How to talk about the development environment in a dhow. Developing subject-spatial environment in preschool educational institutions according to the Federal State Educational Standards

Preschool age is considered as a fundamental period of purposeful development of basic personality qualities. In this regard, the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ defines a set of mandatory requirements for preschool education - this is the Federal State Educational Standard approved by the Order of the Ministry of Education and Science dated October 17, 2013. No. 1155.

The outstanding philosopher and teacher Jean-Jacques Rousseau was one of the first to propose considering the environment as a condition for optimal self-development of the individual, believing that thanks to it, the child himself can develop his individual abilities and capabilities. The role of an adult is to correctly model an environment that promotes maximum development of the child’s personality.

The organization of a developing subject-spatial environment in the light of the requirements of the Federal State Educational Standard for Education is, first of all:

- Educational environment– a set of conditions purposefully created in order to ensure the full education and development of children.

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

In connection with the introduction of the Federal State Educational Standard for Preschool Education, the issue of organizing a subject-spatial developmental environment in our preschool educational institution is particularly relevant today, since it should provide the opportunity for preschool educational institution teachers to effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

In accordance with the Federal State Educational Standard basic general education the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of the students. The solution of program educational tasks is provided not only in the joint activities of adults and children, but also in the independent activities of children, as well as during routine moments.

When creating a developing subject-spatial environment for 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 process, the design of the modern environment of a preschool institution and the psychological characteristics of the age group at which this environment is aimed.

PPR environment in early preschool age:

For children of this age, there is a sufficiently large space in the group to satisfy the need for physical activity. A properly organized developmental environment allows every child to find something they like, to believe in their strengths and abilities, to learn to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental education.

When creating a developmental space in a group room, it is necessary to take into account the leading role of play activity in development, this in turn will ensure the emotional well-being of each child, the development of his positive sense of self, competence in the field of relationships with the world, with people, with himself, inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing.

PPR environment in middle preschool age:

The subject-developmental environment of the group is organized taking into account the opportunities for children to play and engage in separate subgroups. Aids and toys are located so as not to interfere with their free movement. It is necessary to provide a place for temporary solitude for a preschooler, where he can think and dream.

PPR environment in senior preschool age:

The subject-development environment is organized so that every child has the opportunity to do what he loves. Placing equipment in sectors allows children to unite in subgroups based on common interests (construction, drawing, manual labor, theatrical and play activities, experimentation). Mandatory equipment includes materials that activate cognitive activity, educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The main components when designing a subject-spatial development environment in a group:

SPACE

OBJECT ENVIRONMENT

Such design of the environment shows its influence on the development of the child. Designing an environment using such components allows us to imagine all the features of a child’s life in the environment. The success of the developmental environment’s influence on the child is determined by its activity in this environment. The entire organization of the pedagogical process presupposes freedom of movement for the child. In the environment, it is necessary to allocate the following zones for different types of activity:

Working;

Active;

Calm.

The subject-spatial development environment should be:

Multifunctional;

Transformable;

Variable;

Available;

Safe.

Saturation environment assumes:

Variety of materials, equipment, inventory in the group;

Must be age appropriate and program content appropriate.

Multifunctionality materials involves:

Possibility of varied use of various components of the object environment (children's furniture, mats, soft modules, screens, etc.)

The presence of multifunctional objects that do not have a strictly fixed method of use (including natural materials, substitute objects)

Transformability space provides the possibility of changes in the PPR environment depending on:

From the educational situation

From the changing interests of children

From the possibilities of children

Variability environment assumes:

Availability of different spaces

Periodic change of game material

Variety of materials and toys to ensure children's free choice

Appearance of new items

Availability environment assumes:

Accessibility for students of all premises where educational activities are carried out

Free access to games, toys, and manuals that provide all types of children's activities

Serviceability and safety of materials and equipment

Safety Wednesday:

Compliance of all its elements to ensure reliability and safety, i.e. toys must have certificates and declarations of conformity.

Children's developmental activity centers

The environment in the groups was created in such a way as to give the child the opportunity to make his own choices. The group premises are divided into several centers, each of which contains a sufficient amount of materials for knowledge, research in different areas of activity, and games.

Centers have been created for the social and communicative direction:

Activity center (story - role-playing games);

Traffic Safety Center; -fire safety center;

Work Center.

Cognitive direction:

Center “We Explore the World”;

Center “I know my rights”;

Experimentation Center;

Center for Patriotic Education;

Center for Constructive Activity;

C sensory development center;

Center for Mathematical Development.

Speech direction:

Theater Center;

Center “Let's speak correctly”;

Center "Hello, book!"

