Moscow Social Pedagogical Institute

Certification work

Modern approaches to organizing a subject-spatial development environment

in the context of the implementation of the Federal State Educational Standard

Completed by L.I. Shabanova,

Teacher of preschool educational institution No. 67

"Ivushka" Podolsk

Scientific supervisor: OborotovaSvetlana Alekseevna

Moscow 2018

Content

1. Methodological approaches to designing a subject-spatial environment in preschool education

1.1 Studying literature on the topic under study.

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

1.3 The influence of PPMS on the development of preschool children

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

Practical part.

Analysis of the subject-spatial environment

Target. Hypothesis. Tasks.

1. Museum pedagogy as an innovative model for organizing teaching and learning activities in preschool educational institutions

Conclusion

References and other sources of information

Appendix (presentation “Subject-spatial developmental environment in a preschool group”

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 in 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 relationship to the world, other people, and himself.

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

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

The development of education - an integral part of the national development strategy - begins with the level of preschool education, aimed in accordance with the Federal State Educational Standard for Preschool Education. 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, managers 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 child’s system of relationships to the world, other people, and 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 strengthening of the physical and mental health of children; ensure the emotional well-being of children; 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 characteristics of PPRS: “Developing subject environment - there must be

content-rich

transformable

multifunctional

variable

accessible

safe

health-saving

aesthetically attractive

This is a system of material objects of a child’s activity, functionally modernizing 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 a child’s varied activities.” It is in kindergarten that it is possible to organize such an environment aimed at “harmonizing in terms of quantity, diversity, originality, variability, degree of influence on the child’s personality” (R. B. Sterkina) of all its components, which contributes to the development of the preschooler’s personality, becomes the source of his knowledge and social experience, including gaming.

Modern scientists and teachers - Korotkova, Mikhailenko, Oborotova and others - believe that the saturation of the space surrounding 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 involve both individual pupils and all children in the group in active communicative-speech and cognitive-creative activities.

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

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 characteristics and correction of deficiencies their development.

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

1. Methodological approaches to designing a subject-spatial environment in preschool education

1.1. Studying literature on the topic under study.

In the broadest context, a developing educational environment is any sociocultural space within which the process of personal development occurs 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 pattern, and

as well as 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. Galperin, V. V. Davydov, L. V. Zankov, A. N. Leontiev, D. B. Elkonin and others, the developmental environment is a certain ordered educational space in which developmental learning is carried out. According to the Federal State Educational Standard for Preschool Education, the educational environment includes the following components: a subject-spatial developmental educational environment, the nature of interaction with adults, the nature of interaction with other children, the child’s system of relationships to the world, other people, and himself.

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

- flexibility, which refers to the ability of educational structures to quickly restructure in accordance with the changing needs of the individual, the environment, and society;

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

- variability, which involves changing the development environment in accordance with the needs for educational services of the population;

- integration, ensuring 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 training, education and interaction;

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

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

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

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

- introduce a style of relationships that ensures love and respect for the individuality of each child;

- actively seek ways, means and means of maximizing the full disclosure of the personality of each child, the manifestation and development of his individuality;

focus on active methods of influencing the individual.

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

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

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

Adults are not with children at all, they adhere to the position: “not nearby, not necessary, but together”

Concept idea: “Promote the development of a child as an individual”

This is solved by the following problem:

provide a sense of psychological security

development of the child’s individuality “accept, recognize” the child as an individual

tactics of communication, cooperation

the adult’s position is based on the child’s interests

exceptional importance is given to play - where the child is active

play - free cooperation between adults 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 articlesOborotovoy S.A.The concept of an educational environment is considered, the essential indicators of which are the following characteristics:

- Each age corresponds to certain psychological new formations;

- training is organized on the basis of leading activities;

relationships with other activities are thought out, structured and implemented.

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

In 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:Moscow State Humanitarian University named after M.A. Sholokhov

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

« ... Currently, the search and development of innovative approaches to patriotic education, the implementation of which would contribute to the awareness of qualitatively new directions in organizing this activity with the younger generation, is becoming of great importance. The article discusses modern aspects of the problem of educating the principles of patriotism in preschool children. The authors emphasize that the success of patriotic education of preschoolers will become possible only if they actively interact with the world around them in an emotional and practical way, that is, through play, objective activity, communication, work, learning and other types of activities characteristic of preschool age.»

In preschool pedagogy, the term “developmental environment” is understood as “a complex of material, technical, sanitary, hygienic, ergonomic, aesthetic, psychological and pedagogical conditions that ensure the organization of the lives of children and adults.” The purpose of creating a developmental environment in a preschool educational institution is to provide for the vital needs of the emerging personality: vital, social, spiritual. The versatility of the developmental environment of a preschool educational institution, the complexity and diversity of the processes occurring in it determine the identification of subject and spatial components within it.

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

PPRS in modern preschool institutions must meet certain principles:

- the principle of free choice is implemented as the child’s right to choose the theme, plot of the game, game material, place and time of the game;

- the principle of universality allows children and educators to build and change the gaming environment, transforming it in accordance with the type of game, 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, leaving a complete playing field.

RPPS includes a set of subspaces:

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

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

- game development;

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

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

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

Principles of building a developmental 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 developmental environment for organizing the lives of children and adults in kindergarten, which defines the principles of a person-oriented model of construction development environment in a preschool educational institution.

