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Fgos preschool education object-spatial environment. The concept of a subject-developing environment

svetlana mulkidzhan
Developing subject-spatial environment according to GEF DO

« Developing subject-spatial environment according to GEF DO»

article music director GBDOU No. 5 of the Krasnogvardeisky district of St. Petersburg Mulkidzhan Svetlana Leonidovna.

St. Petersburg, 2015

The reality in which the human development, is called environment.

In the broadest, social context environment presents is any socio-cultural space within which the process of personality formation, understood as socialization, is carried out spontaneously or with varying degrees of organization. Development environment child - this is the space of his life, the conditions in which his life takes place in a preschool institution.

Vygotsky noted that “a child, like a person, begins his development in the process of forming relations with material reality. In a number of studies of that time, it is consistently and thoroughly proved that the object of influence of the teacher should not be the child, not his traits, qualities, and even not his behavior, but the conditions Wednesday his existence items, people, them interpersonal relationships, activity.

The very concept developing subject environment childhood" was introduced into the teacher's vocabulary after 1988. Research in this area began much earlier, shortly after the creation of the Research Institute in 1960 preschool education. By 1968, systems were created here developing toys and didactic aids aimed at the formation of the initial culture of thinking of children of early (S. L. Novoselova) and preschool (N. N. Poddyakov) ages. By the mid-1970s, a system had been developed developing toys for babies, which received 1st prize at the competition "Toy of the XXI century" and the multidisciplinary system "Furniture-Toy" and "Growing Furniture" for preschoolers. New principles for the formation subject environment: proposed new pedagogical classification of toys developed developing modular play environments, constructors have been created that meet the tasks of intellectual child development, system developing toys for babies.

Today new Information Technology that have entered into practice preschool education drew attention to the opportunities and needs of preschool age, made the public think about the need to create subject environment of childhood as a developing system merging with the needs of preschool play and didactics. Computer capabilities, as it were, crowned the pyramid developing subject environments and means of kindergarten aimed at harmonizing the personality of the child and supporting his creativity.

Under developing object-spatial environment(RPPS) should be understood as a natural comfortable environment, rationally organized in space and time, saturated with a variety of items and play materials. In such environment it is possible to simultaneously include all children in the group in active cognitive and creative activity.

Solving program educational problems envisaged not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments. In a child-centered group, a carefully thought-out and safely organized development environment which allows teachers to put into practice the goals and objectives of AOP and apply student-centered learning technologies. Room equipment preschool should be safe, health-saving, aesthetically pleasing and developing.

The group space should be organized into well-demarcated zones ( "centers", "corners", "platforms" equipped with a large number developing materials(books, toys, materials for creativity, development equipment, etc..). Everybody items should be available to children.

as centers development can be:

Corner for role-playing games;

Corner for theatrical games;

Book corner;

Zone for board and printed games;

Exhibition children's drawing, children's creativity, products folk craftsmen etc. ;

Nature Observation Corner;

Sports section;

Sand play area;

Corners for various types of independent activities of children - constructive, visual, musical, etc.;

Game center with large soft structures (blocks, houses, tunnels, etc.) for easy change play space;

play corner (with toys, building material).

What functions does development environment?

The developing function of the environment is the leading one. Understanding development as a result of education and training, as an advance from "zones of the actual" to "zone of the nearest" (according to L. S. Vygotsky) child development determines the need for environment of materials and objects with which the child can act

both with an adult and on their own. Activities in an enriched environment environments allows the child to show inquisitiveness, curiosity, to learn the world without coercion, strive for creative display known. In conditions developing environment the child is exercising his right to

freedom of choice of activities. He acts on the basis of his interests and capabilities, strives for self-assertion, engages in own will. This approach to the organization of children's activities already contains a mechanism self-development, self-realization of the growing personality.

Developing function of the subject environment requires for its implementation a combination of already known, traditional and new, unfamiliar components, which ensures continuity development activity from its simple forms to more complex ones. As indicators developmental orientation of the subject environment can be singled out the following:

Positive emotional mood of children, their cheerfulness, openness, desire to visit

Kindergarten;

Inclusion of all children in active independent activity, the ability to choose

hobby classes in activity centers, which is provided by a variety of

subject content, availability and ease of placement of materials;

High productivity of children's activities, resulting in a variety of products of children's activities performed during the day;

Absence of frequent conflicts between children.

