illustrations are prepared in advance, but shown only at the moment when they are necessary in the course of training.

In the modern elementary school, on-screen technology is widely used to provide high-quality illustration.

Video method is considered as a separate teaching method due to the intensive penetration of new sources of screen presentation of information into the practice of educational institutions:

Videoscopes,

Projectors,

Cinema cameras,

Educational television,

Video players and VCRs,

And also computers with display reflection of information.

The video method successfully performs all didactic functions: it serves not only to present knowledge, but also to control it, consolidate, repeat, generalize, systematize. The teaching and upbringing functions of this method are due to the high efficiency of the impact of visual images and the ability to manage events.

Practical teaching methods based on the practical activities of the students. Practical skills and abilities are formed by these methods. Practical methods include:

² exercises,

² laboratory and practical work,

² didactic games.

Exercises- repeated performance by students of certain actions in order to develop and improve skills and abilities in educational work.

The nature and methodology of the exercises depend on the characteristics of the subject, the specific material, the question being studied and the age of the students.

Didactics formulates a number of general exercise rules:

Bringing to the consciousness of students the purpose and order of the exercise;

Variety of exercises;

Systematic exercise;

After explaining the new material, the exercises are given more often;

A gradual increase in exercise difficulty.

Immediately after learning the new material, the teacher gives typical exercises in which the signs studied by the students appear most clearly and prominently. When the new material is firmly assimilated by the students, it is possible to give tasks and exercises, for the implementation of which the children use the knowledge of other topics of the subject.

The effectiveness of the exercises increases if children are accustomed to self-control in educational work. Correctly organized exercises are of great educational value. The nature of the impact of exercises on students depends on the degree of independence of their implementation. The content of the exercises is equally important.

In the elementary grades, a wide variety of writing exercises are taught.

Laboratory works- one of the practical teaching methods, which consists in conducting by students, on the instructions of the teacher, experiments with the use of instruments, the use of tools and other technical devices. In the course of laboratory work, observations, analysis and comparison of observation data, formulation of conclusions take place. Mental operations are combined here with physical actions, with motor acts, since students with the help of technical means act on the substances and materials under study, cause phenomena and processes of interest to them, which significantly increases the productivity of the cognitive process.

Laboratory work can be carried out

illustratively when students in their experiments reproduce what was previously demonstrated by the teacher;

in research plan, when students themselves for the first time solve the cognitive task assigned to them and, on the basis of experiments, independently come to new conclusions for them.

The implementation of laboratory work is accompanied by a record of the data obtained and a graphic representation of the phenomena and processes under study in the form of a report on the experiment.

Cognitive (didactic) games- these are specially created situations that simulate reality, from which students are invited to find a way out.

Modern didactic games in elementary school are mainly games by the rules. Games have many features:

Activate cognitive processes;

Raise the interest and attentiveness of children;

Develop abilities;

Introduce children to life situations;

Teach them to act according to the rules;

Develop curiosity, attentiveness;

Consolidate knowledge and skills.

A correctly constructed game enriches the thinking process with individual feelings, develops self-regulation, and strengthens the will of the child. The game leads him to independent discoveries, solutions to problems.

In the educational process, only the elements of a didactic game can be used - a game situation, a technique, an exercise. The general structure of a didactic game contains the following components:

Motivational - needs, motives, interests that determine the desires of children to take part in the game;

Approximate - the choice of means of gaming activities;

Executive - actions, operations that make it possible to realize the set game goal;

Control and evaluation - correction and stimulation of the activity of game activity.

Questions and tasks

1. What is the essence of each type of visual methods? Describe their positive and negative sides.

2. Expand the essence of each type of practical methods, their positive and negative sides.

Visual teaching methods are used in schools and universities, and for teaching preschoolers. All visual teaching methods are usually divided into three large groups:

• Observation method- when observations become a source of knowledge: for phenomena, objects, actions. When using this method, it is more convenient to build a lesson in the form of travel, excursion, walking, visiting a museum, cinema, theater, library, etc. That is, it is better to choose such lesson forms that enable students to carry out real observation of the development of an action or phenomenon.
• Illustrative- this is the use of various kinds of illustrations: pictures, cards, drawings, posters, portraits, diagrams, graphs, tables, etc. This method is recommended for everyone.
• Demonstration combine all types of demonstration of visual material in the lesson: videos, films, demonstration of devices, experiments, technical installations. Modern allows you to expand the scope of the demonstration teaching method and makes it possible to apply it in any lesson: regardless of the form and type of lesson.