1. 1. The principle of distance, position during interaction. The primary condition for personality-oriented interaction between adults and children is the establishment of contact between them. Establishing contact can be hampered by the fundamentally different positions occupied by the teacher and the child. Within the framework of authoritarian pedagogy, the teacher is, as it were, “above”, or “above”, and the child is “below”. This position of the teacher presupposes dictatorship and edification. In contrast, the teacher’s personality-oriented position is that of a partner. It can be designated as “next to”, “together”. At the same time, the developmental environment creates conditions for an appropriate physical position - communication with the child based on the spatial principle of “eye to eye”. This presupposes the desire of the educator to get closer, to “descend” to the position of the child, as well as the creation of conditions under which the child can “rise” to the position of the educator. For this purpose, for example, furniture of different heights is suitable, the height of which can easily change depending on pedagogical tasks, the so-called “growing furniture”.

It is equally important for an adult to find a distance to make contact with the child. For each person, the feeling of comfort when communicating with others is associated with the 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 that is sufficiently distant from others and, conversely, allows for closer contacts.

1. 1. The principle of activity. The structure of the kindergarten provides for the possibility of developing activity in children and displaying the activity of adults. They become creators of their objective environment, and in the process of developmental interaction - creators of their personality and their healthy body. These are primarily large-scale gaming and teaching aids - lightweight geometric modules, covered with fabric or leather, which are easily rearranged in the process of transforming space.

One of the walls can become a “creativity drawing wall.” Children can draw on it with crayons, charcoal or felt-tip pens, creating both individual and group paintings.

For the youngest children (2-4 years old), picturesque rugs with removable image elements are suitable, which can be transformed using buttons, Velcro or loops with buttons (a butterfly “transplants” from grass to a flower, a bird “flies” 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) so that children can transform the light-color design.

Hygiene rooms are used not only for the implementation of routine moments, but also for the participation of children in “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 - dynamism of the developing environment. The environment must have the possibility of changing it in accordance with the tastes and moods of the 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 construction set). This is also a multifunctional use of premises (a “mini-stadium” sports complex can be installed not only in a gym, but also in a games room, bedroom, locker room).

You can change the “backgrounds”, change the environment beyond recognition, filling it with emotionally rich “children’s” 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 to engage in different activities at the same time, in accordance with their interests and desires, without interfering with each other.

A kindergarten must have functional premises that children can use: physical education; musical; theatrical; laboratories; “offices” (with books, games, puzzles, filmstrips, slides, etc.);

creative workshops, design workshops; laundries, etc. The design of these rooms should create a different emotional mood, i.e. become “mysterious”, “scary”, “magical”, “fairy”, “fantastic”, etc. In other words, the “space” allows the child not only to master the truth, but also to “go away” from it into fantasies and dreams, not only to creatively build, but also to dismantle what has been built, to see not only the beautiful, but also the ugly. An important role here is played by the design of both the building and the site, as well as such promising architectural and design devices as glazed verandas, balconies, hanging equipment - screens, screens, showcases; built-in and attached cabinets, retractable and sliding tables and shelves, etc.

1. 1. The principle of the emotionality of the environment, individual comfort and emotional well-being of the child and adult. The environment should awaken activity in children, give them the opportunity to carry out various types of activities, receive joy from them, and at the same time, the environment should have the ability, if necessary, to “extinguish” such activity and provide the opportunity to relax. This is ensured by a thoughtful set of impulses and stimuli contained in the developmental environment: a lack of impulses impoverishes and limits the child’s development in all areas, and an oversaturated environment with a chaotic organization of stimuli disorients him.

Here, in addition to the already designated activity zones, it is appropriate to recall once again the zones for relaxation (relaxation). These are “solitude corners” and a cozy room (corner) with upholstered furniture and other elements conducive to relaxation. It is advisable that the kindergarten have a “living room for adults”, where children have free access. The constant emotional stress that a teacher experiences in his difficult professional activities 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 personal space (a crib with a chair and a rug, a locker for storing personal belongings that belong only to him, photographs of his family, etc.).

The environmental design 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 and movable mirrors of different curvatures.

Emotional comfort is also supported through the exhibition of children's works, in which a place is allocated for each pupil, regardless of the level of his achievements in drawing, modeling, etc.

1. 1. The principle of combining conventional and extraordinary elements in the aesthetic organization of the environment. Children’s comprehension of the category of aesthetics begins with “elementary bricks,” a unique language of art: the beauty of sounds, color spots, abstract lines, and a witty interpretation of an image using laconic graphic means. Therefore, it is important to place in the interior not bulky “classical” works of painting (Aivazovsky, Shishkin, Surikov and other authors who have become traditional for decorating orphanages, camps, boarding houses, etc.), but simple but talented sketches, prints, abstract or semi-real sculptures that give the child an idea of ​​the basics of graphic language and various cultures - Eastern, European, African.

It is advisable to present to children the same content of a fairy tale, episodes from the lives of children, adults in different styles: 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 on how it is 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 a construction of the environment that promotes the unity of Man and Nature. This is the organization of “green rooms” - small courtyards, which can be glazed, with plants growing in them - trees, shrubs, grass. This is living with children and pets - cats, dogs, which the children take care of.

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

Openness to Society - the setting of the kindergarten corresponds to the essence of the concept of “My Home”, in which parents are endowed with special rights.

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).

1. 1. The principle of taking into account gender and age differences in children. It involves building an environment that takes into account gender differences, providing opportunities for both boys and girls to express their inclinations in accordance with the standards of masculinity and femininity accepted in society.

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.

Federal State Educational Standards requirements for the educational environment of preschool educational institutions

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 relationships with himself, other children, adults and the world during the implementation of the basic 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 harmonious entry into an adult period of life.

