Consultation for teachers of preschool educational institutions “Individualization of the developing subject-spatial environment of preschool educational institutions”

Article:

“There is no aspect of education, understood as a whole, on which the situation would not influence, there is no ability that would not be directly dependent on the concrete world immediately surrounding the child...
Anyone who manages to create such an environment will facilitate his work to the highest degree.

Among her, the child will live and develop his own self-sufficient life, his spiritual growth will be accomplished from himself, from nature...” E. I. Tikheyeva.

The issue of organizing a subject-developmental environment in preschool education today is particularly relevant. This is due to the introduction of the new Federal State Educational Standard (FSES) to the structure of the basic general education program of preschool education, including requirements for the organization and updating of the subject-development environment of a preschool institution. It is important to correctly approach the issue of creating a subject-developing environment. A developmental subject-spatial environment should be understood as a natural, comfortable environment, rationally organized in space and time, saturated with a variety of objects and gaming materials.

1. Requirements for a developing subject-spatial environment in accordance with the Federal State Educational Standard.

A developing subject-spatial environment ensures maximum realization of the educational potential of the group space.

A developing subject-spatial environment should provide the opportunity for communication in joint activities of children and adults, physical activity of children, as well as opportunities for solitude.

The developing subject-spatial environment should provide:

implementation of various educational programs;

• in the case of organizing inclusive education - the necessary conditions for it;
• taking into account the national, cultural and climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1. The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

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

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

1. The transformability of space implies the possibility

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

3. Multifunctionality of materials implies:

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

1. Environmental variability suggests:

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

1. Availability of the environment assumes:

• accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
• free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
• serviceability and safety of materials and equipment.

1. The safety of the subject-spatial environment presupposes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

2. Functions of the educational environment of a preschool educational institution

The basic patterns of upbringing and training of preschool children make it possible to formulate the functions of the educational environment of a preschool educational institution in accordance with the preschool educational institution program.

• The function of stimulating children's activity is based on the goal of offering the child a variety of material for his active participation in various types of activities.
• Information function.

The necessary level of information content of the environment at different stages of the development of the child’s personality is ensured by the variety of topics, the enrichment of the functional properties of its elements, the completeness and diversity of its elements.

• Function of maintaining psychological health.

The environment is the most important factor for a child, influencing his emotional state.

The content of materials and equipment, their placement, and the layout of the premises should evoke positive emotions and make it possible to find a convenient place for both collective (“free space”) and individual (“solitude corner”, etc.) activities.

• The educational function of the environment does not require special decoding. The environment itself is the very center where bonds of cooperation, positive relationships, organized behavior, and caring attitude are born.
• The developmental function of the environment is the leading one. Only then can an environment claim the high title of developmental when it contains material that is feasible for every child, when it provides steps for the very advancement that we are talking about, meaning development. The developmental function of the subject environment requires for its implementation a combination of traditional and new, unusual components, which ensures the continuity of the development of activity from its simple forms to more complex ones.

3. The subject-developmental environment of a preschool educational institution as a condition for the successful socialization of a preschool child.

3.1 The influence of the subject-development environment on the development of the child’s personality.

A properly organized subject-developmental environment in a preschool institution (in a group) provides each child with equal opportunities to acquire certain personality traits and opportunities for his comprehensive development. But not every environment can be developmental.

The space organized for children in an educational institution can be both a powerful stimulus for their development and an obstacle that prevents the manifestation of individual creative abilities.

Targets for completing preschool education are clearly outlined in the educational standard. A child must have initiative and independence in various types of children's activities, the ability to choose an occupation, partners, to generate and implement various plans, be confident in his abilities and open to the outside world. Therefore, the subject-spatial environment that stimulates the child’s communicative, playful, cognitive, physical and other types of activity should be organized depending on the age specifics of his development.

The objective world of childhood is not only a play environment, but also an environment for the development of all specific children’s activities (A.V. Zaporozhets), none of which can fully develop outside the objective organization. A modern kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most significant areas of life for his development. The developmental environment of an educational institution is the source of the development of the child’s subjective experience. Each of its components contributes to the child’s development of experience in mastering the means and methods of cognition and interaction with the outside world, the experience of the emergence of motives for new types of activities, and the experience of communicating with adults and peers.

