Subject-spatial developmental environment in a preschool institution. Methodological recommendations for creating a subject-spatial environment in preschools

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

1.1 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 development environment in preschool educational institution 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; contribute professional development 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 remedies providing a variety of activities for the child.” 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 inventoryfor 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 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 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 impact on personality.

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

« ... 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 success patriotic education preschoolers will become possible only if they actively interact with the world around them in an emotional and practical way, that is, through play, object-based 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 goal of creating a developmental environment in preschool educational institution- provide the vital needs of the developing 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. Main elements 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 composition of the subject- gaming 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. In device kindergarten the possibility of forming activity in children and displaying activity in adults is laid down. 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 study according to their interests and desires at the same time different types activities 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.

Suitable for different styles present to children the same content of a fairy tale, episodes from the lives of children, adults: realistic, abstract, comic, etc. Then children (with the help of an adult) will be able to pay attention not only to what is depicted in front of them, but also to , how this 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) 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 last years it was actively used in preschool educational institutions. Organization of the educational process in preschool institution is built 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 - the 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 regime 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 must be a means of implementation creativity 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 the plot. role playing games in accordance with software 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 activity 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-caps for moving 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);

children's book corner and 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 records literary texts). The placement of materials is rational and convenient for children (it is appropriate to combine the library with a cozy seating area, where there is a small table, sofa, etc.).

Center for Science and Gardening includes materials in sections:

formation of ecological culture of preschool children (each age group has a designated gardening corner where plants, equipment for working in nature, manual labor, information material about living nature objects, albums, didactic games on the formation of ecological ideas);

development of elementary natural science concepts (encyclopedic material, didactic games; children's mini-laboratory; models of natural landscapes and natural-climatic zones, albums on the formation of geographical 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, sculpting, appliques, albums with samples of drawings, decorative and applied arts, coloring books, stencils, handicrafts, rotating exhibitions of children's works, joint work 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 for fire safety, traffic rules, posters, didactic games, visual material, 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 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 be interested in 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 activity, museum information is mastered more successfully, since play in the life of a preschooler is the leading form knowledge. 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. reveal to him the historical and cultural context of ordinary things surrounding him in Everyday life, teach yourself, analyze, compare, draw conclusions. Including museums in the educational process is not as simple as it might seem at first glance.

To take advantage of 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, psychological characteristics age group that the environment is aimed at. 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/ SPb. : 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.

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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

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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

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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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Program "From birth to school" ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva in accordance with the Federal State Educational Standard

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Galina Khabarova

One of the most important conditions educational work in a children's institution is the correct organization of the subject-development environment, which performs the following functions: educational, developmental, stimulating, educational, communicative. The environment should be: meaningful, rich, accessible, transformable, safe.

When creating a developmental environment in my group, I took into account the age characteristics of children and their needs: communication, cognition, movement. I organized the environment so that the child had an independent choice: with whom, where, how and what to play.

I divided the entire group space into centers accessible to children: physical development, speech development, mathematical concepts, local history, experimentation, nature, aesthetic development, musical and theatrical, construction, role-playing games. They are equipped with a large number of developmental materials. All items are available to children. The equipment of the corners changes in accordance with the thematic planning of the educational process.

For older preschoolers, play continues to be a favorite activity, so a large space in the group is occupied by the play area.

Center for the role-playing game "Dreamers"

equipped with attributes for role-playing games: “Shop”, “Hospital”, “Family”, “Beauty Salon”, “Cafe”, “Library”. Builders", "School", "Bank", "Cellular Salon", "Television" and others; attributes for dressing up, doll furniture, doll dishes, sets of clothes and bedding for dolls, strollers, dolls dressed as boys and girls, substitute items.

At the Samodelkino design center

There are construction sets of different sizes, themed building sets, Lego-type construction sets, metal construction sets, small toys for playing with buildings, vehicles of different sizes, and a mobile podium.

When realizing their ideas, children independently use diagrams and models of buildings.

At the Zadorinki Music and Theater Center

placed screens, flannelograph, costumes, masks (fairy-tale, fantasy characters, attributes for staging fairy tales, dolls and toys for different types of theater (flat, rod, tabletop, finger, attributes for shadow theater, musical instruments, tape recorder, musical and didactic games, portraits of composers, sets of CDs with children's musical works and sounds of nature.