Child development occurs only in play, 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 absence of strict regulation of children's activities and puts forward requirements for 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 preschool child:

Subject-spatial developmental educational environment;

The nature of interaction with adults;

The nature of interaction with other children;

The child’s system of relationships to the world, to other people, to himself.

It also reflects the basic principles of preschool education:

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

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;

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

Supporting children's initiative in various activities;

Cooperation between the Organization and the family;

Introducing children to sociocultural norms, traditions of the family, society and state;

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

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

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

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 and research activities - as end-to-end mechanisms of child development).

The Federal State Educational Standard includes requirements for the conditions for the implementation of the basic educational program of preschool education. These requirements are aimed at creating a social development situation 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; promotes the professional development of teaching staff; creates conditions for developing variable preschool education; ensures 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 issues of the child’s education, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting educational initiatives families.

To design an optimal model of the educational environment in accordance with the Federal State Educational Standard for Educational Education, it is necessary to remember what basic educational models exist in preschool educational institutions at the present time.

1. Training model

In recent years, it has been actively used in preschool educational institutions. 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 logic of construction. In this model, the adult’s position is that of a teacher: the initiative and direction of activity belong entirely to him. The model is designed for advance 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 - methodology and takes the form of “teaching aids”. The attractiveness of the educational model for practitioners is determined by its high technological effectiveness and accessibility to a professionally trained teacher. To help the teacher, many notes are published - developments on individual 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, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position.The construction of the educational process involves combining types of specific children's activitiesaround one topic, which allows the child to “immerse” and “live” this event or knowledge. The topics include: organizing moments, thematic weeks, events, projects, seasonal phenomena in nature, holidays, traditions, etc. Topics 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, and the creativity of the teacher is included. The set of topics is determined by the teacher and this gives systematicity to the entire educational process,which places quite high demands on the general culture and creative and pedagogical potential of the teacher, since the selection of topics is a complex process.This approach provides children with a holistic view of 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, and activity.

High potential for the development of the emotional-volitional sphere of children, since children’s mastery of certain content ends with the organization of a culminating moment, a final event: leisure, holiday, exhibition, performance, meeting with interesting people, presentation of children’s projects, etc.

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

The model places quite high demands on the general culture and 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 the organizer of subject environments, selects didactic and developmental material, provokes trials and records the child’s mistakes. The classic version of this model is the 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 teacher on the child is limited, since “... any unnecessary help is an obstacle to the development of the child’s natural strengths.”

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

Limiting the educational environment only to subject material and focusing on the child’s self-development in this model leads to a loss of systematicity in the educational process and sharply narrows the cultural horizons of a preschooler. At the same time, like the educational model, this model is technological and does not require creative efforts from an adult.

Taking into account 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 educational model for preschool education is not relevant, but child developmentd should occur in accordance with the target guidelines of the educational program of preschool education in conditions of interpenetration of educational areas, the block of joint educational activities with children must be strengthened through the use of non-traditional forms of work with children and cultural children's practices: project activities, experimentation, collecting, play-based learning and problem situations , TRIZ, communication situations, that is, adequate for a preschool child, the main outline of which will be the game.

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

PRACTICAL PART

Zjob success : study literature and other information media

Hypothesis: the environment should be a means of realizing the creative abilities of preschoolers

Target : design of PPRS in preschool educational institutions

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

Role-play centers .

The game is the leading type of activity, so a special place in the group room is occupied by gaming furniture with a full set of attributes for role-playing games in accordance with program requirements. In primary and secondary preschool age, aids and attributes for games are presented in the form of a game situation that encourages children to start playing and develop the plot. In older preschool age, children are given greater independence in choosing game plots, and conditions are created for the development of director's games

Recently, games with modern themes (cellular communication store, etc.) have become increasingly relevant, so teachers use attributes for new creative games. Each age group has unformed material that can be used as substitute items (magic chests, wonderful bags, etc.).

Health centers and exercise areas contain:

inventory and equipment for children's physical activity, non-standard physical education equipment, aids and attributes for corrective gymnastics and hardening activities; card files of outdoor games, breathing and finger exercises, eye exercises, morning exercises and awakening exercises; attributes, masks and 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, a card index of word games, a set of materials for diagnosing children’s speech, plot and subject pictures, a selection of children’s drawings for storytelling, diagrams, albums, other materials for working with children , parents); materials on preparing children for literacy (in older 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, collections of riddles, songs, nursery rhymes, arranged in the form of a card index, a music library with recordings of artistic 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 in sections:

the formation of an ecological culture for preschoolers (in each age group there is a designated gardening corner where plants, equipment for working in nature, manual labor, information material about objects of wildlife, albums, and didactic games for the formation of environmental ideas are placed);

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 concepts, elementary ideas about the solar system, human anatomy and physiology);

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

Center for Art and Theater Activities contains materials:

for visual arts (materials for drawing, modeling, appliqué, albums with samples of drawings, decorative and applied arts, coloring books, stencils, arts and crafts, rotating exhibitions of children's works, joint works of children and parents);

musical activities (music 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 corner of solitude 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 handout material (on lexical topics, basic sensory standards - shape, color, size, etc.). In the corner there are educational games and a card index for them. Mathematics corners for older preschoolers are equipped with entertaining material for the development of logical thinking and intellectual abilities.

Construction Games Center equipped with building materials, modern Lego-type construction sets, and various modules. In older preschool age, the center is replenished with construction sets such as “Mechanic”, construction sets for creating architectural buildings, as well as albums and materials for introducing preschoolers to architecture, diagrams, drawings, models.

Safety corners include layouts on fire safety, traffic rules, posters, educational games, visual material, and a selection of children's fiction on this topic. The need to create this corner is due to the requirements of modern life, the relevance of the problem of forming the foundations of safe life.

