Centers for the developmental environment at dou fgos. Subject-developmental environment in dhow. The concept of a developing subject-spatial environment

Elena Vasilievna Shakirova
Organization of a subject-development environment in a preschool educational institution in accordance with the Federal State Educational Standard

« Organization of a subject-development environment in a preschool educational institution»

Introduction

Question organization of a subject-development environment The preschool educational institution is especially relevant today. This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the main general education program of preschool education.

Concept subject development environment is defined as"The system of material objects of the child's activity, which functionally simulates the content of his spiritual and physical development» (S. L. Novoselova)... The adult's role is to properly model such Wednesday which contributes to the maximum development of the child's personality.

The goal of the educator: to design a multi-level multifunctional subject-developing environment to carry out the process development the creative personality of the pupil at each of the stages of his development in preschool.

Form and design items focused on the safety and age of children. Decor elements should be easily replaceable. Each group needs foresee Organizing the subject environment development development, as well as indicators of the emotionally needful sphere. The color palette should be presented by warm, pastel colors. While creating developing Subject-developing environment

Important, that subject environment development... In other words, environment is not only developing, but also developing... Under any circumstances objective world a certain age.

Thus, creating subject development environment Wednesday Wednesday.

Requirements Federal State Educational Standard for a Subject-Developing Environment:

1. Subject-developing environment ensures the maximum realization of educational potential.

2. Availability Wednesday, what presupposes:

1. Accessibility for pupils of all premises the organization where the educational process is carried out.

2. Free access of pupils to games, toys, materials, manuals that provide all basic activities.

Organization of a developing environment in preschool education, taking into account the Federal State Educational Standard is built in such a way as to enable the most efficient develop the individuality of each child, taking into account his inclinations, interests, level of activity.

The subject-development environment is organized as follows so that every child has the opportunity to freely do what they love. Equipment placement by sector (centers development) allows children to unite in subgroups according to common interests: design, drawing, manual labor, theatrical and play activities, experimentation. Mandatory equipment is materials that activate cognitive activity: educational games, technical devices and toys, models, subjects for experimental search work - magnets, magnifying glasses, springs, scales, beakers, etc. a large selection of natural materials for study, experimentation, collection.

Subject-developing environment in the preschool educational institution includes myself:

Active sector (occupies the largest area in the group, including myself:

1. Center of the game

2. Center of motor activity

3. Design center

4. Center for musical and theatrical activities

Calm sector:

1. Center of the book

2. Recreation center

3. Center of nature

Work sector: (The working sector occupies 25% of the entire group, since there supposed placement of equipment for the organization joint and regulated activities. All parts of the group space have conditional boundaries depending on the specific tasks of the moment, if necessary, you can accommodate everyone, since preschoolers "Get infected" current interests of peers and join him:

1. Center for cognitive and research activities

2. Center for productive and creative activity

3. Center for correct speech and motor skills

Materials are needed that take into account the interests of boys and girls, both in work and in play. Boys need tools to work with wood, girls to work with needlework. In groups of older preschoolers, it is also necessary various materials facilitating reading mastery, mathematics: block letters, words, tables, books with large print, a manual with numbers, board-print games with numbers and letters, puzzles, as well as materials reflecting the school theme: pictures about the life of schoolchildren, school supplies, photographs of schoolchildren, older brothers or sisters, attributes for playing at school. ; also children's encyclopedias, illustrated publications about the flora and fauna of the planet, about the life of people from different countries, children's magazines, albums, brochures.

Saturated subject-development and educational environment becomes the basis for organizing an exciting, meaningful life and versatile development of every child. The developing subject environment is the main means the formation of the child's personality and is the source of his knowledge and social experience.

By creating subject-developing environment must be remembered:

1. Wednesday must perform educational, developing, educating, stimulating, organized, communicative function. But most importantly, it must work for development independence and initiative of the child.

2. A flexible and variable use of space is needed. Wednesday should serve the needs and interests of the child.

3. Shape and design items focused on the safety and age of children.

4. Decor elements should be easily replaceable.

5. In each group it is necessary foresee place for the nursery experimental activities.

6. Organizing the subject environment in the group room, it is necessary to take into account the laws of the mental development, indicators of their health, psychophysiological and communicative characteristics, the level of general and speech development, as well as indicators of the emotionally needful sphere.

7. The color palette should be presented by warm, pastel colors.

8. When creating developing space in the group room, it is necessary to take into account the leading role of play activities.

9. Subject-developing environment groups should change depending on the age characteristics of children, the period of study, educational program.

Important, that subject environment has the character of an open, open system, capable of adjusting and development... In other words, environment is not only developing, but also developing... Under any circumstances objective world surrounding the child must be replenished and updated, adapting to neoplasms a certain age.

Thus, creating subject development environment of any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of constructive interaction between participants in the educational and educational process, the design and ergonomics of modern Wednesday preschool and psychological characteristics age group targeted by this Wednesday.

Construction features subject-developing environment at preschool educational institution.

V conformity with the principles considered, the following should be created in the group subject development environment centers:

1. Locker room.

2. The design corner, although focused in one place and takes up a little space, is quite mobile. The content of the building corner (constructors of various types, cubes, large and small wooden building materials, diagrams and drawings of buildings) allows organize constructive activity with a large group of pupils, a subgroup and individually, expand construction on the carpet or on the table.

3. Corner of traffic rules. The road safety corner is primarily of interest to boys. It is equipped with the necessary attributes for role-playing games, classes to consolidate the knowledge of traffic rules. A floor mat with street and road markings is a good didactic tool.

4. Corner artistic creation... For this center, the brightest, well-lit place in the group is allocated. Here pupils draw, sculpt, and do application work in their free time. The shelves are filled with the necessary graphic material. Children have at their disposal crayons, watercolors, ink, gouache and sanguine. Didactic games, paper of different textures, sizes and colors, cardboard stored for future use are in the drawers under the hinged shelves. There is also a place for a small exhibition with samples of folk arts and crafts.

5. Book corner. In the noisy space of the playroom, there must necessarily be such an island of silence and tranquility as a book center (a corner of privacy that disposes to contemplative observation, dreams and quiet conversations. Comfortable chairs contribute to this. Coziness, home environment allows children to comfortably sit down and immerse themselves in a magical world books.

6. Musical corner. Includes various musical instruments, audio recordings. Playing musical instruments fosters a steady interest in musical works of different genres.

7. Sports corner. A bright, cheerful sports corner laconically and harmoniously fits into the space of the group room. It is popular with children because it fulfills their need for physical activity. Here, preschoolers can practice and consolidate different types movements: jumping with progress along a winding path, crawling under an arc, playing with a ball, throwing at a goal, etc.

8. Theatrical zone is an important object developing environment, from which you can start equipping the group, since it is the theatrical activity that helps to unite the group, unite children with an interesting idea, new activity for them. In the theater, preschoolers open up, showing unexpected facets of their character. Shy and shy people become confident and active. Anyone who went to kindergarten without desire now rushes to the group with pleasure.

9. Corner of a plot - role-playing game. The group has zones for role-playing games - "Hospital", "Family", "Hairdresser", "Atelier".

10. Mathematical zone.

11. Center of the didactic game (grammatical corner).

12. The Ecological Center serves not only as a decoration for the group, but also as a place for self-development of preschoolers... In the ecological center, children's crafts made from natural materials, exhibits of nature will be appropriate. With a subgroup of preschoolers, the teacher can conduct observations in the natural corner, simple experiments and classes of natural history.

13. Center for Local History.

14. A corner of privacy.

15. Dressing room.

Thus, the diversity and richness of sensory impressions, the possibility of a free approach to each center in the group, contribute to the emotional and intellectual development of pupils.

Development environment cannot be built completely. At organization of the subject-spatial environment a kindergarten requires a complex, multifaceted and highly creative activity of all participants in the educational process. Further work presupposes search for innovative approaches to organization of a subject-development environment in a preschool educational institution, and development parental interest in this problem and motivation of the desire for interaction.