The enriched development of a child’s personality is characterized by the manifestation of direct childish inquisitiveness, curiosity, and individual capabilities; the child’s ability to cognize what he saw, heard (the material and social world) and respond emotionally to various phenomena and events in life; the desire of the individual to creatively display the accumulated experience of perception and cognition in games, communication, drawings, and crafts.

A child’s activity in an enriched developmental environment is stimulated by freedom of choice of activity. The child plays based on his interests and capabilities, the desire for self-affirmation; engages not at the will of an adult, but of his own free will, under the influence of gaming materials that have attracted his attention.

Such an environment contributes to the establishment and affirmation of a sense of self-confidence, and it is this that determines the characteristics of personal development at the stage of preschool childhood.

Developmental education is aimed, first of all, at the development of the child’s personality and is carried out through solving problems based on the transformation of information, which allows the child to show maximum independence and activity; assumes the prospect of a child’s self-development based on cognitive and creative activity.

3.2.Developmental environment as a means of socialization of preschool children

A developmental environment is a system of conditions that ensures the full development of a child’s personality. It includes a number of basic sets necessary for the full physical, cognitive, social, and aesthetic development of younger preschoolers.

The subject environment is created taking into account the age capabilities of children, emerging sexual inclinations and interests and is designed in such a way that the child can find an exciting activity or activity during the day.

Man is a social being, his progress depends not only on biological, but also on social laws. Therefore, it is formed only in the presence of social living conditions.

In the process of interacting with other people, the child gains certain social experience, which becomes an integral part of his personality.

Socialization is the process by which a child learns the behaviors, skills, motives, values, beliefs, and norms of his or her culture.

Most often, the process of socialization is understood as a process of adaptation and accommodation.

Kindergarten is one of the main institutions of socialization, where the teacher organizes the conditions for the successful socialization of the child, covering the development of his behavioral, emotional-sensual, cognitive, existential, moral and interpersonal aspects of his life.

The subject-development environment should not create only external beauty. This is an open, changing, living system, enriched by novelty. The subject-development environment carries with it enormous opportunities to influence the child; it educates and develops him.

In preschool age, the main type of children's activity is play; it is in play that the child trains the social manifestations of his future adult life. He learns to interact with peers, feel them, measure and demonstrate his capabilities, determine his position in relation to the world around him and people. Activities in an enriched environment allow the child to show inquisitiveness, curiosity, explore the world around him without coercion, and strive for a creative reflection of what he has learned.

In a developing environment, the child realizes his right to freedom of choice of activities. He acts based on his interests and capabilities, strives for self-affirmation, engages not at the will of an adult, but at his own request.

This approach to organizing children's activities already contains a mechanism for self-development and self-realization of the growing personality.

For normal mental development, a child must always be in constant and continuous interaction with the social environment.

In role-playing games, children learn social roles, methods of interaction, rules of behavior in society, acquire various socially significant qualities, and also in the process of playing together with peers, the child develops the most important communicative qualities necessary for him in the field of communication and interpersonal interaction.

The subject-spatial world of a kindergarten includes a variety of objects and objects of social reality. Such an environment is necessary for children, first of all, because it performs an informative function in relation to them - each object carries certain information about the world around them and becomes a means of transmitting social experience. The subject-based play environment in a preschool institution meets certain requirements: first of all, this is the freedom of the child to achieve the theme, the plot of the game, certain toys, the place and time of the game.

Ensuring the psychological comfort of the child in an educational institution in order to maintain physical and mental health. In preschool childhood, this condition is an important component of quality education as a whole.

The construction of a subject-development environment by adults should make it possible to organize both joint and independent activities of children aimed at their self-development under the supervision and support of an adult. In this case, the environment performs educational, developmental, nurturing, stimulating, organizational, and communicative functions. But most importantly, it works to develop the child’s independence and initiative.

Enrichment and meaningful integration of the centers of activity of the subject-spatial environment, which has a versatile activation potential, promotes the active inclusion of the child in the educational process, is one of the significant psychophysiological mechanisms for transferring games into educational activities in order to form intellectual, personal, physical qualities, cognitive, social motivation of the child to development, self-realization.

Kindergarten teachers are obliged to create conditions for the emergence and development of play, for the development of communication between children in play, to promote the development of different types of play in children, to create conditions for the development of creative play activity of children, to develop in children, in accordance with their individual capabilities, the ability to self-expression, encourage improvisation through facial expressions, pantomime, expressive movements and intonations, teach children to distinguish between moods, experiences, emotional states of characters and people, conveying them through various gaming means, give children the right to choose gaming means.