No less important is the stimulating function environments. Wednesday develops child only if

is of interest to him, motivates him to action, research. The environment serves as a direct organizer of children's activities and influences educational process. This importance of the role is the need for a competent and creativity to its organization

educator.

Save function mental health. Environment Wednesday is the most important factor for the child, affecting his emotional state. The content of materials and equipment, their placement, layout of premises, their color characteristics should cause positive emotions provide security and comfort. To provide emotional well-being children environment in kindergarten should be inviting, almost homely, in which case the children quickly get used to it, freely express their emotions. All kindergarten premises intended for children must be equipped in such a way that the child feels comfortable and free.

Comfortable environment is environment in which the child is comfortable and confident, where he can occupy himself with an interesting, favorite thing. Comfort environments complemented by its artistic and aesthetic design, which has a positive effect on the child, evokes emotions, vivid and unique sensations. Staying in such an emotional environment helps to relieve tension, constriction, excessive anxiety, opens up the possibility for the child to choose the type of occupation, materials, space.

organizational function. Wednesday not only creates favorable conditions for the life of the child, it also serves direct organizer of children's activities and influences the educational process. For the formation of children's independence, the teacher must build an educational environment in this way so that the children could:

learn from own experience, experiment with various objects, including plants;

To be during the day both in the same age and in different age groups;

Change or design the playing space in accordance with emerging playing situations;

Be autonomous in their actions and making decisions available to them.

Such a role object-spatial environment determines the need for a competent and creative approach to its design by the educator.

For the organization of RPPS in accordance with the specific conditions of the DOW, some features can be taken into account.

Features of the organization of RPPS for the implementation of the special educational needs of children.

For children with cerebral palsy who have difficulty moving independently, a barrier-free Wednesday- the premises are equipped with special handrails. It also adapts as needed. workplace (chairs with handrails, footrest, special seat cushions). In the corners for drawing supposed special nozzles for pencils. Children draw with thick faceted pencils.

In groups, flat sections of the wall were allocated for posture correction.

The bedrooms are massage paths for walking barefoot.

Features of the organization of RPPS for development of independence.

Wednesday should be variable, consist of various sites (workshops, research sites, art studios, libraries, playrooms, laboratories, etc.), which children can choose as they wish. Object-spatial environment should change according to the interests and projects of the children at least once every few weeks.

Features of the organization of RPPS for self-expression by means of art.

educational Wednesday should provide necessary materials opportunity to engage in different types activities: painting, drawing, playing musical instruments, singing, constructing, acting, dancing, various types handicrafts, crafts on wood, clay, etc.

Organization

developing

subject-spatial

preschool environment in connection with

the introduction of the Federal State Educational Standard.

Senior Caretaker

MBDOU №97

Shumskikh Olga Anatolievna

Nizhny Novgorod

2015

The relevance of creating a developing subject-spatial environment.

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

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

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

GEF DO is a general document of DO, which discloses the requirements: (in FGT - there are 2 of them, in GEF - 3 T),to the structure and content of the program, to the conditions program implementation,and program outcomeson preschool education. Special attention according to the Federal State Educational Standard, it is given to the conditions of the object-spatial environment.

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

According to the concept of S.L. Novoselova "The developing environment is a system of material objects of the child's activity, functionally modernizing the content of the development of his spiritual and physical appearance."

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

Developing object-spatial environment- part of the educational environment, representing a specially organized space (group rooms, special rooms (sports, music hall) +adjoining territory, located at a small distance,adapted for the implementation of the Program, materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, taking into account the peculiarities.)

The value of developing subject-spatial

Wednesdays.

It must provide:

1. the possibility of communication and joint activities of children and adults

2 .Children's motor activity

3. opportunities for solitude (since there are a large number of children in the group all the time, the child wants to relax, retire, play on his own.)

The subject-spatial environment is designed on the basis of:

Implemented in kindergarten educational program;

requirements of regulatory documents;

Available conditions, preferences, level of development of children;

General principles of construction.

