Requirements of regulatory documents regarding the primary education content in relation to the sensory development of younger school children

Abstract

The article interprets the requirements of the state standard of primary education and typical educational programmes for the sensory development of younger school children. It has been established that these normative documents do not distinguish the development of the sensory sphere of a child's personality as an independent task. However, this task is a component of the overall aim of learning in many educational areas. Language and literature education has a significant resource for the development of phonematic awareness – distinguishing vowels and consonants of speech sounds with their further separation. Mathematics education mainly contains requirements for the development of spatial visual perception – the formation of ideas about flat and three[1]dimensional geometric shapes, the location of objects in space and their sizes. The natural and technological educational fields reflect a powerful resource for the development of tactile senses – physical and mechanical (examination of the properties of natural objects and man-made materials) also spatial (distinguished by a shape touch, position in space and size of objects existing as elements for a product construction). The content of the artistic educational field aims to improve two types of perception – colour visual (distinguishing colours and their shades) and musical auditory (perceiving differences in music sounds in pitch, duration, strength and timbre). The development of sensory processes of different modalities is unevenly outlined in regulatory documents: the main focus is on visual and auditory perception, while the formation of tactile senses is outlined indirectly. Prospects for further research are related to the analysis of primary school textbooks in this aspect.