The problem of orientation in space is a rather multifaceted topic today. It includes both ideas about the shape and size of objects, and the ability to separate their different locations in space, understanding all kinds of spatial relationships. In our article, we will focus on the development of orientation in space in children of different ages.
General Provisions
Spatial representations, despite their early appearance, are considered a more complex process than, for example, the ability to distinguish between the properties of an object. Various analyzers take part in the formation of spatial type representations and orientation methods in space. Among them are kinesthetic, visual, auditory, tactile, and also olfactory. Orientation in space in the preparatory group, that is, in children 6-7 years old, differs in that a special role is played by the kinesthetic and visual analyzers.
The concept of spatial orientation
Orientation in space and time is based on their direct perception, further designation of spatial and temporal categories through words. Among them, it should be noted remoteness, location, time, as well as spatial relationships between objects. The concept of orientation in space includes an assessment of the size, distance, relative position, shape of objects, as well as their location relative to the orienting one. In a narrower definition, the concept of spatial orientation involves orientation on the ground.
What is included in the orientation in space?
Under spatial orientation it is necessary to consider:
- Identification of the "standing point", in other words, the location of the subject relative to the surrounding objects, for example: "I am to the right of the kindergarten." It is worth noting that this definition is applicable to orientation in space for the younger group, as well as for the preparatory one.
- Determining the location of objects relative to a person who is oriented in space, for example: "The cabinet is located on the right, and the bedside table is on my left."
- Determining the location of objects in space in relation to each other, in other words, the spatial relationship between them, for example: "A doll sits to the right of the bear, and a rabbit sits to its left."
Spatial orientation in practice
When moving a child or adult, orientation in space is carried out constantly. This includes solving a number of problems: setting goals and determining the route of movement (in other words, choosing a direction); fixing the direction of movement and, finally, achieving the goal. Exclusively subject to the successful completion of the previous task, you can successfully move on to the next, from one point to another.
Space orientation for preschoolers
It is worth noting that the perception of space appears even when the child is 4-5 weeks old. So, he begins to fix an object with the help of the eyes at a distance of about 1-1.5 m. The movement of gaze associated with moving objects can be observed in children 2-4 months old.
It must be borne in mind that the orientation of children in space has its own characteristics. So, at the initial stages of eye movement, they are pointlike. However, the second phase soon sets in, characterized by continuous sliding movements behind objects moving in space. This phenomenon can be seen in children, whose age varies from 3 to 5 months.
What happens as you grow older?
Orientation in space for the preparatory and younger groups - different categories. The fact is that any baby is growing rapidly. So, as the mechanism that allows fixing the gaze develops, differentiated movements of the body and head appear, and the position of the baby in space also changes.
D. B. Elkonin, a well-known Soviet psychologist, author of pedagogical and children's literary works, noted that at an early age the movement of objects in one way or another involves eye movement.
Why is this happening?
Apparently, at first the space is perceived by the baby as undifferentiated continuity. So, movement distinguishes an object from the surrounding space. First, the gaze is fixed, then the movement of the hands, the rotation of the head, and so on. This is an indicator that a moving thing has become the object of attention of a preschooler, stimulating his movements.
Motion Tracking Development
Tracking the movement of an object in space is developing at a gradual pace. So, orientation in space for the middle group is a more complex and meaningful concept. Initially, a person perceives an object that moves in the horizontal direction, after which, as a result of prolonged implementation of the relevant exercises, he is accustomed to specifically monitor the movement of the object in the vertical direction, as well as in a circle. Gradually, the movement of the subject and the preschooler at the same time begins to develop the mechanisms of the sensory plane that underlie spatial perception. It is worth noting that with the accumulation of sensorimotor experience, the ability to distinguish objects in space and to differentiate distances significantly increases.
From an early age
The child begins to master the depth of space in the first year of life. It is worth noting that prolonged fixation of the vertical position of the body during independent walking significantly expands the development of space in practice. Moving himself, the child masters the distance from one object to another, makes attempts that resemble even a measurement of distance.