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

FGT GEF

1. Knowledge. 1. cognitive development.

2.Communication. (Communication, Cognition)

3.Socialization. 2. Social - communicative

4.Safety development. (socialization, labor

5. Labor. security)

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

7. Hood. creation4.Art. - aesthetic development

8. Music music, thin. development)

9. Health 5.Physical development

10.Phys. culture (health, physical culture)

Comparison of requirements for the Development environment:

FGT to subject- GEF to subject-

developing environment spatial environment

variability variability
multifunctionality multifunctionality
Transformability Transformability
informative saturation
pedagogical accessibility

Appropriateness safety

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

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

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

The organization of the educational space and the variety of materials, equipment and inventory 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.

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

3) The multifunctionality of materials involves:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.
the presence in the group of polyfunctional (not possessing a rigidly fixed method of use) items, including those suitable for use in different types children's activity, including as substitute items in a children's game.

4) The variability of the environment implies:

the presence in the group of various spaces (for playing, designing, solitude, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;
periodic turnover game material, the emergence of new items that stimulate the game, motor, cognitive and research activity children.

5) Accessibility of the environment implies:

accessibility for pupils, all the premises of the group where educational process;
free access for pupils to games, toys, materials, manuals, providing all the main types of children's activity.

6) Security of the subject-spatial environmentassumes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

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

The organization of the developing subject-spatial environment in the preschool educational institution, taking into account the Federal State Educational Standards, is built in such a way as to enable the most effective development of the individuality of each child, taking into account his inclinations, interests, level of activity.

Educators enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children. The object-spatial environment is organized so that each child has the opportunity to freely do what they love. The placement of equipment in development centers (sectors) allows children to unite in subgroups according to common interests Keywords: designing, drawing, manual labor, theatrical and play activities, experimentation. Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, objects for experimental and search work - magnets, magnifying glasses, scales, beakers, etc.; big choice natural materials for study, experimentation, collections.

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

In kindergarten, we pay special attention to equipping the subject-spatial environment. Availability of polyfunctional materials; such as a variety of space markers, folding screens with various decorations, containers, modular material, play mats, flaps of fabrics, allow preschoolers to designate the playing area, change the playing space as they wish. Various items, allowing the most diverse use of them, serve obligatory element any child's play. With their help, the child can replace the missing role attributes, implement any idea, find a non-standard solution.

An important stage in the development of the intellectual abilities of children isdevelopment of sign-symbolic functions. To this end, in all groups are presented reference circuits, plans, activity models, action algorithms, they allow you to systematize the ideas of children, orient in space, develop thinking, memory and speech.

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

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

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

1. the principle of position distance in interaction; One of the conditions of the environment, which enables the teacher to approach the position of the child, and the child to "rise" to the position of the educator, is furniture of different ages. AT modern preschool there was such furniture that is easily transformed and makes it possible to put tables in different ways. Psychologists say that children sitting at round table feel comfortable and protected, so they are active in learning activities.

2. the principle of activity of independence, creativity;

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

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

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

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

The environment is organized in such a way as to contribute to the formation and development of the "I - image". The presence of a mirror in the group will allow the child to examine himself and see that, with a general resemblance to other children, he does not look like his peers (a different eye color, hair, snub nose, full lips.

7. the gender principle realizes the possibility for girls and boys to show their inclinations in accordance with social norms;When creating an environment, teachers take into account the age characteristics of pupils, the interests, inclinations of boys and girls. Observations have shown that boys like to play with a large builder, cars, Lego, and girls are more willing to play with dolls - they treat, bathe them, go to the store, play school.

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

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

When selecting the subject content of the developing subject -spatial environment is importantfocus on the "zone of the nearestdevelopment" (L.S. Vygotsky), i.e. on tomorrow's opportunities for children (whatthat requires no effortdoes not "work" for development).

Games, toys, manuals should not be in the group during the yearpermanently. They can be conditionally divided into three categories:

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

-"today" ( the material that children begin to get acquainted with in the classroom or in other organized forms of interaction with adults).

- " tomorrow" (content to be met in the near future).

Emotional saturation- an integral feature of the developing environment. Something that is attractive, funny, interesting, bright, expressive, arouses curiosity and is quite easy to remember. This feature of children's memory should always be taken into account by the educator.

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

Thus, creating a subject-spatial environment of any age group in DOE, it is necessary to take into account psychological foundations constructive interaction of participants in the educational process, design and ergonomics of the modern environment of a preschool institution and psychological features the age group targeted by the medium.

