Methodological development on the topic: Guidelines for improving the subject-developing environment of kindergarten groups. Guidelines for the organization of the subject-game environment in the middle group, according to the Federal State Educational Standard up to

game center- this is the personal space of the child, where he has the opportunity to act freely. How to arrange it so that the child is comfortable, and he can fully develop? To answer them, first of all, we will determine the age range. Psychologists designate the age from one to three years as "rfannii", from three to six or seven years as "preschool".

The presence of a play corner is a counterbalance to the indestructible craving of many parents for overprotection, for the desire to keep the child depending on their will and mood.

The "stuffing" of the play corner is associated with activities that a child aged from two to six or seven years old can indulge in, alone or with a close adult, or with a peer friend.

In fact, you don't need much for a play corner. Requires optimally saturated subject environment, stimulating a variety of preschool activities and at the same time not satiating him, but pushing him onto the path of creativity and ingenuity. The main thing to remember is that the play corner is the personal space of the child, which he owns completely.

The playroom for a child is a place for the development of creativity and imagination. Creating a space that will inspire children to play provides amazing opportunities for whimsical décor choices.

Think about a comfortable seating area for your kids (you can scatter pillows). If there is a table in the children's room, then it should be placed in such a way that it is convenient to operate both sitting and standing, with a free approach to any side.

Toys and materials purchased for a child must be safe for their physical health and meet the requirements of the State Standard of Russia and the State Sanitary and Epidemiological Supervision of Russia.

It is unacceptable to purchase toys and materials from random people and in unauthorized outlets. It is necessary to take into account the age-appropriateness of toys and materials.

Newly purchased toys and materials should be washed with soap and water and rinsed with water before being used by children (toys that wash off paint should not be given to children; Stuffed Toys are very difficult to process, so they are not recommended for children under the age of 1 year).

The gaming environment should not give rise to negative emotions, the manifestation of fear, uncertainty, anxiety.

The equipment used in the play area must be stable and firmly fixed.

The play area should be free of clutter, excess toys and materials.

Toys and materials placed in open places (shelves, etc.) should create a pleasant environment for the eyes. color scheme without an excess of bright, "flashy" tones.

In the play area, it is desirable to have toys and materials for various activities: play, cognitive research, productive, motor.

For gaming activity needed:

Story games and toys:

toys-characters (dolls, figurines of people, animals, fairy-tale and fantastic characters); toys-objects (dishes, toy tools and materials); various transport toys (especially for boys);

games with rules:

balls, pin sets, ring throws, etc. - for physical competence; children's dominoes (with pictures), checkers, chess, backgammon, etc. - for mental competence; Board games such as "goose" and "lotto" - for good luck (chance).

For development, didactic (educational) or and toys are needed.

These include:

pyramids, various inserts, mosaics, collapsible toys, puzzles, etc.; board-printed games and materials that stimulate the child's ability to classify and generalize (cut pictures, puzzles, sets depicting fruits, vegetables, various items); materials for simple experimentation (metal, wood, safe glass and other objects that allow the child to get acquainted with the properties of the materials of objects, find out what sinks, what floats, etc.). For the safety of the child, this activity should only be carried out with adults.

TO productive species children's activities include drawing, modeling, and construction. For the development of these activities, it is necessary to have paints, paper, plasticine, scissors (with blunt ends), etc.

Mandatory presence of building kits, designers.

In the presence of "stationary" equipment (gymnastic walls, rings, ropes), it is necessary to have a gymnastic mat to prevent injuries to children.

When creating a developing environment in the family, it is necessary to provide a place for storage additional material(various safety cords, rubber tubes, sticks, plastic bottles, cones, pebbles, which can be widely used in games with children (for example, a cord can be used to "refuel" vehicles, cones and pebbles - to play in the "Shop", etc.).

The developing environment of the child must be constantly transformed. Toys that have ceased to be interesting for the child can be removed for a while and, if necessary, brought back into the play area. Toys and materials must be stored in a designated area. It is necessary to teach the child to clean them in their places after games and classes.