Development environment

MDOU has the necessary conditions that meet sanitary and hygienic, pedagogical and aesthetic requirements... The building has central heating, cold and hot water supply, sewerage system, equipped group rooms. In the building of the preschool educational institution there are game and sleeping rooms, a music hall. On the territory of the preschool educational institution there are areas for organizing walks with children, with verandas and small forms, a small sports ground is equipped. The organization of the subject-developing environment creates an opportunity for the implementation of constant spatial and subject choice by all subjects of the educational process. In an environment organized by teachers, children can not only search, but also construct objects of their motor, sensory, manipulative-cognitive, play and artistic activity. Wednesday provokes children to show independence and free activity.

In building a developing environment in a preschool educational institution, the team is guided by the principles of V.A. Petrovsky (1993), the methodological manual "Developing subject environment" edited by S.P. Novoselova (1995), the "From birth to school" program.

General principles of building a developing environment in a preschool educational institution are aimed at implementing a personality-oriented model of interaction between an adult and a child, determine the modern pedagogical strategy of the spatial organization and content of the group environment:

organization of non-overlapping spheres of independent children's activity within the play area: intellectual, theatrical play, creative role-playing, construction-constructive play and games with physical activity. This allows children to organize at the same time different games in accordance with their interests and intentions, without interfering with each other;
creation of conditions for individual, subgroup and collective games of preschoolers, so that each child can find a convenient and comfortable place for himself, depending on his emotional state;
providing conditions of isolation ("I see, but do not interfere") between the elements of the play area, the environment surrounding the child in the kindergarten group is safe for his life and health;
the use of the functional premises of the group - bedrooms and changing rooms to organize a play environment while ensuring constant visual contact with children;
timely change of the subject-play environment by teachers: introduction of new attributes, games, toys, play equipment in accordance with the new content of games and the increasing level of play skills of children;
carrying out the optimal selection of games, toys, play equipment in terms of quantity and quality: their insufficient number and quality inadequate to the level of development of children's play limits the development of the child and disorients his play activity;
ensuring accessibility to the entire content of the developing subject-play environment: the location of games, toys, attributes at a level not higher than the child's outstretched arm;
taking into account the gender differences of children, i.e. taking into account equally the interests of both girls and boys.

Functions of a subject-developing environment in a preschool educational institution:

Early age group

cognitive- introduces the child to the world of familiar objects and unfamiliar objects, sounds, phenomena, actions and relationships;
wellness- determines the development of the baby's motor activity, corresponds to the improvement.

Junior group

cognitive- satisfies the child's need for mastering the world around him, stimulates cognitive activity;
communicative- stimulates speech development, allows the child to learn the basics of communication and interaction;
wellness- stimulates motor activity, enriches motor experience, introduces to the culture of health;
creative- introduces children to creative activities, promotes self-development and self-realization.

Senior groups

cultural and communicative- ensures the development of means and signs of speech communication, forms social experience;
spiritual-emotional- leads to understanding and assimilation of universal values;
sports and recreation- introduces to physical culture helps to master the ways to maintain your health;
practical- enriches practical experience, makes it possible to act;
experimental- stimulates research activities;
artistically transformative- contributes to the artistic and creative process, forms the readiness and ability for self-expression;
intellectual and cognitive- creates conditions for advancement along the path of knowledge, implementation of the learning experience.

The kindergarten groups have created corners - microcenters for independent activities of children:

Role-playing game center

Located in groups on carpets, it occupies most of the group rooms. There is the necessary equipment for playing the "Family" - furniture, dishes, dolls, doll clothes, household items. For the role-playing games "Hospital", "Shop", "Hairdresser", themed collections of toys and the necessary attributes have been selected. Some of the attributes for games are located on mobile shelves, which have several purposes. The attributes of the "Hospital" game are used for the "Pharmacy" game, the attributes of the "Shop" game are used for the "Cafe" game, etc.

Center for Physical Education

Sports equipment is collected in the carts (hoops, jump ropes, balls, ring throws, skittles, equipment for elements of sports games), which allows children to exercise in various movements, train muscles, develop dexterity, accuracy.

Fine Arts Center

There are materials for acquainting children with various types of fine and decorative arts. Materials and equipment necessary for children's art activities, manual labor and artistic design, taking into account the interests of both girls and boys. A small "beauty shelf" is hung on the wall at the level of the child's eyes. There is a table with chairs under it - a place for meetings with the beautiful.

Music Center

These are shelves for storing musical aids, a place for making music and didactic board games. The main content of the center is represented by musical aids, musical toys, homemade toys, children's musical instruments, costume elements, and audio equipment.

Theater center

The necessary equipment for theatrical activities and games is collected here: children's costumes, bibabo dolls, finger puppets, toys and decorations for a table theater, a theater on a flannel, etc.

Center for the Development of Sensing

This center is mostly intended for kids - it contains manuals, games, books, materials that allow children to develop their ideas about various colors and shades, shapes, sizes of objects, roughness - smoothness of their surface, about sounds - their height, volume, etc. .d. There are materials for the development of fine motor skills.

Book Center

It contains small libraries: books for reading to children and independent reading of reading children, illustrations for works, thematic albums, speech material, speech games, magazines. Albums with family photos group children, temporary thematic photo exhibitions, contributing to the development of various aesthetic ideas of children, as well as children's drawings-illustrations, creative works of various genres.

Nature center

The environment is unthinkable without natural content, which is the most important means of ecological, aesthetic, moral, mental education and spiritual development of children. The groups include plants, birds, fish, turtle. On the territory of the preschool educational institution there is a vegetable garden, flower beds. Areas of elementary experimental activities, a water and sand center are equipped.

Study Corner

Includes magnetic and chalk boards, typesetting canvases, diverse visual, handout, counting material, didactic games... All the material is selected taking into account the age of the children, for independent use, playing around with the passed material.

Also in the groups there is an unformed material: corks, boxes, jars, which allows children to fantasize, to replace real objects with these materials.

The conditions for the normal psychosocial development of children have been created in the kindergarten. :

calm and friendly atmosphere;
attention to the emotional needs of children;
organization of games and conversations with children;
providing independence and independence to each child;
giving each child the opportunity to choose for himself
communication partners;
conditions for development and learning have been created.

Moscow Social and Pedagogical Institute

Certification work

Modern approaches to organizing a subject-spatial developmental environment

in the context of the implementation of the FSES DO

Completed by L.I. Shabanova,

Educator MDOU №67

"Ivushka" Podolsk

Academic Supervisor: OborotovaSvetlana Alekseevna

Moscow 2018

Content

1. Methodical approaches to the design of the subject-spatial environment in preschool education

1.1 Study of literature on the topic under study.

1.2 Study of modern organization requirements for a subject-spatial developmental environment

1.3 Impact of PPMS on child development preschool age

2. How to properly organize a subject-spatial educational environment in a preschool organization

The practical part.

Analysis of the subject-spatial environment

Target. Hypothesis. Tasks.

Conclusion

References and other sources of information

Appendix (presentation "Subject-spatial developmental environment in group of preschool educational institutions»

25 slide

Introduction

The topic of my certification work is important and interesting for me.

Life itself dictates dynamic changes in preschool education. The possibilities of closed, unified systems designed to form a standardized personality have been exhausted. In 2012, on December 29, the law on education in the Russian Federation No. 273-FZ was issued. The principle of education laws is the equality of all citizens in receiving education.

Raising not only a literate, but also a cultural member of society, who takes care of the historical heritage and natural resources. Translation of the learning process into a civilized legal format in all details and directions.

Education Law Article 64:

“Preschool education is aimed at the formation of a general culture, the development of physical, intellectual and aesthetic qualities of the individual. Formation prerequisites for educational activities, strengthening and maintaining the health of preschool children.

Educational programs of preschool education are aimed at the diversified development of preschool children, taking into account their individual characteristics.