— The developing subject-spatial environment is systemic, meets the goals of education and training and the requirements of project culture;

— initiates the child’s activity: its objects, means, goals and methods of achieving them are set by the subject environment;

- takes into account the specifics of the age stages of a child’s development, both leading activities (communication, objective activities, games, and others that arise early and develop towards older preschool age.

In other words, it solves the problem of creating a zone of proximal development through the organization of the subject environment; allows children to interact with each other and with adults;

- along with conservative components, it has frequently changing components that encourage children to learn through practical experimentation with these components, as well as to endow conservative components with new meanings. This gives rise to new ideas, methods, images, which enriches both the children’s activity itself (game, construction, and the development of children in it;

- provides the child with the opportunity to live in a different-scale space, commensurate with the actions of his hands (the “eye-hand” scale), his height and the objective world of adults;

— the developing function of the subject environment combines traditional and new components, which ensures the continuity of the development of activity from its simple forms to more complex and meaningful ones.

The principle of position distance in the interaction between an adult and a child. The group room is conventionally divided into three zones: quiet (study, book corner); medium intensity (theatrical, musical, construction zone); high traffic area (sports corner).

The principle of activity provides the opportunity for joint participation of an adult and a child in creating an environment that can change and be easily transformed. Integration and flexible zoning. The diversity of the subject-based developmental environment is structured according to the types of children's activities, provides children with a choice based on their interests and allows them to engage in interaction with peers or act independently.

Such an organization of space will create an opportunity to realize the right of children to freely choose the type of activity.

It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to new formations of a certain age.

CONCLUSION:

Activities in an enriched environment allow the child to show inquisitiveness, curiosity, explore the world around him without coercion, and strive for a creative representation of what he knows. In a developing environment, the child realizes his right to freedom of choice of activities. He acts based on his interests and capabilities. This approach to organizing children's activities already contains a mechanism for self-development and self-realization of the growing personality.

Thus, when creating a subject-developmental environment, as a condition for the successful socialization of a preschool child, it is necessary to take into account the psychological foundations of constructive interaction between participants in the educational process, the design and ergonomics of the modern preschool environment and the psychological characteristics of the age group at which this environment is aimed.

Literature

1. Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013)
2. From birth to school. Approximate general educational program for preschool education / ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – 2nd ed. M.: Mozaika-Sintez, 2014
3. Glushkova G. Subject-based developmental environment - a means of socialization of a preschooler / l “Preschool education No. 5.2013
4. Kavtaradze D.N. Learning and play. Introduction to active learning methods.— M.: Flinta, 1998. 3.
5. Tskvitaria T.A. Subject-spatial environment - publishing house "TC Sfera" - 2014

Consultation for teachers of preschool educational institutions “Individualization of the developing subject-spatial environment of preschool educational institutions”

Consultation for preschool teachers

“Individualization of the developing subject-spatial environment in preschool educational institutions”

Senior teacher

MADO "Kindergarten No. 26"

Noskova Anastasia Gennadievna

I would like to start with these words: “The child is the sun around which the entire pedagogical process revolves; his strength must be revealed, his interests satisfied, his abilities developed.”

All children, as you know, are different, and each preschooler has the right to his own path of development.

Therefore, in a preschool educational organization, conditions must be created for the education and training of the children’s team as a whole, and each student must be given the opportunity to show individuality and creativity.

It seems incredible that just recently the teacher was obliged to teach all children exactly the same way, according to the only permitted program.

Nobody really cared that there were different:

• Children (each has their own interests and hobbies)
• Teachers (one is good at math and awareness classes, while the other is better at visual arts)
• Developmental subject-spatial environment.

Modern preschool organizations have the opportunity to independently choose general education programs in which to educate children.

For several decades, the only training and education program in kindergarten and the entire preschool education system were focused on transferring knowledge, skills and abilities to children (the now well-known ZUNs).

ZUNs are a fairly clear guideline and certainly have a certain developmental effect. It would seem that it’s bad if a child can read, count, clean up after himself, water flowers, draw a person, etc., that the child has some knowledge, skills and abilities.

• It wasn't really important:

• Was the child interested?
• Has the child achieved real understanding?
• Does he perform tasks under pressure from an adult or does it consciously?