It is very important for adults to support children's games and, if possible, take part in them.

for children early age»

Educator:

Ashurkova Elena Ivanovna

ANNOTATION

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.

Early childhood is a special period in the development of a child. And the main role in the formation of the personality of a young child belongs to the adults around him. From how much they can surround the baby with attention and love, create the necessary conditions for its development depends future life preschooler.

In this period small man actively learns the world, masters gun methods of action in everyday life, play, in the classroom. The result of the accumulated experience is plot-display games, and the most important achievement of this age is the mastery of active speech.

One of the determining factors in the upbringing of kids is the subject-play environment. The subject-game environment should be understood as a natural, comfortable, cozy environment, rationally organized, saturated with a variety of sensory stimuli and game materials. In such an environment, it is possible to simultaneously include all children in the group in active cognitive and creative activity. The subject-play environment is a zone of direct activity of the baby, his immediate development and action. Properly organized, it helps an adult to provide harmonious development child, create an emotionally positive atmosphere in the group, arrange and conduct games and thus accustom children to independent games with gradually becoming more complex content.

EXPLANATORY NOTE

The question of organizing a developing subject - gaming environment DOW is especially relevant today. This is due to the introduction of a new Federal State Educational Standard (FSES) preschool education. During early childhood a small person actively learns the world around him. And our task is to make the environment for the child bright, interesting, memorable, emotional, active, mobile.

The activity of the child in conditions subject-play environment stimulated by freedom of choice of activity. The child acts on the basis of his interests and capabilities, the desire for self-affirmation. This approach already has a mechanism for developing responsibility for the result. The subject-game environment acts as a stimulator, driving force in the process of manifestation of the child's versatile abilities, organized in a special way, it is able to have a positive impact on the development of the child's ability to self-learning, asserting a sense of self-confidence, and this is what determines the features personal development children. Hence it follows that comprehensive development children is impossible without the creation of a modern spatial subject-game environment, tk. Each object carries certain information about the surrounding world.

At present, kindergartens today function and develop in conditions of unstable socio-economic and educational situation. The regulatory framework is changing. This cannot but affect the development of its subject-developing and gaming environment as part of educational process. The pedagogical community is aware of the need for changes in the educational process of preschool institutions. Therefore, the search for ways to increase its efficiency and improvement always turns out to be associated with the development of subject-environment models of the organization. pedagogical interaction with children in kindergarten.

The scientific and psychological foundations for the development of education and the foundations for organizing a developing and playing environment as an integral part of such education in relation to the preschool level are outlined in the works of outstanding Russian scientists of the twentieth century - L. S. Vygotsky, S. L. Rubinshtein, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin. Their followers L. A. Venger, F. A. Sokhin, N. N. Poddyakov, O. M. Dyachenko, G. G. Kravtsov have worked and continue to work in this direction.

Meanwhile, do not forget that the environment for the development of the child preschool age- this is the space of his life, therefore, the modern environment, first of all, must have the qualities of interactivity and establish relationships between its social and subject components.

This methodological recommendation has been developed on the basis of an analysis contemporary research, developments and pedagogical practice and is dedicated to the organization of the subject-game environment for pupils of the middle group of preschool institutions.

Target methodological development is to clarify proper organization V middle group preschool subject-game environment.

Explanatory note.

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.

At present, there is an acute problem of constructing educational environment in preschool institutions, first of all: society's requirements for the growing personality are changing, authoritarian pedagogy has been replaced by a personality-oriented model of raising children, and this requires organizational changes.

Introduction of a new Federal State Educational Standard (FSES) to the structure of the main general education program preschool education offers other requirements for the organization of the subject-developing and gaming environment in institutions.

As you know, the main form of work with preschoolers and the leading activity for them is the game. That is why educators have an interest in updating the subject-developing and gaming environment in the preschool educational institution.