In the center of artistic and aesthetic development “City of Masters”

samples of decorative painting were selected; diagrams, algorithms for depicting humans, animals, etc.; coloring books; portraits of artists, paintings by famous artists; material for non-traditional drawing (dry leaves, pine cones, pokes, etc.). The center contains materials and equipment for artistic and creative activities: drawing, modeling and applications (paper, cardboard, stencils, paints, brushes, glue, pencils, napkins, scissors, coloring books, clay, plasticine, educational games, etc.).

At the Green Laboratory nature center

posted houseplants and equipment for their care; nature calendar, didactic and educational games with environmental content, books, encyclopedias, CDs about nature; collections of natural materials, dummies (vegetables and fruits). We organize exhibitions of crafts (from natural materials, vegetables and fruits, etc.).

At the Center for Science and Experimentation "Pochemuchkino"

various collections are presented, unformed material (stones, shells, moss, seeds, etc., recycled material (wire, pieces of leather, fur, fabric, plastic, etc.). Here is the material for the implementation experimental activities(magnifying glasses, microscopes, compasses, beakers, flasks, measuring cups and spoons, rubber bulbs, pipettes, watering cans, watches, etc., dyes (food and non-food); equipment for work (oilcloth aprons, sleeves, rubber gloves, rags); cards-schemes for conducting experiments, cards-hints (permissive-prohibiting signs) “What is possible, what is not.”

At the Center for Local History “I Explore the World”

state symbols are placed native land and Russia. A corner of the native land has been decorated, which includes fiction on local history, albums have been designed (“My City”, “The City of Krasnoyarsk in Different Seasons”, “Roev Ruchey Flora and Fauna Park”, “My Family”, “The Work of Adults”, etc. , illustrations of clothing and dishes and toys of the peoples of the region, educational videos about the sights of the region.

At the Speech Development Center "Govorushki"

there are card files (articulation, breathing and finger exercises); simulators for the development of speech breathing and fine motor skills (soap bubbles, balloons, plumes, massage balls, etc.); pictures on lexical topics; games for improving language analysis skills (“Syllable lotto”, “Locate the place of the sound”, “Choose words”, “Chain of sounds”, etc.); games for improvement grammatical structure speeches (“Call it kindly”, “Add a word”, etc.); games for coherent speech (subject pictures for compiling a descriptive story based on a diagram, plot pictures - a multifaceted plot); subject and plot pictures, series of plot pictures for composing stories; games to enrich and activate vocabulary; word games; pure sayings, poems, nursery rhymes, sayings; portraits of writers, books on various topics, fairy tales. We periodically organize thematic exhibitions (“Funny books”, “Books about our country”, etc., exhibitions with children’s drawings on a given topic.

At the center of mathematical performances "Planet of Reflections"

there are counting materials (toys, small objects, object pictures); sets of numbers, geometric figures for a magnetic board; entertaining and educational mathematical material (inset boards, insert frames, logical and mathematical games (Gyenish blocks, Cuisenaire sticks, etc., sets of puzzles, labyrinth puzzles; sets of three-dimensional geometric figures, table abacus, counting sticks; educational instruments (rulers , centimeters, stadiometer for children, set of patterns); mosaics, puzzles, games like “Tangram”, beads, various toys with lacing and fasteners; alcohol thermometer; model of a watch, hourglass; sets of models (divided into parts (2-8, (2-16); didactic and printed board games; mathematics workbooks.

In order to ensure physical activity of children during the day, it was created

physical development center “Zdorovyachok”,

which houses equipment for walking, running, balancing, jumping, rolling, throwing, catching, and crawling.

In this area there are massage mats with tracks, short cords (braided, hoops, jump ropes, skittles, ring throws, bags (weight 150-200 and 400 g), balls of different sizes, massage balls, jumping balls, serso, children's dumbbells , short ribbons, short gymnastic sticks; card index of outdoor games.

In the reception area, each child has his own locker with an identification of individual belongings (picture, for parents - information stand.

The result of creating a subject-development environment was that it became possible to involve all students in active independent activities. The variety of subject content, accessibility and convenience of placement of materials have contributed to the fact that every child can now choose an activity of interest in any center. Children enjoy visiting kindergarten.

One of the requirements for the conditions for the implementation of the Federal State Educational Standard for Educational Education is the creation of a developing subject-spatial environment. It must be transformable, multifunctional, variable, accessible and safe.

The teacher must provide freedom of action in the group room, provide for its thematic and plot twist, and find for each game only its own style of game interior and equipment. Managing play with play materials can have a significant impact on children's play development.

Having studied psychological and pedagogical literature, social networks, observed children’s games and analyzed the developmental subject-spatial environment in groups, we came to the conclusion that it is necessary to create an environment that would meet the requirements of the Federal State Educational Standard for Education.

