"PROBLEMS OF ORGANIZATION OF THE DEVELOPING OBJECT-SPATIAL ENVIRONMENT IN THE GROUP OF KINDERGARTEN"

The effectiveness of activities aimed at the development of a preschooler largely depends on the subject-spatial organization of his life, the developing potential of toys and didactic aids, and even on how they are located. Everything that surrounds the child, forms his psyche, is the source of his knowledge and social experience. Therefore, the problem of creating conditions that maximize the most complete implementation of the development of children in all psychophysiological parameters is becoming extremely relevant.

This problem has been worked out famous psychologists and educators. Back in 1989, in the “Concept of Preschool Education”, created by R.B. Sterkina, V.A. Petrovsky, V.V. Davydov, E.V. Bodrova, it was stated that a necessary condition for maintaining the physical and mental health of children is the organization subject environment in kindergarten. It must be subordinated to the goal of the psychological well-being of the child.

Later, V. A. Petrovsky, L. P. Strelkova, L. M. Klarina, L. A. Smyvina developed the concept of building a developing environment for organizing the life of children and adults in kindergarten, in which they determined the following basic principles for building a developing environment in preschool institutions:

1. The principle of distance, position in the interaction, orienting to the organization of space for communication between an adult and a child "eye to eye", which helps to establish optimal contact with children.

2. The principle of activity, the possibility of its manifestation and formation in children and adults through their participation in the creation of their objective environment.

3. The principle of stability - dynamism, which provides for the creation of conditions for changing and creating the environment in accordance with tastes and moods.

4. The principle of complexing and flexibility of zoning, realizing the possibility of building non-overlapping areas of activity and allowing children to simultaneously engage in different types of activities without interfering with each other.

5. The principle of the emotionality of the environment, individual comfort and emotional well-being of each child and adult, carried out with the optimal selection of stimuli in terms of quantity and quality.

6. The principle of aesthetic organization of the environment, a combination of familiar and extraordinary elements.

7. The principle of openness - closeness, i.e. the readiness of the environment for change, adjustment, development.

8. The principle of gender and age differences as an opportunity for girls and boys to show their inclinations in accordance with the standards of masculinity and femininity accepted in our society.

This concept and principles have become fundamental for building a developing environment in preschool institutions.

O.A. Artamonova, T.M. Babunova, M.P. Polyakova in their works revealed the pedagogical characteristics of building a subject-developing environment:

1. Comfort and safety of the environment, compliance with sanitary and hygienic standards.

2. Compliance of the developing environment with the educational program implemented in the kindergarten.

3. Accounting for all areas of child development.

4. Variety of subject-developing environment, rational arrangement of its components.

5. Ensuring richness of sensory experiences.

6. Ensuring independent individual activity;

7. Providing opportunities for research, search activities, experimentation.

8. Accessible arrangement of items and aids according to the age of the children.

9. Creation of conditions for changing the environment.

S.L. Novoselova, in her methodological recommendations, noted that when creating an object environment, it is necessary to proceed from the ergonomic requirements for life: anthropometric, physiological and psychological characteristics of the inhabitant of this environment. She made the following demands:

1. The developing nature of the subject environment.

2. Activity-age approach.

3. Informativeness (variety of topics, complexity, variety of materials and toys).

4. Enrichment, science intensity, the presence of natural and socio-cultural means that ensure the diversity of the child's activities and his creativity.

5. Variation.

6. Combination of traditional and new components.

7. Providing the constituent elements of the environment, correlation with the macro- and microspace of children's activities.

8. Ensuring comfort, functional reliability and safety.

9. Providing aesthetic and hygienic indicators.

S.L. Novoselova also emphasized the importance of the unity of the style solution of all premises, taking into account their functional interaction and content.

A feature of all these studies is the construction of a subject-spatial environment as a developmental one, with the obligatory condition for the implementation of a personality-oriented model of interaction between children and adults. It is in a preschool educational institution that it is possible to organize such an environment aimed at “harmonizing in terms of quantity, diversity, originality, variability, the degree of influence on the child’s personality” (R.B. Sterkina) of all its components, which contributes to the development of the personality of a preschooler. At the same time, the environment in which a child lives and is brought up can be different: supportive, developing, rich, comfortable, or in some cases hostile.

Unfortunately, in the practice of work, some options for building a developing subject-spatial environment in kindergarten groups had a number of disadvantages:

First of all, the environment remained static;

in some cases, the arrangement of furniture limited the need for preschoolers to move;

often in all age groups the same organization of play centers was repeated with the same composition of toys and their arrangement;

The equipment of educational and play centers was of an exhibition nature, the products of children's and joint activities of the educator and the child were little used;

when creating, the characteristics of children attending this group were not always taken into account: age, level of their development, interests, inclinations, abilities;

children did not take part in the design and change of the environment;

· there were unreasonable prohibitions and regulations in the use of equipment and premises.

All this led to the fact that the child behaved inactively and not independently in interaction with the objective environment in the group.

These problems, as well as the introduction of the Federal State Educational Standard (Order of the Ministry of Education and Science of October 17, 2013 No. 1155), prompted us to modernize the subject-spatial developing environment. We have studied the requirements of the Federal State Educational Standard, in accordance with which a developing object-spatial environment is created to develop the individuality of each child, taking into account his abilities, level of activity and interests. To accomplish this task, the developing subject-spatial environment should be:

content-saturated - include teaching aids, materials, inventory, gaming, sports and recreational equipment that allow for gaming, cognitive, research and creative activity of all categories of children, experimentation with materials available to children; motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being of children in interaction with the object-spatial environment; the possibility of self-expression of children;

transformable - to provide the possibility of changes in the developing subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

polyfunctional - to provide the possibility of various use of the components of the developing object-spatial environment in different types of children's activity;

accessible - to provide free access for pupils to games, toys, materials, manuals, providing all the main types of children's activity;

safe - all elements of the developing object-spatial environment must comply with the requirements for ensuring the reliability and safety of their use.

In addition, we relied on the fact that the developing object-spatial environment in kindergarten groups is not just a set of isolated thematic corners and centers where the educational process set by the teacher takes place preparing children for schooling, but the "habitat" of a preschooler, in where he is a significant part of the time and can realize his own needs and interests.

Without abandoning the conceptual foundations for building a developing environment, the principles developed by V.A. Petrovsky, O.A. Artamonova, S.L. Novoselova, in accordance with the requirements of the Federal State Educational Standard, we have identified the most priority and significant principles for the modernization in our kindergarten of building a developing subject environment:

The principle of accessibility and openness dictated by the peculiarities of the development of a child of preschool age, who behaves according to the principle "I see - I act" (M.I. Lisina). The purpose of creating a developing environment is to offer the child a variety of material for active participation in various activities, to encourage him to what is interesting and accessible to him. this moment. Therefore, in the group, on shelves, shelves, in cabinets, everything that makes up the actual and closest objective world that ensures the development of the child is presented in the public domain.

The principle of saturation and age matching is a no less necessary requirement. The content of materials that form a subject-developing environment must comply with the laws and age and individual characteristics of children. Each age group should save the materials of the previous stage of development: firstly, for children who have not yet mastered these materials; secondly, for those games and activities that bring children back to their favorite toys and objects; thirdly, to create a game situation, which at an older age is almost not represented by game material. All these things, which were significant in the past, today serve as auxiliary, auxiliary material for children. It is also necessary to have more complex materials, focused on children who are ahead of their peers in development. All subjects and materials presented in groups are selected in strict accordance with the principle of pedagogical expediency and the requirements of the educational program.

The principle of transformability and multifunctionality solves the problem of limited space and funds.

In order to increase the activity and cognitive interest of children, we introduced additional thematic or plot principle building a developing subject-spatial environment. The implementation of this principle lies in the thematic design of the interior, the selection of furniture and items of a certain theme. So, for example, a group for the youngest invites you to go on a journey with a cheerful train, the younger group reveals the theme of Russian folk tales, and the preparatory group reflects the theme of a knight's castle. In such a situation, the child is initially offered the option of playing in ready-made scenery, but if necessary, for example, lack of interest in a particular plot, children's play is not limited to the given framework.

To put these principles into practice in the kindergarten, the following plan of methodological work for the academic year was implemented:

The resulting subject-developing environment of our kindergarten is comfortable and attractive. Bright, colorful curtains and carpets create a happy mood. Game and learning centers are equipped with all the necessary aids, as well as supplemented with favorite games and toys for specific children. All games and materials are available for use in independent activities.

There is a specially designated place for classes, but the place for conducting classes is not limited to this. Almost every lesson uses several centers, children are happy to move from one to another, performing various tasks. In each group there is a place for outdoor games where children can run and jump without disturbing those who play quiet games.

Rest areas for children are required. Usually it is upholstered furniture where the child can sit quietly or even lie down. Sometimes these are special bean bags filled with balls for relaxation, various ottomans or just large soft toys.

Separation of gaming centers as non-overlapping areas of activity is necessary. This gives children the opportunity to simultaneously engage in different activities without interfering with each other. One of the solutions to this problem in our kindergarten was the symbolic designation of the border of the play center with the help of carpets different color. Such a division does not interfere with freedom of movement, does not limit the place for outdoor games, and provides the opportunity for multi-functionality of space. So, for example, on one carpet, the boys play cars and build a road, and on the other, the girls imagine themselves as beautiful princesses going to the ball. Nobody interferes with each other. But after the "ball" the boys and girls will play catch-up on these carpets together.

A very useful find for our kindergarten turned out to be portable mini-podiums - elevations of various shapes and heights. On the podium, you can perform, training before a festive morning performance or performing your favorite song for friends. You can build a castle on the podium, and then the building is protected from accidental destruction during another game. On the podium, you can play any board or story game, and then the podium turns into a table, a dollhouse or a railway.

The idea of ​​using various lamps and lighting effects in the object-spatial environment turned out to be interesting. So in the group early age a light panel was created on the wall, where, depending on the goal set by the teacher, the sun or the moon with stars alternately lights up. This effect is used both to attract and increase children's interest in regime moments during the adaptation period, and for a variety of games.

Thematic design of the interior greatly increases the attractiveness of interaction with the subject-spatial environment of the group. Crossing the threshold of the group, the child enters the wonderful world of a fairy tale, where everything is created according to a single concept, whether it be an underwater kingdom, a castle of a young princess or an impenetrable jungle. The transformation of an ordinary group room into a special thematic world is justified from a pedagogical point of view, because here the child gets the opportunity to realize his fantasies by turning the room into a magical world full of bright colors and incredible objects. The kindergarten group itself is a large play space, a place for all fantasies to come true. It cannot be gray and boring, because then the child will not develop so actively. The health of the baby, his growth and a genuine feeling of joy that will remain with him for many years depend on this when remembering a kind and carefree childhood.

The success of the influence of the developing environment on the child is due to his activity in this environment. As a result of the modernization of the developing object-spatial environment in our kindergarten:

· the popularity of gaming and training centers has increased many times over;

· increased activity of children in educational, cognitive and speech centers;

The distribution of children in the room of the group has become more uniform;

Children are actively involved in the process of play, learning, creativity.

Bibliography:

1. Artamonova O.V. Organization of the subject-spatial environment in a preschool institution: guidelines for preschool teachers. - Tolyatti: Publishing house of the info-tech center, 1994. – 54 p.

2. Karabanova O.A., Alieva E.F., Radionova O.R., Rabinovich P.D., Marich E.M. Organization of a developing object-spatial environment in accordance with the federal state educational standard preschool education. Guidelines for teachers of preschool educational organizations and parents of preschool children. - M.: Federal Institute for the Development of Education, 2014. - 96 p.

3. Lisina M.I. Problems of the ontogeny of communication. - M.: "Pedagogy", 1986. - 144 p.

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

5. Petrovsky V.A., Klarina L.M., Smyvina L.A., Strelkova L.P. Building a developing environment in a preschool institution. - M., 1993. - 102 p.

6. Subject-spatial developing environment in kindergarten. Principles of construction, tips, recommendations. / Comp. Nishcheva N.V. - St. Petersburg, Detstvo-Press, 2009. - 128 p.

7. Elkonin D.B. .Child psychology. - M.: Academia, 2011. - 384 p.

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Introduction

Conclusion

References 40

Introduction

A modern kindergarten is a place where a child gains experience of emotional and practical interaction with peers and adults in various areas of life that are most important for his development. The Federal State Educational Standard of preschool education attaches the leading importance to the upbringing of the personality in each child, which is facilitated by a comfortable developing subject-spatial environment of preschool educational institution.

The environment for the development of the child is a complex of material and technical, sanitary and hygienic, aesthetic, psychological and pedagogical conditions that ensure the organization of the life of children and adults in a preschool educational institution. These conditions are designed to satisfy the vital (vital) needs of a person, to ensure his safety, protection of life and health.

A comfortable developing environment provides various types of activity (mental, play, physical, etc.), becomes the basis for independent activity, a condition for ensuring the artistic and aesthetic development of the personality of a preschooler, this is a kind of self-education of a small child.

R.B. Sterkina, N.A. Vetlugin, G.N. Panteleev, N.A. Revutskaya, V.S. Mukhina, V.A. Goryanina. Recent studies have clearly shown the special significance for a small child social conditions life, consisting of communication, learning games, developing the influence of the environment - all that is considered to be the culture of education. At the same time, modern interior and interior design: equipment, furniture, toys, aids for kids are considered as necessary components of the object-spatial environment.

The problem of transforming the material and technical support of the pedagogical process in a preschool institution based on the principles of constructing a developing subject environment of a kindergarten was dealt with by such scientists as Yu.S. Manuilov, S.L. Novoselova, V.A. .Strelkova, and others. Over the years, scientists have accumulated vast experience in understanding the environment as a condition or factor that is favorable in working with preschool children. L.I. Novikova, N.L. Selivanova, E.N. Stepanov attached importance to the environment as a component of the educational system itself.

Federal state standards of preschool education define the requirements for the subject-developing environment of an educational institution, which include the principles of: information content, variability, multifunctionality, pedagogical expediency and transformability.