Jean-Jacques Rousseau, an outstanding philosopher and teacher, was one of the first to suggest considering the subject-game environment as a condition for the optimal self-development of the individual. Celestin Frenet believed that thanks to her, the child himself can develop his individual abilities and capabilities. The role of an adult is correct modeling an environment conducive to the maximum development of the child's personality. Modern scientists and educators - Korotkova, Mikhailenko and others - believe that in this case, the saturation of the space surrounding the child should undergo changes in accordance with the development of the needs and interests of preschool children.

The standard clearly spells out the principles of the development environment, it should be:

Transformable;

Polyfunctional;

Variable;

accessible;

Safe.

GEF DO recommends that the educational space should be sufficiently well equipped with training and education tools, including gaming equipment. The environment should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

The space should be easily transformed based on the intention of the educator in organizing his work, according to the intention or desire of the child.

The subject development environment should open up many opportunities, provide all the components of the educational process, and in this sense should be multifunctional.

The variability of the environment implies the presence in various spaces, including for the game, as well as a variety of different materials, games, toys and equipment providing free choice children, the periodic change of play material, the emergence of new items that stimulate the activity of children, including play.

The accessibility of the environment should imply free access for children, including children with handicapped health, to games, toys, materials, aids that provide all the main types of children's activities.

All materials and equipment must be serviceable, safe and properly stored.

The organization of a developing and playing environment in a preschool educational institution, taking into account the Federal State Educational Standard, should make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

Organizing the subject environment in group room for children of the middle group, it must be remembered that the fifth year of life is a period of intensive growth and development of the child's body. There are noticeable qualitative changes in the development of basic movements of children. It is important to establish a reasonable motor mode, create conditions for organizing a variety of outdoor games, game tasks.

The organization of life and the upbringing of children of the fifth year of life are aimed at further development the ability to understand the people around them, to show them friendly attitude, seek to communicate and interact.

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.

In the middle group, the subject-play environment should be significantly changed compared to junior groups. Permanent plot-forming sets (thematic zones) give way to more flexible combinations of plot-forming toys. Children already partially organize the environment according to the plan.

In the fifth year of life, a high interest in the role-playing game is shown. Children of middle preschool age, when playing, like to somehow designate their playing territory. In this regard, conflicts often arise when children not participating in the game try to ignore the rules of the game, or invade the territory of the players. To avoid this, you can use lightweight folding screens, colored cords, play mats. Having thus designated the game boundaries, the players feel more confident, play group quickly unites, new ideas arise.

A child of the middle group, like junior preschooler, loves to repeat favorite game actions and plots many times, and if the plot of the game is reproduced with enthusiasm, then there is no need to encourage children to new game, make new toys, attributes. Let the children enjoy the familiar story of the game to the fullest. Decreased emotional background speech activity and the rapid winding down of the game is a signal of the need for significant changes in the gaming environment. In this case, attributes for new plots are added to the group. The plots of games at this age are simple and related to the child's experience: family, shop, kindergarten, holiday, and others.

A five year old child gives great importance toy, she pushes him to new game ideas. Therefore, in game sets for the middle group there should be dolls different sexes and professions, toys (kittens, foxes, dogs, bears and others) of different, not very large sizes; sets of furniture large and for games on the table, dishes, clothes, various types of transport. A supply of additional game material is needed in the group: boxes of different sizes and various shapes, twine, coils, shreds of fabric, sticks, tubes. All this will find its application in the game and will contribute to the development game ideas and creativity.

Do not forget about the place for dressing up, where you should add decorations, details to indicate the profession, costumes fairytale heroes, animal masks. In the group it is necessary to have a mirror where the child can see his transformation.

In order to instill in children the habit of putting toys away after games, it is advisable to purchase plastic containers, baskets, fabric modules for toys. Easy for a child to assemble game material in them than to put it in boxes or put it on a shelf.

Table number 1. Organization of a subject-play environment for children 4-5 years old in order to comprehensive education and development.