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. Organizing the subject spatial environment in group room rules must be taken into account mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development. 7. 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 gaming activity.

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.

Thus, creating a subject-developing environment for 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, the design and ergonomics of the modern environment of a preschool institution, and the psychological characteristics of the age group targeted by this environment.

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

The object-spatial environment is organized so that every child has the opportunity to freely do what they love.

Subject-developing environment in the preschool educational institution

The educational center located in such a way that the light hits the desktops from the left side. Tables for classes are placed in accordance with the norms of SanPiN. The board is at eye level. In the training area there are: a center for creativity, a workshop, a corner of nature, an office, a mini-library, a corner sensorimotor development, experimentation center, corner musical development, patriotic corner. This arrangement is due to the fact that the tables and chairs located nearby allow the use of these "functional rooms" both in the classroom and in free activity, in individual work with kids.

art center and creativity stimulates children to test and realize their creative abilities, gives children the opportunity to enjoy learning new materials, enrich them tactile sensations. aimcreativity centeris the formation creativity children, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity. In this center, children usually spend a lot of time painting, creating plasticine crafts, paper cutting, etc.

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

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

In the center of constructionchildren can design both fantasy and realistic structures. Being engaged in construction, children master a lot of things. It helps develop mathematical ability, acquire social skills, gives experience in problem solving.

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

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

Corner of nature located right next to the window. Purpose: enriching children's ideas about the diversity of the natural world, educating love and careful attitude to nature, introducing children to the care of plants and animals, the formation of the beginnings ecological culture. In the corner of nature, it is necessary to place local history materials (photographs of the village, herbarium of plants typical of the region).

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

In the living area is located duty corner. Purpose: formation of the ability to perform the duties of duty officers, educate positive attitude work, independence. So that children can independently determine the duty officers, we have created a card file with subject pictures, which we put in special frames every day.
Game Zone allows you to create conditions for creative activity children, the development of fantasy, the formation of gaming skills, the implementation game ideas, fostering friendly relationships between children. In the center of the play area on the floor is a carpet - a gathering place for all children. The play area is equipped with corners and attributes for role-playing games, selected taking into account age and individual features children, dolls, cars, toy wild and domestic animals. Girls should be Sewing machines, irons, dolls, baby dolls, a toy house for dolls; for boys - sets of tools, soldiers, military equipment.

The play area isdressing corner and theatre , contributing to stimulate creative ideas, individual creative manifestations. In creating a homemade toy theater Active participation children themselves accept.

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

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

We hope that the subject-spatial environment created in our kindergarten will contribute to intellectual, creative and personal development our pupils, will help enrich their knowledge and impressions, as well as evoke positive attitude parents to preschool.

Literature

Kireeva, L.G. Organization of a subject-developing environment: from work experience / L.G. Kireeva // Teacher. - 2009. - S. 143.
Kiryanova, R.A. Principles of building a subject-developing environment in preschool educational institution/ R.A. Kiryanova // Childhood-Press. - 2010. - S. 5-12.
Maretskaya, N.I. The subject-spatial environment in the preschool educational institution as a stimulus for the intellectual. Artistic and creative development preschooler / N.I. Maretskaya // Childhood-Press. - 2010. - S. 13-40.
Nishcheva, N.V. Object-spatial developing environment in kindergarten. Construction principles, tips, recommendations / N.V. Nishcheva // Childhood-Press. - 2010. - S. 128.
Petrovskaya, V.A. Building a developing environment in a preschool educational institution / V.A. Petrovskaya // Moscow. – 2010.
Polyakova, M.N. Organization of the developing environment in the age groups of the kindergarten / M.N. Polyakova // Childhood-Press. - 2010. - S. 41-62.
Yasvin, V.A. Educational environment from modeling to design / V.A. Yasvin // Moscow. – 2000.

The current situation in the development of the education system of the Russian Federation is characterized by the actualization of the problems and tasks of preschool education. Preschool age is considered as a fundamental period purposeful development basic personality traits.

Organization of modern pedagogical process in educational organizations implementing the educational program of preschool education (hereinafter referred to as educational organizations), requires teaching staff creating a kind of material environment. One of the main indicators of the quality of preschool education is the subject-spatial developing environment, created in accordance with the requirements of the federal state educational standards for preschool education (hereinafter referred to as the Federal State Educational Standard for Preschool Education).