• I didn't particularly care that:

• A child who can read will never pick up a book of his own accord.
• Classes in which he was forced to draw something took away his taste for drawing, perhaps for the rest of his life.
• The child is already accustomed to following orders and is almost unable to take initiative and take responsibility.
• New programs for preschoolers have abandoned the ZUN as what should be achieved as a result of education.
• The goal of education in them is no longer the child’s knowledge or skills.

So what?

• The purpose of education is the development of the child according to the principle of individualization.
• It is personal interest and actual cognitive activity that are most important in the development of a child.
• And since we are talking about the goal of development, it becomes clear that it is different for each child, since different children have different initial levels of development and, in addition, different abilities and inclinations, i.e. develop somewhat differently and in different directions.
• Each child has its own characteristics of the nervous system and psychophysical development. The individual characteristics of a child influence his acquisition of skills and abilities and his attitude towards others.
• Observation of a child in everyday life, analysis of his behavior and activities, conversations with parents allow the teacher to plan tasks, methods, and content of the child’s individual development.
• Particularly close attention is needed for children who do not regularly attend kindergarten due to illness or other reasons, children who are “weak”, have low performance in class, are shy, slow, inhibited and pedagogically neglected.

One of the principles of preschool education implemented in the Standard is the construction of educational activities based on individual

characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education.
Let's call this fundamental provision of the Federal State Educational Standard for Preschool Education the principle of individualization
of preschool education.
What do you understand by the concept of individualization?
Contents of the term “ individualization”

” is ambiguous and, despite its frequent use, quite vague.
As a rule, when studying the process of individualization of personality development,

of individuality
comes to the fore .
Quite often this concept is used as a synonym for the concept of “ individual approach
”.

What is individualization of education?

Individualization of education
is the construction of the educational process based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education and becomes the subject of education.
What is the principle of individualization based on?

• Based on the premise that no two children learn and develop in exactly the same way - each child acquires and expresses their own knowledge, attitudes, skills, personality traits, etc.
• The child is no longer an “empty basket” that an adult “fills with “information.”
• What does individualization mean?
• Joint interaction between a child and an adult on the development of the child’s key competencies.
• What is individualization based on?
• On supporting children in the development of their potential, in stimulating the desire of children to independently set goals and achieve them in the process of learning.
• What should teachers' attention be directed to?
• The attention of teachers is aimed at ensuring the active participation of the child in the educational process.

The main task of ensuring the individual development trajectory of the child is the creation of the RPPS.

A developing subject-spatial environment should:

• Ensure respect for the individuality of each child.
• Develop:

• self confidence
• initiative
• Creative skills
• independence and responsibility
• ability to accept and implement change
• ability to think critically
• ability to make choices
• ability to pose and solve problems

• Promote manifestation:

• creativity
• fantasy
• ingenuity

• Promote the desire to care about people, society, country, environment.
• The group environment should be child-centered and promote individualized learning.
• It is advisable to divide the group room into activity centers, each of which contains a sufficient amount of materials for exploration and play.
• Equipment, materials and group layout support the development of each child:
• For example:
• “Art Center” (one child paints with oil paints, and the other only paints the finished drawing).
• "Board Game Center" (one puts together a 24-piece picture, while the other prefers a more complex puzzle.)
• The activities presented in the centers should be appropriate to the developmental levels of each child in the group.
• Children themselves carry out individualization when they choose a specific activity center or choose a type of activity.

When designing and creating an environment aimed at ensuring the child’s individual trajectory, the teacher constantly takes into account the characteristics of his development and determines his role in it in relation to each pupil. A child who is strong in intellectual development does not need to explain tasks, actions, or results of activities. In this case, the teacher chooses the role of consultant, then observer. For a child who needs repeated explanations, joint performance of an action, a demonstration, a story, the teacher acts as an active assistant, an accomplice as long as the child needs it. This way of interaction between a teacher and a child orients each of them towards success, the joy of achievement, and therefore towards moving forward, since it is success and the joy of achievement that create confidence in their abilities and force them to return to what they have achieved many times, i.e. to improve.

Let's consider some proposals for individualizing the subject-spatial environment, which can be implemented in groups. We have already based the design of each group on the name of the group; there may also be business cards with photographs of children and teachers.

You can add a “Hello, I’m here!” stand to the locker room. By posting his photo in the morning, the child begins to feel like a member of this group of children and adults.