Artistic and aesthetic directions:

Center "Little Artist";

Center "Skillful Hands";

Center "Merry Notes".

Physical direction:

Center "Zdoroveika"

Sports Center "Be Healthy"

A purposefully organized subject-developmental environment in a group plays a big role in the development and upbringing of a child. The created environment evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions, encourages active creative activity, and promotes the intellectual and social development of preschool children.

Thanks to the created conditions of a subject-developing environment, taking into account the Federal State Educational Standard of Preschool Education, children have become more socialized, they know how to communicate with each other, they move boldly and freely in the space of the preschool educational institution, their cognitive interest, curiosity, and desire to experiment have increased.

The main task of raising preschoolers is to create in children a sense of emotional comfort and psychological security. In kindergarten, it is important for a child to feel loved and unique. Therefore, the environment in which the educational process takes place is also important.

Introduction.

In kindergarten, a child gains experience in emotional and practical interaction with adults and peers in the most significant areas of life for his development. The possibilities for organizing and enriching such experience are expanded provided that a developing subject-spatial environment is created in the group; In this case, the defining moment is the goal that guides the teaching staff.

A developing subject-spatial environment is a natural, comfortable, cozy environment. Rational - organizational and rich in a variety of sensory stimuli and gaming materials. Modern philosophers interpret the concept of “environment” as a system that includes the relationship of an objective and personal nature. Through the environment, upbringing adapts the personality to circumstances, and education acts as a model of society.

A child is not a small semblance of an adult, but a full-fledged person, unique in his individuality, a great imitator, an enthusiastic researcher, discovering the world around him with joy and surprise, striving to use everything that is given to him for a variety of active activities.

The purpose of the teacher is to give every child the opportunity to live a full life here and now. So that every child who crosses the threshold of his group and trustingly places his palm in the teacher’s hand opens up to the world like a magic chest, surprising and delighting adults with the splendor of his talents.

Subject development environment in preschool educational institutions.

Researchers prove thatenvironment is the surrounding social, everyday, public, material and spiritual conditions of a child’s existence.It is, as it were, the material environment of the child’s thought. L.S. Vygotsky noted that “the child, as a person, begins his development in the process of formation with material reality. In the process of development, he encounters ready-made, historically established conditions that determine his existence as a social being.”Thus, the development of a child depends on how he is raised, how his upbringing is organized, where, in what environment he grows up.Currently, the concept of “educational environment” has emerged.

Educational environment of a preschool institution- this is a set of conditions that have a direct and indirect impact on the comprehensive development of the childin a preschool institution, the state of his physical and mental health, the success of his further education; as well as the interaction of all participants in the educational process in preschool educational institutions.

From the provisions of A.I. Leontiev, A.V. Zaporzhets, the main starting positions follow, confirming the educational role of the subject-spatial environment of the kindergarten, provided:

the content and aesthetic significance of this environment;

a purposeful and systematic relationship of children with the aesthetic qualities of the interior, where the role of the teacher is leading, organizing the perception and activity of the child;

active involvement of children in the creation of an aesthetically significant interior, in saturating it with the products of their artistic activity.

The developmental characteristics of a preschool child make the surrounding objective world the means of his education. As a component of the educational environment of a preschool educational institution, the subject environment includes everything that is accessible to its direct perception and use in practical activities.

A subject-development environment is a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development. The concept of a subject-development environment is considered in pedagogy as a factor stimulating, guiding, and developing the child’s activity. It influences the development of the individual in a broad sense and the formation of narrower qualities, such as independence, activity, observation, curiosity, etc.

In preschool pedagogy, the term “developmental environment” is understood as a complex of psychological and pedagogical conditions for the development of intellectual, special, creative abilities in the organized space of the creative field.The subject-development environment should be filled with achievements in knowledgediscoveries, skills that many children have already mastered, appropriated and are beginning to create baggage for the next stage of development, as well as thosewhich for some children is still in the process of moving toward achievement.

Requirements for organizing a subject-development environment in a preschool educational institution

When creating a development environment, it is necessary to proceed fromergonomic requirements to the life activity of children who are in this environment: anthropometric, physiological and psychological characteristics.

R.B. Sterkina notes that the developmental environment in a preschool educational institution, from the point of view of psychological and pedagogical requirements, must meet the care of itsemotional well-being and create conditions for its development, be sure to take into account the child’s ability to communicate not only with children of the same age, but also in communities of different ages, not only with the teacher who leads him, but also with other adults (cook, watchman, parents andetc.). A personality develops fully only when there is a full range of communication with people of different ages, representatives of different professions, and families.