Object-spatial developing educational environment(hereinafter referred to as the subject environment), created in educational organizations in accordance with the requirements of the Federal State Educational Standard of DO and taking into account the approximate basic general educational programs of preschool education, should provide an opportunity for teachers to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity.

The subject environment in an educational organization performs educational, developing, educating, stimulating, organizational, communicative functions. But most importantly, it works to develop the independence and initiative of the child.

In each educational organization, the subject environment should have the character of an open, open system capable of adjustment and development. In other words, the environment should become not only developing, but also developing. Under any circumstances, the objective world surrounding the child must be replenished and updated, adapting to neoplasms of a certain age.

In accordance with the Federal State Educational Standard of preschool education, the subject environment should provide:

· maximum realization of the educational potential of the space of an educational organization (group, site);

· availability of materials, equipment and inventory for the development of children's activities;

· protection and strengthening of the health of children, the necessary correction of the characteristics of their development;

· the possibility of communication and joint activities of children and adults (including children different ages) in the whole group and in small groups;

· physical activity of children, as well as the opportunity for solitude.

The content of the subject environment must comply with the principle of the integrity of the educational process. To implement the content of each of the educational areas presented in the Federal State Educational Standard of preschool education, it is important to prepare the necessary equipment, play, didactic materials and means corresponding to the psychological, age and individual characteristics of pupils, the specifics of their educational needs. At the same time, the subject environment should be created taking into account the principle of integration of educational areas. Materials and equipment for the implementation of the content of one educational area can also be used in the course of the implementation of the content of other areas, each of which corresponds to children's activities (game, motor, search and research, visual, constructive, perception of fiction, communicative, etc.).

When creating a subject developing environment, teachers must observe the principle of stability and dynamism of the subject environment, which provides a combination of familiar and extraordinary elements of the aesthetic organization of the environment; individual comfort and emotional well-being of each child. It is necessary to pay attention to the information content of the subject environment, which provides for a variety of subjects of materials and equipment for the activity of children in interaction with the subject environment. A properly created subject environment allows each child to choose activities according to interests, the opportunity to interact with peers or act individually. The subject environment of a modern kindergarten should not be archaic, it should be in tune with the times.

Traditional materials and materials of the new generation should be selected in a balanced way, according to the pedagogical value. Items, toys, aids offered to children should reflect the level modern world, carry information and stimulate search. At the same time, traditional materials that have shown their developmental value should not be completely replaced in favor of the “new” as valuable in itself. Heads of educational organizations need to systematically analyze the state of the subject environment in order to bring it into line with hygienic, pedagogical and aesthetic requirements (unity of style, harmony of color, use of works of art, indoor plants, children's work, harmony, proportionality and proportionality of furniture, etc.) .P.)

When implementing the educational program of preschool education in various organizational models and forms, the subject developmental environment must meet: - the criteria for assessing the material, technical and medical and social conditions for the stay of children in educational institutions, - the sanitary and epidemiological requirements for the arrangement, content and organization of the working hours organizations.

1. Materials and equipment should create an optimally saturated (without excessive abundance and without lack) holistic, multifunctional, transforming environment and ensure the implementation of the main general educational program in the joint activities of an adult and children and independent activities of children.

2. When creating a subject environment, it is necessary to be guided by the following principles defined in the GEF of preschool education:

· polyfunctionality : the subject developing environment should open up many opportunities for children, provide all the components of the educational process, and in this sense should be multifunctional;

· transformability: this principle is closely related to the multifunctionality of the subject environment, i.e. provides the possibility of changes that allow, according to the situation, to bring to the fore this or that function of space (as opposed to monofunctional zoning, which rigidly fixes functions for a certain space);

· variability:the subject developing environment assumes periodic change of game material, emergence of the new subjects stimulating research, cognitive, game, physical activity of children;

· saturation:the environment corresponds to the content of the educational program developed on the basis of one of the sample programs, as well as age characteristics children;

· availability:the environment provides children with free access to games, toys, materials, manuals;

· security:The environment presupposes the compliance of its elements with the requirements for ensuring reliability and safety.