Accordingly, the organization of the subject-spatial environment of preschool education is changing. These are: the nature of interaction with adults, the nature of interaction with other children, the system of the child's attitude to the world, other people, and himself.

On November 25, 2013, the Federal State Educational Standard for DL was approved. Entered into force on December 29, 2014.

According to the Federal State Educational Standard for the program "From birth to school" N.Ye. Veraksa, the educational environment created in a preschool educational organization - “... this is the environment of a natural, social and / or culturally aesthetic nature, ... the educational environment in preschool presupposes specially created conditions that are necessary for a full-fledged living by a child preschool childhood, ..., the modern understanding of the developmental objective spatial environment, includes ensuring the active life / activity of the child, the development of creative manifestations with all available means of stimulating self-expression ”.

The development of education - an integral part of the strategy of national development - begins at the level of preschool education, aimed in accordance with the Federal State Educational Standard of Preschool Education. The dynamic changes in preschool education are dictated by life itself. The possibilities of closed, unified, hybrid educational systems designed to form a standardized personality have been exhausted.

At the present stage of development of preschool education, the leaders and teachers of preschool educational institutions are faced with the task of creating a multicomponent educational environment for a preschool child, which includes the following aspects:

Developing subject-spatial environment;

The system of a child's relationship to the world, to other people, to himself.

According to the Federal State Educational Standard, the educational environment created in a preschool educational organization must meet the following requirements:

guarantee the protection and promotion of the physical and mental health of children; to ensure the emotional well-being of children; to promote the professional development of teaching staff; create conditions for developing variable preschool education; ensure openness of preschool education; create conditions for the participation of parents (legal representatives) in educational activities.

Volosovets Tatyana Vladimirovna, Director of the Institute of Psychological and Pedagogical Problems of the Russian Academy of Sciences, highlights the following characteristic of PPRS:

content-rich

transformable

multifunctional

variable

accessible

safe

health-preserving

aesthetically pleasing

it is a system of material objects of the child's activity, which functionally modernizes the content of the development of his spiritual and physical appearance. An enriched developmental environment presupposes the unity of social and natural means of ensuring the various activities of the child. " It is in kindergarten that it is possible to organize such an environment aimed at "harmonization in terms of quantity, diversity, originality, variability, the degree of influence on the personality of the child" (RB Sterkina) of all its components, which contributes to the development of the personality of a preschooler, becomes the source of it knowledge and social experience, including gaming.

Modern scientists and educators - Korotkova, Mikhailenko, Oborotova and others - believe that the saturation of the space around the child should undergo changes in accordance with the development of the needs and interests of children of younger and older preschool age. In such an environment, it is possible to simultaneously engage in active communicative-speech and cognitive-creative activities, both individual pupils and all children of the group.

Thus, when creating a developing subject-spatial environment of a preschool educational organization, it is necessary to ensure the implementation of: the educational potential of the group room spaceandmaterials, equipment and inventoryfor the development of preschool children, protecting and strengthening their health, taking into account the individual characteristics of children and correcting their development;motor activity of children, opportunities for communication and joint activities of children and adults, as well as opportunities for solitude; various educational programs, taking into account the use of inclusive education, as well as national, cultural, climatic and other conditions.

Developing subject-spatial environment - a part of the educational environment, represented by a specially organized space (premises, area, etc.), materials, equipment and supplies, for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the peculiarities and correction of the shortcomings of their development.

When studying psychological and pedagogical literature, I found that the interaction between play and other types of children's activities is of great importance in the modern organization of the subject-spatial developmental environment.

1. Methodological approaches to the design of a subject-spatial environment in preschool education

1.1. Study of literature on the topic under study.

In the broadest context, a developing educational environment is any socio-cultural space within which the process of personality development is carried out spontaneously or with varying degrees of organization. The educational environment is a system of influences and conditions for the formation of a personality according to a given model, and

also the opportunities for its development contained in the social and spatial-objective environment. From the standpoint of the psychological context, according to L. S. Vygotsky, P. Ya.Gal'perin, V.V.Davydov, L.V. Zankov, A.N. in a certain way ordered educational space in which developmental learning is carried out. According to the Federal State Educational Standard of DO, the educational environment includes the following components: the subject-spatial developing educational environment, the nature of interaction with adults, the nature of interaction with other children, the system of the child's relationship to the world, other people, and himself.

In order for the educational space to act as a developing educational environment, in the course of the interaction of its constituent components, it must acquire certain properties:

- flexibility, denoting the ability of educational structures to quickly rebuild in accordance with the changing needs of the individual, environment, society;

- continuity, expressed through interaction and continuity in the activities of its constituent elements;

- variability, implying a change in the developmental environment in accordance with the needs for educational services of the population;

- integration, which ensures the solution of educational problems by strengthening the interaction of its constituent structures;

- openness, providing for the broad participation of all subjects of education in management, democratization of forms of education, upbringing and interaction;

- an attitude towards joint active communication of all subjects of the educational process, carried out on the basis of pedagogical support as a special position of a teacher hidden from the eyes of pupils.

At the center of the developing educational environment is an educational institution that operates in a developmental mode and has as its goal the process of the formation of the child's personality, the disclosure of his individual capabilities, the formation of cognitive activity. This is achieved by solving the following tasks:

- create the necessary prerequisites for the development of the child's internal activity;

- to provide each child with the opportunity to assert himself in the most significant spheres of life for him, to the maximum extent revealing his individual qualities and abilities;

- introduce a style of relationship that ensures love and respect for the personality of each child;

- actively seek ways, methods and means of the fullest possible disclosure of the personality of each child, the manifestation and development of his individuality;

focus on active methods of influencing the personality.

The concept of constructing PPRS according to Petrovsky V.A:

The environment should ensure the safety of life, promote health and harden the body.

Reliance on a person-centered model between people. The main features of the environment are as follows:

Adults are not with children at all, adheres to the position: "not near, not necessary, but together"

Concept idea: "To promote the development of a child as a person"

This is solved by the following problem:

provide a sense of psychological security

development of the child's personality "accept, recognize" the child as a person

tactics of communication, cooperation

adult position based on the child's interest

indulge in play - where the child is active

game - free cooperation of an adult and children, and children with each other

In the studies of V.V.Davydovna, V.P. Lebedeva, V.A.Orlov, V.I.Panov, in works and scientific articlesOborotova S.A.the concept of the educational environment is considered, the essential indicators of which are the following characteristics:

- certain psychological neoplasms correspond to each age;

- training is organized on the basis of leading activities;

thought over, structured and implemented relationships with other activities.

The patriotic orientation of the program “From birth to school, edited by N.E. Veraksa, devotes to fostering patriotic feelings in children, love for the Motherland, confidence that Russia is a great multinational country with a past and a happy future. This topic is interesting and relevant to me.

The article by S.A. Turnover at the 2014 conference

"SPIRITUAL VALUES IN THE UPBRINGING AND EDUCATION OF CHILDREN AND YOUTH"Moscow, April 24, 2014
Organizers:Sholokhov Moscow State University for the Humanities

OBOROTOVA SVETLANA ALEKSEEVNA 1 , UMAROVA ELENA NIKOLAEVNA 1 1 Moscow State University for the Humanities named after M.A. Sholokhov, Moscow, Russian Federation

« ... At present, the search and development of innovative approaches to patriotic education, the implementation of which would contribute to the consciousness of qualitatively new directions of organizing this activity with the younger generation, is acquiring great importance. The article examines the modern aspects of the problem of education of the principles of patriotism in preschool children. The authors emphasize that the success of the patriotic upbringing of preschoolers will become possible only if they actively interact with the outside world in an emotional and practical way, that is, through play, substantive activity, communication, work, learning and other activities characteristic of preschool age.»