Each group can have a stand or corner with photographs of children and their birthday. It can be supplemented with a horoscope, the name of the season, month, date (for the purpose of cognitive development). Children's birthday wishes, recorded in their words by the teacher, can be posted there. The birthday atmosphere can be created with a colorful birthday chair, personalized birthday tableware, or a wonderful gift bag.

The “Star of the Day” section is posted in the most visible place with a photograph of a preschooler. Each child in the group must take this place in turn. The value of such a component is that it is aimed at the formation of a positive “self-concept”, the development of self-awareness and self-esteem.

You can track the emotional state of each child during the day thanks to the “My Mood” section or screen. Chips or magnets and smiley faces are placed in specially organized corners for each preschooler. Children thus learn to determine not only their own mood, but also that of other children. Thus, in younger groups, a child can distinguish between two mood states: bad and good, and in older groups - much more.

Based on the fact that the group should belong to children, should help them to better understand and reveal their capabilities and the capabilities of their peers, it is advisable to create a “Panorama of Good Deeds”, which notes the achievements of children during the month and stimulates the preschooler’s desire to join the interests and activities of their peers. For educators and parents, this “Panorama of Good Deeds” is a method of monitoring the development of a child, his achievements (the child learned to tie shoelaces, zip a jacket, draw a house)

You can design a “Business chores” box, which will be filled with badges with the inscription of the role that the child plays today: “chief builder”, “garage director”, “ecologist”, “wardrobe”, “accountant”, “peacemaker” and other assignments This kind of activity allows children to take a direct part in the daily work of the group and provides the opportunity to feel their importance and uniqueness.

Materials in a group may also appear periodically, such as collections. Collecting is an activity accessible to children, taking into account their individual interests and satisfying the need for “collecting treasures.” This corner can be called “Treasure Island” or “Glade of Jewels”. In the process of collecting, the child learns to systematize and study the collected objects. A teacher, presenting to children someone’s collection and talking about it, arouses interest among peers in creating their own.

In addition to creating collections, children can take turns, together with their parents or educators, to design their own mini-museums on a topic of interest. This way of organizing the subject-spatial environment also contributes to the overall development of preschool children, reveals creative abilities, and emphasizes individuality.

The familiarity of the entire children's team and parents with the products of children's activities can be reflected in the permanent “Creativity Wall,” which should be at the children’s level.

And for creative works (paintings, embroidery, works done in non-traditional techniques) parents, relatives of the child, together with the child himself, can create personal exhibitions. The design of such exhibitions develops and instills in the child a sense of pride in his family.

In early childhood groups, pupils may have their own “amulet” or “sleep angel”. It is possible to design a wall “Our Successes”, on which the achievements of children in city, regional competitions and exhibitions or awards received in clubs or sections are displayed. A modern way of informing parents about the achievements and successes of a child - short messages about news and events that happened during the day in kindergarten can be called “SMS mail”. For individual lessons with a child, you can make a “Preschooler’s Sock” in which cards with a photo of the child and an individual task will be inserted.

Each group is individual and unique. The teacher fills it out, focusing on the individual characteristics of each child and the team as a whole.

My group was dominated by boys, so I tried to create an environment that took this into account. Accordingly, we had more cars, designers, a car repair shop was created - a garage with tools, a car shop. In every corner, I tried to take into account the gender characteristics of my students. In the art corner there are coloring books for boys and girls; in the hairdresser - men's shampoos, hair clippers, albums with men's hairstyles and, accordingly, the same for girls, and so on in every corner.

A subject-spatial environment individualized in this way stimulates communication, curiosity, and promotes the development of social skills in children, such as initiative, independence, and creativity. Children feel competent, responsible, and try to make the most of their opportunities.

The ideas proposed during the consultation should be embodied in the design of all group premises.

Consultation for teachers on organizing RPPS in kindergarten groups

SUBJECT-SPATIAL DEVELOPMENTAL ENVIRONMENT

IN ACCORDANCE WITH GEF

“There is no aspect of upbringing that is not influenced by the situation, there is no ability that is directly dependent on the concrete world immediately surrounding the child. Anyone who manages to create such an environment will make his work easier to the highest degree. Among her, the child will live and develop...” E.I. Tikheyeva

Organization of a developing subject-spatial environment in the light of the requirements of the Federal State Educational Standard

The fundamental goal of the Federal State Educational Standard for preschool education is to create a developmental environment that can provide creative activity to every child, allowing him to realize his own potential to the fullest.