Thus, a purposefully organized educational environment in our preschool institution plays a big role in the harmonious development and upbringing of each 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, and a desire to attend it every day.

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

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

Trunova M.A. assumes:

“...children in very early childhood begin to become interested in the objective world,..., a museum is able to enrich a child with impressions, knowledge about those objects that he has never met in reality, this is an expanded horizon of ideas about the world and in the process of play activities, museum information master more successfully, since play in the life of a preschooler is the leading form of cognition. The meaning of the mini museum is to involve preschoolers in communication and interaction.

In recent decades, museum pedagogy has become very popular in the system of preschool education and upbringing - museum programs are being created, books are being published, and methodological recommendations are being developed (these are the works of M. Yu. Koval, O. V. Dybina). Today we are looking for a partner in the museum to solve 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:introducing the younger generation to museums, creative personal development . Therefore, todayMuseum pedagogy is considered as an innovative pedagogical technology.

Of course, in a kindergarten it is impossible to create exhibitions that meet the requirements of museum work. That is why these exhibitions are called “mini-museums”. The “mini” part of the word 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 mini-museums being created is to involve children in activities and communication, and to influence their emotional sphere. Psychological research has made it possible to see that the mental activity of children is modified in a certain way in children studying in the museum-educational space; children operate with images more freely.

The effectiveness of the implementation of museum pedagogy technology in preschool educational institutions.

Is as follows:

The child has a chance to become an intelligent person, familiar with culture and one of its wonderful manifestations - the museum - from childhood.

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

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

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

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

* develop an understanding of the relationship between historical eras and one’s involvement in another time, another culture through communication with historical and cultural monuments;

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

* develop the ability for aesthetic contemplation and empathy;

* inspire respect for other cultures;

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

The task of helping the child see the “museum” around him comes to the fore, i.e. to reveal to him the historical and cultural context of ordinary things that surround him in everyday life, to teach him to independently analyze, compare, and draw conclusions. Including 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 prepare seriously and purposefully for visiting a museum, and then consolidate the acquired knowledge and impressions. The child is not prepared to perceive the complex symbolic language of the museum. The teacher’s task is to help the little man in this difficult and very important cognitive activity.

Rule two.

It is necessary to clearly understand the ultimate goal of one’s activity - the formation of a creative personality capable of interestedly perceiving the cultural heritage and being aware of one’s responsibility not only for its preservation, but also for the enhancement and transmission of this heritage to other generations.

A museum is a special, specially organized space of a preschool educational institution that helps broaden the horizons of both children and adults, increase education, good manners, and familiarize them with eternal values.

It should be noted that, taking into account age, there are specific requirements for organizing PPRS:

1-3 years of life - a fairly large space for active movement

4 - a rich center of role-playing games

5- need for games and communication with peers

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

Conclusion

The algorithm for designing an educational environment in accordance with the Federal State Educational Standard for preschool education involves searching for 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 preschool children, ethnocultural conditions of development.

“WHY teach and educate?” - clarity of goals and objectives in all areas of development and education of children (social-communicative, cognitive, speech, artistic-aesthetic, physical), expansion of areas of development, socialization and individualization of children.

“WHAT to teach?” - a conscious, responsible attitude to the choice of information exposure and content of the environment, ensuring the development of personality, motivation and abilities of children in various types of activities and communication.

“HOW to teach and educate?” - reflexive choice of methods and technologies of the educational process and interaction, focus on age-related developmental characteristics, use of the zone of proximal development.

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

The RPPS groups of our preschool educational institution are organized in such a way that children have the opportunity to do what they love. Placing equipment according to the principle of non-rigid centering allows them to unite in small subgroups based on common interests. Centers and zones have been created in the groups: role-playing games; health and physical activity; speech development; science and landscaping; art; cognitive development; construction 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 that dynamically changes in accordance with the goals of education and training, the age capabilities of children, and 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 participants in the educational process, the design of a modern environment, and the psychological characteristics of the age group at which this environment is aimed. Our kindergarten is in the process of change and transformation, we are updating play equipment, children's and play furniture, interior, material and technical equipment, which has a beneficial effect on the personality development of each of the pupils.

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

List of references and sources

1. Anikina, S.V. Planning in accordance with the Federal State Educational Standard / S.V. Anikina //Educational areas in accordance with the Federal State Educational Standard: [electronic resource]. http://d13102.edu35.ru/ (11.11.2015)

2. Verbenets, A. M., Somkova, O. N., Solntseva, O. V. Planning the educational process of a preschool organization: modern approaches and technology. Educational and methodological manual/ St. Petersburg. : PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2015.-288 p.

3. Gogoberidze A.G. Designing a developing subject-spatial environment for a modern kindergarten. [Text] A.G. Gogoberidze // Journal "Directory of the head of a preschool institution", 2010 - No. 4 p.64-70

4. Childhood: An exemplary educational program for preschool education [Text] / T.I.Babaeva, A.G.Gogoberidze, O.V.Solntseva, etc. - SPb.: CHILDREN'S PRESS, 2014. - 352 p.

5. Kireeva L. G. Organization of a subject-development environment: from work experience [Text] / L. G. Kireeva. – M.: Teacher. – 2009. –143 p.

6. Kiryanova R. A. Principles of constructing a subject-development environment in a preschool educational institution [Text] / R. A. Kiryanova. - St. Petersburg: Detstvo-Press, 2010. – 5 - 12 p.