Development Centers	Materials and equipment
GAME CENTER	1. Toys and attributes for role-playing games (substitute items). Doctor: a hat with a red cross, a bathrobe, attributes (tube, syringe, thermometer, medicine bottle, ointment jars with a stick, pipette, cotton wool, bandage, mustard plasters - rectangular pieces of medical oilcloth, tablets drawn on pieces of cardboard) . Driver, motorcyclist: seat belt, helmet, gloves; copies of various instruments - wrench, hammer, screwdriver, pliers, pump; gas station - cubes, module; hose - rope; steering wheel. Cook: cap and apron, dishes, products. Pilot: cap, cap, attributes (steering wheel), control panel with functional buttons - doorbells; switches are real objects, children themselves make a remote control from them. Driver: railway cap, tools, remote control. Hairdresser: bathrobe, combs, curlers, scissors, basin, shampoos, perfumes, soap, towel. Sailor, captain: peakless cap, sailor's collar, captain's cap, binoculars; anchor on a cord; flag mast; tools; props - steering wheel, captain's bridge, Lifebuoy, Spyglass. A box of wonderful things: tape reels, various caps (large, small, wooden, rubber, plastic), reels, tubes, cubes, bars, cylinders, skittles, sticks, bells, switches, all kinds of corks, plywood plates ( different lengths, widths and shapes), ropes, pieces of foam rubber, colored shreds. 2. Equipment for directing games: multifunctional cubes; layouts (volumetric - houses, garages; planar - maps-schemes play space, screens); sets of figurative (volumetric and planar) toys small size: little men, soldiers, cartoon and book characters, play equipment (furniture, dishes); animals (fabulous, realistic; in senior group- fantasy creatures unformed game material: cubes, balls, pyramid rings, bottles; symbols of space (rivers, sun, benches, flowers, mushrooms; in the senior group - unidentified objects and objects; in the preparatory group for school - small flat images and several playing fields).
THEATER ACTIVITY CENTER	Theatrical activity 1. Hats, masks for dramatization games on the themes of favorite fairy tales. 2. Puppet theater. 3. Theater of homemade toys. 4. Theater of rubber toys. 5. Finger, glove, mitten theaters. 6. Club theater. 7. Puppet theater. 8. Flat theater. 9. Shadow theater. 10. “Corner of disguise”: costumes, jewelry - pendants, beads, belts, bracelets, cuffs, crowns, butterflies, frills, kerchiefs with lace, scarves, scarves, hats, ribbons on rims. 11. Attributes for theatrical and director's games (elements of costumes).
CENTER FOR ENTERTAINING MATHEMATICS (GAMES)	1. Games: "Logic cubes", "Corners", "Make a cube". 2. Series: "Fold the Pattern", "Magic Cube", "Fold the Picture". 3. Games for understanding symbolism, schematics and conventions (“What does it look like?”, “Finish”). 4. Models: numerical ladder, a series of values, spiral models for the knowledge of temporal relationships. 5. Games for the development of magnitude, numerical, spatio-temporal relations (“Make the same pattern”). 6. Games with algorithms, including 3-5 elements (“Growing a tree”). 7. Albums with samples of logical exercises.
CENTER FOR BUILDING AND CONSTRUCTION GAMES	1.Building kits and constructors with different ways fixing parts. 2. Samples of buildings and crafts. 3. Plastic jars, boxes different sizes. 4. Sticks. 5. Modeling kits
MUSICAL DEVELOPMENT CENTER	1. Musical toys (voiced - musically flat balalaika, piano, etc.); folk toys;
"SHOP"	Substitute items: cash register, scales, weight weights, money, bags with "products": granulated sugar, flour, pasta, cereals, peas, beans. Jars, bottles of small sizes made of plastic, cardboard, plates with sets of products, vegetables, fruits for dishes: soup, borscht, porridge, compote; sets of vegetables, fruits made of plastic, cardboard, plywood, voluminous of oilcloth stuffed with foam rubber inside; dummies - products (buns, pies): handbags, baskets from different materials (plastic, wicker, cloth, flat cardboard, oilcloth.
"SALON"	A dressing table with a mirror, combs, brushes (made of cardboard, plywood, linoleum), toy sets for hairdressers.
"BEDROOM"	Beds of different sizes (3-4), with bedding according to the size of the bed (mattress, sheet, blanket, duvet cover, pillow, pillowcase, bedspread - 3-4 sets), rocking cradle with bedding for it. Baby dolls in envelopes. Wardrobe with sets bed linen, diapers for baby dolls, clothes for dolls of boys, girls, sets of winter and summer clothes.
"KITCHEN"	Kitchen table, chairs, faucet, stove, shelf or cabinet for dishes, refrigerator, set of kitchen utensils, elements of home utensils: a real small saucepan, ladle, etc., a set of vegetables and fruits (made of papier-mâché),
"LAUNDRY"	Ironing board, irons, doll clothes, toy bedding
"HOSPITAL"	Doctor doll in professional clothes with a symbol (medicine - a red cross), a phonendoscope, a thermometer, a themed set.