For example, holding on to the back of the chair with one hand and feeling the desire to move to the sofa, the baby repeatedly at various points of its own movement pulls his hand to the sofa. In this way, he measures the distance, and, having determined the shortest path, breaks away from the chair and starts moving, however, he relies on the seat of the sofa.
It should be noted that with walking there are new sensations of spatial overcoming. Among them, it is worth considering the feeling of balance, slowing down or accelerating movement, which must be perceived in combination with visual sensations.
The formation of spatial orientation
The practical development of space by the preschooler described above functionally transforms the structure of his orientation in space to the middle group. So, in his life begins a new period of development of perception of space, relations between objects of the external world, spatial signs. The accumulation of experience in practice related to the development of space allows you to gradually master the word that generalizes this experience.
Nevertheless, direct practical experience, as a rule, plays a key role in the knowledge of spatial relations in preschool age. It accumulates in the baby due to a variety of activities (construction and outdoor games, observation during walks, visual activity, and so on). With this accumulation, the word becomes the driving force in creating the systemic mechanism of spatial perception.
Features spatial orientation
Let's consider some features of orientation in space for the senior group. In order to navigate, the child needs to be able to use one or another reference system. In early childhood, the baby is oriented in space on the basis of a kind of sensory reference frame, in other words, on the sides of his body.
As a preschooler, a child gets acquainted with the verbal frame of reference in key spatial directions: up-down, forward-backward, right-left. Thanks to the school curriculum, children master a fundamentally new reference system for them - in accordance with the sides of the horizon: east, west, south, north.
Gradual development is important!
The study of each subsequent frame of reference is based on a solid knowledge of the previous one. Thus, experts have established that the fifth-grader's assimilation of horizon directions by students in the first place depends on the ability to differentiate basic spatial directions using a geographical map. North, for example, is first associated among schoolchildren with a spatial upward direction, south is downward, west is associated with a leftward direction and, finally, eastward - to the right.
It is worth noting that the differentiation of key spatial directions is primarily due to the degree of orientation of the preschooler or schoolchild “on himself”, the level of mastery of his “body diagram”, which, by and large, serves as a “sensory reference frame”. A little later, a different mechanism is superimposed on it. It is a verbal reference system. This happens due to the assignment to the intuitively distinguishable preschooler directions of the names related to them: down, up, back, forward, left, right. So, preschool age is nothing but a period of mastering and putting into practice a verbal reference system in key spatial directions.
How does a child master the system?
The preschool child correlates the distinguished directions primarily with certain parts of his body. This is how relations of the following types are organized: above - where the head is, and below - where the legs are, back - where the back is, in front - where the face is located, right - where the right hand is, left - there, where is the left. It is important to know that orientation on one’s own body is a pillar in the development of the baby spatial directions.
Of the three paired groupings of key areas that correspond to the main axes of the human body (frontal, sagittal and vertical), the upper one stands out first of all, which is due, apparently, mainly to the vertical state of the child's body.
It should be noted that the isolation of the lower direction as the opposite vertical axis, as well as the differentiation of paired groupings of directions that are characteristic of the horizontal plane (right-to-left, forward-backward), is carried out somewhat later. Obviously, the accuracy of orientation on a horizontal type plane in accordance with the groups of directions characteristic of it is a more complicated task than the differentiation of different planes (horizontal and vertical) of three-dimensional space. Having studied mainly groupings of opposite directions, the baby can still make mistakes in terms of the accuracy of distinguishing within each of the existing groups. This is convincingly evidenced by the facts regarding the mixing by children of the left with the right, the lower with the upper, the spatial direction back with the opposite direction - forward. Particular difficulties for a preschooler are distinguishing between “left-right”. It is based on the process of differentiation of the left and right sides of the body, which is quite complicated.
Conclusion
So, we examined the concept of spatial orientation and its development in children of different ages, preschool groups. In conclusion, it is advisable to note that any child only gradually masters the understanding of the paired directions in space, their practical distinction and, of course, an adequate designation. In each of the pairs of designations in space, at first one is highlighted - for example: below, above, to the right, behind - a comparison, and on the basis of it there is an awareness of the opposite: above, below, left, in front. This must be taken into account in the teaching methodology, at a consistent pace, forming interconnected spatial designations.