Thus, a properly organized object-spatial environment has great potential for creative development the child and his abilities, which determined the topic of our study "Providing comfortable conditions for raising children in a preschool educational organization."

Subject of study: the formation of the subject-developing environment in the preschool educational institution.

The purpose of the work is to explore the provision of comfortable conditions for raising children in a preschool educational organization through the organization of a comfortable subject-developing environment.

In accordance with the goal, it is necessary to solve a number of tasks:

1. Consider the concept of a developing subject-spatial environment.

2. Analyze the requirements of the Federal State Educational Standard for preschool education for a developing subject-spatial environment.

3. Give characteristics of the developing subject-spatial environment.

4. To characterize the organization of a comfortable subject-developing environment in a preschool educational institution.

Research hypothesis: there is an assumption that the formed subject-developing environment in a preschool educational institution provides comfortable conditions for raising children in a preschool educational organization.

Research base: MB preschool educational institution No. 27. The structure of the work includes an introduction, two chapters, a conclusion and a bibliography.

1. A comfortable subject-developing environment as the basis for providing comfortable conditions for raising children in a preschool educational organization

1.1 The concept of developing subject-spatial environment

The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the preschool educational organization, allows the child to show his own activity and realize himself to the fullest. To date, domestic pedagogy and psychology have accumulated rich experience in educating and educating preschoolers based on the creation of a developing subject-spatial environment in a preschool educational institution, which largely predetermined approaches to solving this problem.

The developing environment is a certain way ordered educational space in which developmental education and upbringing is carried out. In the center of the developing environment is an educational institution that operates in the development mode and has as its goal the process of becoming a child's personality, revealing his individual capabilities, and forming cognitive activity.

This is achieved by solving the following tasks:

Create the necessary prerequisites for the development of the internal activity of the child;

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

Introduce a relationship style that provides love and respect for each child's personality;

Actively look for ways, means and means to maximize the full disclosure of the personality of each child, the manifestation and development of his individuality;

Focus on active methods of influencing the personality.

The purpose of creating a comfortable developing subject-spatial environment in a preschool educational institution is to provide the vital needs of an emerging personality: vital, social, spiritual.

An integral part of the Federal State Educational Standard of preschool education - state requirements for a developing subject-spatial environment will be discussed below. Note that these requirements are developed taking into account the best traditions of our educational system. There is a concept of a developing environment by V. A. Petrovsky, which considers approaches to its construction based on a personality-oriented model of interaction between an adult and a child. This is reflected in the principles of building a developing environment in a preschool educational institution: distances, positions during interaction; activity, independence, creativity; stability-dynamics; aggregation and flexible zoning; emotional environment, individual comfort and emotional well-being of each child and adult; combinations of familiar and extraordinary elements in the aesthetic organization of the environment; openness - closeness; taking into account gender and age differences in children.

The theory also presents the concept of S.L. Novoselova, which is based on the activity-age systemic approach and relies on modern ideas about the subject nature of activity.

These recommendations are based on the analysis of the essence substantive activity, its features and significance for the mental and personal development of the child. The equipment of the educational process of the preschool educational institution is formed in direct proportion to the content of education, age, experience and level of development of children and their activities. The developing object-spatial environment, according to S. Novoselova, is a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development. An enriched environment presupposes the unity of social and objective means of ensuring the diverse activities of the child.

The main elements of the subject environment are architectural and landscape and natural and ecological objects; art studios; gaming and sports grounds and their equipment; play spaces equipped with thematic sets of toys, play materials; audiovisual and information means of education and training, etc.

The composition of the subject-game environment includes: a large organizing playing field; play equipment; game paraphernalia of various kinds, game materials. All components of the developing subject environment are linked to each other in terms of content, scale, and artistic solution.

The subject-play environment in modern preschool institutions must meet certain principles:

The principle of free choice is realized 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 playing 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 with each other and with other objects, leaving an integral playing field.

The spatial development environment includes a set of subspaces:

Intellectual development and creativity form all play areas, since preschoolers have a leading activity and intellectual and emotional development of the game;

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

Game development;

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

The computer space introduces children to the world of informatics and contributes to the activation of cognitive activity, the formation of the child as an independent person who knows how to make decisions.

Both concepts complement each other. In one, the target aspect is brighter, and in the other, the content aspect.

The developing object-spatial environment is built with the aim of providing children with as many opportunities as possible for active, purposeful and varied activities. Each activity serves to satisfy some need.

When creating a comfortable environment for development, it is necessary to proceed from the ergonomic requirements for the life of children who are in this environment: anthropometric, physiological and psychological characteristics. R.B. Sterkina notes that the developmental environment in a preschool educational institution, from the point of view of psychological and pedagogical requirements, should meet the care of the child, emotional well-being and create conditions for its development, it must be built taking into account the child’s ability to communicate not only with children of the same age, but also in communities of different ages, not only with the teacher who leads it, but also with other adults (cook, watchman, parents, etc.). Personality develops fully only when there is a whole range of communication with people of different ages, representatives of different professions, families.

Based on these concepts, a number of requirements must be taken into account:

The environment should reflect different types of activities, the content of which is presented taking into account the developmental characteristics of children at a given age;

Topics should be varied, the whole complex is presented in each age group with a variety of gaming and didactic materials;

In a group room, not only traditional, but also new components can be presented.

The environment provides comfort, functional reliability and safety.

In each age group, conditions must be created:

For independent activities of children (playing, motor, visual, theatrical, etc.), which are implemented in centers (zones), contain a variety of materials for educational games and activities;

To provide the right to choose activities and realize individual interests and opportunities.

The organization and arrangement of objects of the developing environment in the space of group rooms should:

Be rational - logical and convenient for children (it is appropriate to combine a library, board-printed games with a cozy seating area, where there is already a small table, a couple of child seats, a sofa, live plants - intellectual relaxation);

Meet the age characteristics and needs of children, have distinctive features. So, for children of the 3rd year of life, this is a freed up large enough space for motor activity, where they can satisfy the need for active movement - riding, climbing, playing with hand engines. In the group of children of the 4th year of life - a widely deployed center role-playing games, which includes weapon attributes. In children of middle preschool age, the need to play with peers is clearly manifested, the peculiarity is to retire, create their own world of play, in secluded corners: cozy beautiful palaces, military fortresses, and other structures;

Include not only stationary, but also mobile furniture (“open screens”, game tables with many holes);

The location of furniture, gaming and other equipment in the subject environment must meet safety requirements, the principles of functional comfort, allow children to move freely in space;

Meet sanitary and hygienic regulatory requirements (furniture and other equipment must be proportionate to the growth of the child, the light regime must be observed in the centers of art, literature, etc.).

The design of the subject-developing environment must meet the requirements of aesthetics, attract the attention of children, encourage active action in it. In all age groups, there should be a cozy place to relax, which is better done in a sleeping room, podiums with soft toys, with which you can lie down hugging, light airy gazebos made of transparent fabric or other materials in which flowers, sofas, aquariums, etc. will be placed.

Starting from the age of 3, a child in a group should have an “inviolable place” where he could keep his personal property: “precious” jewelry, a mirror, postcards, “intricate” mechanisms, bolts, badges, gifts from educators, brought from toys at home, etc.

All centers (playing areas, fields) must be filled with educational content corresponding to:

Program requirements, tasks of education and training;

Age opportunities associated with the physical, intellectual, and other development of the child.

Gender interests of boys and girls.

In a comfortable developing environment, conditions should be created for the development of mental processes: perception, memory, attention, etc.

The developing environment acts as a stimulator, a driving force in the holistic process of the formation of the child's personality, it enriches personal development, contributes to the early manifestation of versatile abilities. In general, enriched development is the development of all the potential individual capabilities of each child. Undoubtedly, the highest level of cognitive and personal development is possessed by an individual who is under the influence of a developing environment.

Thus, a comfortable subject-spatial environment for development is the organization of space, the use of equipment and other equipment in accordance with the goals of the safety of the mental well-being of the child, his development.

subject game comfortable preschool

1.2 Requirements of the Federal State Educational Standard of preschool education for the developing object-spatial environment

The developing object-spatial environment should provide:

Implementation of various educational programs;

In the case of organizing inclusive education, the conditions necessary for it;

Accounting for national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe. The saturation of the environment should correspond to the age capabilities of children and the content of the educational program being implemented.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the educational program being implemented).

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

Playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

Motor activity, including the development of large 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.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, subject and gaming activity with different materials.

The transformability of space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children. The multifunctionality of materials involves:

Possibility of diverse use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;

The presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

The variability of the environment implies:

The presence in the Organization or the Group of various spaces (for playing, constructing, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;

Periodic replacement of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

The availability of the environment implies:

Accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

Free access for children, including children with disabilities, to games, toys, materials, aids that provide all the basic types of children's activities;

Serviceability and safety of materials and equipment.

The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the educational program.

1.3 Characteristics of the object-spatial environment

The comfort and safety of the environment is most often achieved through the similarity of the interior of the group room with the home environment. This removes the stress-forming impact on the child of a public educational institution, creates a sense of confidence and security.

As a result of being in a natural, cozy environment, the child develops the prerequisites for the emergence and consolidation of a positive emotional tone, which is the basis for successful intellectual and personal development.

The effect of a home environment is achieved by replacing state-owned furniture (desks, tables arranged according to standard school rules, with the number of chairs equal to the number of children; teacher's table) with more familiar tables, chairs, armchairs, sofas, pillows, rugs; elimination of boundaries between the zone of educational activity and zones for other types of activity.

Ensuring a richness of sensory experiences. Furnishings for group rooms must be selected in such a way that they reflect the variety of colors, shapes, materials, and the harmony of the surrounding world. For this, as a rule, a lot of space is given to natural and various waste materials. Along with this, various household items are often brought into groups of preschoolers, and natural things are used in the paraphernalia of role-playing games (for example, in the Journey game: a camera, suitcases, dark glasses, a helmet, binoculars, etc.). A variety of activities for children in such an environment is effective condition development of sensory abilities, which, in turn, are basic in the system of intellectual abilities of a preschool child.

Ensuring independent individual activity and structuring this activity through the saturation of space with specially selected materials. This approach puts the child in the position of an active figure, which has a beneficial effect on the acquisition of experience. social life, the formation of the subject position of a preschooler, develops his independence and initiative. In addition, the situation of employment and enthusiasm for interesting activities of each child reduces the potential for organizational and disciplinary problems.

Providing opportunities for research and learning. Based on this provision, the developing environment can be called "learning". A child learns a lot even before he comes to preschool. At this point, he already has considerable experience and understands the world based on this experience.

The process of education in a preschool should be based on this previous experience of the child and take into account the child's own point of view on the world around him.

Each child has its own pace and style of development, no less individual than his appearance. Some children learn best through observation. In teaching others, manipulation and action by trial and error are relatively more common.

All this only confirms the point of view about the importance of creating a special learning environment in which each child could individually test his abilities and go his own way in the process of learning about the world around him.

Modern researchers have determined that direct learning does not always lead to awareness of the content being studied and the possibility of using it. The child stops demonstrating understanding of this content as soon as the learning situation disappears. For example, a 5-year-old child quite easily copes with the task of laying out the strips in height from the lowest to the highest, names those strips that are lower than blue, but higher than red, demonstrating an understanding of the relativity of magnitude. But the same child cannot draw a bear on a small piece of paper so that this bear is the largest among all drawn bears (although the solution is based on the same understanding of the relativity of size).

Children's experimentation is one of the most important aspects of personality development. This activity is not given to the child by an adult in advance in the form of one or another scheme, but is built by the preschooler himself as he receives more and more information about the object. Therefore, it is appropriate to talk about self-development in the activity of experimentation.

For the deployment of this activity, materials are needed: measuring cups, molds, non-standard measures, teaching aids and instruments (scales, watches, calendars, etc.), water, clay, river sand.

Thus, the subject-developing environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials.

So, for example, in the third year of life, this is the development of movements and speech. Therefore, it is necessary to include in the equipment slides, large balls (for which the child will walk, roll them), bicycles, simple plot pictures, durable books.

At older preschool age, children prefer joint games, so the equipment must be placed so that it is convenient for children to organize joint activities. At the same age, the "director's" game begins to develop - it requires a small table theater and appropriate paraphernalia.

The child develops only in active activity. He is most often stimulated to such activities by an external stimulus: an object, a toy that is in the zone of attention, so the height of the furniture in the group room should be such that the child can get the toy from the highest shelf (about 75 cm).

Free space is of great importance in creating a truly developing environment. Children need a large area of ​​free space - for motor activities, role-playing games, for "untidy" games (manipulations with water, sand, clay), for quiet games and activities alone.

The main rule is that free space should occupy at least a third and more than half of the total space of a group room. In addition, children should be able to clearly see how to move around the group room so as not to interfere with the activities of other children. It is important for the teacher that the group room is clearly visible so that he can see all the children without having to move around the room. Such a space will help to create low screens or shelving with open shelves, which both delimit the space and leave it free for observation.

When planning the interior, it is advisable to adhere to non-rigid centering (zoning). So, the following approach to organizing the environment is possible:

Role-playing game center;

Literacy Center, which includes a book corner and all games and equipment for the development of speech and preparing the child for the development of reading and writing, there may also be theatrical games;

Science Center, which includes a corner of nature and a place for children to experiment and experiment with appropriate equipment and materials;

Center for building and constructive games;

Center for Mathematics (game library);

An art center that houses art education materials, art objects, materials and equipment for children's art activities.

In addition, it is desirable to have a sports complex in the group: it does not take up much space and at the same time is multifunctional.

Perhaps a different construction of the environment - "cabinet". In any case, when solving their goals and objectives, the educator can choose his own version of building the environment - he, together with the children, determines what, where and how to arrange.

It is advisable before the first arrival of a child in kindergarten or after a summer break to ask parents (in a conversation or through a questionnaire) about what their son or daughter is fond of, what he shows inclinations, abilities; What kind of toys do you like? It is also important to ask the child himself about this and introduce into the environment those games (toys, materials) that will bring joy and pleasure to the baby.

If the child's opinion is always taken into account in the created environment, the kindergarten group will become dearer, cozier, more comfortable for him - after all, this is a house that was created by him too.