But such a division is purely arbitrary, since the modern provision of schools makes it possible to combine demonstration and illustrations. For example, the use of a computer, an interactive whiteboard, a videoscope is a prime example of a mixture of visual teaching methods.

Rules for the use of visual methods in pedagogy

There are several conditions that must be met when using visual methods to make the lesson more effective:

• The content of visual aids should correspond to the age characteristics of schoolchildren.
• The lesson should not be based solely on visual methods. Overloading one lesson with visual aids reduces the effectiveness of perception, tiresome. At the same time, the lack of clarity makes the lesson boring and uninteresting. Everything should be in moderation.
• Demonstrated objects (pictures, diagrams) must be visible to all students. For demonstration of small objects, it is appropriate to use projection, optical magnification. Or you can call the students one by one to the demonstration table. This is usually practiced when demonstrating chemical and physical experiments.
• The use of any visual means must necessarily pursue certain goals.
• All visuals should be relevant to the topic of the lesson.
• It is possible and necessary to involve students in the search for information to compile a visual aid.
• If the teacher plans to use visual materials, then do not forget about this during the lesson. This is common. Here's an example: while studying the biography of a writer, the teacher hung a portrait of this writer next to the blackboard. It would seem that there is clarity? There is. But the mistake was that during the lesson the teacher never once drew the pupils' attention to this portrait.

That is, it is important to act according to the principle: "If a gun hangs on the wall at the beginning of the performance, then it must definitely fire." Any use of the visual aid definitely needs a comment.

This is a quick overview of visual methods. It is important that each lesson should contain the stages of working with visual and technical aids, because this not only brings variety to the course of the lesson, but also to the subject being studied, their motivation to study.

Research by psychologists, psycholinguists, educators, advertising specialists note a high degree of perception and comprehension of information with the simultaneous inclusion of all systems of perception: visual, auditory, kinesthetic, i.e. when expanding the system of perception.

What are individual systems of perception and what they are

Individual systems of perception in people are not evenly developed: the development of one or two systems prevails. This is due to the historical life experience, the peculiarities of the geographical environment, the anatomical and physiological development of the organism, the peculiarities of training and education1.
It is important for a teacher to know that, to a large extent, the development of a particular system is manifested in the external appearance of a person. According to Canadian studies, it was revealed:
- people with a developed visual system - mostly thin, tall;
- people with a developed auditory system are larger and more muscular;
- people with a developed kinesthetic system are more relaxed, according to outward appearance more like a pear.

How to use this knowledge for a teacher

In teaching and developing a person, it is very important for a teacher to learn how to connect all systems for the perception of information. At school, listening only to the teacher's explanations (listen to what I am telling you!) Leads to the concentration of perception in one system, which generally narrows the perception of information. With age, this develops into a habit, blocks the development of other systems, inclinations, abilities and inclinations of a person, leads to hallucinations in the system that is least controlled and developed. Even using the simple test "Determining the Representativeness of the System", the teacher can diagnose the students in the class, which will further help him, taking into account the individual characteristics of the children, to select the appropriate teaching methods: verbal, visual (illustration, demonstration), practical, etc.
We hope the reader understands the preamble, which does not quite logically fit into the "Visual Methods", but explains the pedagogical aspects of using not only visual, but also other teaching methods.
Some scientists-educators (N.V. Naumchik, V.V. Davydov) do not share the concept of "visual methods". They motivate their point of view by the fact that the content characteristic of these methods is traditionally reduced to “visuality”. Clarity assumes, according to V.N. To a naumchik, in addition to visuality, it is the disclosure of the inner essence of the pedagogical process.
In presenting this topic, we remain on the traditional interpretation.

Illustration method

The illustration method provides students with illustrated materials, manuals: paintings, posters, diagrams, drawings, graphs, diagrams, portraits, maps, layouts, atlases, images of information on a chalkboard, etc.