3. When creating a subject development environment, it is necessary to take into account gender specifics and provide the environment with both general and specific material for girls and boys.

4. The general patterns of child development at each age stage should serve as guidelines for the selection of materials and equipment.

5. The selection of materials and equipment should be carried out for those types of activities of the child that are most conducive to solving developmental tasks at the stage preschool childhood(playful, productive, cognitive-research, communicative, labor, musical and artistic activities, as well as for organizing motor activity during the day), as well as in order to enhance the motor activity of the child.

6. Materials and equipment must have a quality certificate and meet hygienic, pedagogical and aesthetic requirements.

7. The most pedagogically valuable toys are those that have the following qualities

7.1. Polyfunctionality. Toys can be flexibly used according to the child's intent, the plot of the game in different functions. Thus, the toy contributes to the development of creativity, imagination, the iconic symbolic function of thinking, etc.

7.2. The possibility of using toys in joint activities. The toy must be suitable for use by a group of children at the same time (including with the participation of an adult as a playing partner) and initiate joint actions - collective buildings, joint games and etc.;

7.3. didactic qualities. Toys should contain ways of teaching a child to design, get acquainted with color and shape, etc., may contain programmed control mechanisms, for example, some electrified and electronic games and toys;

7.4. Belonging to products of art crafts. These toys are a means of artistic and aesthetic development of the child, introduce him to the world of art and introduce him to folk art.

8. When selecting materials and determining their quantity, teachers must take into account the conditions of each educational organization: the number of children in groups, the area of group and utility rooms.

9. The selection of materials and equipment should be based on the fact that when implementing the educational program of preschool education, the main form of work with children is a game that is given to adults in the educational process in two forms: a story game and a game with rules.

10. Material for story game should include operating items, toys - characters and markers (signs) of the playing space.

11. Material for playing with the rules must include material for playing on physical development, for games of chance (chance) and games for mental development.

12. Materials and equipment for productive activities should be represented by two types: materials for visual activity and construction, and also include general-purpose equipment. The availability of general-purpose equipment (a board for drawing with chalk and a marker, a flannelograph, magnetic tablets, a board for placing modeling work, etc.) are mandatory and are used in the implementation of the educational program.

13. A set of materials and equipment for productive (graphic) activities includes materials for drawing, modeling and appliqué. Materials for productive (constructive) activities include building material, designer parts, paper different colors and textures, as well as natural and waste materials.

14. Materials and equipment for cognitive research activities should include materials of three types: objects for research in real action, figurative-symbolic material and normative-sign material. This equipment will help create a motivational and developing space for cognitive research activities (eg: a telescope, corrector binoculars, children's mini-laboratories, puzzles, constructors, etc.).

14.1. Materials related to objects for real-time research should include various artificially created materials for sensory development(inserts - forms, objects for serialization, etc.). This group of materials should also include natural objects, in the course of actions with which children can get acquainted with their properties and learn in a different way ordering them (collections of minerals, fruits and seeds of plants, etc.).

14.2. A group of figurative and symbolic material should be represented by special visual aids representing the world of things and events to children.

14.3. The group of normative-sign material should include various sets of letters and numbers, devices for working with them, alphabetic tables, mathematical multi-separators, magnetic demonstration posters for counting, etc.

14.4. Movement materials and equipment should include the following types of equipment for walking, running and balance; for jumping; for rolling, throwing and catching; for crawling and climbing; for general developmental exercises.

15. When designing a subject development environment, it is necessary to take into account the following factors:

· psychological factors that determine the correspondence of the parameters of the objective developing environment to the capabilities and characteristics of perception, memory, thinking, psychomotor skills of the child;

· psychophysiological factors that determine the correspondence of the objects of the objective developing environment to the visual, auditory and other capabilities of the child, the conditions of comfort and orientation. When designing an objective developing environment, it is necessary to take into account contact and distant sensations that are formed during the interaction of a child with objects of an objective developing environment.

· visual sensations. Consider lighting and color of objects as factors of emotional and aesthetic impact, psycho-physiological comfort and information source. When choosing and arranging light sources, the following parameters should be taken into account: the level of illumination, the absence of glare on working surfaces, the color of light (wavelength);

· auditory sensations. Take into account the totality of the sound of sound-producing toys;

· tactile sensations. The materials used for the manufacture of objects of the subject developmental environment should not cause negative sensations when in contact with the child's skin;

· factors are designed to ensure that the objects of the subject developing environment correspond to the power, speed and biomechanical capabilities of the child

· anthropometric factors that ensure the compliance of growth and age characteristics with the parameters of the subject developing environment.