Available equipment and materials need to be analyzed in terms of attractiveness to children and developmental potential.

So, for example, in many groups of kindergartens there is a game "Shop". Often, the attributes for this game are empty packages of products (milk, yogurt, cookies, etc.) in excess, bags with "cereals", weight scales, etc. But a modern child most often observes a different picture in the store: electronic scales, the saleswoman almost never weighs the goods - they are already packaged ... It is not surprising that the game in the "store" is often of little content and requires the constant active participation of the educator. Maybe it would be better to organize a "clothes shop" where children can "try on and buy" clothes? What is needed for this? Of course, the goods are clothes, hangers and a clothes rack, a mirror, price tags, a cash register ...

Games and manuals that are brought into the group must be multifunctional, combinatorial, and variable. The Lego "Farm" constructor is interesting for children as a toy, but at the same time they get to know pets, consider them; preschoolers develop constructive thinking, creative imagination.

Initial environment build period - two months , and then - its saturation and reorganization. Approximately once every two months, part of the materials must be replaced, the equipment must be rearranged.

If possible, it is better to purchase furniture on wheels so that the children themselves can move it around, designing the space. For this, a large modular material (industrial production or glued carton boxes different sizes), with the help of which the space is easily transformed. When building a developing environment, the educator must always remember, “... what an enormous, incomparable role the environment in which they live plays in the upbringing of children. There is no such side of education, understood as a whole, on which the situation would not be influenced, there is no ability that would not be directly dependent on the concrete world directly surrounding the child ... ".

In this case, one should be guided by a very reasonable pedagogical rule, expressed at one time by a prominent specialist in preschool education E.I. Tiheeva: "Do not bother children with the same impressions and images ...".

When placing tables, care must be taken to ensure that all children can clearly see and hear the teacher, so that they can freely get up and leave the table without disturbing others. The equipment of group rooms, in addition to tables, chairs, includes cabinets for toys, shelves for books, benches and other items. All of them must be stable, safe to use, convenient for independent use.

Didactic material, manuals and toys, selected in accordance with the age of each age group and subgroup, should be located on separate shelves and dispersed so that it is convenient for children to use them and, learning to order, put them in their place.

It is necessary to teach children from a young age to the careful and careful handling of toys, their self-cleaning.

When equipping other premises of the kindergarten (cloakroom, washroom, toilet, etc.), it is also necessary to combine compliance with hygiene requirements and the creation of maximum amenities for raising children. It is important that these rooms are in close proximity to the group room - then it will be convenient for the teacher to observe the children and ensure the sequence of routine processes.

The site is an obligatory element of the preschool educational institution. A properly planned and well-equipped area, where children spend from 3.5-4 hours in winter to 5-6 hours in the warm season, creates favorable conditions for their harmonious development. The stay of children on the site allows you to widely use powerful healing natural factors for hardening - water, sun, air.

On the site, children get a real opportunity to satisfy the need for movement, while improving their motor skills in games, in a variety of gymnastic exercises, and labor processes.

A well-landscaped and equipped area provides positive influence on emotional tone, which, in combination with active motor activity, maintains the state of good working capacity of children. The site is used for pedagogical and educational purposes for familiarization with the surrounding nature, the development of speech, thinking, for the development of labor skills, the implementation of certain forms of physical education.

On the site of the group there should be everything for the development of a variety of organized by the educator and independent motor activity of children:

A canopy under which children can practice, and in bad weather shelter from rain and wind;

Tables with benches of different heights, corresponding to the growth of children. At these tables, children can play and engage with board games and materials;

Sand box, next to which it is advisable to dig tables for kids, behind which children will play, sculpt pies;

Special place and equipment for role-playing games (simple buildings - houses, bus, ship, etc.);

Equipment for exercise(ladder-ladder, shields for throwing at a target, logs for balance exercises, etc.);

Level ground, free from play buildings.

Thus, due to the rational placement of equipment on the site, microspaces are allocated for a variety of games - calm (with sand, water, with didactic and plot toys), mobile ones.

To teach children the rules traffic a thematic area should be provided, a common sports area of ​​​​150 m 2 is specially equipped, which groups use alternately.

And as always, a place should be allocated on the site for a corner of nature and a children's garden. The originality of their equipment lies again in taking into account the capabilities of children of different ages and performing tasks generally accepted for age groups.

Thus, the most important task of the educator in creating a comfortable subject-developing environment in the group, on the site is the ability to organize life in such a way as to closely link all the elements of everyday life with the development, learning, play and involvement of children in work, and for this it is necessary to create a calm and friendly atmosphere in the group, DOW, i.e. social environment.

2. The study of a comfortable subject-developing environment in preschool educational institution No. 27 in Murmansk

2.1 Characteristics of the organization of a comfortable subject-developing environment in a preschool educational institution

The purpose of the study is to study the organization of a comfortable subject-developing environment in preschool educational institution No. 27 in Murmansk.

Object of study: a comfortable subject-developing environment in a preschool educational institution.

Subject of study: the degree of formation of the subject-developing environment in the preschool educational institution.

Research objectives:

1. To study the documentation regulating the choice of equipment, educational and methodological and gaming materials in the organization of a subject-developing environment in a preschool educational institution.

2. Explore the organization of play and development centers within group spaces.

Research hypothesis: we assumed that the formed subject-developing environment in a preschool educational institution provides comfortable conditions for raising children in a preschool educational organization.

Research base: MB preschool educational institution No. 27.

When creating a subject-developing environment in a preschool educational institution, the teaching staff set the following tasks:

1. The study and implementation in practice of new approaches to the organization of the subject-developing and subject-playing environment, ensuring the full development of preschoolers in the framework of the Program of education and training in kindergarten (under the editorship of M.A. Vasilyeva, V.V. Gerbova, T .S. Komarova).

2.Organization of a developing environment that promotes the emotional well-being of children, taking into account their needs, interests, and age characteristics.

3. Creation of conditions for providing various types of activities for preschoolers (game, motor, intellectual, independent, creative, artistic, theatrical).

4. Creation of comfortable conditions for the stay of pupils close to home.

5. Promoting cooperation between children and adults to create a comfortable subject-developing environment.

6.Involvement of preschoolers in active subject-transformative activity in the interior.

In preschool educational institution No. 27 in Murmansk, the regulation of the choice of equipment, educational and methodological and gaming materials was based on the following documents:

The concept of the content of continuous education (preschool and primary), approved. Federal Coordinating Council for General Education of the Ministry of Education of the Russian Federation of 17.06.2003;

Order of the Ministry of Education and Science of the Russian Federation of July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education”;

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education”;

Order of the Ministry of Education and Science of the Murmansk region dated 30.04. 2010 No. 905 “On approval of regional basic curricula for educational institutions of the Murmansk region implementing the main general educational program of preschool education”;

Target program "Development of education in the Murmansk region for 2011 - 2015";

Sanitary and epidemiological rules and regulations “Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations. SanPiN 2.4.1.2660-10, approved. Decree of the Chief State Sanitary Doctor of Russia dated July 22, 2010 No. 91;

Letter of the Ministry of Education of Russia dated March 15, 2004 No. 03-51-46in / 14-03 “On the provision of Approximate requirements for the content of the developing environment of preschool children brought up in a family”;

Letter of the Ministry of Education of Russia dated May 17, 1995 No. 61 / 19-12 “On the psychological and pedagogical requirements for games and toys in modern conditions” (together with the Procedure for conducting a psychological and pedagogical examination of children's games and toys, Methodological guidelines for the psychological and pedagogical examination of games and toys, Guidelines for employees of preschool educational institutions "On the psychological and pedagogical value of games and toys");

The concept of building a developing environment in a preschool institution (authors V.A. Petrovsky, L.M. Klarina, L.A. Smyvina, L.P. Strelkova, 1993);

Teachers have found successful solutions that allow optimal use of the limited space of the kindergarten. The zoning of the premises is thought out and decided in such a way that materials that stimulate the development of cognitive abilities are located in different functional zones. For this, various centers have been formed within the group space.

Furniture and play equipment in each group, selected taking into account sanitary and psychological and pedagogical requirements, are installed so that the child can find a convenient and comfortable place to study based on emotional state: sufficiently remote from children and adults, or, conversely, allowing you to feel close contact with them, or providing equal contact and freedom. For this purpose, various furniture is used, including multi-level furniture: all kinds of sofas, ottomans and soft modules that move easily. Properly selected and arranged furniture, rationally used space of a group room allow you to save space, create comfort and bring a “zest” to the interior of each room.

Each age group of the preschool educational institution has its own name ("Berry", "Forest", etc.). Beautifully decorated reception rooms, group rooms, bedrooms create comfort and coziness. When choosing the color of the walls, preference was given to light green, orange-ocher, light yellow, light blue tones.

Already at the entrance, on the first floor, parents can see creative work their children, extract easily perceived useful information.

Getting into the range of warm tones of the locker rooms, the baby is greeted by cheerful clowns, forest animals or a big sun - personifying the warmth, kindness and care of adults. Drowning in a variety of bright colors, the kid understands that this is not just a dressing room, but an impromptu piece of summer, or maybe a fragment of a cartoon he likes.

Furniture, equipment, aids used in all premises belonging to the group comply with hygiene requirements, rules for protecting the life and health of children. Stationary furniture (modules) is firmly attached to each other and to the wall. Sharp corners and edges are rounded, which ensures their hygienic condition and prevents injuries.

There are thin, light golden curtains on the windows, creating a feeling of sunlight. Incandescent lamps with frosted glass provide light close to natural. They create the most sparing effect for vision and the nervous system.

The subject-play environment of the groups is organized in such a way that every child has the opportunity to do what they love. The placement of equipment on the principle of non-rigid centering allows children to unite in small subgroups based on common interests. Open shelving systems, screens do not block the room, but play the role of a dividing space. Thanks to them, group rooms are divided into centers (zones). Each center has its own designation, symbols of different colors or corners, allowing children to easily navigate in a group.

The preschool educational institution has the following game and development centers within the group spaces.

1. The center of the role-playing game "We play." Contains the following types of games:

Household (family, shop);

Labor (builders, hospital, school, post office, sailors, space);

Public (travel, space explorers, holidays).

There are toys for the story game: dolls, figures of animals, people, various characters in a set with objects, models. What allows the child to carry out a game action, realizing this or that role, build his own game world, manage it, that is, act as a director. Directing games are based on a wider social experience - impressions received from fairy tales, cartoons, television films, and make an invaluable contribution to the development of the child.

Most of the equipment for role-playing games is stored in boxes with marked symbols. To organize the game, various furniture is used, including multi-level ones (ottomans, all kinds of sofas, chairs, screens).

2. Center for Science, combined with the Center for Nature and the Center for Handicrafts. This is where most of the plants are located. Several beautiful plants are used as interior decorations in different parts of the room.

Upholstered furniture (sofa, armchair) under the crowns of floor plants create comfort. Children can retire, relax, look through their favorite book. On a small shelf there is a corner with a calendar of observations of the weather, plants and animals. Books, models (days, weeks, months, years), clocks of various types help children imagine and remember different periods of time. Here you can find books about plants and animals, desktop - printed, didactic games of natural history content.

On the shelf, along with indoor plants, there is a corner of labor (sticks, brushes, rags, watering cans, a sprayer - for hoopoe behind plants). Here, in the center of nature, there is a mobile corner of manual labor. Manual creativity is a kind of activity, thanks to which skills and abilities, mental and aesthetic development are especially quickly improved. In children with well-developed mastery skills, speech develops faster, because fine motor skills of the hands are connected with the center of speech.

3. For the organization of children's experimentation, there is equipment for measuring liquids and bulk materials, a magnifying glass, a globe, a children's microscope, magnifying glasses, magnets, containers for experiments and experiments, children's encyclopedic literature.

It is research activity that enables children to develop their cognitive activity, to form a scientific worldview.

4. A construction and construction center equipped with various types of construction materials: building kits, the thematic constructor "Architect", a plastic constructor, an analogue of "Lego". There is an album with various samples of buildings, diagrams, photographs of children's buildings.

Designing according to drawings, diagrams, photographs contributes to the development figurative thinking and cognitive abilities.

5. The corner of the young patriot allows you to expand knowledge about your native land and country. Here are the symbols of the country (flag, coat of arms), a portrait of the President of the Russian Federation, symbols native land, album "Our small Motherland", map of Russia, globe.

6. The center of physical culture and health includes:

1. Height meter;

2. Benefit "Check your posture";

3. Games for boys and girls;

4. Sports equipment (standard and non-standard).

The use of a variety of physical culture and sports - game aids increases the interest of children in performing various movements, leads to an increase in the intensity of motor activity, which has a beneficial effect on the physical, mental development and health of the child. Older preschoolers are starting to become more interested in the future of schooling. It must be supported and developed.

The school preparatory group includes school paraphernalia (sacksacks, learning notebooks, pens, rulers, pencil cases, bells, albums with school photos.) work in microgroups to teach children to read and write and prepare their hands for writing.

7. In the book corner, along with fiction, cognitive literature, encyclopedias are presented. The book corner is next to the privacy corner. It is a well lit area with a table and chairs. On the bookshelf there is a thematic exhibition on the topics studied in this period.

8. The entertaining math center is located on a shelf in the closet. Materials are stored here that children can take out on comfortable tables, play on a rug, at a magnetic board, flannelgraph. Equipment: counting sticks, cubes with numbers and signs, puzzles with arithmetic examples, a guide to finding similarities and differences, puzzles, making a whole out of parts, tasks - jokes, collages, didactic games and much more.

9. Center "Playing in the theater." To organize the game in the theater there is: a large folding screen, a small screen for table theater, a stand, a hanger for costumes, costumes, masks, wigs, a mirror, attributes for staging 2-3 fairy tales, puppets and attributes for playing the same fairy tales in various types of theater (flat, puppet, finger, shadow, b-ba-bo).

Music enriches the spiritual world of the child, has an impact on the development of creative abilities, on the formation of personality. The group has a tape recorder for the purpose of:

The use of background music in the classroom, which allows to optimize the neuropsychic load of the child, to increase the productivity of his participation in the educational process;

For listening;

Carrying out musical relaxation;

As an active background in games;

As a passive form of music therapy (at bedtime).