The play environment includes: a large organizing playing field, play equipment, toys, paraphernalia of various kinds, materials necessary for children’s activities during the day.All these tools are not in some abstract space, but in a group room.It is important that the subject environment has the character of an open, non-closed system, capable of change, adjustment and development. In other words, the environment is not only developing, but also developing. Practice suggests that it is difficult to completely replace the subject environment in a group. But still, under any circumstances, the objective world surrounding the child needs to be replenished and updated, which is what we do. Only then does the environment contribute to the formation of cognitive, speech, motor and creative activity. The organization of a “Subject-Developing Environment” in a kindergarten brings the effectiveness of educational influence aimed at developing in children an active cognitive attitude towards the surrounding world of objects, people, and nature.The subject-game environment of kindergarten groups is organized in such a way that every child has the opportunity to do what he loves.

In each group, furniture and equipment are installed so that each child can find a convenient and comfortable place to study from the point of view of his emotional state: sufficiently distant from children and adults or, conversely, allowing him to feel close contact with them, or providing equally contact and freedom. For this purpose, various furniture is used, including different levels: all kinds of sofas, ottomans, as well as soft modules. They are quite easy to move and arrange in different ways in a group. The entire group space is divided into centers that are accessible to children: toys, teaching material, games. Children know where to get paper, paints, pencils, natural materials, costumes and attributes for dramatization games. In the center of privacy - behind a screen, they can leaf through their favorite book and just sit and relax from the children's group. Wooden portable screens and stands also serve as walls for children’s individual games. Using them, a child can make a room for play, thus fencing off the common space, creating his own little world. In this simple way, the personification of the environment is achieved, that is, the creation of “your own” personal space.

The organization of space is one of the environmental conditions that allows the teacher to approach the child’s position.

Principles for building the environment in preschool educational institutions:

The principle of openness;

Flexible zoning;

Stability and dynamism of the developing environment;

Multifunctionality;

The principle of openness.

In addition to nature corners in groups where children observe and care for plants, all groups are equipped with experimentation corners for conducting basic experiments. Together with adults, children replant and water flowers, feed fish and turtles. Children learn to summarize the results of their observations of natural objects by keeping a weather calendar. If at a younger age it shows only basic weather phenomena (rain, snow), then at an older age it becomes more complex. It is important that elements of culture - painting, music, literature, theater - are included in the interior design of the kindergarten.

The subject development environment is organized on the basis of the following principles:

It is necessary to create a principle of openness to society; for this purpose, photo exhibitions “Our Life in the Garden” were organized in groups. The flexibility of zoning and the organization of various intersecting areas of activity are also important. This allows children, in accordance with their interests and desires, to freely engage in different types of activities at the same time, without interfering with each other: physical education, music, drawing, experimenting, dramatizing fairy tales, arranging dramatization games. Equipping group rooms helps children independently determine the content of the activity, outline an action plan, manage their time and actively participate in the activity using various objects and toys. The subject-developmental environment of the group changes depending on the age characteristics of the children, the period of study, and the educational program. If there are more boys in the group, then the group has more construction sets, blocks, cars, which allows children to build houses, bridges, arches, garages not only on the table, but also on the floor. If there are more girls than boys, then games of “family,” “hospital,” and “shop” play out more often.

The developmental environment is always changing, constant, created for a long time: the design of offices, music and physical education halls, and more dynamic - when decorating a hall, group room, lobby for a specific holiday, leisure event, during the production of a fairy tale.

Even more dynamic is the developmental environment of many activities. The microenvironment, including the design of a particular lesson, is determined by its content and is specific to each of them. It, of course, should be aesthetic, developing and versatile, encouraging children to meaningful spiritual communication. The principle of multifunctionality of the objective world is implemented with the help of various modular equipment, which is equipped in all premises of the kindergarten. The use of modules along with construction sets, mosaics, physical education equipment (hoops, balls, jump ropes), objects and games that do not carry specific semantic information contributes to the development of imagination and the sign-symbolic function of preschoolers’ thinking. Organizing the subject-spatial environment in kindergarten requires highly creative activity of all preschool teachers. After all, a variety of toys is not the main condition for a child’s development. A purposefully organized subject-development environment in a preschool institution plays a big role in the harmonious development and upbringing of a child. The created aesthetic environment evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and promotes the intellectual development of preschool children.