7. Kiryanova R.A. Principles of constructing a subject-developmental environment in a preschool educational institution [Text] / R.A. Kiryanova // Preschool pedagogy. – 2004.- No. 11.- P. 27-30.

8. Makhaneva M.D. The influence of the environment on the formation and development of a child’s personality // Preschool education. – 2009. - No. 2. – P.4-6

Karabanova O.A., Alieva E.F., Radionova O.R., Rabinovich P.D., Marich E.M. Organization of a developing subject-spatial environment in accordance with the federal state educational standard for preschool education. Methodological recommendations for teaching staff of preschool educational organizations and parents of preschool children / O.A. Karabanova, E.F. Alieva, O.R. Radionova, P.D. Rabinovich, E.M. Marich. – M.: Federal Institute for Educational Development, 2014.

Oborotova S.A., Umarova E.N. “Modern problems of patriotic education of preschool children

MATERIALS OF THE II INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE. Executive editor T.A. Semenov. 2014Publisher: Sputnik+ Publishing House

10. Morozova T.V. Organization of RPPS for preschoolers in accordance with the Federal State Educational Standard for Education. [electronic resource]. http://nsportal.ru/T.V. Morozova

11. Nishcheva, N.V. Subject-spatial developmental environment in kindergarten [Text] /N. V. Nishcheva. – St. Petersburg: Detstvo-Press, 2010. – 128 p.

12. Novoselova S. Developing subject environment: Methodological recommendations for the design of variable design projects for developing subject environment in kindergartens and educational complexes L.N. Pavlova. 2nd ed. – M.: Airess Press, 2007. - 119 p.

13. Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education” [Electronic resource] / Official website of the company “Consultant Plus”; Electron, given. - M. 2013 - Access mode: http://www.consultant.ru/law/hotdocs/29614.html free

14 Savitskaya N.M., Safonova L.O., Lavrentieva O.I. Markers of play space in the subject-developmental environment of a preschool educational institution // Preschool pedagogy. 2013. - No. 2 - p.11-13.

15. Sanitary and epidemiological requirements for the design, content and

organizing the work schedule in preschool organizations. SanPiN 2.4.1.3049-13, approved. Resolution of the Chief State Sanitary Doctor of Russia dated May 15, 2013 No. 26 [Electronic resource] / Official website “Rossiyskaya Gazeta”; access mode:// Questions of psychology. 1989. No. 3

Zaporozhets A . IN . Questions of psychology of a preschool child: Collection, art./Ed. Leontyeva A.N.Zaporozhets A . IN . . --M.: International Educational and Psychological College, 1995

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Vinogradova N.A.Preschool pedagogy . Textbook Publisher: Yurayt Volume: 512 ISBN: 978-5-9916-2818-1 Series: Bachelor Year: 2013

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Ryzhova N .A.,Loginova L .IN.,Danyukova , A .AND.Mini - museum V children's garden . Volume: 256 pages Format: 143 x 212 mm ISBN 978-5-8252-0061-3 Year of publication: 2008.minimuseum

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Trunova , M . Secrets of museum pedagogy

Kolesnichenko YU . YU ., Guseva Yu.A., faculty of PPiSO, 4 k., 421 gr. Didactic game as a means of sensory education for younger preschoolers

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Federal Law of December 29, 2012 N 273-FZ (as amended on December 31, 2014, as amended on May 2, 2015) “On Education in the Russian Federation”[Electronic resource] / Official website of the company "Consultant Plus"; access mode: free

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 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.

The subject-developmental environment of the group is organized taking into account the opportunities for children to play and engage in individual 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:

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 the psychological position of children: for the first time they begin to feel like elders among other children in kindergarten. The teacher helps preschoolers understand this new situation.

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.

Subject development environment in preschool educational institutions

in accordance with Federal State Standards

The issue of organizing the subject-developmental environment of preschool educational institutions is particularly relevant today. This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the basic general education program of preschool education.
As you know, the main form of work with preschoolers and the leading activity for them is play. That is why we are experiencing increased interest in updating the subject-development environment of preschool educational institutions.
The concept of a subject-developmental environment is defined as “a system of material objects of a child’s activity that functionally models the content of his spiritual and physical development” (S. L. Novoselova).
Federal State Educational Standards requirements for a subject-development environment:
1. subject-development environment ensures maximum realization of educational potential.
2. accessibility of the environment, which implies:
2.1 accessibility for students to all premises of the organization where the educational process is carried out.
2.2. free access for pupils to games, toys, materials, and aids that provide all basic activities.
The organization of the developmental environment in preschool educational institutions, taking into account the Federal State Educational Standard, is structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.
It is necessary to enrich the environment with elements that stimulate the cognitive, emotional, and motor activity of children.
The subject-development environment is organized so that every child has the opportunity to freely do what they love. Placing equipment in sectors (development centers) allows children to unite in subgroups based on common interests: design, drawing, manual labor, theatrical and play activities, experimentation. Mandatory equipment includes materials that activate cognitive activity: educational games, technical devices and toys, models, objects for experimental research work - magnets, magnifying glasses, springs, scales, beakers, etc.; a large selection of natural materials for studying, experimenting, and compiling collections.
Active sector (occupies the largest area in the group), including:

Game Center
- center of motor activity
-design center
-center for musical theatrical activities
Quiet sector:
-center of the book
-recreation Center
-nature center
Work sector: (The work sector occupies 25% of the entire group, since equipment for organizing joint and regulated activities is supposed to be placed there. 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 " become infected with the current interests of their peers and join them.
-center for educational and research activities
- center of productive and creative activity
-center of 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. To develop creative ideas in the game, girls will need items , jewelry, lace capes, bows, handbags, umbrellas, etc.; for boys - details of military uniforms, items of uniform and weapons of knights, Russian heroes, various technical toys. It is important to have a large number of “handy” materials (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various gaming problems. In groups of older preschoolers, various materials are also needed to facilitate reading acquisition, : printed letters, words, tables, books with large print, manuals with numbers, board-printed 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-elder brothers or sisters, attributes for school games.
The necessary equipment for older preschoolers are materials that stimulate the development of broad social interests and cognitive activity of children. These are children's encyclopedias, illustrated publications about the animal and plant world of the planet, about the lives of people in different countries, children's magazines, albums, and brochures.
A rich subject-developmental and educational environment becomes the basis for organizing an exciting, meaningful life and all-round development of each child. The developing subject environment is the main means of shaping the child’s personality and is the source of his knowledge and social experience.
The environment surrounding children in the group ensures the safety of their lives, promotes health and strengthens the body of each of them.
Recently, the principle of integration of educational areas has been used with the help of a subject-development environment for groups and kindergartens as a whole, which contributes to the formation of a unified subject-spatial environment.
This means that for the comprehensive development of the child, several subject-development “environments” are organized: for speech, mathematical, aesthetic, physical development, which, depending on the situation, can be combined into one or several multifunctional environments. At the same time, it is very important that the objects and toys that the child will manipulate and act on at the first stage of mastering this environment are not just objects of his attention, but a means of communication with adults.
When creating a subject-development environment, you must remember:
1. The environment must perform educational, developmental, nurturing, stimulating, organized, communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.
2. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.
3. The shape and design of items is focused on the safety and age of children.
4. Decorative elements should be easily replaceable.
5. In each group it is necessary to provide a place for children's experimental activities.
6. When organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative characteristics, the level of general and speech development, as well as indicators of the emotional and need sphere.
7. The color palette should be represented by warm, pastel colors.
8. When creating a developmental space in a group room, it is necessary to take into account the leading role of play activities.
9. The subject-developmental environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.
It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations of a certain age.
Thus, when creating a subject-developmental 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 and ergonomics of the modern preschool environment and the psychological characteristics of the age group at which this environment is aimed.

EDUCATIONAL ENVIRONMENT is a set of conditions aimed at the comprehensive development of a child in kindergarten, the state of his physical and mental health, and the success of his further education. Developing subject-spatial environment is part of the educational environment, represented by specially organized space (rooms, areas, etc.), materials, equipment and supplies for the development of a preschool child in accordance with the characteristics of each age stage, the protection and promotion of their health, taking into account the characteristics and correction of their developmental deficiencies.

Social and communicative development is aimed at mastering the norms and values ​​accepted in society; development of communication and interaction of the child with adults and peers; formation of the foundations of safe behavior in everyday life, society, nature, etc. OO socialization (cognition, reading fiction, work, communication, safety) OO labor (cognition, reading fiction, socialization, physical education, artistic creativity) Approximate activity centers: center for role-playing games Center labor, duty corner OO safety Center traffic safety center Fire safety center.

Cognitive development – ​​involves the development of children’s interests, curiosity and cognitive motivation; development of imagination and creative activity; the formation of ideas about oneself, objects of the surrounding world, the properties and relationships of objects of the surrounding world (shape, color, size, materials, etc.), about the small homeland and Fatherland, etc. (didactic games, educational games, etc.). (includes OO “Cognition”: reading fiction, communication, socialization, safety, music) Example centers: Center “We are learning the world” or Local History Corner, sensory development center, constructive activity center, mathematical development center, Experimentation Center.

Development – ​​includes mastery of speech as a means of communication and culture; development of coherent, grammatically correct speech, familiarity with book culture, children's literature, etc. SPEECH development – ​​includes mastery of speech as a means of communication and culture; development of coherent, grammatically correct speech, familiarity with book culture, children's literature, etc. (includes NGO “Communication”, “Reading fiction” Integration: socialization, safety, reading fiction, cognition, work, physical education, health Sample centers: speech development center or speech and literacy corner, “Let’s talk” center right" center "Hello, book" speech therapy corner

Artistic and aesthetic development includes - musical, visual, verbal art (includes the public organization “Artistic Creativity”, “Music”; Integration: cognition, reading artistic literature, communication, labor, socialization, physical education) Sample centers: Center for Fine Arts or creativity corner “Skillful hands” Center for musical and theatrical activities

Physical development Includes OO areas “Physical culture”, “Health”; Integration: communication, cognition, music, health, socialization, safety. Sample centers: Physical Development Center Health Preservation Center Sports Corner “Be Healthy!”

A developing subject-spatial environment should PROVIDE: the possibility of communication and joint activity of children and adults (including children of different ages; in the whole group and in small groups); possibility of physical activity of children; opportunities for privacy.

Space provides the possibility of changes in the subject-spatial environment depending on: TRANSFORMABILITY of space provides the possibility of changes in the subject-spatial environment depending on: on the educational situation on the changing interests of children on the capabilities of children

POLYFUNCTIONALITY of materials presupposes: the 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 rigidly fixed method of use (including natural materials, substitute objects)

VARIABILITY of the environment implies: The presence of different spaces for play, construction, privacy, etc. A variety of materials and toys to ensure children’s free choice; Periodic change of play material; The emergence of new items that stimulate children’s play, motor, cognitive and exploratory activity

AVAILABILITY of the environment presupposes: Accessibility for pupils of all premises where educational activities are carried out Free access to games, toys, aids that provide all types of children's activities Serviceability and safety of materials and equipment

Conclusion: the organization of a developing subject-spatial environment in a preschool educational institution, taking into account the requirements of the Federal State Educational Standard, is structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity

When creating a developmental environment, it is necessary to remember: The environment must perform educational, developmental, nurturing, stimulating, organized, communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child. The shape and design of the items is focused on the safety and age of children. Decorative elements should be easily replaceable.