10. The musical corner contains: children's musical instruments (strings, percussion, wind), musical and didactic games, audio recordings.

11. In each group there is a corner of creative activity. Kids can draw with chalk, paints, pencils, creating both individual and collective pictures. Art is one of the most favorite activities for children. In addition to the usual materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), there are schemes - ways to create images using a variety of techniques. These tools allow you to educate the child's independence, the ability to determine the sequence of the process.

The groups have a game library for independent games with game materials that contribute to the cognitive and mathematical development of children: didactic, educational and logical-mathematical games aimed at developing a logical comparison action. Logical operations of classification, orientation according to the scheme, model, on the implementation of control and verification actions.

For example, for the development of logic, games with Gyenes logical blocks, “Logic Train”, “The Fourth Extra”, “Find the Difference”, etc. are used. There are also games for the development of skills in computational and counting activities, mental processes, especially attention, memory, thinking.

For the development of fine motor skills (and this is very important for preparing muscles for writing), a variety of puzzles, mosaics, stencils, coloring books and other materials.

In educational work, attention is also paid to the development of children's ideas about the emotional states of people (joy, sympathy, fatigue, sadness, chagrin, love ...). For this purpose, an "Emotional Cube" was made, as well as a fleecy canvas on which children themselves construct the emotional manifestations of people.

The requirements for pupils should be at least a little, but higher than his current capabilities and abilities. Checkers and chess games really carry a great semantic load and there is no better incentive for personal growth. These games contribute to the development of logical thinking, voluntary attention, perseverance. A quiet corner in groups, with a small table and two comfortable chairs, is perfect for these games.

The organization of the developing subject-spatial environment takes into account the gender aspect of children's development. For boys there are: cars, different sets of designers, a mock-rug according to the rules of the road. They build houses, bridges, arches, garages not only on tables but also on the floor, they play and plan their activities together.

Girls often play "Family", "Barbershop", "Hospital", "Shop" for this, a large part of the group is allocated (kitchen block, ironing board, iron, bath for bathing dolls).

When organizing a subject-developing environment, the following are supported and developed: independence, self-control, self-knowledge, self-expression of children. The arbitrariness of behavior increases.

Thus, having studied the organization of play and development centers within group spaces, we note that the principles of safety, accessibility, brightness, attractiveness, freedom of choice, richness, and accessibility for children are observed.

However, it is worth noting a number of shortcomings in the organization of a comfortable subject-developing environment in a preschool educational institution.

Some spontaneity (sometimes one-pointedness) in the selection of gaming and teaching aids, materials, which is caused, in our opinion, by objective and subjective reasons (insufficient funding; lack of a number of high-quality and diverse materials; personal preferences and requests of teachers; formation of a bank of benefits one by one the most familiar or preferred direction (for example, artistic activity, local history, etc.) In some groups, there is a rigid zoning of space, a static environment, which provokes a decrease in the interest of preschoolers in its development.

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The specifics of the organization and design of the subject-developing environment for children of primary preschool age. Features of the game activity of children. Principles of organizing the upbringing of a child of early age, the formation of their joint objective activity.

Oksana Mordovina
Organization of the subject-spatial environment of the group for the development of cognitive research activities

experimental activity in a preschool educational institution should be built in accordance with the age capabilities of pupils and based on the interest of children, bring them satisfaction, promote development such personality traits as independence, purposefulness, responsibility, initiative, perseverance. Formation of interest in informative– research activities in children of primary preschool age, is an integral part of the implementation of the educational program of the preschool educational institution.

Children's experimentation is not set by adults, but is built by the child himself.

In the process of experimentation, the child receives new, sometimes unexpected information for him, which often leads to a restructuring of both the actions themselves and child's ideas about the object.

The role of an adult in this process is to create special objects or situations that stimulate cognitive activity of the child and conducive to children's experimentation

Also, L. S. Vygotsky repeatedly said that experimentation is the leading one at preschool age, and in the first three years it is practically the only way knowledge of the world, rooted in manipulation items.

E, E says the same. Kravtsova in her book "Wake up the wizard in your child", kids are explorers by nature, discovering the world around them with joy and surprise. Direct contact of the child with objects and materials allows know their properties, quality and opportunity. Children love to experiment, and the main advantage is that it is the study that gives real performance about the various aspects of the object under study, about its relationship with other objects, and with habitat.

Object-spatial environment is a system of material objects child's activities, which has signs of inexhaustibility, information content and satisfies the child's need for novelty, transformation, experimentation.

Wednesday should carry out educational, developing educating, stimulating, organized, communicative function. But most importantly, it must work for development autonomy and amateur child.

For young children, everything around them Wednesday is the source for knowledge and research. The main goal of the educator is introduce child with diversity subject environment, introduce him into this world, teach him in different ways, act with items. Allow children to express their curiosity. And what could be better than knowledge through research. During experiments, children receive the most solid knowledge that allows know the world. And the presence of an appropriate subject-spatial environment, will allow not only to support the child's inherent cognitive orientation, curiosity, but also develop his cognitive interests.

AT group early age is necessary provide for place for children's experimental activities.

For organizations cognitively– research activities in our group have

three centers

"Center knowledge» ;

"Center water - sand";

"Experimentation Center",

Center « Knowledge»

Center knowledge is aimed at the development of cognitive– research activities, sensory perception, development of fine motor skills, imagination, speech.

Includes benefit kits and materials: pyramids on a conical base of rings, a floor pyramid, mushrooms - bushings, cubes with subject pictures, plot-didactic panel with attached on the:buttons, buttons, Velcro; kegs with three, four, five liners; cups, bingo, board and printed games, frames with inserts with geometric shapes, rods for stringing colored balls, a set for clogging: mallet with bushings; lacing, thematic sets of pictures (animals, vegetables and fruits, clothes, shoes); a set of cut pictures and much more.

Conditions for the center « Knowledge» :

Free access.

Position close to the world (window).

The material is tiled.

Any subject, intended for a child, is available to him. In addition, for children of this age, it is important to place the same and similar toys side by side, in several copies. I arrange the toys in such a way that their very position would prompt the child to play. The main requirement presented to game material - his developing character encouraging children to be independent, experiment, explore, development imagination and creativity.

Of course, I welcome the independent experimentation of babies, since in the process of these actions the child discovers some properties items.

AT subject experimentation develop visual - effective thinking, memory, attention, imagination. (Children are constantly exploring items, are experimenting: carefully selected subject, which can be pushed through the window of the machine, they try to close the ball in the nesting doll, roll the machine along the chute and certainly lay the tumbler, overlaying it on all sides with designer details, etc.).

And yet, kids can’t do it for a long time on their own. Therefore, I am always there to help the child if necessary, to interest him, organize joint actions. I help my child to finish what they started. (string all the rings, collect all the halves of the nesting dolls). Since without the help of an adult, the child is not yet represents what might be the result. For him, this is a real discovery that delights.

The easiest way for young children is to distinguish the value items: big small. And this can be understood. There are a lot around the child items contrasting sizes. To develop children's ability to explore objects in shape, material I offer them a game"Wonderful bag", in which well-known items with clear forms.

Kids really like to connect two identical parts of the cylinder, put small bowls into large ones, play with the nesting doll, separating and connecting its halves.

AT group there are other games aimed at solving these tasks: didactic game "Mosaic", "Polyanka with mushrooms", "Choose an outfit", stringing beads of different sizes and colors on a cord, simple lacing, subject pictures for grouping objects by color.

In game exercises with didactic panels, in which there are Velcro, hooks, buttons, zippers, etc., interest in games increases, concentration and independence of children, is formed cognitive activity motivation.

In our group cognitive experimentation organized in almost all areas of activity.

It is very exciting for children of this age to explore the building material - bricks and other details of the designer. We use in our group in joint activities wooden constructor (it is stable, as well as plastic, Lego, soft-filled modules and crumbs (soft story dice). Next to the designers I have toys for playing (rubber, plastic bunnies, dogs, cats, etc.).

Already at the age of two years, children are interested in looking at pictures, books and albums: "Moms and Babies", "Vegetables and fruits", "Types of transport", "Clothing", "Tableware", "Furniture" and others.

By periodically observing group for plants, children form performance about indoor plants as living beings.

For development of auditory representation in the group there are musical instruments (noise makers) made by hand. Children enjoy exploring and playing with them.

The next center created in our group, this is the center "Water and Sand".

This center helps organize cognitive and research activities of children games with water and sand, we introduce children to the properties of various items and materials.

Conditions for the center

Free access.

Located near the light source.

Appropriate equipment height.

Water play set: Table-pallet, rubber and plastic toys(figures of fish, turtles, frogs, boats, colored stones, shells, various molds, wind-up toys, tools for pouring and catching (nets, fishing rods, scoops, a jug, a rubber pear, containers of different sizes and shapes, watering cans, a water mill, colored sponges, oilcloth aprons, a fleecy rug on the floor.

Sand play set: Table - sandbox, molds of different configurations, Items - tools(scoops, rakes, shovels, wooden pegs, hammers, containers of different sizes, natural material (shells, pebbles, cones, waste material(caps, stoppers, toys for instillation (balls, cubes), oilcloth aprons.

Experimenting with water, children really like these games: "Let's get some water", "Sinking - not sinking", "Pour and Pour", "Water Mill", "Show focus soap", "Catch a fish", "We bathe the doll".

Playing with sand brings great joy to kids. Children still do not know how to do "kulichiki", but with enthusiasm they dig sand, pour it into molds, jars.

Also I offer kids games like"Find a pebble in the sand (wheel, etc.) , "Dry-wet", "Sand Mill", drawing in the sand, playing with strainers, "Let's bake cookies",

Center "Experiments"

Supporting children's interest, it is important to enrich representation children about inanimate objects found in the immediate environment. This can include experiments and experiments with wind, air, water, clay, snow, ice.

Set for experimentation: Table with oilcloth, oilcloth aprons, materials for pouring and pouring (beans, peas, pasta, empty plastic bottles, jars, funnels, molds for making colored ice cubes, blowing tubes, a tray, a pulverizer, bubble, mirror, magnets, electric flashlight, paints, various natural, textile, junk, building materials.

Children are very fascinated with mixing colors, and getting intermediate colors, while experiencing delight, each time making a discovery for themselves.

It is a great joy for children to get acquainted with the properties of air, its movement, and such experiments help us in this. how: "Let's wave the fan", "Air is everywhere", "Balloons", "Soap bubble".

Games help us to identify the properties of water. experiments: "Magic water", "Invisible Ice", "Warm-cold", "Transparent Water"

Build the ability to recognize things made of paper, determine its qualities(color, smoothness, thickness) and properties (crumples, tears, cuts, soaks) the following experiments: "Wrinkle the Paper", "Paper gets wet", What do we draw on?, "Wet the paper".

Through these experiences, kids are given the opportunity to show their curiosity. And what could be better than knowledge through research, and in the course of experiments they receive the most solid knowledge. It is this knowledge that allows children know world and have your own creative thinking.

In conclusion, I would like to note that the kids of my groups active and interested in others items, many are persistent in achieving the result of their actions, and I try to maintain this interest in them and, of course, create subject-spatial developing environment. And the role of an adult during this period is not to rush to help the baby, especially to act for him. And to give an opportunity "experiment" try different variants actions with items. And from the peculiarities of stimulation and organization of the object-spatial environment depends on the success in the development of the child.

Introduction

Scientific and methodological approaches to the design of the subject-spatial developing environment of a preschool organization

The experience of the teaching staff of MDOU kindergarten No. 1 of the village of Rameshki in designing a subject-spatial environment

3 Generalization of the experience of the teaching staff of MDOU kindergarten No. 1 of the village of Rameshki in designing a subject-spatial environment

Conclusion

Bibliography

Applications

Introduction

The relevance of the study is due to the fact that in the course of changes taking place in the system of preschool education, with the adoption of the new law "On Education", in which preschool education is designated as a stage of education, as well as with the adoption of the Federal State Educational Standard, the entire preschool educational system has undergone major changes.

In the requirements of the Federal State Standard, the subject-spatial environment is designated as one of the key conditions for a successful educational process. And the creation of a subject-spatial developing environment that meets the requirements of the Federal State Educational Standard is a key task for preschool organizations. The object-spatial environment should stimulate children to be active in various activities, develop abilities. The developing object-spatial environment of a preschool institution is an important component in the development of a child. The activity of the child depends on how the subject-play organization of his life is arranged.

Visual characteristics of a preschool educational institution, that is, what the child sees around yourself, important emotional upbringing. Everything that surrounds a preschooler largely determines his mood, forms an attitude towards the environment. All items, decorations, equipment must be a single whole, harmoniously combined in color, style and materials from which they are made. This means that everything that surrounds the child should develop not only mental abilities, but also the senses and provide the baby with the necessary psychological comfort. But it can be very difficult to create such an environment in a preschool educational institution, often teachers do not have enough knowledge, skills on this topic, as well as material resources to purchase the necessary gaming and consumables. This determines the need to develop such a system for creating a subject-spatial developmental environment that would not require fundamental changes, but would be built on the basis of an existing developmental environment. Object of study: the subject-spatial developing environment of a preschool organization (DO).

Research objectives:

Conduct a theoretical analysis of the literature of domestic and foreign authors on the problem of designing a subject-spatial developing environment in DL.

Design a subject-spatial developing environment in accordance with the Federal State Educational Standard. 4. Develop recommendations for designing a subject-spatial developing environment for distance education.

Research methods: analysis of scientific literature, generalization, questioning, design.

Research base. The study was conducted on the basis of MDOU kindergarten No. 1 of the village of Rameshki. The study involved 132 children of preschool age, 125 parents, 14 educators, etc.

The thesis consists of an introduction, two chapters, a conclusion and a list of references.