Demonstration: to whom and for what

The demonstration method consists in showing the operation of real devices or their models, various mechanisms, technical installations, in setting up experiments and conducting experiments, in demonstrating processes (of various origins), structural features, properties of materials, collections (minerals, art products, paintings, samples materials, etc.).
The demonstration method provides the perception of both external forms (characteristics) and internal content not only in statics, but also in the dynamics of their flow, which is very important for students to understand the deep essence, laws, patterns and principles of their action and existence, the conditions that give rise to them.
The effectiveness of the method is achieved with the active participation of students in its demonstration, who have the opportunity to directly "measure the results", change the course of processes, set the parameters of the mechanisms, record and study the properties of materials, structures of objects, etc.
Apparently, excursions should be considered a variation of the method of demonstration. The excursion can be used as a method of acquaintance with new material, its in-depth study or to consolidate what has been learned. The excursion as a demonstration method provides the study of objects, processes, technologies existing in reality (plant, factory, weather station, design bureau, test benches, laboratories, etc.), the study of flora or fauna (forest, field, farm, zoo, terrarium, aquarium, dolphinarium, etc.).
The demonstration method provides a volumetric complex, multidimensional perception of information, contributes to the development of all systems of perception in students, especially visual-sensory, which increases the quality of assimilation of educational material; acquisition of both theoretical and practical skills and abilities; develops cognitive activity and motivation for educational and research activities. Popular wisdom says: "It's better to see once than hear a hundred times."
Nevertheless, the demonstration method must be skillfully combined with the word: focus on what is being studied, on the main thing, characterize the property of the object, show its different sides; explain the purpose of the demonstration, what to keep in sight, highlight objects of observation, and possibly use some handouts preceding or accompanying the main demonstration, making an appropriate comment.
The effectiveness of the method is achieved:
1. Involving students' explanations to disclose the content of what is demonstrated, carrying out a comparative analysis, formulating conclusions, proposals, presenting their position, their attitude to what they see, to search for "hidden", "new" content in the facts, phenomena, processes, objects being studied.
2. Correct selection, i.e. coordination of the demonstrated material with the content of the lesson, its volume, the number of units demonstrated, the place and time in the structure of the lesson of the material being studied, the condition of the demonstration; teaching students to find and select the necessary visualization in the process of independent homework.
3. Compliance of the demonstrated material with the psychological readiness of students to master it, taking into account age and other characteristics.

Video technique

Among the visual teaching methods, the "video method" is increasingly being singled out. With the intensive development of video technical equipment, it stands out from the demonstration method into an independent one. It is based on on-screen sources of information (filmoscopes, kodoscopes, slide projectors, cinemas, televisions, video recorders, computers, scanners, etc.). The use of video materials helps in a very short time in a compressed, concentrated form to submit a large amount of information professionally prepared for perception, helps to look into the essence of phenomena and processes inaccessible to the human eye (ultrasound image, spectral analysis, the effect of radioactive elements on the course of biological, chemical and biochemical processes, the flow of fast and slow processes, etc.).
The video method is one of the most powerful sources of influence on the consciousness and subconsciousness of a person. It can be used at all stages of training as a multifunctional method.
By maximally activating visual-sensory perception, the video method provides an easier and more durable assimilation of knowledge in their figurative-conceptual integrity and emotional coloration, significantly affects the formation of a worldview, stimulates the development of abstract-logical thinking, and reduces the time spent on learning.
The use of the video visualization method creates favorable conditions for increasing the efficiency of the entire educational process.

Visual teaching methods are understood as such methods in which the assimilation of the material is in significant dependence on the visual aids and technical means used in the process. Visual methods are used in conjunction with verbal and practical teaching methods.

Visual teaching methods can be conditionally divided into two large groups: the illustration method and the demonstration method:

• a) The illustration method involves showing children illustrative aids: posters, tables, pictures, illustrations, etc.
• b) The demonstration method is usually associated with the demonstration of devices, experiments, presentations, videos, etc.

This division of visual aids into illustrative and demonstrative is conditional.

It does not exclude the possibility of classifying individual means of visualization as both illustrative and demonstrative. For example, showing illustrations through a multimedia installation.

The introduction of new technical means into the educational process (television, computers, interactive whiteboards) expands the possibilities of visual teaching methods.

When using visual teaching methods, a number of conditions must be observed:

• a) the visualization used must be appropriate for the age of the children;
• b) clarity should be used in moderation and it should be shown gradually and only at the appropriate moment;
• c) observation should be organized in such a way that all pupils can clearly see the demonstrated object;
• d) it is necessary to clearly highlight the main, essential when showing illustrations;
• e) think over in detail the explanations given during the demonstration of the phenomena;
• f) the demonstrated clarity must be closely matched to the content of the material;
• g) involve the pupils themselves in finding the desired information in a visual aid or demonstration material.

Cognitive and practical activities in the classroom can be organized on the basis of a visual demonstration of the relevant objects and phenomena. The group of visual teaching methods includes observation, demonstration of visual aids (objects, paintings, filmstrips, slides, video recordings, computer programs).

Observation is the ability to peer into the phenomena of the surrounding world, to highlight in them the essential, basic, to notice the changes taking place, to establish their causes, to draw conclusions.