Taking into account the above principles for building a developing and playing environment, the Federal State Educational Standard of preschool education, the following additions have been developed to these methodological recommendations:

Evaluation sheet of the state of the subject-play environment in the middle group (Appendix No. 1).

Questionnaire for educators on the topic "Plot guide - role playing children 4-5 years old” (Appendix No. 2).

- Questions to pedagogical council"Conditions for activation intellectual abilities and thinking in children 4-5 years old through the organization of the subject-play space of the preschool educational institution "(Appendix No. 3).

Criteria for evaluating toys that ensure the safety of the child, his protection from negative impact toys for health and emotional well-being (Appendix No. 4).

Criteria for evaluating toys that ensure the development of the child (Appendix No. 5).

Questionnaire for parents on the state and improvement of the conditions for the development of the child's playing abilities in a preschool educational institution (Appendix No. 6).

Conclusion

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

From generation to generation, children traditionally play family, hospital, school, ship, etc. However, without a properly selected subject-play environment in preschool group, participation of the educator and his sincere interest in this extremely important view children's activities, older preschoolers can largely remain at the same level of development as toddlers.

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

Used Books:

1. federal state educational standard preschool education.
2. Nishcheva N.V. Object-spatial developing environment in kindergarten. Principles of construction, tips, recommendations / Comp. N.V. Nischev. - St. Petersburg, "CHILDHOOD-PRESS", 2006.-128 p.
3. Ryzhova N.A. Developing environment of preschool institutions (From work experience). M., LINKA-PRESS, 2003.-192 p.
4. Artamonova O. Object-spatial environment: its role in personality development // preschool education. - 2005. - №4.
5. Petrovsky V.A., Klarina L.M., Smyvina L.A., Strelkova L.P. Building a developing environment in a preschool institution. - M., 2003.
6. Artamonova O./Object-spatial environment: its role in personality development. Preschool education. 2005-#4.
7. Designing a developing subject-spatial environment of a modern kindergarten.// Journal "Reference book of the head of a preschool institution", 2010.

APPENDIX No. 1

Evaluation sheet of the state of the subject-play environment in the middle group.

Educators _______________________________________________________________

	Indicators	Points for assessing the degree of manifestation of indicators
		self-esteem	expert.assessment	Notes
1.The subject-play environment ensures the psychological safety of the child
	Does not provoke aggressive actions, violence, cruelty.
	Does not generate negative emotions, manifestations of fear, uncertainty, anxiety.
	Does not cause premature interest in sexual problems.
	Doesn't provoke disdain negative attitude to the racial characteristics and physical disabilities of other people.
2.Subject - game environment is safe for physical health and meets the requirements of the State Standard and the State Sanitary and Epidemiological Supervision of Russia
	Equipment and toys are made of materials that are safe for health
	Are age specific
	kept clean
3. Subject - game environment ensures the versatile development of children and has the following qualities
	Polyfunctionality (possibility of flexible, variable use)
	Didactic value, correctional focus
	Aesthetic focus
	Compliance with the age and individual needs of the child
4.The system of conditions that ensure the full development different types games
	In the game room, mini-environments for different types of games are allocated and appropriate conditions are created:
	For directorial and role-playing games:
	Toys and crafts for director's games (pre-age)
	Sets of figurative toys and attributes for the implementation of ideas in role-playing games
	For theatrical games:
	Costumes, elements of costumes, theatrical and game attributes
	Different types of theaters
	Theatrical and play equipment
	Audiovisual
	Performance design, costume elements made by children according to their own design projects
	The location, amount of play equipment and materials is convenient for children and the organization of collective activities
Speech therapist………………………………../signature/……………… Art. educator………………………./signature/……………… APPENDIX No. 2 Questionnaire for educators