1. Scientific and methodological approaches to the design of the subject-spatial developing environment of a preschool organization

1 Characteristics of the subject-spatial developing environment of a preschool organization

The environment as a multicomponent phenomenon is the subject of study by philosophers, educators, psychologists, ecologists and other specialists. Research on the subject environment has been going on for a long time. In the introduction to the Stockholm Declaration, adopted at the United Nations Conference in 1972, it is written: “... man is both a product and creator of his environment, which provides a physical basis for life and makes possible the intellectual, moral, social and spiritual development". Consequently, the "environment" is a product of human activity and lends itself to purposeful formation.

Regarding the sphere of preschool education, the term "developing environment" is most often used.

Environment - implies the unity of social and objective means of ensuring the diverse activities of the child.

Environment - a system of subject environments saturated with games, toys, manuals, equipment and materials for organizing independent creative activities of children.

Environment - a system of material objects of the child's activity, functionally modeling the content of his spiritual and physical development. In the studies of V.A. Yasvin, a developing educational environment is one that "is able to provide a set of opportunities for self-development of all subjects of the educational process."

"Object developing environment" is a system of material objects of a child's activity, the content of his spiritual and physical development, this is the unity of social and objective means.

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, etc. a well-ordered educational space in which developmental learning is carried out. L.N. wrote about the educational opportunities of the environment, for the younger generation. Tolstoy, N.I. Pirogov, K.D. Ushinsky, S.T. Shatsky, L.K. Schleger, P.P. Blonsky. In the context of the reformed education system, especially its preschool level, “the environmental approach, its development and concretization in a preschool educational institution is of particular importance, since the educational subject-developing environment is an essential basic condition for overcoming these contradictions.

It is known that the development of a child's personality, his cognitive independence is influenced by many factors - spontaneous and specially organized, natural and social. Along with other factors in the development of personality, scientists and practicing teachers identify the environment in which the child lives and through which he realizes himself as a person, showing his independence through interaction with him (L. P. Bueva, G. S. Kostyuk, L. (I. Novikova, V. A. Petrovsky).

In domestic and foreign pedagogy and psychology of the past and present, the “environment” is considered as one of the general factors, the influence of which determines the process and results of human development (P. P. Blonsky, J. Bruner, L. S. Vygotsky, A. R. Luria , S. L. Rubinshtein, S. Frenet and others).

Pedagogical characteristics educational environment in various institutions is represented in a wide range of studies (G. A. Kovalev, V. A. Kozyrev, T. S. Nazarova, N. A. Pugal, V. A. Yasvin, etc.).

Scientists single out the subject environment as a structural component of the educational environment. To designate the environment under consideration, which maximally stimulates the development of the personality, the term “developing environment” was introduced (N. A. Vetlugina, V. A. Petrovsky, O. A. Radionova, etc.). The latter affects all aspects of the child's personality - his emotions, feelings, will, and requires the work of thought and imagination from him, that is, it becomes for the child a developmental environment with which he enters into an effective connection.

Subject-developing environment - an integral part of the developing environment preschool childhood. The modern philosophical view of the subject-developing environment involves understanding it as a set of objects, which is a visually perceived form of the existence of culture. The subject captures the experience, knowledge, tastes, abilities and needs of many generations. Through the object, a person cognizes himself, his individuality. The child finds his second life in cultural objects, in the image of people's relationships with each other (A. S. Vygotsky, D. B. Elkonin, V. V. Davydov). The dynamics of its development, the formation of qualitatively new mental formations, depends on the relationship in which the child is with the environment, taking into account the changes taking place in him and in the environment. The educational potential of the environment is multifaceted: these are the conditions of the child's life (V. S. Bibler), the formation of attitudes towards basic values, the assimilation of social experience, the development of vital qualities (L. P. Bueva, N. V. Guseva); it is also a way of transforming external relations into the internal structure of the personality (A. V. Mudrik), satisfying the needs of the subject, in particular the need for activity.

The fundamental ideas for building a developing environment in a preschool educational institution are laid down in the "Concept for building a developing environment in a preschool educational institution," ed. V.A. Petrovsky (1993). In this work, the main provisions of the "Concept of Preschool Education" (1989) were further developed in relation to the organization of the living conditions of children in kindergarten, and the principles for constructing the subject environment were formulated:

distances, positions during interaction - orientation to the organization of space for communication between an adult and a child "eye to eye", establishing optimal contact with children;

-activity, independence, creativity - the possibility of manifestation and formation of these qualities in children and adults by participating in the creation of their objective environment; creating a play environment that provides the child with the opportunity to move.

-stability - dynamism, which provides for the creation of conditions for changing and creating the environment in accordance with tastes, moods, changing depending on the age characteristics and capabilities of children, the period of study, the educational program;

-complexing and flexible zoning, allowing children to engage in different activities at the same time, without interfering with each other;

-emotional environment, individual comfort and emotional well-being of each child and adult;

-aesthetic organization of the environment, a combination of familiar and extraordinary elements (in a group it should be not only cozy and comfortable, but also beautiful);

-openness - closeness, that is, the readiness of the environment for change, adjustment, development (realized in several aspects: openness to nature, culture, society and one's own "I");

-gender and age differences as an opportunity for girls and boys to show their inclinations in accordance with the standards of masculinity and femininity accepted in society.

The authors of the Concept define the subject-developing environment as an organized living space capable of ensuring the socio-cultural development of a preschooler, satisfying the needs of the child’s current and immediate creative development, and the development of his abilities. The most important requirement for the environment is to take into account the developmental features of all types of children's activities. The subject environment should be informative, satisfying the child's need for novelty, transformation, experimentation. The environment should be a means of implementing creative hypotheses. The involvement of the environment by the child, its active knowledge, study depends on the preparedness and competence of the adult. The child and the adult act together and they should be comfortable in this objective environment. The functional comfort of the objective environment also provides psychophysical well-being.

5].

The third category is the characteristics that appear under the influence of a particular program. In the Law on Education of the Russian Federation, the key activity of preschool children is the game. Accordingly, the subject-spatial developing environment should be filled with play equipment corresponding to the age needs of children, but it does not always work out to correctly fill the environment.

The abundance of toys and their novelty exacerbate the issues of psychological, pedagogical and social expertise of toys, as well as scientific and methodological support for gaming products. Despite the fact that the appearance of toys has a long history, the question of the influence of toys on the child's psyche becomes the subject of special study only at the end of the 19th and beginning of the 20th century.

It was at this time that works appeared in Russian and foreign science describing the influence of toys and objects that replace it (substitute objects) on the mental development of a child in different years of his life. When choosing toys, it is important to take into account not only their beauty and sanitary and hygienic properties, but also the possible psychological effect on the development of the child.

Toys should not cause aggression in children towards children in the group, other people, animals. The toy also should not cause early sexual interest in children.

When designing a subject-spatial developing environment, it is necessary to take into account all of the above, but in order to characterize the developing subject-spatial environment at the present stage, it is necessary to analyze the requirements of the federal state educational standard, which presents the basic requirements for the environment at the present stage.

2 Requirements for the design of the subject-spatial developing environment of a preschool organization at the present stage (in accordance with the Federal State Educational Standard for Education)

subject spatial preschool developing

According to the Federal State Educational Standard of preschool education, the content of the educational program should ensure the development of the personality, motivation and abilities of children in various activities and covers the following structural units representing certain areas of development and education of children:

Social and communicative development

cognitive development

Speech development

Artistic and aesthetic development

Physical development.

The types of activities of preschoolers within each educational area can be implemented on the basis of the potential of the developing subject-spatial environment of the preschool educational institution with the appropriate content.

The object-spatial environment of the Organization (preschool group, site) should provide:

implementation of various educational programs used in the educational process of the Organization;

in the case of organizing inclusive education - the conditions necessary for it;

taking into account the national-cultural, climatic conditions in which the educational process is carried out.

This environment is a collection of objects, toys, materials that are understandable and interesting to children, without which it is impossible to carry out specific types of children's activities.

The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:

playing, cognitive, research and creative activity of all categories of pupils, experimenting with materials available to children (including sand and water);

motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;

emotional well-being of children in interaction with the object-spatial environment;

opportunity for children to express themselves.

The content of the developing environment should be selected in such a way as to ensure the possibility of solving pedagogical problems in a particular educational field, including on an integrative basis. The standard also says that the subject-spatial development environment should be variable, rich, multifunctional.

The saturation of the environment should correspond to the age characteristics of the children and correspond to the characteristics of the program.

But when organizing space, it is important not to oversaturate it with bulky pieces of furniture, bright coloring of furniture, it is also necessary to take into account the importance of developing space in the implementation educational areas. The standard defines the specific content of each educational area. An optimally saturated multifunctional environment should be created in the kindergarten, providing opportunities for organizing various games with children, as well as for modeling a gaming environment in accordance with the gaming situation. Toys should be selected taking into account the age capabilities of children, gender, interests of children, have a high artistic level, reflect humanistic values ​​and ideals.

Polyfunctionality implies the possibility of a variety of use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, the presence in the Organization (in the group) of polyfunctional (not having a rigidly fixed way of use) items, including natural materials suitable for use in different types of children's activity (including as substitute objects in a children's game).

Also, the multifunctionality of the toy can be used in accordance with the child's intention, the plot of the game in different functions. Thus, the toy contributes to the development of creativity, imagination, the iconic symbolic function of thinking.

The variability of the environment implies the presence in the Organization (group) of various spaces (for playing, designing, solitude, etc.), as well as a variety of materials, games, toys and equipment that provide children with a free choice, periodic replacement of play material, the emergence of new items that stimulate play. , motor, cognitive and research activity of children.

The variability of the developing environment of a preschool educational organization is due to the specifics of its activities in general and the preschool level in particular, the characteristics of the contingent of children (dictated by their age, gender, individual typological characteristics, preferences, capabilities).

The implementation of the principle of variability can be expressed through continuity, the establishment of such a connection between spaces, when "the new, replacing the old, retains some of its elements." In the conditions of preschool education, this is expressed in the fact that the environment in different groups should, on the one hand, have its own content and spatial organization due to the specifics of each stage of preschool childhood, and on the other hand, be gradually supplemented with new elements, providing a zone of proximal development and a sequence of education. and learning.

The accessibility of the environment implies accessibility for pupils, including children with disabilities and children with disabilities, of all the premises of the Organization where the educational process is carried out, free access for pupils, including children with disabilities and children with disabilities visiting the Organization (group), to games, toys, materials, aids that provide all the main types of children's activities.

The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

Important provisions of the Federal State Educational Standard of preschool education are ensuring the emotional well-being of preschoolers, focusing on humanistic interaction, and taking into account the individual needs of children. One of the requirements for the educational environment is psychological safety. The psychological safety of the environment is ensured by the formation of a positive, benevolent environment in which the child feels confident, calm, and does not experience hostile influences.

The subject-spatial environment and the playing environment in each age group of the kindergarten, in accordance with the Federal State Educational Standard, must have distinctive features, namely:

· for children of the third year of life - this is a large enough space to meet the need for active movement;

· for children of the fourth year of life - this is a rich center for role-playing games with gun attributes;

· for children of the fifth year of life, it is necessary to take into account their need to play with peers and the peculiarity of seclusion;

· for children of the sixth and seventh years of life, it is important to offer children games that develop perception, memory, attention, etc.

It should be noted that, taking into account the maturation (development) of children, the subject-spatial and game environment is determined by the educator, taking into account the interests of children at a younger age, from the middle group it is organized by the educator together with the children, older children themselves create and change it from the point of view of their interests. The task for the teacher is how to arrange all this in the limited space of the group room, because there is no one-to-one correspondence between the type of cultural practice and the material. Many materials are multifunctional - they can be used for play, and for productive, and for research activities.

According to the nature of actions in space, it can be conditionally divided into three functional spaces:

. "Calm" functional space - a space for the quiet activities of children.

. "Active" functional space - a space for activities associated with heavy traffic, the construction of large play buildings, etc.

. "Working" functional space - a space for artistic, aesthetic and cognitive activities, etc.

Spaces, depending on the specific tasks of the moment, must have the ability to change in volume - "shrink and expand", have mobile, easily transformable boundaries.

Figuratively speaking, the space must be "pulsating" so that each zone, if necessary, can accommodate everyone. This is very important in terms of group dynamics - the tendency of preschoolers to get involved in the current interests of their peers and join their activities.

In accordance with age characteristics, it is possible to determine approximate lists of play corners:

"First Junior Group"

Calm space:

book center

"Active" space:

dressing corner

· sports Complex

· music Center

Workspace:

· manual labor and fine arts

center of nature

· experimentation center

sensory center

"Second Junior Group"

Calm space:

book center

"Active" space:

dressing corner

· sports Complex

· music Center

Workspace:

· creativity center

center of nature

· experimentation center

"Middle Group"

Calm space:

book center

"Active" space:

· theatrical center

· sports Complex

· music Center

duty area

Workspace:

· center of manual labor and fine arts

center of nature

· experimentation center

" Senior group"

Calm space:

book center

"Active" space:

· theatrical center

· sports Complex

duty area

· music Center

Workspace:

· center of manual labor and fine arts

center of nature

· experimentation center

"Preschool Group"

Calm space:

book corner

·library

"Active" space:

theatrical center

· sports Complex

duty area

· music Center

Workspace:

· center of manual labor and fine arts

center of nature

· experimentation center

Thus, it is important to note that the introduction of the GEF DO creates favorable conditions for a preschool child and activates the transition of preschool education to a new high level of organization of activities in general.

While GEF DO is not so much a “development standard” as an attempt to set development itself as a “norm of life” for children and adults in a preschool institution.

3 The influence of the subject-spatial developing environment on the development of preschool children

Creation of a subject-developing environment in modern preschool much attention today. Teachers strive to use innovative approaches and principles for constructing a subject-play space, because the kindergarten group for many children is their second home, where they spend most of the day. In kindergarten, kids play, draw, sculpt, eat, sleep, communicate with peers and adults. It has been proved that the indicators of the intellectual and personal development of the child, the level of his upbringing, readiness for school, emotional state largely depend on how comfortable the subject-developing environment is organized in the group.