We, preschool teachers, are constantly looking for ways to create such an environment.

The problem of insufficient funding seriously limits the possibility of creating such an environment. Obviously, this problem needs to be solved through the use of non-traditional, affordable, economical materials.

In 2015, together with parents, we created play space markers from sandwich panels, which took root well in groups and were liked by children.

We decided not to stop there, we started thinking, what else can we make analogues of expensive benefits from? And in 2016, similar markers and equipment made from PVC pipes appeared in preschool educational institutions. . As it turns out, this material provides even more opportunities for creativity and variability. By just making a construction set from pipes once, you can provide a group various options gaming equipment . The elements of such a designer are light, aesthetic and safe. And the manufactured equipment is multifunctional, variable and transformable.

A PVC pipe constructor is a set of polypropylene pipes of different sizes, of the same diameter, plugs, angles, tees, fastenings - clips. The ends of the pipes are processed using a special device (the top layer is removed to a width of 30 mm), which makes it possible for installation, avoiding soldering and dismantling of structures.

Methodical manual for the designer

Target making construction sets: providing opportunities for children’s creative self-realization in play through the transformation of RPPS by the children themselves.

The constructor implements the following tasks:

• Develop the ability to independently organize activities, transforming the space depending on the design of the game, thereby enriching the content of the games.
• Develop children's ability to analyze and synthesize, and the ability to combine. Promote the development of the ability to draw up an action plan and apply it to solve practical problems, analyze and evaluate the work done;
• To promote the formation of social and communicative competence of children, to initiate the need to negotiate with a partner during interaction.
• Promote harmonious physical development children through a variety of exercises using structures.

The designer has a number of advantages and meets modern requirements:

• Easily transformed;
• Multifunctional;
• Variable;
• Develops children's fantasy and imagination;
• Activates motor activity;
• Designed for all age categories of children;
• Meets hygienic requirements (easy to clean, safe);
• The structures have an aesthetic appearance;
• Take up little space during storage;
• Made from inexpensive and accessible materials.

Various structures - “markers” – are assembled from the construction set.

Consists of identical 1.2m pipes. (12 pcs.) and tees (8 pcs.)

• Marker "Home". It can be supplemented with fabric on rings, removable attributes (windows, balconies, signs, house number), which, like fabric, can be attached to rings with clothespins or tied to the frame itself, or Velcro can be used. You can additionally attach a roof. The roof structure consists of a long pipe (1.2 m), at the ends of which tees with short pipes are attached. The roof is attached using clips to the top pieces of the cube and the short pieces of the roof.

• This design can be covered with a themed cover (“Space”, “Underwater Kingdom”, etc.) and used both for role-playing games and as a corner of privacy.
• To improve emotional comfort in a group, you can use the “Cube” as the basis for “Dry Rain”. To do this, using clips, longer pipes with ribbons and plugs at the ends are attached, which prevents the ribbons from falling if they are on rings, as in our case, and also adds to the aesthetics of the structures. The number of pipes may be different and it is possible to fasten them in different directions and at different heights.
• The “Cube” is also used as the basis for an obstacle course during children’s independent and joint physical education and health activities (ECD, entertainment, invigorating gymnastics, etc.). For this purpose, pipes of a greater length than those used for the “Cube” are attached, with plugs . Attached vertically for different types of walking, running and even crawling between slats using clips. It is easy to adjust the height of the crossbars. For crawling and stepping over, longer pipes with plugs, attached horizontally with clips, are also used. The “obstacle course” can be enlarged by moving it outside the “Cube” contour and attaching it with clips.
• The “cube” can be used as a space limiter, for organizing development centers, and as a basis for placing illustrative material of various directions. For example, inside the “Cube” there is an exhibition pavilion dedicated to the work of a particular writer or artist. Illustrations can be attached to pockets different ways to the “Cuba” frame. Outside, on one side of the “Cube”, another kind of illustrative material can be placed in the same pockets, for example, samples for design or another artist, etc., and on the third side, the work of another artist, or children’s drawings. Or the “Cube” can be dedicated to the 4 seasons.

2. “Gate” design

For two gates you will need 4 pipes (1.2 m), 2 tees on top, 2 short pipes (0.4 m) on top, 4 corners on the bottom, 2 pipes (0.8 m) on the bottom and on the sides behind the gate, 2 are attached obliquely with clips pipes (1.8 m) with plugs.