In preschool pedagogy, the term "developing environment" means "a complex of material and technical, sanitary and hygienic, ergonomic, aesthetic, psychological and pedagogical conditions that ensure the organization of the life of children and adults." The purpose of creating a developing environment in a preschool educational institution is to provide the vital needs of the emerging personality: vital, social, spiritual. The versatility of the developing environment of a preschool educational institution, the complexity and variety of processes occurring in it determine the allocation of subject and spatial components within it.

The developing subject environment, according to E.N. Umarova, is a system of material objects of a child's activity, which functionally simulates the content of his spiritual and physical development. An enriched environment presupposes the unity of social and substantive means of ensuring the various activities of the child. The main elements of the subject environment are architectural and landscape and natural and ecological objects; art studios; playgrounds and sports grounds and their equipment; play spaces equipped with themed sets of toys, play materials; audiovisual and informational means of education and training, etc. The subject-playing environment includes: a large organizing playing field; play equipment; game paraphernalia of various kinds, game materials. All components of the developing subject environment are linked to each other in terms of content, scale, and artistic solution.

PPRS in modern preschool institutions must meet certain principles:

- the principle of free choice is realized as the child's right to choose a theme, plot of the game, play material, place and time of play;

- the principle of universality allows children and educators to build and change the play environment, transforming it in accordance with the type of play, its content and development prospects;

- the principle of consistency is represented by the scale of individual elements of the environment among themselves and with other objects that leave an integral playing field.

RPSS includes a set of subspaces:

- intellectual development and creativity, form all play areas, since for preschoolers, play is the leading type of activity and intellectual and emotional development;

- physical development, to the greatest extent stimulates the physical activity of children;

- game development;

- ecological development, is designed to educate and strengthen love for nature, to comprehend all the diversity and uniqueness of natural natural forms;

- computer space, introduces children to the world of computer science and promotes the activation of cognitive activity, the formation of a child as an independent person who can make a decision.

1.2. Study of modern organization requirements for a subject-spatial developmental environment

The principles of building a developing environment in a preschool educational institution

V. A. Petrovsky, L. P. Strelkova, L. M. Klarina, L. A. Smyvina and others developed the Concept of building a developing environment for organizing the life of children and adults in kindergarten, which defines the principles of a personality-oriented model of building developing environment in a preschool educational institution.

It is equally important for an adult to find a distance to make contact with a child. For each person, the feeling of comfort when communicating with others is associated with a subjective, most convenient, distance. In this regard, the size and layout of the premises should be such that everyone can find a place for study or independent activity, sufficiently remote from others and, conversely, allowing closer contacts.

One of the walls can become a “drawing wall of creativity”. On it, children can draw with crayons, charcoal or felt-tip pens, creating both individual and collective pictures.

For the smallest children (2-4 years old), pictorial rugs with removable image elements are suitable, which can be transformed using buttons, Velcro or button loops (a butterfly “transplants” from grass to flower, a bird “flies away” into the sky, a tree moves from the house to the river bank, etc.). Such actions of the child allow him not only to transform the environment, but also contribute to the development of his fine motor skills.

The most important condition for the emotional well-being and mood of children is lighting. It should be varied and accessible (electrical switches are located at a height accessible to the child) for children to transform the light-color design.

Hygienic rooms are used not only for the realization of regime moments, but also for the participation of children in a "real adult" life (washing dishes, other household operations), as well as for direct children's activities (bathing dolls, other games with water).

3. The principle of stability - the dynamism of the developing environment. The environment should be able to change it in accordance with the tastes and moods of children, as well as taking into account a variety of pedagogical tasks. These are lightweight partitions that can be moved to form new rooms and transform existing ones. This is the ability to change the color and sound environment. This is a variable use of objects (for example, soft poufs become either children's furniture or elements of a large designer). This is also a multifunctional use of premises (the sports complex "mini-stadium" can be installed not only in the gym, but also in the games room, bedroom, dressing room).

You can change the "backgrounds", change the situation beyond recognition, filling it with emotionally rich "childish" content: "magic", "ship" or "Martian" rooms; the sports rope looks like the "trunk" of an elephant, "mysterious plants" are painted on the wall, etc.

The living space in kindergarten should be such that it makes it possible to build non-overlapping spheres of activity. This allows children, in accordance with their interests and desires, to engage in various activities at the same time, without interfering with each other.

The kindergarten should have functional rooms that children can use: musical; theatrical; laboratories; "Classrooms" (with books, games, puzzles, filmstrips, slides, etc.);

creative workshops, design; laundries, etc. The arrangement of these premises should create a different emotional mood, that is, it should become “mysterious”, “scary”, “magical”, “magical”, “fantastic”, etc. In other words, “space” allows the child not only to master the truth, but also to “escape” from it in fantasies and dreams, not only to construct creatively, but also to disassemble what has been built, to see not only the beautiful, but also the ugly. An important role here is played by the arrangement of both the building and the site, as well as such promising architectural and design devices as glazed verandas, balconies, suspended equipment - screens, screens, showcases; built-in and attached wardrobes, pull-out and extendable tables and shelves, etc.

Here, in addition to the already designated zones of activity, it is appropriate to recall once again the zones for relaxation (relaxation). These are both "corners of solitude" and a cozy room (corner) with upholstered furniture and other elements that contribute to relaxation. It is desirable that the kindergarten has a "living room for adults", where children have free access. The constant emotional stress that a teacher experiences in his difficult professional activity inevitably affects the general emotional background of his communication with children and, consequently, their emotional well-being.

Each child in kindergarten should be provided with a personal space (a crib with a high chair and a rug, a locker for storing personal belongings belonging only to him, photos of his family, etc.).

The design of the environment takes into account the creation of conditions for the formation and development of a full-fledged image of "I". This is facilitated by the presence of mirrors of different sizes, movable mirrors of different curvatures.

Emotional comfort is also maintained by exhibiting children's works, in which a place is assigned to each pupil, regardless of the level of his achievements in drawing, modeling, etc.

It is advisable in different styles present to children the same content of a fairy tale, episodes from the life of children, adults: realistic, abstract, comic, etc. Then children (with the help of an adult) will be able to pay attention not only to what is depicted in front of them, but also to that how it was done, mastering the beginnings of the specifics of different genres.

6. The principle of openness - closedness. This principle is presented in several aspects.

Openness to Nature is such a construction of the environment that contributes to the unity of Man and Nature. This is the organization of "green rooms" - small courtyards that can be glazed, with plants growing in them - trees, shrubs, grass. This is living with the children of pets - cats, dogs, which the children take care of.

Openness to Culture - the presence of elements of real "adult" painting, literature, music.

Openness to the Society - the environment of the kindergarten corresponds to the essence of the concept "My home", in which parents are endowed with special rights.

The openness of one's "I", the child's own inner world (see also the principle of emotionality of the environment, individual comfort and emotional well-being).

Thus, a developing educational environment is a specially organized socio-cultural and pedagogical space, within which several interconnected subspaces are structured, creating the most favorable conditions for the development and self-development of each subject included in it.

2. How to properly organize a subject-spatial educational environment in a preschool organization.

FSES requirements for the educational environment of a preschool educational institution

The federal state standard of preschool education implies the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with oneself, other children, adults and the world in the implementation of the main general educational program of preschool education ... The basis for organizing the educational process in a preschool organization isfocus not only on competencies that are formed in preschool age, but also on the development of a set of personal qualities, including those that ensure the child's psychological readiness for school and a harmonious entry into an older period of life.

Child development is carried out only in the game, and not in educational activities ... This standard aims at a person-centered approach to each child to preserve the intrinsic value of preschool childhood.The document focuses on the lack of strict regulation of children's activities and puts forward the requirements of focusing on the individual characteristics of children when implementing an educational program in preschool organizations.

The content of the educational program of preschool education reflects the following aspects of the educational environment for a child of preschool age:

Subject-spatial developing educational environment;

The nature of interaction with adults;

The nature of interaction with other children;

The system of a child's relationship to the world, to other people, to himself.