In each group it is necessary to provide space for children's experimental activities. When organizing the subject environment in a group, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative characteristics, the level of speech development, as well as indicators of the emotional sphere. The color palette should be represented by warm, pastel colors. When creating a developmental space in a group, it is necessary to take into account the leading role of gaming activities. The subject-development environment should change depending on the age characteristics of the children and the educational program.

Subject-developmental environment of a preschool educational institution as a condition for the implementation of the pedagogical process

The term “subject-based development environment” appeared in the dictionary of teachers in the late 80s of the 20th century, but within the framework of the problem, research began to be carried out much earlier.In the broadest (social) contextA developing environment is any sociocultural space within which the process of personal development, understood as socialization, occurs spontaneously or with varying degrees of organization.

The developing subject environment of childhood is a system of conditions that ensures the full development of the child’s activity and his personality.It includes a number of basic components necessary for the full physical, aesthetic, cognitive and social development of children.

The subject environment of childhood provides the child with conditions for creative spiritual development and the opportunity to “extract” from it the information necessary to formulate and solve problems of a particular activity. This environment must meet the principles of enrichment and knowledge intensity, and contain natural and sociocultural resources for the child’s varied activities.

The developmental environment acts as a stimulator, a driving force in the holistic process of developing a child’s personality; it enriches personal development and promotes the early manifestation of versatile abilities.

A developing subject-spatial environment should be understood as a natural, comfortable environment, rationally organized in space and time, saturated with a variety of objects and play materials.In such an environment, it is possible to simultaneously involve all children in the group in active cognitive and creative activities.

A modern kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most important areas of life for his development. The developmental environment helps to establish and strengthen a preschooler’s sense of self-confidence, gives him the opportunity to test and use his abilities, stimulates his expression of independence, initiative, and creativity. A properly organized developmental environment is a system of conditions that ensures the full development of the child’s personality. In a developing environment, the child realizes his right to freedom of choice of activities.

In creating a developmental environment, it is very important to take into account the characteristics of each group: age, level of development, interests, inclinations, abilities, gender composition, and personal characteristics of children. A specially organized environment can have an activating influence on activities, promote self-learning, stimulate the development of a child as a subject of various types of activities, provide self-affirmation, freedom of choice and direction of action.

The subject-development environment acts as a driving force for the formation and development of the individual, as well as the types of activities inherent in it. It contributes to the formation of versatile abilities, subjective qualities of a preschooler, denotes his individuality, stimulates different types of activity, creates a favorable psychological climate in the group, creating real and varied conditions for its manifestation.The presence of an adequate development environment is a necessary condition for the functioning of a personality-oriented model of preschool education.