Developmental environment built on the basispersonality-oriented interaction between children and adults should provide each child with equal starting opportunities, within the framework of which the systematic development of his personality is carried out. However, equal opportunities do not mean equal. From the beginning of its creation, the developmental environment should be variable, multifunctional, adaptive and accessible to every child. In this environment, a preschooler develops his physical functions, forms sensory skills, accumulates life experience, learns to organize and compare different objects and phenomena, and acquires knowledge from his own experience. The subject environment must be designed in accordance with the program that is being implemented in the educational institution. In this case, the teacher must take into account the characteristics of the group, know both the group as a whole and the individual characteristics of each child, their interests, abilities, desires. Requirements for a subject-development environment. The environment should be: ensuring the full and timely development of the child; encouraging children to engage in activities; promoting the development of independence and creativity; ensuring the development of the child’s subjective position. The subject-spatial environment should be diverse and constantly changing. There are no specific strict requirements for the presence of certain corners and centers in the group, or approved lists of equipment. The group environment reflects the individuality of the teacher and children; it is unique and individual. And that's great! The creation of a modern developmental environment ensures the holistic development of the child as a subject of activities feasible for a preschooler.

The surrounding subject environment is one of the factors influencing the development of children. The child is constantly in the world of objects. Some attract him, while others remain unnoticed. The role of objects is especially great for children who have not yet read, who need to organize their activities. While a schoolchild can independently engage in self-education using books and textbooks, a preschooler does not have this opportunity. His activity depends entirely on the arrangement of the object space around him, the toys and objects surrounding him. The teacher must know what materials are needed for a particular type of activity at a given age. Then, from the many materials and play equipment surrounding children, he will be able to choose those that can create an environment that has its own specific and distinctive features for each age. In this regard, when determining the content of the subject environment and the features of its placement, it is necessary to highlight priority tasks for each age stage, the solution of which should lead to the dynamic development of mental and cognitive processes in preschoolers.

Conclusion

Each child in his development experiences the undoubted influence of his family, its way of life, and cultural preferences. In a kindergarten, the furnishings of all rooms serve one purpose: for the upbringing and development of the child in a team. Creating such a favorable environment is a great art, which includes a reasonable and beautiful organization of space and its elements. In the developmental environment surrounding the child, there must be the possibility that the child becomes the creator of his own objective world, in the process of personal developmental interaction with adults and peers, he becomes the creator of his personality.

Modeling the subject environment also creates conditions for interaction, cooperation, and mutual learning of children. If children with a sufficiently high level of cultural and cognitive development find themselves in an environment nearby, then they will be able to create interesting models, images, developing them into creative improvisation or, conversely, if children with a low level of development of sensory experience find themselves in it, then element-by-element elements inherent in the environment samples also allow them to get a successful result.

The success of the developmental environment's influence on the child is determined by his activity in this environment. The entire organization of the pedagogical process of a preschool educational institution presupposes the freedom of movement of the child throughout the kindergarten, and not just within its group premises. The ability of our graduating children to freely navigate space and time helps them easily adapt to the peculiarities of school life.

Bibliography.

1. Grinyavichene N.T. Game and a new approach to organizing an object-based gaming environment: Proceedings of the All-Union Scientific and Practical Conference. /N.T. Grynyavičene. - M., 2006.

2. Kiryanova R.A. Design of a subject-development environment. /R. Kiryanova. - St. Petersburg: KARO, 2007.

3. Nishcheva N.V. Subject-spatial developmental environment in kindergarten. /N.V. Nishcheva. - St. Petersburg: DETSTVO-PRESS, 2006.

4. Petrovsky V.A. Building a developmental environment in a preschool institution. /V.A.Petrovsky. - M, New School, 1993.

5. Ryzhova N.A. Developmental environment of preschool institutions (From work experience). M., LINKA-PRESS, 2003.-192 p.

Lyudmila Volosnikhina

Touch Corner

Corner for girls

Preschool age is considered as a fundamental period of purposeful development of basic personality qualities. In this regard, Federal Law “On education in the Russian Federation” dated December 29, 2012 No. 273-FZ defines the set of mandatory requirements for preschool education is the Federal State Educational Standard, approved by Order of the Ministry of Education and Science of October 17, 2013 No. 1155.

The outstanding philosopher and teacher Jean-Jacques Rousseau, one of the first proposed to consider the environment, as a condition for optimal self-development of the individual, believing that thanks to it, the child himself can develop his individual abilities and capabilities. The role of an adult is to correctly model such environment which contributes to the maximum development of the child’s personality.

Development organization subject-spatial environment in the light of the requirements of the Federal State Educational Standard for Education is, first of all,:

Educational Wednesday– a set of conditions purposefully created in order to ensure the full education and development of children;

Developmental subject-spatial environment– part of educational environment, presented specially organized space (rooms, area, etc., materials, equipment and inventory, for the development of preschool children, in compliance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting deficiencies in their development.