In the course of designing a subject-developing environment in a preschool educational institution, the following tasks should be solved:

The study and implementation in practice of new approaches to the organization of the subject-developing and subject-game environment, providing full development preschoolers in the framework of the main educational program of the preschool educational institution;

Organization of a developing environment conducive to emotional well-being children, taking into account their needs and interests;

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

Comfortable conditions for the stay of pupils close to home;

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

Introducing preschoolers to active subject-transformative activities in the interior.

The work begins with the study methodological literature, as well as regulatory documents regulating the choice of equipment, educational and methodological and game materials.

During the implementation of the project, teachers act as designers, decorators, puppeteers, tailors, artists, designers, psychologists, craftsmen.

The zoning of the premises is decided in such a way that materials that stimulate the development of cognitive abilities are located in different functional zones. To do this, different centers must be 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 for equally 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 group room allow you to save space, create comfort and bring a "zest" to the interior of each room.

You can create the following play and development centers within the group space:

· role-playing games "We play";

· sensorimotor development"World at hand";

solitude "My little house";

security;

· construction "Little builders";

· physical culture and health-improving "We are sportsmen";

· theatrical "Playing in the theater";

local history;

Creativity "Talented fingers";

musical;

Development of speech "Let's speak correctly";

· group library "Hello, book!";

· sand and water;

nature " Young ecologists";

· experimentation "Young researchers";

· educational games "Erudites".

For example, educational games collected in the Erudite center are aimed at developing imagination, speech, memory, logic, attention (for example, the games "Fold the pattern", "Logic train", Gyenesh blocks, Kuizener's sticks, etc.).

The groups are equipped with magnetic boards, modern carpet makers (carpet lined into cells) created by the hands of teachers.

Play is a reflection of the preschooler's experience. She is a deep difficult process transformation and assimilation of what the child has learned from his environment. In the game, children try to imitate adults. The toys presented in the center of role-playing games "We play" bring preschoolers as close as possible to the objects that surround them in everyday life (for example, a kitchen, a bed, a wardrobe, ironing board, table, chair, toys, dressing corner).

For implementation gender perspectives to the upbringing of children, when creating a subject-developing environment, the interests of boys and girls are taken into account, the necessary attributes for sex role-playing games are selected.

Attributes for older preschoolers are more detailed. Most of the equipment is stored in boxes that have an inscription and a picture to recognize the game. Children choose which game to play on their own.

Particular attention in the preschool educational institution is paid to the aesthetic design of the premises, since the environment plays big role in the formation personal qualities preschoolers. The child is in kindergarten all day and the environment should please him, contribute to awakening positive emotions and education good taste. In the interior of all age groups bet will be made on the "domestication" of the subject environment.

At registration of a preschool educational institution the opinion of the pupils is taken into account, the works made by them under the guidance of teachers in the course of joint activities. Inclusion of preschoolers in general process design of the environment contributes to the development of their aesthetic taste, more careful attitude to the environment that is created with their direct participation, while the children feel comfortable, are not afraid to break or drop something.

Thus, the advantage of the created environment is that it becomes possible to involve all children in active independent activity. Each child chooses an interest class in any center, which ensures a variety of subject content, accessibility and ease of placement of materials. Pupils are less in conflict with each other: they rarely quarrel over games, play space or materials, as they are passionate about interesting activities. The positive emotional mood of preschoolers testifies to their cheerfulness, openness, desire to attend kindergarten. The productivity of independent activity will increase significantly: during the day, children will create and perform many drawings, crafts, stories, experiments, game improvisations, etc.