It also reflects the basic principles of preschool education:

Full-fledged living by a child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) child development;

The construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;

Promotion and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

Supporting the initiative of children in various activities;

Cooperation of the Organization with the family;

Introducing children to socio-cultural norms, traditions of the family, society and the state;

Formation of cognitive interests and cognitive actions of the child in various activities;

Age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);

Taking into account the ethnocultural situation of the development of children.

The content of preschool education includes such educational areas as: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive research activities - as cross-cutting mechanisms of child development).

FSES includes requirements for the conditions for the implementation of the basic educational program of preschool education. These requirements are aimed at creating social situation development for participants in educational relations, including the creation of an educational environment that: guarantees the protection and strengthening of the physical and mental health of children; ensures the emotional well-being of children; contributes to the professional development of teaching staff; creates conditions for developing variable preschool education; ensures the openness of preschool education; creates conditions for the participation of parents (legal representatives) in educational activities.

Also, one of the conditions necessary for creating a social situation for the development of children is interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family on the basis of identifying needs and supporting educational initiatives families.

To construct an optimal model of the educational environment in accordance with the Federal State Educational Standard of DL, it is necessary to remember what basic educational models exist in ECE at the present time.

1. Teaching model

V last years it was actively used in ECE centers. The organization of the educational process in a preschool institution is based on the principle of divided educational methods, each of which has its own construction logic. In this model, the adult's position is that of a teacher: he wholly belongs to the initiative and direction of activity. The model is designed for early hard programming of the educational environment in the form of techniques. The educational process is carried out in a disciplinary school-lesson form. The subject environment serves the lesson - the methodology and takes the form “ teaching aids”. The attractiveness of the training model for practitioners is determined by its high adaptability, availability to a professionally trained teacher. To help the teacher, a lot of abstracts are published - developments according to separate methods, the content of which is not related to each other.

2. Complex thematic model

The organization of educational content is based on a theme that acts as communicated knowledge and is presented in an emotionally figurative form. The implementation of the theme in different types of children's activities (“living” it by the child) forces the adult to choose a more free position, bringing it closer to a partner position.The construction of the upbringing and educational process provides for the combination of types of specific children's activitiesaround one topic, which allows the "immersion" and "living" by the child of a given event or knowledge. The topics are: organizing moments, thematic weeks, events, projects, seasonal phenomena in nature, holidays, traditions, etc. Themes can be adjusted in connection with current events that are significant for a group of children according to their interests.

The organization of the subject environment in this model becomes less rigid, the teacher's creativity is included. The set of topics is determined by the educator and this gives systematicity to the entire educational process,which makes rather high demands on the general culture and the creative and pedagogical potential of the educator, since the selection of topics is a complex process.This approach provides a holistic view of children about the world around them, the ability to master information through different channels of perception: visual, auditory, etc. This model increases the motivation of children's activities; promotes the development of independence, initiative, activity.

The high potential for the development of the emotional and volitional sphere of children, since the development of a certain content by children ends with the organization of the culmination moment, the final event: leisure, holiday, exhibition, performance, meeting with interesting people, presentations of children's projects, etc.

Content planning according to this model is an interconnected chain of introducing children into the topic (phenomenon) under consideration, its development in the process of: joint organized educational activities of a teacher with children and educational activities in regime moments; approbation of the information received, life experience in independent children's activity in the conditions of the developing objective environment of the group, stimulating the processes of self-development of the child, his creative manifestations.

The model makes rather high demands on the general culture and the creative and pedagogical potential of the educator, since the selection of topics is a complex process.

3. Subject-environment model

The content of education is projected directly onto the subject environment. An adult is an organizer of subject environments, selects didactic, developmental material, provokes trials and fixes the child's mistakes. Classic version this model - system

M. Montessori.The content of education is projected directly onto the subject environment. The condition and means of helping self-development is the subject-spatial environment created by the teacher, called the “prepared environment”.

The direct influence of the educator on the child is limited, since "... any unnecessary help is an obstacle to the development of the child's natural powers."

The main task of an adult is to create an environment suitable for the free and full development of a child. The environment should give children a choice and independent activity. If such an environment is created, the adult should not interfere, but tactfully help the child to build his personality. This model is aimed at acquiring a variety of sensory and motor experiences, which then automatically link into a single whole. The true essence of reason, according to M. Montessori, is to order and compare, and not educate and teach.

The limitation of the educational environment to only subject material and the stake on the child's self-development in this model leads to a loss of systematic character of the educational process and sharply narrows the cultural horizons of the preschooler. At the same time, like the educational one, this model is technologically advanced and does not require creative efforts from an adult.

Considering the above, it can be argued that the features of these prototype models must be kept in mind when constructing an optimal model of the educational process for preschool children. Becausethe teaching model for preschool education is not relevant, and the child's developmentd should occur in accordance with the target guidelines of the educational program of preschool education in the context of the interpenetration of educational areas, the block of joint educational activities with children should be strengthened through the use of non-traditional forms of work with children and cultural children's practices: project activities, experimentation, collecting, game training and problem situations , TRIZ, communication situations, that is, adequate for a preschooler child, the main outline of which will be the game.

It is optimal to use the positive aspects of the complex thematic and subject-environmental models: an unobtrusive position of an adult, a variety of children's activities, a free choice of subject material.

PRACTICAL PART

Zjob success : study literature and other information carriers

Hypothesis: the environment must be a means of implementation creativity preschoolers

Target : design of PPRS in a preschool educational institution

Organization of the developing subject-spatial environment of the preschool educational institution:

Role-playing game centers .

The game is the leading type of activity, therefore, a special place in the group room is occupied by play furniture with a full set of attributes for role-playing games in accordance with the program requirements. In the younger and middle preschool age, manuals and attributes for games are presented in the form of a play situation that encourages children to start the game and unfold the plot. At the senior preschool age, children are given great independence in the choice of game plots, conditions are created for the development of director's games

Recently, games of a modern theme (a cell phone store, etc.) have become increasingly relevant, so teachers use attributes for new creative games. Each age group has an unformed material that can be used as substitute items (magic chests, wonderful bags etc.).

Health centers and areas of physical activity contain:

inventory and equipment for physical activity children, non-standard physical training equipment, manuals and attributes for corrective gymnastics and hardening activities; card indexes of outdoor games, respiratory and finger gymnastics, gymnastics for the eyes, morning exercises and awakening gymnastics; attributes, masks-caps for outdoor and sports games, which are organized both in groups and on the street.

Literacy center and children's book corners include:

manuals and materials for the development of all aspects of speech (equipment for didactic games and a card index for them, card index for word games, a set of materials for diagnosing children's speech, plot and subject pictures, a selection of children's drawings for telling, diagrams, albums, other materials for working with children , parents); materials for preparing children for literacy (at senior preschool age);

a children's book corner and a children's library (children's books, magazines, children's drawings, illustrative material on works of art, a selection of riddles, songs, nursery rhymes, decorated in the form of a card index, a music library with records of literary texts). The placement of materials is rational and convenient for children (it is appropriate to combine the library with a cozy seating area, where there is a small table, sofa, etc.).

Center for Science and Gardening includes materials by sections:

the formation of an ecological culture of preschoolers (in each age group, a landscaping corner is allocated, where plants, equipment for labor in nature, manual labor, information material about objects of wildlife, albums, didactic games for the formation of ecological ideas);

development of elementary natural science concepts (encyclopedic material, didactic games; children's mini-laboratory; models of natural landscapes and natural climatic zones, albums on the formation of geographical representations, elementary representations about the solar system, about human anatomy and physiology);

development of ideas about a person in history and culture (encyclopedic material, didactic games, illustrations and albums for the formation of ideas about the history of civilization and technological progress, materials for the formation of the foundations of legal knowledge in children).