In connection with the introduction GEF DO, the issue of developmental organization in preschool educational institutions is particularly relevant, since it should provide the opportunity for preschool educational institutions teachers to effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

Subject-wise Wednesday at preschool educational institution, created in compliance with Federal State Educational Standards, should contribute to the comprehensive development of the child and his active position.

Therefore, the goal is to create a developing subject-spatial environment in preschool educational institutions, taking into account the requirements GEF DO, which makes it possible to implement the content of the main general education program of preschool education and achieve the planned results of its development, the development of the social culture of preschool children, cognitive interest, and curiosity. Formation of emotional well-being, individual comfort.

Tasks:

1. Create, taking into account the psychological foundations of constructive interaction between participants in the educational process.

2. Consider the design and ergonomics of modern environment preschool institution, taking into account the psychological characteristics of the age group at which this is aimed Wednesday.

3. Provide:

Opportunity for children to communicate and work together (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy;

Implementation of the basic general education program of preschool education.

To solve the problems, an algorithm for creating subject-developmental environment in preschool educational institutions:

Step 1. Formulate the goals and objectives of the work based on the analysis of the basic general education program of preschool education in compliance with the age characteristics of children.

Step 2. Conduct assessment and analysis subject-development environment group premises, preschool educational institution as a whole, having determined deficient areas.

Step 3. Explore interests, inclinations, preferences, characteristics of the children of the group.

Step 4. Make a list of necessary materials and equipment based on the principle of necessity and material capabilities.

Step 5. Make a plan diagram, having determined spatial placement of equipment in a group, based on the principle of non-rigid zoning. Provide ways to highlight gaming centers.

Step 6. Place furniture and large equipment according to the diagram, fill with playing materials.

Step 7. Consider the sequence of changes subject-spatial environment throughout the year, taking into account the educational program, the positive dynamics of children’s development, the acquisition of new funds.

Thus, each subsequent technological step is is a continuation and development previous and at the same time part of the whole, therefore each step serves the entire organizational and pedagogical activity and ensures the achievement of the set goal - organization substantively environment, allowing to implement the content of the main general education program of preschool education and achieve the planned results of its development.

Creating a developing subject-spatial environment any age group in a preschool educational institution, it is necessary to take into account that it must be:

Transformable,

Multifunctional,

Variable,

Affordable,

Safe.

When building subject-spatial environment the following are also taken into account principles:

1. The principle of distance, position during interaction

2. The principle of activity, independence, creativity

3. The principle of stability and dynamism

4. The principle of integration and flexible zoning

5. The principle of emotiogenicity environment, individual comfort and emotional well-being of each child and adult

6. The principle of combining habits and extraordinary elements in aesthetic organization environment

7. The principle of openness - closedness

8. The principle of taking into account gender and age differences in children.

PPR Wednesday in junior preschool age:

For children of this age, a sufficiently large space in the group is necessary to satisfy the need for physical activity. Properly organized developmental Wednesday allows every child to find something they like, believe in their strengths and abilities, learn to interact with teachers and peers, understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental education.

When creating a developmental space in a group room, it is necessary to take into account the leading role of play activity in development. This, in turn, will ensure the emotional well-being of each child, the development of his positive sense of self, competence in the field of relationships with the world, with people, with himself, and inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing.

PPR environment in middle preschool age:

The organization of life and upbringing of children in the fifth year of life are aimed at further developing the ability to understand the people around them, show a friendly attitude towards them, and strive for communication and interaction. Subject development environment groups are organized taking into account the opportunities for children to play and engage in separate subgroups. Aids and toys are located so as not to interfere with their free movement. Necessary provide a place for temporary solitude for a preschooler, where he can think and dream.

PPR Wednesday in senior preschool age:

In older preschool age, intensive development of the intellectual, moral-volitional and emotional spheres of the personality occurs. The transition to the senior group is associated with a change in psychological position children: They begin to feel like elders for the first time among other children in kindergarten. The teacher helps preschoolers understand this new situation. Subject-wise-spatial developmental the environment is organized like this so that every child has the opportunity to do what they love. Placing equipment in sectors allows children to unite in subgroups based on common interests (construction, drawing, manual labor, theatrical and play activities, experimentation). Mandatory equipment includes materials that activate cognitive activity, educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

When designing substantively-spatial development environments in preschool educational institutions are taken into account:

Space

subject environment

Such design environment shows its influence on the development of the child. The entire organization of the pedagogical process assumes freedom of movement for the child. The following centers are distinguished for different types activity:

Active

Calm.