16. Children should be protected in every possible way from the negative influence of toys that:

· provoke the child to aggressive actions;

· cause a manifestation of cruelty towards the characters of the game

· people and animals), whose roles are played by playing partners (peer and adult);

· cause a manifestation of cruelty towards the characters of the games, which are plot toys (dolls, bears, bunnies, etc.);

· provoke game plots associated with immorality and violence;

· arouse an unhealthy interest in sexual problems beyond the competence of childhood.

MODERN REQUIREMENTS FOR CREATING A SUBJECT-DEVELOPING ENVIRONMENT IN A DOW.

Boldyreva N.M.

educator preschool educational institution No. 216 JSC "Russian Railways"

All children, as you know, are different, and each preschooler has the right to his own development path. Therefore, we teachers need to create conditions for the upbringing, training and development of the children's team as a whole, and also to provide each pupil with the opportunity to show individuality and creativity. One of important conditions educational work in a preschool institution - proper organization subject-developing environment. The issue of organizing the subject-developing environment of a preschool educational institution today is particularly relevant. 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 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 pupils. The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments. Requirements of the Federal State Educational Standard for the developing object-spatial environment:

1. The subject-developing environment ensures the maximum realization of the educational potential. 2. availability of the environment, which implies: a). accessibility for pupils of all premises of the organization where the educational process is carried out. b). free access of pupils to games, toys, materials, manuals, providing all basic activities.

In accordance with the requirements of the Federal State Educational Standard for the structure of the main general educational preschool programs the environment must: a) comply with the principle of developmental education, the purpose of which is the development of the child; b) combine the principles of scientific validity and practical applicability; c) meet the criteria of completeness, necessity and sufficiency (allow to solve the set educational goals and tasks only on the necessary and sufficient material, as close as possible to a reasonable minimum);

c) ensure the integration of educational areas in accordance with the age capabilities and characteristics of pupils, the specifics and capabilities of educational areas, be based on the complex-thematic principle of building the educational process;

d) provide for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of direct educational activities, but also during regime moments in accordance with the specifics of preschool education;

e) to assume the construction of the educational process on age-appropriate forms of interaction between the teacher and children;

f) to fully provide conditions for the support and development of children's play activities, taking into account age, gender, individual needs, interests and abilities. As you know, the main form of work with preschoolers and the leading activity for them is the game. That is why practicing teachers have an increased interest in updating the subject-developing environment of the preschool educational institution.

The organization of the developing environment in the preschool educational institution, taking into account the Federal State Educational Standards, is built in such a way as to enable the most effective development of the individuality of each child, taking into account his inclinations, interests, level of activity. It is necessary to enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children.

The subject-developing environment is organized so that every child has the opportunity to freely do what they love. The placement of equipment in sectors (development centers) allows children to unite in subgroups of common interests: design, drawing, manual labor, theatrical and play activities, experimentation (see Fig. 1.).

Fig.1. Center for Artistic and Theatrical Creativity

Mandatory in the equipment are materials that activate

cognitive activity: educational games, technical devices and toys, models, objects for experimental and search activities, robotic magnets, magnifying glasses, springs, scales, beakers, etc.; a large selection of natural materials for study, experimentation, collections (Fig. 2.).

Fig.2. Center for Experimentation and Nature

Materials are needed that take into account the interests of boys and girls, both in work and in play. Boys need woodworking tools, girls need handicrafts. Girls will need items to develop creativity in the game women's clothing, jewelry, lace wraps, bows, handbags, umbrellas, etc.; boys - details military uniform, uniforms and weapons of knights, Russian heroes, various technical toys (Fig. 3.).

Fig.3. Game and construction and constructive center

It is important to have a large number of materials at hand (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems). In groups of older preschoolers, various materials are also needed to help master reading and mathematics: printed letters, words, tables, books with large print, manuals with numbers, printed board games with numbers and letters, rebuses. Likewise, materials reflecting school theme: pictures about the life of schoolchildren, school supplies, photos of schoolchildren - older brothers or sisters, attributes for school games.