Center for arts and theatrical activities contains materials:

for visual activities (materials for drawing, modeling, applications, albums with samples of drawings, arts and crafts, coloring books, stencils, handicrafts, shift exhibitions of children's works, joint works of children and parents);

musical activity (musical centers, music library); theatrical activities (materials about different types of theater, attributes for dramatization games, theatrical activities (elements of costumes), portable screens that are used both for showing theatrical performances and for creating a wall in a secluded corner where a child can do what he loves);

Center for Cognitive Development includes material for working with children in the main sections: quantity and counting, color, shape, size, orientation in time and space. It contains demonstration and handouts (on lexical topics, basic sensory standards - shape, color, size, etc.). In the corner there are didactic games and a card index for them. The corners of mathematics for older preschoolers are equipped with entertaining material for the development of logical thinking and intellectual abilities.

Center for Building and Construction Games equipped with building materials, modern Lego-type constructors, various modules. In the senior preschool age, the center is replenished with constructors of the "Mechanic" type, constructors for creating architectural structures, as well as albums and materials for acquainting preschoolers with architecture, diagrams, drawings, models.

Safety corners include models for fire safety, traffic rules, posters, didactic games, visual materials, a selection of children's fiction on this topic. The need to create this corner is due to the requirements modern life, the urgency of the problem of forming the foundations of safe life.

Thus, a purposefully organized educational environment in our preschool institution plays an important role in the harmonious development and upbringing of every child.

In addition to the main ones, it also has an aesthetic function: it evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to visit it every day.

2.2. A fairly new direction of the RPPS is Museum Pedagogy,

which is an innovative technology in the field of personal education of children, creating conditions for the immersion of a person in a specially organized subject-spatial environment.

Trunova M.A. suggests:

“... children in the earliest childhood begin to be interested in the world of objects, .., the museum is able to enrich the child with impressions, knowledge about those objects that he has never met in reality, this is an expanding outlook on the idea of the world and in the process of play activities, museum information to master more successfully, since play in the life of a preschooler is the leading form of cognition. The value of a mini museum is to involve preschoolers in communication, interaction.

In recent decades, museum pedagogy has become very popular in the system of preschool education and upbringing - museum programs are created, books are published, methodological recommendations are developed (these are the works of M. Yu. Koval, O. V. Dybina). Today we are looking for a partner in the museum for solving problems related to the upbringing and education of children through the implementation of museum and pedagogical activities, both in a museum environment and in a kindergarten. In this case, the subject environment of the surrounding world itself plays the role of a teacher and educator.

The main goal of museum pedagogy is:introduction to museums of the younger generation, creative development of personality ... Therefore, todaymuseum pedagogy is viewed as an innovative pedagogical technology.

Of course, in a kindergarten, it is impossible to create exhibitions that meet the requirements of the museum business. Therefore, these expositions are called "mini-museums". The part of the word “mini” reflects the age of the children for whom they are intended, the size of the exhibition and the clearly defined theme of such a museum. The purpose of the created mini-museums is to involve children in activities and communication, to influence their emotional sphere. Psychological research made it possible to see that the mental activity of children is modified in a certain way in children studying in the museum and educational space, children are more free to operate with images.

The effectiveness of the implementation of the technology of museum pedagogy in the conditions of a preschool educational institution.

Is as follows:

A child has a chance to become an intelligent person, from childhood attached to culture and one of its wonderful manifestations - a museum.

Children, having fallen in love with and having mastered the museum space, at an older age will become the most grateful and receptive visitors to museum exhibitions and cultural events, and acquire an educational interest in a "real" museum.

Children develop a value-based attitude to history, develop an interest in museums and exhibitions, and develop an emotional response. “The child should leave the museum with a sense of confidence to climb“ one more step ”.

The task of the preschool teacher is to teach the child to recognize these meanings hidden in objects. Having decided on this step, it is necessary to realize and formulateimmediate tasks:

* teach the child to see the historical and cultural context of the surrounding things, i.e. evaluate it from the point of view of the development of history and culture;

* to form an understanding of the relationship between historical eras and their involvement in a different time, another culture through communication with historical and cultural monuments;

* to form the ability to recreate the image of the corresponding era on the basis of communication with the cultural heritage, i.e. to artistic perception of reality;

* develop the ability to aesthetic contemplation and empathy;

* inspire respect for other cultures;

* develop the ability and need to independently master the world by studying cultural heritage different eras and peoples.

The task of helping the child to see the “museum” around him is put forward. to reveal to him the historical and cultural context of ordinary things that surround him in everyday life, teach him independently, analyze, compare, draw conclusions. The inclusion of museums in the educational process is not as simple as it might seem at first glance.

To use museum pedagogy, you must follow certain rules:

Rule one.

It is necessary to seriously, purposefully prepare for a visit to the museum, and then consolidate the acquired knowledge and impressions. The child is not prepared to accept the complex symbolic language of the museum. The task of the teacher is to help the little man in this difficult and very important cognitive activity.

The second rule.

It is necessary to clearly understand the ultimate task of one's activity - the formation of a creative personality capable of taking an interest in the cultural heritage and realizing its responsibility not only for its preservation, but also for augmenting and transmitting this heritage to other generations.

The museum is a special, special organized space of a preschool educational institution, contributing to the expansion of the horizons of both a child and an adult, an increase in education, upbringing, and familiarization with eternal values.

It should be noted that, taking into account age, there are requirements for the organization of PPRS:

1-3 years of age - large enough space for active movement

4 - the rich center of role-playing games

5- the need for games and communication with peers

6-7 years - games developing memory, thinking, perception

Conclusion

The algorithm for designing the educational environment in accordance with the Federal State Educational Standard of Preschool Education involves finding answers to the following questions:

"WHOM to teach and educate?" - psychological and pedagogical characteristics of pupils, their age and individual characteristics, taking into account the psychological and physiological characteristics of preschoolers, ethnocultural conditions of development.

"WHY to teach and educate?" - certainty of goals and objectives in all areas of development and education of children (socio-communicative, cognitive, speech, artistic and aesthetic, physical), expanding the directions of development, socialization and individualization of children.

"WHAT to teach?" - a conscious, responsible attitude to the choice of informational impact and content of the environment, ensuring the development of personality, motivation and abilities of children in various activities and communication.

"HOW to teach and educate?" - reflective choice of methods and technologies of the educational process and interaction, focus on age features development, use of the zone of proximal development.

Within the framework of my research, it is important for kindergarten teachers to understand the importance of an appropriate developing environment; it is necessary to focus their attention on the following main "problem areas": creating a developing space for socialization and individualization of pupils; diagnostics of the needs of children and teachers; selection of toys and materials based on age-specific psychological characteristics of children in accordance with educational areas; ensuring the variability of the developing environment; ensuring the saturation and psychological safety of the educational environment; organization of interaction between teachers and parents in the created educational environment.

The RPPS of the groups of our preschool educational institution is organized in such a way that children have the opportunity to do what they love. Placing equipment on the principle of non-rigid centering allows them to be united in small subgroups of common interests. The groups created centers and zones: role-playing game; health and physical activity; speech development; science and gardening; art; cognitive development; building and constructive games; safety corners. The organization and location of centers and zones is rational, logical and convenient for children. All centers are filled with developmental content, dynamically changing in accordance with the tasks of education and training, the age capabilities of children, the interests of boys and girls.

When creating a developing subject-spatial environment for any age group, we take into account the psychological foundations of constructive interaction between the participants in the educational process, the design of the modern environment, the psychological characteristics of the age group that this environment is aimed at. Our kindergarten is in the process of changing and transforming, we are updating play equipment, children's and play furniture, interior, material and technical equipment, which favorably affects the development of the personality of each of the pupils.

At this stage, it is important to note that the leaders and teachers of the preschool educational institution understand that the educational environment of the preschool educational institution must constantly be in a dynamic state, since it is impossible to create an ideal educational environment once and for all, it is a continuous process, constantly undergoing changes and additions.