PPR Wednesday in the preschool educational institution must reflect five educational directions:

1. Social and communicative;

2. Cognitive;

3. Speech;

4. Artistic and aesthetic;

5. Physical.

Children's developmental activity centers

Create a group environment in such a way that provide the child has the opportunity to make his own choices. The group room is divided into several centers, each of which contains a sufficient amount of materials for knowledge, research in different areas of activity, and games.

For the social and communicative direction, they are created centers:

Activity Center (role-playing games);

Traffic Safety Center;

Fire Safety Center;

Work Center.

Cognitive direction:

Center "We are exploring the world";

Center "I know my rights";

Center "Experimentation";

Center "My Russia";

Center for Local History;

Center for Constructive Activity.

Speech direction:

Center "Gramoteyka";

Theater Center;

Center "Let's speak correctly";

Center "Hello, book".

Artistic and aesthetic directions:

Center "Little Artist";

Center "Skillful hands";

Center "Merry notes".

Physical direction:

Center "Healthy";

Sports Center "Be healthy".

Conclusion: Purposefully organized subject-development environment in the group plays a big role in the development and upbringing of the child.

Created Wednesday It evokes in children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions, encourages active creative activity, and promotes the intellectual and social development of preschool children.

The main task of raising preschoolers is to create in children a sense of emotional comfort and psychological security. In kindergarten, it is important for a child to feel loved and unique. Therefore, it is important Wednesday in which the educational process takes place.

Elena Vladimirovna Panina

Coming to kindergarten, to the group door, parents see what the topic of the project is at the moment. On each door of the groups there is a pocket where the theme is inserted.

Entering the reception group, the child is faced with the principle of individualization. He must turn the photo face down, and when leaving kindergarten, on the contrary, facing the wall. Also on this stand there are pockets for the number of girls and boys and the total number of children. At the morning assembly, the reader counts the children and puts the numbers in their pockets.

In the reception area, as in all kindergartens, there is a stand for parents. But according to our program, two more stands are being added "Poem of the Week"

"Letter for you". In the first stand, we put a poem that we learned with the children. Parents become not only observers, but also participants in the pedagogical process. In your pocket "Letter for you" We include an appeal to parents - what to bring to the project, what to do with your own hands, etc.

We also made a gratitude tree. Here you see a tree with birds, on which there is a photo of a child, the bird symbolizes the family. For active participation in projects, for helping teachers, birds in their beaks, we attach notes with words of gratitude.

There is a stand on the central wall "Our projects". Here we post all the children's work for all types of activities. During the course of the project, many works are accumulated so that all the activities at this stand are visible, we put the works in the children’s folders, but leave one work from each center.

When the project is finished, everything is removed and hung in the kindergarten corridor, on a special stand.

Each locker is signed with the child's first and last name, with vowels and consonants highlighted. We use the global reading method. To encourage children, we use colorful notes that we attach to the locker.

There is a museum in the reception area "Projectosha", where we exhibit all the joint works of children with their parents for a particular project.

We also decorated a photo gallery wall.

Now I invite you to the group. When entering the group, parents and children see who is the star of the week. This stand also serves to develop individualization. Over the course of the year, each of the students becomes a star. We use different criteria in selection baby: for activity in class, for helping peers, for participating in competitions, the most modest and much more. In the middle of the pocket is a photo of the child, and in the other five, we write about the child’s hobby, who his friends are, his cherished desire, and more.

The principle of individualization is also visible on the stand. "Birthdays" These are four stands with seasons and months. We attach photos of children by month, when is their birthday

The whole group is divided into 9 centers:

Literature Center

Natural History and Science Center. Center for Water and Sand Center for Mathematics and Manipulation. Construction Center. Art Center. Center for role-playing games.

Cooking Center.

There is a main and main information center in the group. It contains an information board, a selection stand, a "Business chores" stand, a stand "Weather calendar", stand "Three Question Model". The morning gathering, the final gathering and the evening gathering take place here. Coming to kindergarten, the child approaches the stand "Business Troubles", and chooses a duty for the whole day. At morning assembly, children sit in a circle and greet each other. Then the reader comes out and counts the children, the weatherman talks about the weather, seasonal changes, and the assistant lays out pictures. Next, the teacher listens to 2-3 children’s news. And then there is a presentation of the centers, where the teacher talks about the tasks that are prepared in the centers. Children choose where to go and record it on the choice board. The next day they go to another center. The teacher or children monitor this. We try to ensure that children visit every center. Before starting a project, we use a three-question model. And the web of the project is written.