• Design "Screen" this is a vertically standing square outline covered with white fabric , consists of 4 pipes of 1.2 m each; 2 corners and 2 tees, 2 short pipes with plugs to support the circuit. Usage:
• Shadow theater
• Viewing filmstrips
• Multimedia
• Puppet show

this is a vertically standing square outline, for decoration and background , consists of 4 pipes of 1.2 m each; 2 corners (fastening at the top) and 2 tees at the bottom. And a parallel rectangular contour (2 pipes of 1.2 m each horizontal; 2 pipes of 0.6 m each - vertical; 2 angles at the top and 2 tees at the bottom), 2 middle pipes connect both parts and are a support. Use: puppet, finger, glove theater. You need to hang fabric and decorations on the rectangular outline.

These are 3 vertically standing square contours, fastened together with clips, each of which consists of 4 pipes of 1.2 m each; 2 corners and 2 tees, short pipes with plugs added at the bottom for stability. Pipes with plugs are attached to the top using clips:

• for the front decoration of the stage (2.8 m), you can also attach a poster;
• for curtain (2.10m);
• for the scenes (2.8m);
• for removable decorations (1.8 m).

consists of 2 parts. The first part (bottom) is a vertically standing rectangular contour, fastened together with corners, each of which consists of 4 pipes: 2 pipes - 82 cm, 2 pipes - 40 cm. The table stands on 4 legs of 46 cm.

The second part (upper) is used for pouring water, which consists of a vertical pipe - 95 cm and 2 side pipes - 36 cm, fastened together with corners. Additional parts are also used: taps, funnels, plugs.

On the horizontal surface of the table, depending on the activity, you can attach: basins, trays, a transparent frame.

Can be used both in the building and on the site of a kindergarten in the warm season. Provides: playful, educational, research and creative activity for all pupils, experimentation with materials available to children: sand, semolina and water; development of gross and fine motor skills, emotional well-being of children in interaction with the subject-spatial environment; opportunity for children to express themselves.

• Drawing on sand (sand), semolina
• Kinetic sand modeling
• Experiments with water
• Experiments with sand
• Dry pool.

All actions are performed with the fingers, but stacks and brushes can be used as devices.

Multifunctional three-leaf design that divides space. The screen stands firmly on the floor. The screen is dressed in pieces of brightly colored fabric, which are attached to rings with clothespins and loops with buttons. The fabric is easy to remove and wash. The floor screen is intended for role-playing and director's games (theatrical activities, dressing up, mastering social roles and professions, etc.), theatrical productions using various types of puppets, as a corner of solitude, division of space, development of motor activity. The fabric has transparent pockets on one side in which visual material can be placed.

Evgenia Kabus

Multi-age group Nikolaev branch of Svetlolobovskaya secondary school No. 6.

Organization subject-development environment in the preschool educational institution is built in compliance with program principles "From birth to school" edited by M. A. Vasilyeva, N. E. Veraks and T. S. Komarova.

The space of our groups organized in the form of delimited zones equipped with various educational materials(books, toys, creative materials, development equipment, etc..). All items available to children. IN compliance With thematic planning of the educational process, the equipment of the corners changes or is supplemented with the necessary materials.

Such organization of space allows preschoolers to choose interesting activities for themselves, alternate them throughout the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account the individual characteristics of children. All furniture groups located along the walls, which made it possible to free up the central part for development motor activity of children. But at the same time, all parts of space have moving, transformable boundaries. Space groups varies depending on educational situation, including the interests and capabilities of the child.

Subject-spatial development environment in the group organized according to requirements Federal State Educational Standard, where all five educational regions:

Artistic and aesthetic development

Speech development

Cognitive development

Social-communicative development

Physical development

EDUCATIONAL AREA "Artistic and aesthetic development»

In the corner "Drawings" For development children have everything they need to implement new ideas and productive activities (stencils, coloring books, album sheets, gouache, brushes, sippy cups, pencils, plasticine, etc.) This activity is aimed at obtaining something new and unique. In the reception area there is always a place for children’s work and creativity. We have decorated a corner in which we place children's drawings and applications. Something is constantly changing in the drawing corner, depending on lexical topic and mastering any new techniques.

In the corner "Theater" There are various masks for acting out scenes, elements of costumes, as well as a puppet theater. Children happily take on different roles, which increases interest in fairy tales, memorizing them and lifts their spirits.

In the music corner there are musical instruments (xylophone, maracas, pipes, drum, tambourine, harmonicas, etc., as well as a music center.

EDUCATIONAL AREA "Speech development»

Book corner "Read it", the content of which corresponds age characteristics of children of different ages, implemented in Preschool educational institution program.