When forming a subject-spatial developing environment in a preschool organization (group room), it is necessary to take into account all the nuances of the influence of the environment on the development of the child, from the color design of the premises to the selection of play equipment (toys). When designing a group room, it is necessary to remember the effect of color on the psychological and physical well-being of the child , therefore, it is necessary that the color design be determined in accordance with the laws of color perception, taking into account the purpose of the room, the conditions of its operation, the age of the children. In the decoration of the children's interior, it is not variegation that is needed, but a tonal variety of colors and textures with the predominance of one leading colors. It must be remembered that a change in color perception has either a stimulating or depressing effect. It is necessary that the color in the interior of the preschool educational institution perform a signaling role - assist children in finding the necessary room or zone in the room. The most significant impact of the subject-spatial developing environment has on the health of pupils, both physical and psychological. Therefore, it is necessary to create such an object-spatial environment that contributed to the preservation and strengthening of the health of pupils.

In a number of regulatory documents regulating the activities of preschool organizations, requirements for the preservation and development of the health of pupils are spelled out. Thus, the Federal Law “On Education” states that an educational organization is obliged to create conditions that guarantee the protection and strengthening of the health of students, pupils, and in the Model Regulation on Preschool Education in paragraph 5 it is said that the main tasks of preschool institutions are to protect life and strengthen the physical and mental children's health.

One of the key conditions for creating a subject-spatial developing environment is to create a sense of security in pupils, during their stay in a preschool organization, both physical and psychological security. This improves the quality of life of pupils, ensures the integrity of social and personal development. The category of security is integrative in nature. Its scope includes psychological safety as an important component category (I.A. Baeva). The psychological safety of the educational process is considered as a component of the successful organization of educational activities.

Social relations as a component of the educational environment are built on the following ways of interaction: cooperation, recognition of the rights of the child and his freedoms, discussion and empathy. In the conditions of such a system of social relations, the child experiences feelings of psychological security, acceptance of his individuality, faith in a just world. In interaction with social adults, psychological comfort and emotional well-being are achieved in an educational environment characterized by:

absence of unreasonable prohibitions;

well-thought-out, consistent system of requirements and rules of interaction;

lack of psychological pressure from an adult;

choice of activities.

Scientists single out the subject environment as a structural component of the educational environment. To designate the environment under consideration, which maximally stimulates the development of the personality, the term “developing environment” was introduced (N. A. Vetlugina, V. A. Petrovsky, O. A. Radionova, etc.). The latter affects all aspects of the child's personality - his emotions, feelings, will, and requires the work of thought and imagination from him, that is, it becomes for the child a developmental environment with which he enters into an effective connection.

The subject-developing environment is an integral part of the developing environment of preschool childhood. The modern philosophical view of the subject-developing environment involves understanding it as a set of objects, which is a visually perceived form of the existence of culture. The subject captures the experience, knowledge, tastes, abilities and needs of many generations. Through the object, a person cognizes himself, his individuality. The child finds his second life in cultural objects, in the image of people's relationships with each other (A. S. Vygotsky, D. B. Elkonin, V. V. Davydov). The dynamics of its development, the formation of qualitatively new mental formations, depends on the relationship in which the child is with the environment, taking into account the changes taking place in him and in the environment. The educational potential of the environment is multifaceted: these are the conditions of the child's life (V. S. Bibler), the formation of attitudes towards basic values, the assimilation of social experience, the development of vital qualities (L. P. Bueva, N. V. Guseva); it is also a way of transforming external relations into the internal structure of the personality (A. V. Mudrik), satisfying the needs of the subject, in particular the need for activity.

Thus, the environment is a field of social and cultural activity, a way of life, a sphere for the transfer and consolidation of social experience, culture and subculture, and the development of creativity. The environment is created only as a result of activity, and its development by the subject is carried out through aesthetic, cognitive, evaluative and other types of relationships and interactions.

The educational system of the kindergarten includes the development of a wide range of children's interests and forms of activity. These are elementary forms of domestic labor and self-service, and constructive activities with the inclusion of the simplest labor skills, and various forms of productive activity, and classes to familiarize the child with the phenomena of nature and society surrounding the child, and various forms aesthetic activity, and elementary forms of educational activity to master reading, writing, the beginnings of mathematics and, finally, role-playing game.

The developing object environment as a system of material objects of the child's activity, which functionally models the content of his spiritual and physical development, presupposes the unity of social and objective means of ensuring the child's various activities. This is an effective means of enriched development of specific children's activities in the preschool, which has enduring value, the period of a child's life.

The objective world, realized by the child, expands more and more for him. This world includes objects that make up the immediate environment of the child, objects with which the child himself can and does act, as well as other objects surrounding him. The subject-developing environment in each age group of the kindergarten should have distinctive features, namely: for the third year of life - this is a large enough space to meet the need for active movement; in the group of the fourth year of life, this is a rich center of role-playing games with gun and role-playing attributes; in relation to children of middle preschool age, it is necessary to take into account their need to play with peers and the peculiarity of seclusion; in the older group, it is extremely important to offer children games that develop perception, memory, attention, etc. As children grow older, the subject-developing environment is first determined by the educator himself, taking into account the interests of young children, from the middle group it is organized by the educator together with the children, older children themselves create and change it from the point of view of their children's interests.

It should be noted that researchers have different approaches to the issue of the content of the developing environment. Some argue that the elements of the developing environment are the world of nature and people, the subject-spatial environment (N. A. Vetlugina, L. M. Klarina); others - that the components of the environment are not only toys, educational materials, sports equipment, but also everything that forms the content of the child's activity (V. T. Kudryavtsev).

-its main objects should be included in different types of activity (cognitive, game, speech, communicative, motor, educational, etc.);

-should be organized in accordance with the basic principles of distance, position in interaction, activity, independence, individual comfort and emotional well-being, openness-closeness, stability-dynamics, integration and flexible zoning.

-takes into account the individual socio-psychological characteristics of the child, thereby providing an optimal balance of joint and independent activities of children and provides conditions for subgroup and individual activities of preschoolers (the space of the group room is divided into zones delimited with furniture, low partitions, etc., individually designed provided with a large amount of equipment and materials);

-takes into account the peculiarities of the emotional and personal development of the child and suggests "privacy zones" - special places in which the child keeps his personal property for his favorite type of activity, "recreation areas" (soft pillows, light transparent curtains, a tent-bus), information boards "My mood”, “I am the most, most, most”, “We are all unique and talented”, “Self-esteem”, “Good deeds”, didactic games, mirrors, etc.;

-takes into account the individual interests, inclinations, preferences and needs of the child and thereby ensures his right to freedom of choice;

-takes into account the age and gender characteristics of children and assumes the age and gender targeting of equipment and materials;

The subject-developing environment is necessary for children, first of all, because it performs an information function in relation to them, each object carries certain information about the world around it, becomes a means of transferring social experience.

So, gaming computers, electronic mechanical toys bring closer to modern science and technology, expand the technical horizons; reproductions, prints, studies, sculpture provide artistic perception, which subsequently becomes the basis of aesthetic judgments; subjects of theatrical and musical activities open the way to the world of stage, song, music; an intellectual development room (like a laboratory equipped with containers for testing water, sand, clay, flour), a variety of items for conducting experiments without instruments (balloons, combs, brushes, buttons, etc.), toys for fitting shapes, stringings provide knowledge of the world, its structure based on natural and created materials, i.e., provide the key to mastering reality, the laws of its organization. Finally, products of creative activity that satisfy human needs reveal to children the world of people, the social nature of the results of their labor.

Objects are a bright source of knowledge of an adult, his personal and business qualities. The stimulating function of the environment also matters. The environment develops the child only if it is of interest to him, moves him to action, research. A static, frozen environment cannot activate a child, make him want to act in it. Consequently, such an environment not only does not develop, but negatively affects the child.

The development environment must be mobile and dynamic. In its organization, the teacher must take into account the zone of proximal development, age and individual characteristics child, his needs, aspirations and abilities. So, sports equipment, inventory is attached to physical, health-improving activities, during which the child develops a position in relation to his health, body hygiene, motor skills and abilities; various instruments (already from the first junior group) - crayons, paints, brushes, sanguine, pastels, pencils, felt-tip pens, clay, a drawing wall of creativity, including a slate board, plexiglass, drawing paper, fabric - allow you to reflect your own artistic perception, vision of the world, its understanding in productive activities.

Unusual fairy-tale heroes living in a group encourage children in practical activities to realize an understanding of emotional categories, the emotional state of a person (joy, sadness, anger, sadness, fear, surprise, anger, kindness, etc.); crosswords, labyrinths, puzzles, substitute items, developing didactic and board-printed games introduce active cognitive activity. In order to properly organize a developing environment, it is necessary to have knowledge of the principles on the basis of which its organization is carried out. Science-intensive projects for organizing a developing environment were developed under the guidance of V. A. Petrovsky, S. L. Novoselova and others. In these projects, a psychological and pedagogical justification for the need to organize a developing environment is given, and its basic principles are considered.

The data of psychological and pedagogical research allow us to conclude that the organization of the subject-developing environment is an indispensable element in the implementation of the pedagogical process, which is of a developmental nature. Since, from the point of view of psychology, the environment is a condition, process and result of self-development of the individual; and from the point of view of pedagogy, the environment is a condition for the life of a child, the formation of an attitude to basic values, the assimilation of social experience, the development of vital personal qualities, a way of transforming external relations into the internal structure of a personality, meeting the needs of the subject.

The subject-developing environment should serve the interests and needs of the child, enrich the development of specific activities, provide the zone of proximal development of the child, encourage them to make a conscious choice, put forward and implement their own initiatives, make independent decisions, develop creative abilities, and also form the personal qualities of preschoolers and their life experience.

The developing subject environment of childhood is a system of conditions that ensures the full development of the child's activities and his personality.

After analyzing the first chapter, we can draw the following conclusions:

- “Object developing environment” is a system of material objects of a child’s activity, the content of his spiritual and physical development, this is the unity of social and objective means.

Object-spatial developing environment is the basis for the implementation of the educational program of a preschool organization;

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

The developing object-spatial environment is a part of the educational environment, represented in a specially organized space by materials, equipment and inventory, for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

The developing subject-spatial environment, in accordance with the Federal State Educational Standard, must have the following qualities:

Saturation of the environment - a variety of materials, equipment and inventory - in the building and on the site), should correspond to:

age capabilities of children;

The transformability of space provides the possibility of changing the object-spatial environment depending on:

from the educational situation;

from the changing interests of children.

The multifunctionality of materials implies the possibility of a variety of use of various components of the subject environment.

the presence of those that do not have a rigidly fixed method of use. (including the use of natural materials, substitute items.)

The variability of the environment implies:

the presence of various spaces for play, construction, solitude;

a variety of games, materials, toys, equipment providing a free choice of children;

periodic change of game materials, the emergence of new items to stimulate the game, motor, cognitive and research activity of children.

The availability of the environment implies:

accessibility for pupils of all premises where educational activities are carried out;

free access for children to games, toys, materials, aids that provide all the main types of children's activities.

The security of the environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

Studying the organization of the developing environment and its influence on the development of the mental, psychic and personal qualities of preschool children, it is necessary to accurately determine the functions of the developing environment.

The subject-developing environment of a preschool educational institution should contribute to the timely and high-quality development of not only all mental processes, but also the physical development of the child.

The development environment must be mobile and dynamic. In its organization, the teacher must take into account the zone of proximal development, the age and individual characteristics of the child, his needs, aspirations and abilities.

The developing subject environment of childhood is a system of conditions that ensures the full development of the child's activity and his personality.

2. The experience of the teaching staff of the MDOU kindergarten No. 1 of the village of Rameshki in designing a subject-spatial environment

1 Purpose, hypothesis and research objectives

Object of study: the subject-spatial developing environment of a preschool organization (DO).

Subject of study: designing a subject-spatial developing environment for preschool organizations in accordance with the requirements of the Federal State Educational Standard. The purpose of the study: to conduct a study of the design features of the subject-spatial developing environment in DL.

Research objectives:

To analyze the existing subject-spatial environment of MDOU kindergarten No. 1 in Rameshki.

Design a subject-spatial developing environment in accordance with the Federal State Educational Standard.

Research methods: questioning, design.

Research Hypothesis: Designing a developing object-spatial environment will contribute to the successful creation of a developing object-spatial environment that will have a beneficial effect on the development of preschoolers.

2 Analysis of the subject-spatial environment of MDOU kindergarten No. 1 p. Rameshki

The municipal preschool educational institution kindergarten No. 1 (hereinafter referred to as MDOU) was established as a legal entity in accordance with the Law of the Russian Federation "On Education", registered by the Administration of the Rameshkovsky District of the Tver Region on July 7, 1997 No. 149 and is a civil non-profit institution .

Full name: Municipal preschool educational institution kindergarten No. 1

Abbreviated name: MDOU kindergarten No. 1

Organizational and legal form: municipal state institution.

The founder of the MDOU is the municipality of the Tver region "Rameshkovsky district" represented by the Rameshkovsky district department of education of the administration of the Rameshkovsky district (Founder). Relations between the Founder and MDOU are regulated by an agreement concluded in accordance with the current legislation of the Russian Federation.

MDOU carries out its activities in accordance with the legislation of the Russian Federation, departmental regulations, regulatory legal acts of local governments, this Charter, an agreement between MDOU and the Founder and other local legal acts.

MDOU is a municipal state institution that provides municipal services, performs work and (or) performs municipal functions in order to ensure the implementation of the powers of local governments provided for by the legislation of the Russian Federation, the financial support of which is carried out at the expense of the relevant budget on the basis of the budget estimate.

The main subject of activity of MDOU is the implementation of the main general educational program of preschool education.

MDOU can implement additional educational programs with the appropriate licenses.

The activities of the MDOU are aimed at creating conditions for the realization of the right guaranteed to citizens of the Russian Federation to receive public and free preschool education.

Regulatory documents regulating the activities of a preschool organization for the design of a subject-spatial environment:

Convention on the Rights of the Child

Federal Law "On Education" dated December 29, 2012 No. 273.

State educational standard for preschool education;

Federal Law of March 30, 1999 No. 52-FZ "On the sanitary and epidemiological well-being of the population"

Methodical letter of the Ministry of Defense of the Russian Federation dated May 17, 1995 No. 61 / 19-12

"On the psychological and pedagogical requirements for games and toys in modern conditions";

Methodical letter of the Ministry of Defense of the Russian Federation dated May 26, 1999 No. 109 / 23-16 “On the introduction of psychological and pedagogical expertise and criteria for evaluating children's games and toys.”