There is a practical part. Children work independently, with little help from the teacher. If we open five centers at once, then parents and specialists come to the rescue kindergarten. But every day, an assistant teacher is present during the practical part.

In the group, everything is accessible to children, all games and materials are signed in printed font. Over time, children understand what to put where. Global reading is also developing.

The art center has a lot of varied material. Each center also has diagrams and logorhythms for independent work.

Construction Center.

Center for Mathematics and Manipulation.

Center for Natural History and Science.

Art Center.

Center for role-playing games.

Publications on the topic:

My subject-developmental environment teacher Olga Nikolaevna Platonova When creating a developmental space in a group room, I took into account.

Every year for the new school year, in our kindergarten “Solnyshko” we replenish the subject-development environment for the development of our children.

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity. V. A. Sukhomlinsky. Organization of the development environment c.

Subject-based development environment in kindergarten Video A developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (premises,...

Purpose: To introduce the traditions of celebrating Christmas in English-speaking countries. Everyone's favorite holiday, New Year, is already approaching.

Seminar - workshop

Subject - Subject development environment in preschool educational institutions and the basic principles of its organization.

Progress:

- message from an educational psychologist:

- a system of measures to create and improve a subject-development environment in preschool groups of a Special (correctional) primary school - kindergarten for children with hearing impairment.

Psychologicalapproaches to creating and improving the subject-development environment in preschool educational institutions.

- message from the senior teacher:

Basic principles of organizing a subject-developmental environment in preschool groups according to the Federal State Educational Standard.

- exchange of opinions of teachers on this issue:

- “...think about what zones and thematic corners should be designed in a preschool group?” (those who wish to speak, the rest fill in)

- “...introduce your group - which play corners already exist, and which ones need to be designed?” (a representative from each group speaks)

- presentation (video) play corners in preschool groups.

- exchange of opinions of teachers:

- “...what ideas did you like, what is acceptable for our institution, what can you offer?”

- conclusion

- “...with this workshop we begin work on creating and improving a subject-development environment in preschool groups of our educational institution.”

In March, a pedagogical council will be held on the topic “The importance of a subject-development environment for the development of speech in children with hearing impairment.”

In May - control over the design of the nature corner and book corner.

Message from an educational psychologist

Dear colleagues, today’s workshop is devoted to the topic “Subject-developmental environment in groups of preschool institutions and the basic principles of its organization.”

Much attention has always been paid to the arrangement, material equipment, and design of groups in kindergarten.The issue of creating a developing subject-spatial environment is still relevant today. This is also due to the introduction of the Federal State Educational Standard for Preschool Education, which also pays attention to this issue and specifically describes the principles of creating and improving a subject-development environment in preschool educational institutions.

The work to create and improve the subject-development environment in our educational institution will include the following system of activities (calculated for 2 years for now...):

Stage 1 (February – May 2016) – study of requirements, identification of basic components, design of a subject-development environment in a group room

Subject development environment in preschool educational institutions and the basic principles of its organization"

Pedagogical Council (March 2016) on the topic - “The importance of a subject-development environment in a kindergarten group for children with hearing impairment”

Control over the design of the nature corner and book corner (May 2016)

Stage 3 (January - March 2017) - conclusions about the results of the work, prospects for further work to improve the subject-development environment in preschool educational institutions.

Preschool childhood is a short but important, unique period of a person’s life. Humanity has only gradually come to realize the intrinsic value of childhood, as a part of human life, and not just its threshold. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character.

The reality in which human development occurs called the environment. The child’s development environment is the space of his life activity. Subject- development environment - is a system of material objects, itis created with the aim of providing children with as many opportunities as possible for active, purposeful and varied activities and is an effective means of supporting the individuality and development of the child before school. The developmental environment also serves as an organizer of children’s activities and influences the educational process,provides the zone of proximal development.

Psychologists connect the influence of the subject-developmental environment on the child’s personality with the concept of the social situation of development, that is, the age-appropriate relationship between the child and the world around him. The child finds his second life in cultural objects, in the way people interact with each other; the dynamics of its development depends on this.

At the center of the developing subject-spatial environment is the child with his needs and interests, and the educational institution offers high-quality educational services.

The direction of activity and development of children largely depends on us , adults – on how the subject-spatial organization of their life is structured, what toys and teaching aids it consists of, what their developmental potential is, and even on how they are located. Everything that surrounds a child shapes his psyche and is the source of his knowledge and social experience.The environment performs educational, developmental, nurturing, stimulating, organizational, and communicative functions.Therefore, it is we, adults, who must create conditions that would contribute to the fullest development of children.