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It is known that the environment in which a child grows up - decoration of premises, furniture, toys - influences the upbringing and formation of the personality. Preschoolers spend a significant part of their time in educational institutions. And it is necessary to organize the sphere of the child's stay in kindergarten in such a way that it contributes to the physical and mental development of the little person. It is necessary to think over each design element, considering it from different angles: aesthetic, safety, convenience and usefulness.

The value of the developing subject-spatial environment in the senior group of preschool educational institutions

The task of any preschool educational institution (preschool educational institution) is to create conditions for the development and upbringing of children, preserving their health in a safe and comfortable environment. The most important component of this task is the organization of the subject-spatial environment corresponding to the components of the educational and developmental process performed by teachers. It has long been proven that the development of a child occurs when it active participation v varied types activities. For pupils of the senior group, the following areas are distinguished:

educational and developmental classes;
practical and creative work;
role-playing games;
fundamentals of labor activity;
physical education;
music and choreography lessons.

The administration of the child's educational institution, teachers and educators must create a multi-component educational environment for the preschooler, which takes into account the different aspects of organizing the process of upbringing and development of the child. It:

developing subject-spatial environment;
organization of interaction with teachers;
communication with peers;
the attitude of the preschooler to the world around him and to himself.

The subject environment in the group must correspond to the age and interests of the pupils

Children should live in the world of beauty, games, fairy tales, music, drawing, fantasy, creativity.

V. A. Sukhomlinsky

Principles of constructing a subject-developing environment

Subject-spatial environment in senior group serves the development of children's activities, primarily play. Indeed, during the game - the leading activity of preschoolers - cognitive motivation develops, which is the basis of educational activity. Subject-spatial developmental environment should correspond to the zone of the nearest mental development a child 5–6 years old - the formation of the prerequisites for educational activities.

This or that activity is filled with the entire time of the child's stay in the educational institution, and it is necessary that the entire environment surrounding the preschooler contributes to his development. At the same time, the conditions of safety, versatility and variability of the equipment must be met.

The principles of organizing the subject-spatial environment in the senior group:

The environment should perform educational, developmental, upbringing, stimulating, communicative functions. But most importantly, it should work to develop the child's independence and initiative, which is important for older preschoolers.
Flexible and variable use of space is required. The environment must serve the needs and interests of the child.
The shape and design of the items are focused on the safety and age of children.
Decor elements should be easily replaceable and mobile.
In the group, it is necessary to provide a place for children's experimental activities.
The color palette should be presented in warm, pastel colors.
When creating a developing space in a group room, the leading role of play activity is taken into account.
The subject-developmental environment of the group changes depending on the period of education of the children.
It is important that the subject environment has the character of an open, open system, capable of adjustment and development. The objective world surrounding the child must be replenished and updated, adapting to the neoplasms of older preschool age.
An important task is to develop the ability of older preschoolers to interact with representatives of the opposite sex. The environment should be organized so that girls play with boys.

The created subject-developing environment causes in the pupils a feeling of joy, a positive attitude towards kindergarten, a desire to attend it and learn new things

The environment surrounding preschoolers in kindergarten should ensure the safety of their lives, promote health, and also contribute to the development of cognitive and creative abilities of pupils. This takes into account the inclinations, interests and level of activity of each child.

When assessing the subject-developing environment for pupils of the senior group, attention is paid to:

the general design of the room, the aesthetics of the design, the availability of a variety of equipment for practicing various activities;
organization of the space for the life of children (the presence of light partitions, screens, modules, poufs).
toys and materials that should ensure both play and productive activities of pupils.

Types of corners and centers in the older group

When planning the placement of equipment and furniture in the premises of a kindergarten, it is necessary to take into account the flexible division of space into separate zones in order to ensure a different type of activity for preschoolers. In the premises for older children, several areas can be distinguished.

The room for a group in a kindergarten is usually small, so every meter of space should be used rationally.

Sports section

Here you can find sports equipment both factory-made (skipping ropes, balls, ropes, clubs, hoops) and prepared by educators together with parents (flags, ribbons, bags filled with sand, handkerchiefs). It is necessary to provide special equipment for individual exercises with children to prevent flat feet (massage track), improve posture, and develop the eye.

A sports corner in a group, in addition to the standard equipment, can contain a card index of outdoor games, riddles, cards and visual aids on sports

A productive corner

This area should be well lit. There are tools for children's creativity on shelves or in cabinets:

various types of paper,
cups with pencils and markers,
paints,
multi-colored wax crayons,
plastic material for modeling,
pieces of different fabrics for applications,
all kinds of materials for making crafts,
different scissors,
hole punches,
staplers.

It is important that all materials are brightly and attractively decorated, neatly laid out. Children should be able to use any material in their creativity. For older preschoolers, the arrangement of tables is made so that the children can, if they wish, study working together... There should also be samples for drawing, diagrams for making crafts, samples for modeling. It is imperative to provide a stand to demonstrate the completed work of pupils.

In the corner of productive activity, children can draw, sculpt, make applications

Center for role-playing games

While playing, preschoolers develop imagination, creativity, ingenuity. By simulating various situations, they study the world around them, relationships between people. Playing with peers contributes to the development of communication skills, fostering friendly and respectful relationships in the group. For children to have a choice, the center must include a large number of toys. From time to time, the composition of the subjects is changed to keep the children interested.

Table: types and purposes of toys for older preschoolers

Types of toys	Appointment
Subject-shaped	They correspond to the image of a living being (dolls, bunnies, bears) and participate in the setting of the game plot during children's games.
Technical	These toys correspond to technical devices: all types of transport, communications and communication.
Fun toys	Funny little men, animal figurines. May contain some kind of unexpected movement, surprise.
Masquerade	Used by children to enter some kind of image: the tail of a bunny or a fox, the mustache of Basilio's cat.
Musical	Necessary to satisfy children's interest in sounds.
Tabletop	Designed for the development of children.
Theatrical	Such toys develop speech, imagination, ingenuity.
Building materials and constructors	Development of attentiveness, intelligence, spatial imagination.

All toys are placed in such a way that preschoolers can freely play with them and put them in place.

Theater zone

In the older group, you can organize different types of theater:

finger,
desktop,
palm,
theater on plates,
theater on spoons or on sticks,
theater mittens or gloves,
flannelgraph theater,
theater of hats,
shadow theater,
use of bibabo dolls,
puppet show,
staging of fairy tales by the children themselves.

In addition to puppets for performances, there should be 2 screens in the theater area: a small one and a large one. A screen or a large mirror can be used as decorations. For tabletop performances, these can be panoramic books.

Preschoolers are happy to participate in the dramatization of fairy tales or stories, can improvise the actions of their favorite characters, come up with a game to repeat the actions of adults or play with the read works about fairy animals. Participation in theatrical performances develops speech, fine and gross motor skills, trains memory, imagination. The experience of joint activities with peers and adults contributes to the formation of communication skills and socialization of preschoolers.

The theater zone is conveniently located next to the music zone.

Theatrical zone in the senior group includes characters different types theater and various attributes

Music corner

To practice music sometimes requires solitude, concentration. It is desirable that it be possible, if necessary, to isolate this part of the group with a light screen. The design of this area should be attractive to children and accessible for consideration. At the same time, it is necessary to accustom the pupils to an accurate and careful attitude to the equipment, as it may become unusable.

In addition to musical instruments directly, this corner houses audio and video equipment (slides, filmstrips, audiocassettes) and technical equipment (tape recorder, TV set, music center). There are also manuals for didactic games aimed at developing musical ear. You can put an album of songs with illustrations (images correspond to the text of the song), place portraits of famous composers. As in other areas, the material is periodically changed to preserve the novelty of perception by children.

In the music corner, older preschoolers enjoy playing instruments and singing songs

Speech development zone

This zone should have a selection of plot and subject illustrations for retelling, didactic games to develop sound culture and grammatical structure of speech, increase vocabulary, mnemonic tables. Didactic material can be either factory-made or prepared by an educator. To practice correct pronunciation, albums with articulation exercises and tongue twisters are purchased. For individual lessons of children on articulation, there should be mirrors. In the senior group in this area there is a magnetic board with an alphabet.