After analyzing the results obtained during empirical research data, we concluded that role-playing games children are characterized by an average level of development, poor in content and topics. IN independent games there is a repeated repetition of plots, without introducing new plot lines by children. Therefore, it is necessary to take measures to increase the level of formation of gaming skills in older preschoolers.

At present, development creativity occupies a significant place in the upbringing and education of preschool children. The solution of this problem is of particular importance at an early age, since spiritual development human, including aesthetic, begins from early childhood. Young children have the ability to emotionally respond to the world around them, items, phenomena, works of art. The child discovers the world as a joyful, full of colors, movement, sounds, whole. In the preschool educational institution, in the course of various activities, children gain knowledge about art, get acquainted with its various types, which gives children the opportunity to aesthetically explore the world in all its diversity.

IN as part of the implementation of the artistic and aesthetic direction the whole complex of tasks is successfully solved creative development children of early age. In accordance with the FGT, this direction child development includes such educational areas as « Artistic creativity » And "Music" whose tasks are to develop productive activity children, children's creativity, the development of musical and theatrical activities of children.

In view of the foregoing, when solving problems of this directions early childhood development should create such conditions and a system of material objects in the preschool educational institution, under which the activity of the teacher would be most effective. Thus, it is necessary that subject-developing environment corresponded to the tasks artistic and aesthetic direction development of young children, their age characteristics, and also ensured the integration and interconnection of various educational areas.

Subject - developing environment is a system of material objects that ensures the versatile development and upbringing of the child. In this regard, it is necessary to take into account some requirements common to the organization subject-developing environment within various areas of development:

1. Wednesday should perform educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it should contribute to the development of the child's own activity.

2. Need flexible and variable use of space, mobility subject-developing environment.

3. Objects subject-developing environment should be focused on the safety and age of children.

4. When creation developing space in a group room, it is necessary to take into account the leading role of gaming activities.

Important, that subject environment has the character of an open, non-closed system capable of adjustment and development. In other words, Wednesday not only developing, but also developing. Under any circumstances object world surrounding the child, it is necessary to replenish and update, adapting to neoplasms certain age.

IN within the framework of the implementation of the artistic and aesthetic direction, the subject-developing environment also has its own characteristics.

In the course of teaching practice, I developed recommendations for creating a subject-developing environment as part of the implementation of the artistic and aesthetic direction, the consideration of which will provide the most effective solution tasks of creative development of young children.

For the most successful implementation of the artistic and aesthetic direction of development, it is necessary to provide a corner for artistic creativity and a corner for musical and theatrical activities, which are integrated with each other and complement each other in solving the problems of educational areas « Artistic creativity» And "Music". The filling of these corners may be different, in accordance with educational program preschool educational institution and calendar-thematic planning.

Based on the tasks of these educational areas, in the corners there should be represented various musical instruments accessible to young children, the necessary attributes for theatrical activities (tabletop toys, finger theater, bi-ba-bo dolls, etc., materials for artistic creativity. It is very important that all materials and attributes should be located in an accessible location for children to give them the opportunity to be active and act independently with them.

Importance when organizing environments within the implementation this direction has some rules and exactly:

Maintaining and developing a child's interest in fine arts.

Formation of skills of visual activity.

Development of children's creativity and their capabilities self-realization.

Developing the ability to use various materials For artistic creativity appropriate to the design, experiment with materials and means of image.

Introducing children to music theatrical art through introducing children to various types theater (table, puppet, bi-ba-bo, finger, as well as the ability of children to act independently with them.

Promoting the development of creative abilities of young children.

Thus, subject-developing environment within the framework of the implementation of the artistic and aesthetic direction development of children should be organized taking into account certain requirements, and recommendations, the implementation of which will most effectively solve the problems of educational areas « Artistic creativity» And "Music", as well as the development of creative abilities of young children.