In this corner, the child has the opportunity to independently choose the book he likes and calmly examine it. In the process of carefully examining the illustrations, the child becomes familiar with the fine arts.

EDUCATIONAL AREA "Cognitive development»

The nature corner includes a weather calendar; by marking the weather on the calendar, children consolidate the knowledge gained from observing nature. In this corner there are educational games and benefits: "Who lives where?", "The Whole Year", "Zoo", "Gifts of Summer", Big and small", "Living Geography" and etc.

Experimentation Corner presented the presence of a variety of containers for conducting experimental activities with water and bulk materials, a watering can, and natural material for conducting experiments.

Touch Corner development presented a variety of games and benefits for development of logic, thinking, attention. There are also various types of mosaics, lotto, different in shape, color and material, games aimed at development of fine motor skills of hands.

EDUCATIONAL AREA "Social-communicative development»

The state symbols of Russia are located in the moral and patriotic corner. The corner is filled with fiction on local history and literature about the region, photographs of animals, plants, and localities of their native land.

The traffic rules corner and the safety corner contain a model of a traffic light, posters of the basic traffic rules, road signs, emergency services, safety rules, rules of conduct in case of fire, fire safety rules, as well as various educational games and illustrations.

Duty corner. In this corner there is a duty chart, aprons, badges of duty officers, photos of duty officers. Duty assumes the child's performance of service-oriented work groups. Thus, children master the basic cultural methods of activity, show initiative and independence in various types of activities.

EDUCATIONAL AREA "Physical development»

The health corner contains both traditional physical education equipment: hoops, jump ropes, balls of different sizes, skittles, games Accuracy development; and not traditional, made by the hands of teachers and parents: foot massage mat, sand-filled dumbbells (for boys) and water (for girls) and etc.

There are also play corners

This is how our bedroom is decorated

And the reception room

Conclusion: subject-spatial development environment in the group allows each child to find something to do to their liking, has the character of an open, non-closed system, helps children carry out independent activities in developing corners, and not receive ready-made knowledge from the teacher. Content subject-development environment gradually filled with a variety of materials, games, illustrations, attributes for child development.

Publications on the topic:

The musical environment becomes one of the components of the pedagogical system and represents the musical design of children’s life activities.

Subject-spatial development environment in accordance with the Federal State Educational Standard in the middle group Organized developing subject-spatial environment in our middle group provides every child with equal opportunity to acquire.

Subject-spatial developmental environment in the senior group in accordance with the Federal State Educational Standard. Subject-spatial development environment in senior group in accordance with the Federal State Educational Standard The issue of developing subject-spatial organization.

developing

subject-spatial

environment of preschool educational institutions in connection with

introduction of the Federal State Educational Standard.

Senior Teacher

MBDOU No. 97

Shumskikh Olga Anatolevna

Nizhny Novgorod

2015

The relevance of creating a developing subject-spatial environment.

The issue of creating a developing subject-spatial environment is particularly relevant today.

This is due to the introduction of the Federal State Educational Standard for Preschool Education, order

Ministry of Education and Science of the Russian Federation approved on October 17, 2013 No. 1155 and came into force on

Federal State Educational Standards of subsidiaries is a general document of subsidiaries, which reveals the requirements: (in the Federal State Educational Standard there are 2 of them, in the Federal State Educational Standards - 3 T),to the structure and content of the program, to the conditions implementation of the program,and to the results of the programon preschool education. Special attention according to the Federal State Educational Standard is paid to the conditions of the subject-spatial environment.

At the center of the subject-spatial developmental environment is the child with his needs and interests, and the educational institution (teaching staff) offers high-quality educational services aimed at developing the identity, uniqueness and individuality of each individual.

According to the concept of S.L. Novoselova “The developmental environment is a system of material objects of a child’s activity that functionally modernizes the content of the development of his spiritual and physical appearance.”

The main goal of the Federal State Educational Standard is to create a developmental environment that can ensure the creative activity of every child, allowing him to realize his own potential.

Developmental subject-spatial environment- part of the educational environment, representing a specially organized space (group rooms, special rooms (sports, music hall) +adjacent territory located at a short distance,adapted for the implementation of the Program, materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account their characteristics.)

The value of developing subject-spatial

Wednesdays.

It should provide:

1. the opportunity for communication and joint activities between children and adults

2. motor activity of children

3. opportunities for privacy (since there are always a large number of children in the group, the child wants to relax, be alone, and play independently.)