Older preschoolers already know the letters and are learning to write words on the chalkboard

Book corner

The book corner is often combined with the speech development zone. It simultaneously accommodates 10-12 books on the following topics:

fairy tales,
poems and stories on a patriotic theme,
stories about animals and plants,
books studied in the classroom,
humorous books,
books that children bring from home.

Books should have a lot of illustrations, be colorfully decorated, you can use toy books. The average stay of a book in a corner is 2 weeks, but it can be adjusted depending on the interest of children. Albums for viewing, children's magazines, portraits of writers are also located here. You can organize a small library of baby books. For children of the older group, you can arrange exhibitions that tell about the work of an individual writer, a particular genre (fairy tale, humorous story, poetry) or even one book.

The decoration of the book corner in the older group should be bright and attractive to stimulate the interest of preschoolers in reading.

A corner of patriotic education can be combined with a book corner. Patriotic education in kindergarten is aimed at fostering love for their homeland, native land, family. An example of the design of such a corner is presented in the article by Sharova E. V. "Patriotic education in a preschool educational institution."

The Patriotic Corner introduces children to the symbols of our country, hometown, village, folk crafts

Math corner

This corner contains didactic material for the formation mathematical knowledge and the development of logic. It can contain:

carpet-maker "Casket" according to Voskobovich,
Gienesh logic blocks,
sets of colored Kuisener counting sticks,
Nikitin cubes,
various constructors and board games for solving logical problems and counting.

Currently, there is a selection of workbooks on a printed basis, many educational aids for preschoolers. You can use materials made by yourself.

In the corner of mathematics there are various manuals and games to develop counting skills for preschoolers

Experimental Center

In the center of experimentation, preschoolers conduct simple experiments, which develops the logical thinking of children and stimulates cognitive activity.

Photo gallery: equipping the center of experimentation

The equipment of the center of experimentation should be varied, but most importantly - safe All experiments are carried out by preschoolers under the strict supervision of a teacher Prepared tools must always be clean In the center of experimentation, preschoolers develop primary natural science concepts

Construction area

A large variety of constructors are represented in this area. Preschoolers can independently create various buildings according to their schemes and ideas. This zone can be combined with a corner for studying traffic rules, for the design of which you need models of houses and streets, traffic lights, traffic signs. For role-playing games according to the rules of traffic rules, it is convenient if the marking of the pedestrian crossing is on a special rug or floor covering.

Design area can be combined with a traffic learning corner

Corner of nature

The organization of this zone is intended for the environmental education of preschoolers. Such a corner awakens children's interest in wildlife and its inhabitants. Daily observation of plants and animals, participation in caring for them develops a sense of empathy in children for living beings, creates a more favorable atmosphere in the group and increases psychological comfort pupils. What plants and animals are recommended to be placed in a corner of wildlife and what conditions must be observed, is described in the article by Galina Volodkovich "The role of a corner of nature in the ecological education of older preschool children."

In the ecological corner, children learn to take care of plants, which fosters a respect for nature

Labor organization area

Children of the older group have work responsibilities. They serve themselves: dressing, undressing, cooking workplace for classes, help in the dining room, can carry out some instructions from the teacher. In addition, a group watch is organized. Watching not only builds skills practical work, but also fosters responsibility, the ability to work in a team and teaches children to be independent. It is possible to organize a shift in the dining room, for the care of plants and animals, for the organization of classes. In the corner for the organization of work activities, there should be a duty screen, protective clothing (aprons, arm ruffles, handkerchiefs), devices for performing the duties of a duty officer (containers for watering plants, cleaning sponges).

In the corner of work, a duty screen, protective clothing and devices for performing the duties of a duty officer are placed

When the working environment in the group changes, older preschoolers must be involved in the transformation of the environment. With the help of screens or screens, children, according to their plan, can change the spatial organization of the room, highlighting the zone in which the lesson will take place.

Examples of the design of the developmental environment in the senior group

The creation of a subject-developing environment that meets the requirements of the Federal State Educational Standard is an important part of the organization of the educational process in a children's institution. Three videos are presented as an example of solving this problem. Teachers can implement interesting ideas in their activities.

Video: developing subject-spatial environment in accordance with the Federal State Educational Standard of DO

Video: subject-developing environment in the senior group

Video: transformation of the developing subject-spatial environment in the senior group

Great attention is paid to the creation of a subject-spatial environment in kindergarten. And this is not surprising: both for teachers and for children, it becomes a second home, because they spend a lot of time in it. I always want to make my home beautiful, comfortable, convenient for everyone, and for kids to organize everything so that they are healthy, smart and well-mannered, love their loved ones, take care of nature.

Svetlana Primachenko
What is a subject-developing environment in a preschool educational institution?

What such a subject-developing environment?

Subject-developing environment Is a set of objects of a material nature for the development of a child, substantive and social means ensuring a different type of activity for pupils. It is necessary so that children can fully grow and get acquainted with the world around them, know how to interact with it and learn to be independent. Concept subject development environment It promotes the development of independence, initiative and gives children the opportunity to realize the abilities that they have. Subject-developing environment improves the experience of the child's emotional and practical interaction with the people around him, and also helps to raise the cognitive activity of all children in the group. It consists from: a large playground; play equipment; toys; different types game paraphernalia; game materials. These funds must be in a special room, hall or in the courtyard of the kindergarten. How is a developing Wednesday? During this stage, you need to remember that subject-developing environment should give place to the development of educational, upbringing, stimulating and communicative functions. The most important task is to strive to increase the independence and initiative of the child. Such Wednesday should be spacious and pleasant for children, satisfy their needs and interests. Design is also important objects and their shape: They should be safety oriented and age appropriate for preschoolers. Creation subject development environment includes an important aspect: change of decorative elements, as well as allocation in each group of places for experimental activities of children. The basis color palette warm pastel colors should be included so that the atmosphere is light and not "Pressed" on pupils. Concerning subject-developing environment of the group, then changes should take place in it depending on the age of the children, their characteristics, the period of study and, of course, the educational program. The developmental one should be open in nature, subject to adjustment and development, not to be a closed system. It is good if it is regularly updated and meets the current needs of the children. In any case and under different circumstances, the space around the babies should be replenished and updated in accordance with the requirements for a certain the age of the pupil. Based on this, when creating this Wednesday for any age groups in a preschool educational institution, it is imperative to take into account the psychological factors of the interaction of participants in the educational process and the general atmosphere, including the design of the preschool institution. The principle of positions in interaction It is based on the organization of a space for communication between parents and teachers with children. It is a fairly well-known fact that confidential conversations and open communication between adults and children are carried out on the basis of the principle of spatial communication "eyes to eyes"... The corresponding subject-developing environment will give an opportunity to get closer and equalize the positions of children and adults. It will be appropriate to use a variety of furniture, namely corners, podiums and slides. The principle of activity It makes it possible for an adult and a child to jointly participate in the creation of the environment. Wednesday that will be easy to transform and change. It is possible to equip group rooms with workshops, sand and water centers using screens. During the organization of general activities, it is necessary to select materials that have the ability to enhance cognitive activity. They can be technical devices, magnets, toys, magnifying glasses, springs, beakers, models, scales, and also you can provide various natural materials for experimentation and study. The principle of stability-dynamism This principle contributes to the creation of conditions that can be changed in accordance with the mood, preferences and the capabilities of children. Playrooms are needed for different age groups, and a stability zone needs to be created for babies. The developmental equipment must be properly equipped. subject-spatial environment... The preschool educational institution must make sure that toys, furniture, storage containers, podiums for rest, as well as collapsible structures are available. This room should be filled with a variety of subjects and also have a lot of free space. You can create thematic zones, put upholstered furniture and make it part of the playroom.