Letter of the Ministry of Defense of the Russian Federation No. 03-51-46 in/14-03 dated March 15, 2004 with methodological recommendations “On the provision of exemplary requirements for the content of the developing environment of preschool children brought up in a family.”

Charter of the Municipal Preschool Educational Institution Kindergarten No. 1p. Rameshki

Main Educational Program MDOU Kindergarten No. 1

Annual calendar schedule of MDOU Kindergarten No. 1 in Rameshki for the 2014-2015 academic year.

The kindergarten is located in two buildings, designed for 7 groups, each building has two floors. 6 groups have separate rooms in which bedrooms are located, 8 rooms have been converted into sports and music hall, which is equipped necessary equipment. There is also a methodological room, which presents methodological literature, periodicals, a library of preschoolers, designed for different ages. In the second building there is a music room for the effective work of the music director, there are musical aids, instruments for playing, attributes for music games, scripts for various musical events. A museum of antiquity has been created in the kindergarten, where there is a Russian stove, household items in a Russian hut, the museum was created by the efforts of educators and initiative parents. By the day of the Great Patriotic War, the Victory Museum is being created, where children and parents can get acquainted with military subjects.

The kindergarten is located in the center of the village, next to it there is a house of culture, a park, a stadium, a library, a house for children and youth creativity, a square where a monument to the twice hero is erected Soviet Union pilot A.S. Smirnova. This creates a wide range of opportunities for organizing health-improving, corrective work, and cooperating with public organizations. Walking areas are located in the shade of trees, which saves from heat in summer, and from gusts of wind in cold weather, there are opportunities for physical activity for children, in summer children ride bicycles, scooters, in winter they ski, sled and skate. The equipment of the plots is painted every year, with the help of parents and educators, new ones are purchased every year in accordance with the needs of children.

Activity centers have been set up in group rooms. A variety of didactic aids, audio material, toys were selected. The furniture is selected in accordance with the height and age of the children. Receptions are decorated with information stands, exhibitions of children's works. The corridors are decorated with exhibitions of children's creativity, in the foyer there are exhibitions of handicrafts of children and parents, in the sports and music hall the design changes for each season, aesthetic design for various holidays and memorable dates. The territory of the kindergarten is landscaped, flower beds are laid out near each building, summer period garden figures were installed; in winter, crafts are molded from snow and ice. The developing object-spatial environment of the preschool educational institution is equipped taking into account the age characteristics of children, is interconnected in style and condition. Features of the subject-spatial environment of the preschool educational institution are determined by the interests of children, age and personality characteristics. Thus, the object-spatial environment contributes to the formation of a child's life position in educational activities, develops initiative and ensures self-realization through various activities. However, the subject-spatial environment does not always meet the requirements of the Federal State Educational Standard.

The kindergarten works according to the OOP, developed by the DO team on the basis of the Rainbow program, edited by Doronova T.N.

The program is implemented in the process of various types of children's activities: gaming, communication, labor, cognitive research, productive, musical and artistic, reading.

The organization is designed to attend 144 children, at the moment it is attended by 132 children. The teaching staff is represented by 17 teachers, 14 educators, an instructor in physical education, senior educator, music director. The level of education of the teaching staff is represented by the following data: secondary special pedagogical education - 14 people, higher pedagogical education - 3 people. The contingent of pupils is represented by various nationalities, these are Russians, Tajiks, Uzbeks, Lezgins, Ukrainians, Belarusians. The teaching staff builds work with maximum emotional comfort for all pupils, various events are held to unite the family with the preschool organization, aimed at establishing trusting partnerships. In continuation of the work of the kindergarten, the team is working to create a subject-spatial developing environment in groups and at sites. Activity centers have been developed, but often these centers are poorly filled, the equipment in them changes little (for example, a music center, theatrical center) and children use them little, do not show interest in them. Also, not all the necessary activity centers have been created, in some groups there are no necessary game materials, often the materials are outdated. Teachers strive to fill the group, with the help of parents, the necessary consumables and play materials are purchased, the design of groups and sites is also carried out only by the hands of educators and parents. Every year in the kindergarten, changes are made in the design of groups and sections, teachers try to follow the time, strive to understand the interests of modern children.

3 Experience of MDOU kindergarten No. 1 p. Rameshki in designing the subject-spatial environment

One of the tasks of the MDOU for the 2014-2015 academic year is the creation of a subject-spatial environment that meets the requirements of the Federal State Educational Standard. To implement this task, the teaching staff decided to transgress through design. The project is long-term (2 years), the purpose of the project activity is to create a subject-spatial environment in kindergarten close to the requirements of the Federal State Educational Standard. The first stage of the project work was to develop questionnaires for teachers in order to identify the level of knowledge of teachers on this topic.

14 teachers took part in the survey. (Figure 1.) 6 teachers fully defined the subject-spatial developing environment, 5 teachers managed partially, 3 teachers found it difficult to give a definition. The importance of the subject-spatial developing environment in the development of preschoolers was determined by all 14 teachers. 10 teachers were able to distribute the group into zones of activity of children, 3 found it difficult, 1 teacher could not cope.

10 teachers were able to characterize the principles of the formation of a subject-spatial developing environment, 4 managed partially. Knowledge of the regulatory framework for creating a subject-spatial environment is represented by the following results: 4 teachers know the main provisions of the regulatory documents governing the creation of a subject-spatial environment, but find it difficult to name these regulatory documents, 5 teachers are partially familiar with the requirements for a subject-spatial developing environment, 5 teachers are familiar with the requirements of San Ping, and it was difficult to name the rest of the regulatory documents.

The main problem of creating a subject-spatial developing environment, 9 teachers identified the lack of necessary gaming and consumables, 5 teachers called the problem the lack of a list of necessary gaming, cognitive, teaching materials in accordance with the Federal State Educational Standard (the register of basic general education programs has not been approved, there is nothing to rely on). When asked if you are interested in methodological literature on this issue, 14 teachers answered "Yes". When asked how you will learn about changes to the subject-spatial development environment, 11 teachers answered at seminars held at MDOU from periodicals, methodological literature located in the methodological office, three more added the Internet to this list. Thus, we can conclude that the knowledge of teachers in creating, designing a subject-spatial environment,

The knowledge of teachers is not complete, many teachers do not know the definition of the environment, the basic requirements of regulatory documents, psychological characteristics, pedagogical recommendations for the environment.

Fig. 1. Analysis of the questioning of teachers of MDOU kindergarten No. 1.

Parents were also surveyed (Figure 2) in order to identify their assessment of the developing subject-spatial environment of the MDOU. 125 parents took part in the survey. The survey revealed that parents believe that there is not enough play equipment in the kindergarten, group rooms and walking areas are not sufficiently equipped. In general, parents assess the design of the kindergarten as generally quite aesthetic, the conditions of groups and sites are acceptable.

Fig.2. Analysis of the survey of parents of MDOU kindergarten No. 1

Based on the survey, we can conclude that parents find the developing object-spatial environment not sufficiently equipped with play materials, toys, various equipment, but 100% of parents understand the need to help the kindergarten in creating a developing object-spatial environment.

Therefore, it is necessary to actively involve parents in the construction of an actual subject-spatial developing environment. Conduct parent meetings, seminars on the correct selection of game materials, needs, age characteristics of children at each age stage. This is especially significant, since the playing equipment and materials are purchased by parents, it is necessary to teach them the pedagogically appropriate selection of materials.

After analyzing the results of the survey, we came to the conclusion that the project should solve the following pedagogical tasks:

The project is divided into three stages: the first stage is preparatory, questioning of teachers, study of legal requirements, analysis of methodological literature. Based on what has been learned, develop a model of the subject-spatial environment in our groups. At the second stage, it is necessary to proceed to the implementation of a model of the subject-spatial environment close to the requirements of the Federal State Educational Standard. At the third stage, it is necessary to hold a review competition for the best group in order to increase the level of activity of teachers in creating a subject-spatial environment in competition.

The end product will be that teachers will study the legal and methodological literature on the creation of a subject-spatial environment.

Teachers will pass on the acquired knowledge to parents, parents will be involved in the creation of a developing object-spatial environment.

The subject-spatial environment of the kindergarten will be closer to the requirements of the Federal State Educational Standard.

The necessary resources for the implementation of the project can be divided into two groups: material: the use of the Internet, printed paper, the acquisition of methodological literature on this topic, extracting periodicals.

Intangible: the activity of teachers, the activity of proactive parents.

To date, the system of preschool education is undergoing a period of serious renewal: everything is changing, the wage system, forms of financing, regulatory documents in the field of preschool education.

Approaches to education, forms of organization of the educational process are changing, new programs are being developed. In conditions transition period many deficiencies can be noted in the field of legal support for the process of transition to the federal state standard of preschool education: there are not enough by-laws and guidelines, documents explaining the Federal State Educational Standard, exemplary programs of preschool education have not passed the examination. Despite these difficulties, preschool educational organizations can already begin work on creating conditions for the transition to the Federal State Educational Standard.

To achieve the best result, the teaching staff of the preschool educational institution needs to:

-be able to organize work on high-quality equipment of the subject-spatial environment of a group (organization) in accordance with current regulatory requirements;

-know the theoretical and methodological foundations;

-determine the subject content (programs, methods and equipment);

-fill the object-spatial environment with modern high-quality educational game tools and equipment, be able to use them;

-own methods of designing a developing object-spatial environment

When building a subject-spatial environment, we recommend that you be guided by the following regulatory documents that provide certain guidelines:

-within State program"Development of education for 2013-2020" it is proposed to implement measures to create a modern high-quality subject-developing environment in preschool educational organizations and early childhood development centers;

-The Federal State Educational Standard for Preschool Education (Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow) defines the subject-developing environment of a preschool organization and establishes a number of requirements for its formation. The created developing subject-spatial environment is called an important criterion for evaluating the activities of a preschool organization.

-SanPiN establishes sanitary and hygienic requirements for the organization of space, for equipment and its maintenance.

The most appropriate object-spatial environment for each preschool educational organization should also be designed taking into account specific conditions:

-the main general education program implemented in the kindergarten;

-material and architectural and spatial conditions (geographic location of the preschool educational institution, layout, set of premises, their area, design features);

-characteristics of the contingent of children (composition, preferences, anthropometric, physiological and psychological characteristics of development, subculture, etc.).

And then the object-spatial environment can acquire a special, unique design, while maintaining its developmental potential. In order to properly organize a subject-spatial developing environment, it is necessary to have knowledge of the principles on the basis of which its organization is carried out. Science-intensive projects for organizing a developing environment were developed under the guidance of V. A. Petrovsky, S. L. Novoselova and others. In these projects, a psychological and pedagogical justification for the need to organize a developing environment is given, and its basic principles are considered. So, from the point of view of psychology, the environment is a condition, process and result of self-development of the individual. And from the point of view of pedagogy, the environment is a condition for the life of the child, the formation of attitudes towards basic values, the assimilation of social experience, the development of vital personal qualities, the way to transform external relations into the internal structure of the personality, to satisfy the needs of the subject [ 17].

Thus, the environment for the development of the child should:

-serve the interests and needs of the child;

-enrich the development of specific activities;

-provide the zone of proximal development of the child;

-encourage you to make a conscious choice;

-become the basis for independent activity;

-be a condition for a peculiar form of self-education;

-develop curiosity and creative imagination, mental, artistic abilities, communication skills;

-and also, to form the personal qualities of preschoolers and their life experience.

Domestic scientists and practitioners offer ways and means of organizing the developing subject-spatial environment of a child's life, aimed at its comprehensive development, for inclusion in various types of children's activities. The subject-spatial developing environment should include the necessary and sufficient items and equipment that provide each of these activities. Materials should correspond to the age specifics of each type of activity and be selected taking into account the age of children in a particular group of preschool.

To this end, teachers should:

-have a clear idea of ​​the degree of equipment of the object-spatial environment of the group (organization), be able to identify shortcomings, deficiencies;

-be motivated and focused on equipping the environment with modern gaming facilities;

-know the quality requirements and be able to choose gaming tools with great developmental potential that meet the requirements of the Federal State Educational Standard (to know these requirements);

-own ways of using gaming tools to solve developmental problems in various educational areas.

We recommend starting the formation of a developing subject-spatial environment of a preschool educational organization with its planning. Taking into account the principles and guidelines for building a developing environment, GEF DO, an important step is the analysis of the existing developing subject-spatial environment.

It is advisable to analyze the state of the developing subject-spatial environment systematically in order to bring it into line with hygienic, pedagogical and aesthetic requirements, implying the unity of style, harmony of color, the use of works of art, indoor plants, children's work in the design, harmony, proportionality and proportionality of furniture and etc.

Director of the Institute of Psychological and Pedagogical Problems of Childhood of the Russian Academy of Education, Professor, Candidate of Pedagogical Sciences Tatyana Vladimirovna Volosovets identifies and classifies the characteristics of the components of the developing object-spatial environment that must be taken into account when planning [ 5].

The third category is the characteristics that appear under the influence of a particular program. It is the program that can determine how the developing object-spatial environment creates the conditions for formation and development.

So, an approximate algorithm for transforming the subject-developing environment in kindergarten can be represented as follows.

.Conduct an assessment and analysis of the subject-developing environment of the group room, identifying deficient areas.

.To study the interests, inclinations, preferences, characteristics of the children of the group.

.Make a list of necessary materials and equipment based on the principle of necessity and material possibilities.

.Draw up a plan - a diagram, determining the spatial arrangement of equipment in a group, based on the principle of non-rigid zoning. Provide ways to allocate play areas.

.Think over the sequence of introducing changes in the subject-spatial environment during the year, taking into account the educational program, the positive dynamics of the development of children, and the acquisition of new funds.

.Hold a review competition for the best group space in order to increase the level of enthusiasm of teachers in competition. Thus, each subsequent step is a continuation and development of the previous one and at the same time part of the whole, and ensures the achievement of the goal - the organization of a developing object-spatial environment.