The subject-spatial environment is designed based on:

Educational program implemented in kindergarten;

Requirements of regulatory documents;

Available conditions, preferences, level of development of children;

General principles of construction.

The spatial environment includes a set of spaces in which certain directions and educational areas should be traced, there are 5 of them

FGT GEF

1.Cognition. 1. Cognitive development.

2.Communication. (Communication, Cognition)

3.Socialization. 2. Social - communicative

4.Safety development. (socialization, work

5.Labor. safety)

6.Reading thin. lit.3.Speech development.

7.Hood. creation4.Artistic - aesthetic development

8.Music music, art. development)

9. Health 5.Physical development

10.Phys. culture (health, physical culture)

Comparison of requirements for the Developmental Environment:

FGT to subject-specific Federal State Educational Standards to subject-specific

developmental environment spatial environment

• variability variability
• multifunctionality multifunctionality
• Transformability Transformability
• information content richness
• pedagogical accessibility

Feasibility safety

3 of them have been preserved, and 2 have changed.

When organizing the subject-spatial environment, our staff - educators are guided by the following principles:

1) The saturation of the environment must correspondage capabilities of children and the content of the program.

The organization of the educational space and the variety of materials, equipment and supplies should ensure:

• playful, educational, research and creative activity of all categories of pupils, experimentation with materials available to children (including sand and water);
• motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
• emotional well-being of children in interaction with the subject-spatial environment;
• opportunity for children to express themselves.

2) The transformability of space assumesthe possibility of changes in the subject-spatial environment depending on the educational environment and the educational situation, including the changing interests and capabilities of children. Previously, stationary cabinets with shelves were used, where games were located; there was no talk of transformation, but now children independently divide the space with screens and markers)

3) Multifunctionality of materials implies:

• the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.
• the presence in the group of multifunctional (not having a rigidly fixed method of use) objects, including those suitable for use in various types of children's activities, including as substitute objects in children's play.

4) Variability of the environment implies:

• the presence in the group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment, ensuring children’s free choice;
• periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

5) Availability of the environment assumes:

• accessibility for pupils to all premises of the group where the educational process is carried out;
• free access for pupils to games, toys, materials, aids that provide all basic types of children's activities.

6) Safety of the subject-spatial environmentassumes that all its elements comply with the requirements to ensure the reliability and safety of their use.

As you know, the main form of work with preschoolers and the leading activity for them is play. That is why practicing teachers are experiencing increased interest in updating the developmental subject-spatial environment of preschool educational institutions.

The organization of the developmental subject-spatial environment in a preschool educational institution, 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.

Educators enrich the environment with elements that stimulate the cognitive, emotional, and motor activity of children. The subject-spatial environment is organized so that every child has the opportunity to freely do what they love. The placement of equipment in development centers (sectors) allows children to unite in subgroups based on common interests: design, drawing, manual labor, theatrical and play activities, experimentation. Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, items for experimental research works - magnets, magnifying glasses, scales, beakers, etc.; big choice natural materials for studying, experimenting, and compiling collections.

Modernization of the subject-spatial environment provides for a certain system of organizational measures with the teaching staff and parents of students, which helps to improve the quality of the educational process in preschool educational institutions.

In kindergarten, we pay special attention to equipping the subject-spatial environment. Availability of multifunctional materials; such as various space markers, folding folding screens with various decorations, containers, modular material, play mats, scraps of fabric, allow preschoolers to designate the play area, change play space at will. Various objects, allowing for a wide variety of uses, serve as an essential element of any children's game. With their help, a child can replace missing role attributes, implement any idea, and find a non-standard solution.

An important stage in the development of children's intellectual abilities -development of sign-symbolic functions. For this purpose, in all groups, supporting diagrams, plans, models of activity, and algorithms of actions are presented; they allow you to systematize children’s ideas, orient them in space, and develop thinking, memory and speech.

A rich subject-spatial environment becomes the basis for organizing an exciting, meaningful life and versatile 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.

A developing subject-spatial environment ensures maximum realization of the educational potential of the group space and materials, equipment and inventory for the development of preschool children, protection and promotion of their health, taking into account the characteristics and correction of deficiencies in their development.

When organizing the subject-spatial environment, our employees are guided by the following principles:

1.principle of position distance during interaction; One of the environmental conditions that allows the teacher to get closer to the position of the child, and the child to “rise” to the position of the teacher, is furniture for different ages. IN modern preschool educational institution furniture has appeared that can be easily transformed and makes it possible to place tables in different ways. Psychologists say that children, sitting at a round table, feel comfortable and protected, and therefore are active in educational activities.

