Abstract:

In preschool age, the most natural activity is playing games. Children learn everything that is necessary for life by playing games. Adults need to take this into account and offer any new knowledge in the form of a game.

A study was conducted to establish the state of the problem in pedagogical practice in Bulgaria. As a result, it was found that in kindergartens teachers use cognitive books in different educational systems. An analysis of the used pedagogical literature found that the time intervals between the special perceptions tasks are too long. Educational tasks for orientation in space are only a few compared to other tasks. The same study found that more than half of the surveyed teachers do not create their own resources related to the development of children's spatial perceptions, and do not conduct such targeted games.
These results proved the relevance of the presented problem - insufficient provision of materials for the development of children's spatial ideas and insufficient technical and methodological assistance to teachers. The idea of the study is to find out what is the reason for the reluctance of teachers to conduct additional classes to develop children's spatial ideas.

The aim of the research is to establish the state of the problem in practice regarding the formation of spatial perceptions in children, to establish the attitudes of teachers to conduct classes for the formation of spatial orientation knowledge and assess their skills to create their own educational resources. Methodological aspects for increasing the preparation of students from pedagogical cources in the field of spatial perceptions are presented.

The results of an experimental study conducted during the 2019-2020 and 2020-2021 school years are presented. It includes students preparing for bachelor's and master's programs, postgraduate students, children's teachers.

The methodology includes a survey which aim is to establish the state of the problem in practice, information technology education, an interactive whiteboard and programmable toys - to create educational resources.

The purpose of the described practice is to present the work of the participants and to offer methodological guidelines for working with educational resources for the development of children's spatial perceptions.

This article discusses the problem of using different types of mazes to develop spatial perceptions in children by using different types of games and plots.

As a result of the described research and the conducted experimental work, conclusions can be drawn in the following directions:
- To improve the development of children's spatial perceptions, it is necessary to offer more cognitive tasks
- It is necessary to offer teachers resources and methodological guidelines for their use
- It is necessary to periodically conduct qualification courses to increase the knowledge and skills of teachers.

As a result of the described research and the conducted experimental work, conclusions can be drawn in the following directions:
- To improve the development of children's spatial perceptions, it is necessary to offer more cognitive tasks
- It is necessary to offer teachers resources and methodological guidelines for their use
- It is necessary to periodically conduct qualification courses to increase the knowledge and skills of teachers.

Keywords:

Mazes, spatial perceptions, preschool age, competence approach, games.