The direct observation of the studied objects by children is important for the formation of full-fledged representations and the development of cognitive processes - perception, memory, thinking, imagination. In the process of observation, a variety of mental activities of the child are carried out: search for answers to the questions posed, comparison, comparison. Observations are carried out in special classes (observation of fish, cat with kittens), on excursions.

However, the teacher should be able to use any unplanned situation for the organization of observation, if it makes it possible to enrich children with vivid performances, to evoke in them a range of feelings (surprise, admiration, enjoyment of beauty, etc.).

For example, a flock of bullfinches flew to the site, a rainbow appeared in the sky, workers are repairing the roof of the veranda, etc.

In teaching preschoolers, observation develops in two directions. First of all, the range of observed objects is gradually expanding: observations in the group room, then in other premises of the preschool institution, on the site and, finally, outside it: in the square, in the park, at the school stadium, by the river, at a public transport stop. Concentricity of observation is also observed, when, when familiarizing with the same objects, children are led from recognizing the object at the first acquaintance to highlighting essential features, with repeated observations to comparing with other objects and, finally, to generalization. In teaching preschoolers, different types of observations are used: short-term and long-term observations. Also repetitive and comparative. Long-term observations make it possible to acquaint children with the development process, with a change in the state of an object, which seems to be necessary material for the development of mental activity (comparison, distinction, highlighting essential features, establishing cause-and-effect relationships). Comparative observations are of particular value for the development of the mental activity of children. Children of middle preschool age are offered for comparison two directly observed objects: a sparrow and a crow, a birch and a spruce.

Older preschoolers can compare the observed object with another, not directly perceived in this moment(comparison by presentation): bus and tram, river and pond, newspaper and letter, square and forest. In preschool pedagogy, didactic requirements for observation as a teaching method have been developed (E.A.Flerina, E.I. Radina, P.G. Samorukova, etc.), namely:

• - the object of observation should be interesting for children, since if there is interest, clearer ideas are formed;
• - the object is observed under conditions that make it possible to identify its characteristic features. Therefore, whenever possible, observations should be made in a natural setting (it is better to observe a rabbit on the lawn of a kindergarten, and not in a group room, etc.);
• - the teacher outlines the goal of observation, determines the circle of new knowledge, thinks over how to connect it with the experience of children;
• - children are given a target setting for observation, which ensures the completeness of perception (we will observe the rabbit, then we will draw it, we will come up with a story about it);
• - the knowledge acquired in the process of observation, the incipient feelings and attitude towards the observed should be further developed in the activities of children;
• - to ensure the consistency and orderliness of observation in accordance with the tasks set, the characteristics of the objects, the age of the children;
• - observation should be accompanied by an exact concrete word: name objects, their signs, actions. In the course of observation, brief explanations should be given, you can refer to a line of a poem, a proverb, a folk sign. However, the main content of the ideas should be formed on the basis of the active cognitive activity of the children themselves.

Demonstration (viewing) of paintings, reproductions, filmstrips, slides, videos and other visual aids is an important method of teaching preschoolers, which allows them to solve a number of didactic problems. Visual aids give the child a visual image of familiar and unfamiliar objects. With the help of pictures, pictures, diagrams, static visual images are formed in children. Teaching aids (TCO) are used to create dynamic visual images.

Examination of pictures, pictures and other visual aids helps to develop observation, thought processes (comparison, distinction, generalization, analysis), enrich speech, and influence interests. The picture gives food for imagination, creative activity of the child.

In preschool, different types of paintings are used. First of all, these are specially created didactic paintings, often combined in special series (about the seasons, the animal world, etc.). Reproductions of paintings by famous artists (for example, "Golden Autumn", "March" by II Levitan, "Ivan Tsarevich on the Gray Wolf", "Alyonushka" by VM Vasnetsov, etc.) serve to familiarize children with culture and art. Book graphics (illustrations in the book) are also used as a visual teaching tool, with the help of which the heroes of the work come to life, countries and cities arise where events take place. In addition, the teacher selects subject pictures, classifies them according to themes ("Toys", "Transport", "Adult labor", "Animals", "Our city", etc.), draws up and uses them for individual lessons with children, as well as as a handout for group and frontal exercises.

For educational purposes in the classroom, slides, filmstrips, videos are shown, computer programs and content are used.

It should be borne in mind that a simple demonstration of an object, phenomenon, its image does not yet ensure the child's selection of the necessary sides and properties of these objects. Spontaneous perception does not lead to the formation of correct ideas about objects. A leading role of a teacher is needed, who organizes the process of children's perception. The organization consists in the fact that an adult, in a strict sequence, distinguishes various aspects and properties of an object, linking separate knowledge into a holistic view of the object.