2. the principle of activity, independence, creativity;

3. the principle of stability - dynamism of the developing environment;The subject-spatial environment changes depending on the age characteristics of the students, the period of study and the program implemented by the teachers. Screens help limit or expand space. It is important to remember that the child does not “stay” in the environment, but overcomes, “outgrows” it, constantly changes, becomes different in every next minute.

4.principle of integration and flexible zoning;The living space in kindergarten should provide the opportunity to build non-overlapping spheres of activity. This allows children, in accordance with their interests and desires, to freely engage in different types of activities at the same time, without interfering with each other: physical education, music, drawing, designing, sewing, modeling, experimenting.

5. the principle of combining conventional and extraordinary elements in the aesthetic organization of the environment).The group should not only be cozy and comfortable, but also beautiful. A good group interior develops taste and a sense of beauty.

6. the principle of openness and closedness (to nature, culture, I am an image).Observing the world around them, they come to understand that nature can be enjoyed, admired, admired, but also that she needs help, caring hands and protection.

The environment is organized in such a way as to facilitate the formation and development of the “I-image”. The presence of a mirror in the group will allow the child to look at himself and see that, although he is generally similar to other children, he is not like his peers (different color of eyes, hair, snub nose, plump lips.

7. the gender principle realizes the opportunity for girls and boys to express their inclinations in accordance with social norms;When creating an environment, teachers take into account the age characteristics of students, interests, and inclinations of boys and girls. Observations have shown that boys like to play with large builders, cars, Legos, while girls are more willing to play with dolls - treat them, bathe them, go to the store, play school.

8. the principle of emotionality of the environment, individual comfort and emotional well-being of each child and adult.Considering that a child is in kindergarten all day, it is necessary to create optimal conditions for him. Each child in kindergarten should be provided with personal space: a bed and a wardrobe, a place to store toys brought from home, a family album.

It is important for preschool teachers to organize children’s activities, including independent activities, so that students exercise their ability to observe, remember, compare, act, and achieve their goals.At the same time, the indicator of a child’s development is not knowledge and skills, but the ability to organize one’s activities independently: set a goal, equip one’s workplace, plan activities, make volitional efforts, build a logical chain of actions, achieve the intended result, while showing positive cultural ethical qualities in communication with adults and peers.

When selecting subject content, developing subject -spatial environment is importantfocus on the "zone of closestdevelopment" (L.S. Vygotsky), i.e. on tomorrow's opportunities for children (that is,which requires no effort,does not “work” for development).

Games, toys, aids should not be in the group for a yearpermanently. They can be roughly divided into three categories:

- "yesterday" (material researched, already known, mastered through personal experience, used in everyday life to acquire new knowledge.

-"Today" ( the material that children begin to become familiar with in classes or in other organized forms of interaction with adults).

- " Tomorrow" (contents to be read in the near future).

Emotional intensity- an integral feature of the developing environment. Something that is attractive, funny, interesting, bright, expressive, arouses curiosity and is quite easy to remember. The teacher must always take this feature of children's memory into account.

When creating conditions for self-development in a group, one should not forget that boys and girls differently they look and see, listen and hear, speak and remain silent in different ways, feel and experience. So boys need more space than girls; they cannot do the same thing every day. But both girls and boys must gain experience in creative, exploratory activities, putting forward new ideas, updating previous knowledge when solving new problems. The variety and richness of sensory impressions, the possibility of a free approach to each center in the group contributes to the emotional and intellectual development of pupils of both sexes.

Thus, when creating a subject-spatial environment of any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of constructive interaction between participants in the educational process, the design and ergonomics of the modern environment of a preschool institution and the psychological characteristics of the age group at which this environment is aimed.

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 an objective spatial 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, and the level of general and speech development. 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.

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.

Integration of educational areas in the process of organizing a comprehensive subject-developmental and play environment of a kindergarten. It is necessary to enrich the environment with elements that stimulate the cognitive, emotional, and motor activity of children.

The subject-spatial environment is organized so that every child has the opportunity to freely do what he loves.

Subject development environment in preschool educational institutions

The educational center positioned so that the light on the work tables comes from the left side. Tables for classes are placed in accordance with SanPiN standards. The board is at children's eye level. The learning area contains: a creativity center, a workshop, a nature corner, an office, a mini-library, a sensorimotor development corner, an experimentation center, a corner musical development, patriotic corner. This placement is due to the fact that nearby tables and chairs allow these “functional rooms” to be used both in classes and in free activities, in individual work with children.