Principles of constructing a developmental subject environment

	Examples of implementation of the principles of building a developmental environment for a kindergarten
The principle of distance-position in the interaction between an adult and a child.Partnership in communication Possibility of privacy The principle of respect for the needs of the child (the need for movement, communication, knowledge, approval, independence): Availability of free space; Availability of equipment and its diversity; Non-rigid zoning of group premises. One of the environmental conditions that makes it possible for the teacher to get closer to the position of the child, and for the child to “rise” to the position of the teacher. Focused on organizing space for communication between an adult and a child (“eye to eye”) In order to make contact, it is important for the teacher to find the right distance, a common psychological space for communication with each child and with the group of children as a whole.	Use of furniture of different heights (slides, podiums, corners). You can use tiered play equipment, the main requirement for it is safety. Transformation of children's furniture: in a circle, in the letter P, in the letter T. Corner of “adult” furniture: sofa and table (for example, kitchen corner) The size and layout of the premises should be such that everyone can find a place convenient for studying and comfortable from the point of view of their emotional state. The group room is conventionally divided into three zones: Quiet: study room, "solitude corner", book corner; Medium intensity: theatrical, musical, construction zone; High traffic area: sports corner.
Activity principle Conditions for independent children's activities and creativity Respect for the results of children's activities This is an opportunity for an adult and a child to participate jointly in creating the environment. The principle of respect for the child’s opinion (taking into account the opinions and wishes of children when building the environment, changing it,enrichment). The environment should be organized so that it encourages children to interact with its various elements, thereby increasing the child’s functional activity. The environment should give children varied and changing impressions. At the same time, the interests of adults interacting with children must also be taken into account.	The use of modular equipment can be used to change a specific color scheme in a group room, to increase the activity of people who are constantly in the same room; centers of sand and water; creative workshops (book corner, drawing corner, where there isan easel, sheets of paper of different sizes, crayons, pencils, paints, a sports corner where, with the help of pictograms, children can independently determine how to use this or that sports equipment); sets of tools (for cleaning indoors and outdoors, processing flower beds, etc.) the use of walls (for example, the “creativity wall” is provided for children, they can write and draw on it with chalk, paints, charcoal, creating both individual and collective works; other walls can be used to place large-scale aids on them.
The principle of stability-dynamism possibility of flexible change The developmental environment cannot be built completely; tomorrow it will no longer stimulate development, and the day after tomorrow it will begin to slow it down. Understanding the situation that the child does not “stay” in the environment, but overcomes it, constantly changes, and therefore, his environment changes for him. In order for it to remain acceptable and comfortable for the child, it is necessary to give him the opportunity to change the environment, to create it again and again in accordance with his tastes and moods.	Use of prefabricated furniture, toy furniture, containers for storing toys, multifunctional toys, soft planes, resting podiums, modules, here it is also possible to create thematic zones (for example, a soft room as part of a playroom) Use of play sports equipment, gaming tables of complex configuration, furniture transformer, vertical dividers, puppet theater, wardrobe, substitute toys.
The principle of integration and flexible zoningallows the child not only to seek and master the truth, but also to “escape” it into fantasy, into dreams, not only to build creatively, but also to dismantle what has been built, to see not only the beautiful, but also the ugly. The environment should represent a single complex - color, sound, kinesthetic (movement, touch, smell, etc.) modalities. Construction of non-overlapping spheres of activityallows children to follow their interests and desires at the same time freelyengage in different activities without interfering with each other. Organization of functional premisesprovides for the determination of places for placing play equipment so that not only the group room, but also other rooms are used. (The bedroom can be used for “quiet” games, aids for the development of movements can also be placed there; careful consideration should be given to the possibilities of using the locker room room, its niches and walls; the organization of the bathroom also requires special attention, where it is possible to organize experiments with water and a special “wet play area”.	Conventionally, within the group space, play and thematic zones can be distinguished, covering all the interests of the child: Zone of cognitive development (educational); can be a mini-laboratory (entertaining mathematics, speech development, space), it contains encyclopedias, game libraries; The zone of artistic and aesthetic development is represented by means for artistic activities, children's fiction, children's musical instruments,a “wall” of creativity, samples of works of decorative and applied art, etc.; - “laboratory” contains material for conducting experiments; The theatrical area has various types of theatrical puppets, masks, decorations, screens; The zones of socio-emotional development contain a system of mirrors, pictograms, and game material based on the plot; In the environmental education zone, in accordance with the requirements of the “Program,” there are plants, animals, models of natural areas, various natural materials for making crafts, a play library of environmental educational games, etc.; The play area for role-playing games includes play corners, modules-layouts of the play space; The constructive zone presupposes the presence of a large floor-mounted, small table-top construction set, toys for playing with, building diagrams, material on traffic rules, safe life activities; - “a corner of privacy.” The motor development zone requires a sports complex and non-standard equipment for the physical development of children. For this, screens are used, furniture and equipment, signs and symbols, stands with flowers, movable partitions, etc. are unconventionally arranged.
The principle of emotionality of the environment, individual comfort and emotional well-being of the child Emotional richness is an integral feature of the developmental environment. Considering that a child is in kindergarten all day, it is necessary to create optimal conditions for him to play, learn and develop in various types of activities. Seclusion corners, personal space for each child is special foran organized place for the child, his own “corner” - a place where he can be alone	In order to provide each child with personal space, that is, his own place where he could keep his secrets, you can sew individual handbags, pockets for chairs, this system also includes structural containers (for example, containers) for personal belongings, toys, books, etc. etc., belonging only to the child. Each child must be provided with a bed and a wardrobe for storing clothes. To form and develop a full-fledged image of “I”, it is necessary to have mirrors of different sizes in the room.
The principle of combining conventional and extraordinary elements in the aesthetic organization of the environment.Aesthetic organization of the environment. Very often this principle is underestimated. It's no secret. That a person receives basic information through vision. That is why special attention should be paid to the visual design of the subject environment. The group should not only be cozy and comfortable, but also beautiful. A good group interior develops taste and a sense of beauty.	Thematic exhibitions help children become better acquainted with folk art. With the help of bells and plates that are placed in a convenient place, the child can improvise, filling the room with chimes. After classes, for 3-5 minutes you can arrange musical breaks, a “minute of joy”, studies for relaxation, before going to bed with calm classical music - a “minute of silence” or listening to a short fairy tale, during the day - a “dynamic hour” (according to the long-term plan )
Open-closed principle (a developing subject-spatial environment must have the character of an open, not closed system, capable of change, adjustment and, most importantly, development; such a system must be not only developing, but also developing). This principle can be presented in several aspects: - openness to nature(promotes the unity of Man and Nature); - openness to culturein its progressive manifestations; - openness to society(Parents have a special right to participate in the life of a child care institution); - openness to one's self”, own inner world.	Organization of “green rooms”, “winter gardens” in the premises. Albums and folders with photographs should be stored in a place accessible to the child so that he can view them at will. Openness to society and people is formed through expanding knowledge about one’s hometown, illustrations, coats of arms, dolls in national costumes. Decorative and applied arts help introduce children to Russian folk culture.
The principle of taking into account gender and age differences in childrenprovides opportunities for girls and boys to express their inclinations in accordance with the norms accepted in our society	Creation of specialized play areas For boys: “Craftsman’s Corner”, transport toys, Lego constructors and much more that attracts boys; For girls: dolls of various sizes, “House of Life”, “Shop”, a doctor and much more that attracts girls

Used Books

1. Kireeva L.G. Organization of a subject-development environment: from work experience - Volglgrad: Teacher, 2009.-143 p.

2. Nisheeva N.V. Subject-spatial developmental environment in kindergarten. Principles of construction, advice, recommendations. - St. Petersburg, Detstvo-Press, 2010. - 128 p.

3.Polyakova M.N. Creating models of a subject-development environment in preschool educational institutions (Methodological recommendations) Educational and methodological manual.-M., Center for Pedagogical Education, 2008.- 96 p.

4.Sazonova N.P. Preschool pedagogy. Course of lectures: Textbook for students of pedagogical faculties. - St. Petersburg, Childhood - press. 2010.-272 p.