The environment in an educational institution is the environment in which the child lives, studies, and relaxes. “This is human creativity, this is culture.” The environment is not only a condition for the creative self-development of a child’s personality, but also an indicator of a specialist’s professional creativity, since its design requires the teacher’s imagination and various ways of creating it.

Educational environment

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

Developmental subject-spatial environment

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

The issue of organizing the developing subject-spatial environment of preschool educational institutions is particularly relevant today. This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the basic general education program of preschool education.

In accordance with the Federal State Educational Standard, 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 students. The solution of program educational tasks is provided not only in the joint activities of adults and children, but also in the independent activities of children, as well as during routine moments.

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

At the center of the subject-spatial developmental environment is the child with his needs and interests, and the educational institution (teaching staff) offers high-quality educational services aimed at developing the identity, uniqueness and individuality of each individual. The goal of creating a developmental environment in a preschool educational institution is to provide access to universal human values, social, spiritual, and moral. Teachers should use

the following didactic principles for constructing a developing subject-spatial environment:

principle of free choice

is implemented as the child’s right to choose a theme, plot, game material, place and time of activity;
the principle of universality allows children and educators to build and change
the developmental environment, transforming it in accordance with the types of children's activities, their content and development prospects;
the principle of consistency is represented by the mutual feedback of individual elements of the environment among themselves ,
constituting an integral developmental field;

principle of humanity

which allows you to build relationships in the “teacher-pupil” system on mutual respect and caring attitude towards the individual;

cultural principle

, allowing every child to master

basics of culture: culture of behavior, communication, thinking, activity, etc.

When organizing an aesthetic development environment, four aspects that make up the environment should be taken into account: the objective, natural world, the architectural and spatial environment, and the social aspect.

The interior of the premises should convey certain information, promote the development of children and provide them with the necessary psychological comfort. In the design you can use ceiling tiles, self-adhesive film, foam rubber. The interior of the group should please, delight and surprise.

In his pedagogical theory and practice, L.N. paid great attention to creating an environment that promotes the cultural development of the child and activates his creative activity. Tolstoy. In a child’s mastery of the environment, he assigned a significant role to the adult, both as a bearer of culture and as a stimulator of children’s creativity. The subject-development environment is of great educational importance, so it is necessary to take practical measures to improve it. This work requires joint efforts of the family and kindergarten.

The subject-developmental environment must take into account the interests and needs of the child, his age and individual characteristics, do not contain diversity, overload with objects and illustrative material, and is organized so that the materials and equipment necessary for children to carry out any activity are in the child’s field of view, accessible, so that he can take them without turning to an adult for help.

(The teacher often “doesn’t have time”; she does not pay attention to children’s requests or does not allow them to take the required item so as not to put it away later. All this, of course, negatively affects the children’s desire to engage in their favorite activity, since, having received one - refusal from the teacher twice, the child no longer wants to ask him for something again).

It is also important to teach children to put all materials back in their place because... order in everything ensures comfort and beauty, pleases the eye, creates a good mood; materials may be needed for activities by other children or the same child.

RPP environment in early preschool age

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

RPP environment in middle preschool age

• The organization of life and upbringing of children in the fifth year of life are aimed at further developing the ability to understand the people around them, show a friendly attitude towards them, and strive for communication and interaction.
• The subject-developmental environment of the group is organized taking into account the opportunities for children to play and engage in individual subgroups. Aids and toys are located so as not to interfere with their free movement. It is necessary to provide a place for temporary solitude for a preschooler, where he can think and dream.
• In the material environment of a preschooler there should be toys that provide a developmental effect for this age, a variety of substitute objects: natural materials, boards, ropes, foam rubber, cardboard, paper and others. It is the substitute objects and modules that have the greatest developmental effect, allowing the child to actively manipulate them and change the plot without any special material costs.

RPP environment in senior preschool age

Cultural figure E.A. Flerina proposed actively including older preschoolers in the creation of an aesthetic environment. She emphasized that the inclusion of the child in the transformation of the environment is a factor in the formation of the child’s creative activity and contributes to the formation of the child’s conscious attitude towards the environment. The subject-spatial environment is of great importance for the formation of the child’s personality, his comprehensive development, and for creating aesthetic, emotional and psychological comfort in the institution. Constantly influencing the child through the senses, without words or edification, she forms an idea of ​​beauty, taste, and value orientations. It directly, constantly and directly affects children, affecting their emotions, mood, and functioning. Every environment influences a child, and this influence can be both positive and negative.