Art Center and creativity stimulates children to try out and realize their creative abilities, gives children the opportunity to enjoy learning about new materials and enrich them tactile sensations. Purposecreativity centeris the formation of the creative potential of children, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, and activity. In this center, children usually spend a lot of time drawing, creating crafts from plasticine, cutting out paper, etc.

Mini library It is a table with shelves for books and illustrations for fairy tales and works. The mini-library is located next to the creativity center so that children can look at books and draw illustrations for them here. All books and illustrations are updated 1–2 times a month. New books are displayed in accordance with the reading program.

Patriotic corner, located in the kindergarten hall area, promotes the formation of patriotic feelings and introduces children to the symbols of our country

In the center of constructionchildren can design both fantastic and realistic structures. By doing construction, children learn many things. It helps to develop math skills, acquire social skills, provides experience in problem solving.

At the center of dramatizationThere are costumes and items that give children the desire to act out scenes from real life. This helps them better understand what is happening around them and better understand their role in the world.

At the center of science The teacher selects materials that children assemble and disassemble, such as puzzles and construction sets. Such materials develop speech, intellectual abilities, fine motor skills and coordination.

Corner of nature located directly next to the window. Goal: enriching children’s ideas about the diversity of the natural world, fostering love and respect for nature, introducing children to caring for plants and animals, and forming the principles of an ecological culture. In a corner of nature, it is necessary to place local history materials (photos of the village, herbariums of plants typical of the area).

Laboratory - a new element of the developing subject environment. It is created to develop children's cognitive interest, interest in research activities and contributes to the formation of a scientific worldview. At the same time, the laboratory is the basis for the child’s specific play activities (work in the laboratory involves turning children into “scientists” who conduct experiments, experiments, and observations). Sand and Water Center - this is a special table in a group - gives children an excellent opportunity to educational games, to use the senses. Children create, think and communicate.

In the living area there is duty corner. Goal: to develop the ability to perform the duties of duty officers, to cultivate a positive attitude towards work, and independence. So that children can independently identify those on duty, we created a card index with subject pictures, which we display in special frames every day.
Game Zone allows you to create conditions for the creative activity of children, the development of imagination, the formation of gaming skills, the implementation of gaming plans, and the cultivation of friendly relationships between children. In the center of the play area on the floor there is a carpet - a gathering place for all children. The play area is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, cars, toy wild and domestic animals. For girls there should be sewing machines, irons, dolls, baby dolls, a toy house for dolls; for boys - sets of tools, soldiers, military equipment.

In the play area there isdressing corner and theater , helping to stimulate creative ideas and individual creative manifestations. Children themselves take an active part in the creation of the homemade toy theater.

“Integration of developing centers of children’s activity ensures the process of connectivity, interpenetration and interaction of individual educational areas of the content of preschool education, ensuring the integrity of the cognitive-speech, physical, artistic-aesthetic and social-personal spheres of child development in the educational process.

A rich subject-spatial environment becomes the basis for organizing an exciting, meaningful life and versatile development of each child. The developing subject-spatial environment is the main means of shaping the child’s personality and is the source of his knowledge and social experience.

We hope that the subject-spatial environment created in our kindergarten will contribute to the intellectual, creative and personal development of our pupils, will help enrich their knowledge and impressions, and also cause a positive attitude of parents towards the preschool educational institution.

Literature

• Kireeva, L.G. Organization of a subject-development environment: from work experience / L.G. Kireeva // Teacher. – 2009. – P. 143.
• Kiryanova, R.A. Principles of constructing a subject-developmental environment in a preschool educational institution / R.A. Kiryanova // Childhood-Press. – 2010. – P. 5-12.
• Maretskaya, N.I. Subject-spatial environment in preschool educational institutions as an intellectual stimulus. Artistic and creative development of preschool children / N.I. Maretskaya // Childhood-Press. – 2010. – P. 13-40.
• Nishcheva, N.V. Subject-spatial developmental environment in kindergarten. Principles of construction, advice, recommendations / N.V. Nishcheva // Childhood-Press. – 2010. – P. 128.
• Petrovskaya, V.A. Construction of a developmental environment in preschool educational institutions / V.A. Petrovskaya // Moscow. – 2010.
• Polyakova, M.N. Organization of a developmental environment in kindergarten age groups / M.N. Polyakova // Childhood-Press. – 2010. – P. 41-62.
• Yasvin, V.A. Educational environment from modeling to design / V.A. Yasvin // Moscow. – 2000.