After analyzing the developing object-spatial environment of MDOU kindergarten No. 1, Rameshki, the following conclusions were made:

The developing environment does not fully comply with the requirements of the Federal State Educational Standard;

the subject-spatial environment does not fully meet the needs of modern children;

there are not enough game materials, toys, inventory, which makes it difficult to implement the educational program;

In order to design a developing object-spatial environment in accordance with the requirements of the Federal State Educational Standard of Education in MDOU kindergarten No. 1, Rameshki, approximate recommendations were developed.

An approximate algorithm for transforming the subject-developing environment in kindergarten can be represented as follows:

Conduct an assessment and analysis of the subject-developing environment of the group room, identifying deficient areas.

To study the interests, inclinations, preferences, characteristics of the children of the group.

Make a list of necessary materials and equipment based on the principle of necessity and material possibilities.

Draw up a plan - a diagram, determining the spatial arrangement of equipment in a group, based on the principle of non-rigid zoning. Provide ways to allocate play areas.

Think over the sequence of introducing changes in the subject-spatial environment during the year, taking into account the educational program, the positive dynamics of the development of children, and the acquisition of new funds. - Conduct a review competition for the best group space in order to increase the level of enthusiasm of teachers in competition.

Project characteristics:

Pedagogical;

Long term (2 years).

Tasks of project activity:

To study the legal and methodological literature on the construction of a subject-spatial environment in accordance with the Federal State Educational Standard;

Bring the existing subject-spatial development environment closer to the requirements of the Federal State Educational Standard;

Involve parents in the creation of a subject-spatial environment in accordance with the requirements of the Federal State Educational Standard;

Thus, each subsequent step is a continuation and development of the previous one and at the same time part of the whole, and ensures the achievement of the goal - the organization of a developing object-spatial environment.

Conclusion

Thus, the design and creation of a developing subject-spatial environment close to the requirements of the Federal State Educational Standard is relevant due to the fact that it is more practical to start the transition to the standard of preschool education in preschool organizations with material and technical equipment. But fundamental changes often do not have enough material resources, so it is necessary to recycle the existing subject-spatial environment. In order to achieve the goal of the study, it is necessary to solve a number of problems.

To implement the first task, an analysis of the scientific and regulatory literature on the developing subject-spatial environment was carried out. In the course of the analysis, fundamental works were studied that define such concepts as "environment", "developing environment", "subject-developing environment". The concept of "developing environment" was considered within the framework of the psychology of pedagogy. Also, within the framework of solving the first task, the main principles that must be taken into account when creating a developing object-spatial environment were considered. In the course of the analysis of legal literature, the main requirements for the environment and conditions in preschool organizations were identified.

To achieve the goal of the study, an analysis of the requirements of the Federal State Educational Standard of DO for the subject-spatial environment was carried out. The study considers the basic concepts of the Federal State Educational Standard for the developing subject-spatial environment, such as:

variability;

polyfunctionality;

saturation;

availability,

transformability,

safety.

The main goals that should be followed by the developing subject-spatial environment in the context of the Federal State Educational Standards of Distance Education are considered.

Also, to solve the first problem, an analysis was made of the influence of the developing object-spatial environment on all aspects of the child's development. The main task of the developing object-spatial environment is the preservation and development of both the physical and psychological health of pupils, this aspect should be traced in all components of the environment.

The study presents materials on the influence of the color design of the premises on the well-being and, as a result, the development of the child.

The study also presents aspects of the environment conducive to the active comprehensive development of the child.

The main components of the environment conducive to the development of the child at all age stages, the basic needs of different age stages of pupils are presented. The environment should not be static, but should change with the children, provide an opportunity for various active children's activities.

To solve the second task, a comprehensive analysis of the developing subject-spatial environment of the MDOU kindergarten was carried out, the analysis included:

type of institution; the main objectives of the work of MDOU kindergarten No. 1; -architectural features of MDOU: location of MDOU; territorial features; functional use of premises, also for additional education; arrangement of group premises; walking areas; contingent of teachers; contingent of pupils; goals and objectives of the OOP DO.

Having carried out a comprehensive analysis of the developing subject-spatial environment, as well as the factors that form it, we proceed to the next research task, designing the MDOU environment in accordance with the requirements of the Federal State Educational Standard.

The first stage of the project activity was a survey of teachers and parents of pupils of preschool educational institutions. The first survey was to identify the level of knowledge of teachers on this topic, the second was to find out the opinion of parents about the existing developing subject-spatial environment of MDOU. Also in order to involve them as social partners in the formation of the environment. Having received the survey data, we outlined the tasks that should be solved in the course of the project activity, developed the stages for the implementation of the project activity.

To solve the fourth task and successfully implement the project, recommendations were developed that contain an algorithm of actions, in which each subsequent step is a continuation and development of the previous one and at the same time part of the whole, and ensures the achievement of the goal - the organization of a developing object-spatial environment.

Thus, a comprehensive study was conducted, during which the basic concepts, characteristics, principles of construction, the requirements of the Federal State Educational Standard for Education for the subject-spatial developing environment of preschool organizations were analyzed. The influence of the environment on the development of pupils is considered.

Also, for the design of the developing object-spatial environment of the MDEI children's sal No. 1 of the village of Rameshki, a comprehensive volumetric analysis was carried out, a project was developed to create and change the MDOU, and recommendations were developed for successful project activities.

Thus, the objectives of the study are solved, the purpose of the study is achieved.

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The main educational program of MDOU kindergarten No. 1

Petrovsky V. A. Construction of a developing environment in a preschool institution / V. A. Petrovsky, L. M. Klarina, L. A. Smyvina, L. T. Strelkova. -M.: New school, 1993

Letter of the Ministry of Defense of the Russian Federation No. 03-51-46 in/14-03 dated March 15, 2004 with methodological recommendations “On the provision of exemplary requirements for the content of the developing environment of preschool children brought up in a family.”

Polyakova M.N. Features of the organization of the developing environment in the age groups of the kindergarten / M. N. Polyakova//Preschool Pedagogy.-2001.-No. 1.

Decree of the Government of the Russian Federation of September 12, 2008 N 666 "On approval of the model regulation on a preschool institution"

Charter of the Municipal Preschool Educational Institution Kindergarten No. 1 p. Rameshki.

Federal State Educational Standard (Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155

Federal Law of March 30, 1999 No. 52-FZ "On the sanitary and epidemiological well-being of the population"

Federal Law "On Education" No. 273 of December 29, 2012

Yasvin V. A. Educational environment: from modeling to design / V. A. Yasvin.-M., 2001.

Applications

Attachment 1

Questionnaires for teachers of distance learning

Dear colleagues!

We ask you to answer the questions of the questionnaire in order to identify the level of your competence in organizing the Developing Object-Spatial Environment.

Define the term Developing Subject Environment

Determine the meaning of the subject-developing environment in the development of preschoolers

Into what zones, taking into account the activity of children, can the group be divided

Give a description of the basic principles of building an environment. The principle of activity, the principle of independence, creativity

The requirements of what regulatory documents must be observed when designing the Subject-developing environment?

What qualities should the environment have in accordance with GEF DO

Annex 2

Questionnaires for parents TO

Questions Completely agree Rather yes than no Rather no than yes Completely disagree Difficult to answer Is the kindergarten equipped with enough play materials, toys Is the garden equipped with multimedia and computer equipment Enough is the garden equipped with sports equipment I, as a parent, am satisfied with the conditions of the group room I, as a parent, am satisfied with the conditions of the walking area Is the group room adequately equipped play materials, toys Is the walking area sufficiently equipped with play materials, toys The design of the music and sports hall is aesthetically pleasing The design of the lobby, stairs is aesthetically

Map "Self-assessment of the subject-developing environment"

Indicator Achieved (5 points for each indicator item marked with an asterisk) Partially achieved (3 points for each indicator item marked with an asterisk) Not achieved (0 points for each indicator item marked with an asterisk) compliance thematic planning DOW. younger age: purposefulness of children's activity, goal-setting average age: interest in the sign system, going beyond the limits of reality senior preschool age: the arbitrariness of mental processes is formed Correspondence of the space of the group room with the ratio: sector of active activity (50%); quiet activity sector (20%); working sector (30%): Group space is delimited by sectors; Game and sports centers change periodically; Compliance of equipment and materials with sanitary and epidemiological norms and rules: Play equipment meets safety requirements; Play equipment (toys) meets psychological, pedagogical and aesthetic requirements ; Lack of places in the bedrooms for storing teaching materials. Compliance of equipment and materials with aesthetic requirements: Unity of style in the design of the group; The color scheme of the group meets the requirements of aesthetics and ensuring the psychological comfort of the child; Marking furniture in accordance with SanPin, strengthening interior items. Availability of furniture placement maps for GCD and food intake, taking into account the SanPin marking. Presence of children's activity products in the interior design of the preschool educational institution; Availability of materials and equipment for organizing and conducting a walk: Availability of items and equipment for physical activity on a walk, organizing story games, activities with sand (snow), labor activity according to the season. There are places for storing portable material; There are file cabinets for walks by season with a list of materials and equipment for organizing and conducting a walk. Availability of types of play equipment for educational and material support: There is a sufficient amount of play equipment in accordance with the contingent of children: Equipment for productive activities (materials for drawing, modeling, applications, design) Equipment for design (building material, details of designers of various types, paper of various textures and colors, as well as natural and waste materials.) Equipment for cognitive research activities: objects for real-time research, (sensory material, natural objects for studying their properties and qualities) figurative and symbolic material (special visual manuals representing the world of things and events for children); Materials and equipment for physical development, including physical activity: (equipment for walking, running and balance, jumping, rolling, throwing, catching, crawling, climbing, outdoor switchgear); Materials and equipment for cognitive and speech development; Materials and equipment for social and personal development; Materials and equipment for artistic and aesthetic development. Objects for cognitive and research activities are presented in sufficient quantities; -polyfunctionality -pedagogical expediency -transformability Regulatory-legal and methodological support: Availability of necessary documentation (legal base; current documentation; cabinet passport, etc.) Creation of an information space for parents: Content of information materials for parents, design aesthetics, availability of information about pupils, materials reflecting the inclusion of parents in the educational process Total points: Final result:

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E. I. Tikheeva. “There is no such side of education that the situation would not have an impact on, there is no ability that would be directly dependent on the concrete world that directly surrounds the child. Whoever manages to create such an environment will facilitate his work to the highest degree. Among it, the child will live - develop as a self-sufficient life, his spiritual growth will be improved from himself, from nature.

Organization of a developing subject-spatial environment in the light of the requirements of the Federal State Educational Standard: An educational environment is a set of conditions purposefully created in order to ensure the full education and development of children. Developing object-spatial environment - a part of the educational environment, represented by a specially organized space (premises, plot, etc., 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 the peculiarities and correcting the shortcomings of their development.The issue of organizing the developing subject-spatial environment of a preschool educational institution is particularly relevant today.This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the main general educational program of preschool education.In accordance with the FSES, the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of pupils.The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in independent activities and children, as well as during regime moments. Creating a developing subject-spatial environment of any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of the constructive interaction of participants in the educational process, design and ergonomics modern environment preschool institution and the psychological characteristics of the age group targeted by this environment.

When creating a subject-developing environment, it is necessary to remember: 1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the independence and initiative of the child. 2. Flexible and variable use of space is needed. The environment should serve to meet the needs and interests of the child. 3. The shape and design of the items is focused on the safety and age of children. 4. Decor elements should be easily replaceable. 5. In each group, it is necessary to provide a place for children's experimental activities.

6. When organizing the subject environment in a group room, it is necessary to take into account the patterns mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional and need sphere. 7. The color palette should be presented in warm, pastel colors. 8. When creating a developing space in a group room, it is necessary to take into account the leading role of play activities. 9. The subject-developing environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.

RPP environment in early preschool age: For children of this age, there is a large enough space in the group to meet the need for physical activity. A properly organized developmental environment allows each kid to find something to their liking, to believe in their strengths and abilities, to learn how to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental learning. When creating a developing space in a group room, it is necessary to take into account the leading role of play activity in development, which, in turn, will ensure the emotional well-being of each child, the development of his positive self-perception, competence in the field of relations with the world, people, himself, inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing.

RPP environment in the middle preschool age: The organization of life and the upbringing of children of the fifth year of life are aimed at further developing the ability to understand the people around them, show a friendly attitude towards them, strive for communication and interaction. The subject-developing environment of the group is organized taking into account the opportunities for children to play and engage in separate subgroups. Benefits and toys are arranged so as not to interfere with their free movement. It is necessary to provide a place for temporary solitude of a preschooler, where he can think, dream.

RPP environment in the senior preschool age: In the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. Go to senior group associated with a change in the psychological position of children: for the first time they begin to feel like seniors among other children in kindergarten. The teacher helps preschoolers understand this new situation. The subject-developing environment is organized so that every child has the opportunity to do what they love. The placement of equipment in sectors allows children to unite in subgroups of common interests (design, drawing, manual labor, theatrical and play activities, experimentation). Mandatory in the equipment are materials that activate cognitive activity, developing games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The main components in the design of an object-spatial developmental environment in a group: SPACE TIME OBJECT ENVIRONMENT This design of the environment shows its influence on the development of the child. Designing the environment using such components allows you to represent all the features of the child's life in the environment. The success of the influence of the developing environment on the child is due to its activity in this environment. The whole organization of the pedagogical process implies the freedom of movement of the child. In the environment, it is necessary to allocate the following zones for different types of activity: - working - active - calm

The developing subject-spatial environment should be: 1. Content-saturated 2. Multifunctional (many functions) 3. Transformable (the ability to change teaching staff depending on the situation, interests and opportunities) 4. Variable (periodic change of game material, the emergence of new items that stimulate game, motor, cognitive and research activity of children) 5. Accessible 6. Safe

The polyfunctionality of materials implies: The possibility of a diverse use of various components of the subject environment (children's furniture, mats, soft modules, screens, etc.) The presence of polyfunctional objects that do not have a rigidly fixed way of using them (including natural materials, substitute objects)

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

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