The teacher must help the child discover and develop in himself what is organically inherent in the child. Therefore, the teacher sets himself the following tasks:

Design and fill the subject-development environment with appropriate content;

Ensure productive use of the subject-development environment.

The space created for children by adults should have a positive effect on the preschooler. The subject-spatial development environment in kindergarten should:

have an attractive appearance;

act as a natural background to the child’s life;

relieve fatigue;

positively influence the emotional state;

help the child individually explore the world around him;

provide a richness of sensory experiences;

give the preschooler the opportunity to engage in independent activities.

comply with the educational program according to which the kindergarten operates;

it should be safety-oriented and age-appropriate for preschoolers.

In such an environment, a preschool child learns about the world around him without coercion, is actively involved in cognitive creative activities, and develops his curiosity, imagination, mental and artistic abilities, and communication skills.

If the environment is not organized correctly, it does not evoke new impressions, does not create conditions for the development of imagination, fantasy, and the desire to play. There is no element of surprise in it: everything is familiar from the first day and remains unchanged. Such an environment creates internal tension, creates in the child a feeling of confusion, lack of understanding of what to do, and often disinhibition or boredom...

Zoning of group premises

The living space in a group should give children the opportunity to freely engage in different types of activities at the same time, without interfering with each other. This is facilitated by the zoning of the group room and bedroom. Some zones can be separated from one another by partitions with cells, niches, screens, curtains.

Zoning the room helps the child choose an attractive activity for himself and maintain a stable interest in it thanks to appropriate toys, without being distracted by other activities.

In the bedroom you can set up a corner for dolls to “rest”, or put a small low hanger for clothes intended for children to “dress up”.

Thematic corners also refer to the developmental environment organized in kindergarten and represent a small place in a group, decorated according to a theme. For example, in the dressing room there are costumes for role-playing games and theatrical activities.

Teachers can change interior elements, attracting the kids’ attention to the fact that new beautiful things have appeared in the room. If one of the parents knows how to draw well or has other artistic techniques, you can ask them to make panels, make origami, etc.

The elements of each zone should also change periodically. In each zone, new objects should appear in a timely manner to stimulate the motor and cognitive activity of children. There should not be many toys in each zone, but they should be updated regularly.

Along with toys for story games, it is necessary to provide children with unformed material - natural, waste, elements of old construction sets for use in role-playing games as substitute objects.

Introducing elements of novelty into a familiar environment contributes to the development of freedom, initiative, and creative imagination in children.

The creation of a full-fledged developmental environment is not directly related to the financial capabilities of a child care institution. A group room does not have to be equipped with expensive toys and equipment. The diversified development of a child can be facilitated not only by factory-produced gaming and didactic materials, but also those made independently by teachers and parents.

Conclusion.

When creating a “habitat” for students, it is necessary, first of all, to pay attention to its developmental nature. The objective world must ensure the fulfillment of the child’s need for active and diverse activities, enrich the experience of the child’s emotional and practical interaction with peers and the teacher, and include all children in the group in active cognitive activity. After all, the environment stimulates the development of independence and initiative, in which children realize their abilities.

Recently, two similar terms have appeared, which, however, refer to different contents:

Developmental subject environment – these are groups specific to each program - educational equipment, materials, furniture, etc., in combination with certain principles for the distribution of group space.

Educational environment- this is the whole complex of conditions, including RPS, interaction between teachers and children, children's play, developing subject content of educational areas.

System of events

on creating and improving a subject-development environment in preschool groups

Stage 1(February – May 2016) – study of requirements, identification of basic components, design of a subject-development environment in a group room:

Workshop on the topic – “Subject development environment in preschool educational institutions and the basic principles of its organization" (February 2016)

Pedagogical council on the topic - “The importance of the subject-development environment for the development of speech of children with hearing impairment” (March 2016)

Control over the design of a nature corner, a book corner (May 2016)

Stage 3(January - March 2017) - conclusions about the results of the work, prospects for further work to improve the subject-development environment in preschool educational institutions.

List of thematic corners

Game corner

Construction Games Corner

Nature corner

Vegetable garden on the window

Duty Corner

Book corner

Patriotism Corner

ISO corner

Didactic corner. games

Theater corner. activities

Corner with/role-playing games (2 games permanently)

Corner of "silence"

Dressing corner

Physical education corner

Traffic safety corner

Additional design in the group (improving the aesthetic appearance of the group, improving the mood of children)

Mood Corner

Panel

Corner of silence (tulle, ribbons, curtains, screens)