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

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

• SPACE;
• TIME;
• OBJECT ENVIRONMENT

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

• working;
• active;
• calm

The developing subject-spatial environment should be:

• Content-rich

The saturation of the environment implies:

Variety of materials, equipment, inventory in the group

must be age-appropriate and program content appropriate

• Multifunctional

Multifunctionality of materials implies:

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

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

• Transformable

The transformability of space ensures the possibility of changes in the RPP of the environment depending on:

From the educational situation

From the changing interests of children

From the possibilities of children

• Variable

Environmental variability suggests:

Availability of different spaces

Periodic change of game material

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

Appearance of new items

• Available

Availability of the environment assumes:

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

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

Serviceability and safety of materials and equipment

• Safe

Environment security:

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

Exemplary centers that should be created in a group by educational area in the light of the requirements of the Federal State Educational Standard

• PPD Center
• Fire Safety Center
• Labor Center, Duty Corner
• Activity center (center for role-playing games)

Cognitive development:

When forming and developing the educational environment in the field of cognitive development, one should pay attention to the organization of the child’s cognitive activity, as a result of which such qualities as curiosity, inquisitiveness, independence, and initiative are formed. This will help:

• , “Lyuboznayka”, which can contain encyclopedias, children's educational magazines, children's puzzles and crosswords.
• Local History Corner
• Sensory Development Center
• Center for Constructive Activity
• Center for Mathematical Development
• Experimentation Center
• Models, mini-museums
• The “Space Finds” corner, where people get acquainted with the planets and gain knowledge about modern space achievements. Together with adults, they prepare materials for presentations and projects.
• Safety corner, which contains demonstration material on fire safety, safety at home, in nature, and traffic rules. This developing subject-spatial environment allows you to construct story situations to prevent a child’s behavior in life, facilitates training and classes on solving practical problems.

Speech development:

• Speech Development Center or Speech Literacy Corner
• In the group room there is a toy library with a set of verbal and didactic games for the development of sound culture of speech, and a series of paintings for teaching coherent speech.
• Speech therapy corner

Artistic and aesthetic development includes:

• , or “Wall of Creativity,” is an environment decorated with children’s works, where children each see their own work among others and can compare and understand their merits. This awakens their creativity.

• Center for musical and theatrical activities, where equipment for children's theatrical games is located,
• Art center, which houses materials for introducing art, art objects, materials and equipment for children's visual arts, workshops for working with fabric, wood, paper and other materials, quizzes

Physical development:

• Physical development center (sports equipment)
• Center for Health Preservation (books, booklets on preserving life and health...)
• Sports corner “Be healthy!”

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

Literature.

1. Childhood-Press. – 2010. – P. 5-12. 2. Kireeva, L.G. Organization of a subject-development environment: from work experience / L.G. Kireeva // Teacher. – 2009. – P. 143. 2. Maretskaya, N.I. Subject-spatial environment in preschool educational institutions as an intellectual stimulus. Artistic and creative development of preschool children / N.I. Maretskaya // Childhood-Press. – 2010. – P. 13-40. 3. Nishcheva, N.V. Subject-spatial developmental environment in kindergarten. Principles of construction, advice, recommendations / N.V. Nishcheva // Childhood-Press. – 2010. – P. 128. 4. Novoselova, S. Developing object-based play environment for childhood: the world of “Quadro” / S. Novoselova // Preschool education. - 1998. - No. 4. - P. 79. 5. Petrovskaya, V.A. Construction of a developmental environment in preschool educational institutions / V.A. Petrovskaya // Moscow. – 2010. 6. Polyakova, M.N. Organization of a developmental environment in kindergarten age groups / M.N. Polyakova // Childhood-Press. – 2010. – P. 41-62 7. Petrovsky, V. A. Construction of a developmental environment in preschool educational institutions / V. A. Petrovsky [et al.] / Preschool education in Russia. - M., 1997. 8. Tolstikova, O. Creating a developmental environment with our own hands / O. Tolstikova // Preschool education. - 1997. - No. 5. 9. Pedagogy: pedagogical theories, systems, technologies / ed. S. A. Smirnova. - M., 1999. 10. Sedova, L. N. Formation of a creative personality in a developing environment / L. N. Sedova // Problems of education: theory and practice. - 1999. - No. 1. 11. Yasvin, V.A. Educational environment from modeling to design / V.A. Yasvin // Moscow. – 2000.