Fig.4. Center entertaining mathematics

Necessary in the equipment of older preschoolers are materials that stimulate the development of broad social interests and cognitive activity children. These are children's encyclopedias, illustrated editions about the animal and plant world of the planet, about people's lives. different countries, children's magazines, albums, brochures. A rich subject-developing and educational environment becomes the basis for organizing an exciting, meaningful life and the versatile development of each child. The developing subject environment is the main means of shaping the child's personality and is the source of his knowledge and social experience. When creating a subject-developing environment, it is necessary to remember:

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 items is safety and age oriented

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 of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development, as well as indicators of the emotional 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.

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. At any replenish and update, adapting to neoplasms of a certain age.

Literature

1. Kireeva L. G. Organization of a subject-developing environment: from work experience

/ L. G. Kireeva // Teacher. - 2009. - S. 143.

2. Kiryanova R. A. Principles of building a subject-developing environment in

preschool educational institution / R. A. Kiryanova // Childhood-Press. - 2010. - S. 5-12.

3. Maretskaya N. I. Object-spatial environment in a preschool educational institution as a stimulus

intellectual. Artistic and creative development of a preschooler

/ N. I. Maretskaya // Childhood-Press. - 2010. - S. 13-40.

4. Nishcheva N. V. Object-spatial developing environment in the children's

garden. Principles of construction, advice, recommendations /N. V. Nishcheva //

Childhood-Press. - 2010. - S. 128.

Evgenia Kabus

uneven age group Nikolaev branch of the Svetlolobovskaya secondary school No. 6.

Organization subject-developing environment in the DOW is lined up in accordance with program principles "Birth to School" edited by M. A. Vasilyeva, N. E. Veraks and T. S. Komarova.

The space of our groups organized in the form of demarcated zones equipped with various developing materials(books, toys, materials for creativity, development equipment, etc..). Everybody items available to children. AT accordance With thematic planning the educational process, the equipment of the corners is changed or supplemented with the necessary materials.

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

Subject-spatial developing environment in the group organized according to requirements GEF, where all five educational regions:

Artistic and aesthetic development

Speech development

cognitive development

Socio-communicative development

Physical development

EDUCATIONAL AREA "Artistic and aesthetic development»

In the corner "Drawings" for development children have everything they need to implement new ideas and productive activity(stencils, coloring pages, album sheets, gouache, brushes, non-spills, pencils, plasticine, etc.) This activity is aimed at getting something new, unique. In the reception room there is always a place for the work of children, their creativity. There is a corner in which we place children's drawings and applications. In the drawing corner, something is constantly changing, depending on lexical topic and learning new technologies.

In the corner "Theatre" various masks for acting out scenes, elements of costumes, as well as puppet show. Children are happy to take on various roles, which increases interest in fairy tales, in their memorization and cheers up.

The music corner has musical instruments(xylophone, maracas, pipes, drum, tambourine, harmonicas, etc., as well as a music center.

EDUCATIONAL AREA "Speech development»

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

In this corner, the child has the opportunity to independently choose the book they like and calmly consider it. In the process of carefully examining the illustrations, the child is attached to the fine arts.

EDUCATIONAL AREA "Cognitive development»

The corner of nature includes a weather calendar, marking the weather on the calendar, children consolidate the knowledge gained during observation of nature. In this corner there are didactic games and benefits: "Who lives where?", « whole year» , "Zoo", "Gifts of Summer", Large and small", "Living Geography" and etc.

Experimentation Corner presented availability of a variety of containers for holding experimental activity with water and loose, watering can, natural material for experiments.

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

EDUCATIONAL AREA "Socio-communicative development»

In the moral and patriotic corner, the state symbols of Russia are placed. The corner is filled fiction on local history and literature about the area, photographs of animals, plants, localities of the native land.

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

Duty corner. In this corner there is a duty scheme, aprons, duty badges, photos of duty officers. Duty suggests child's performance of work aimed at serving groups. Thus, children master the main cultural methods of activity, show initiative and independence in various activities.

EDUCATIONAL AREA "Physical development»

The health corner contains both a traditional sports equipment: hoops, ropes, balls different sizes, skittles, games on development of accuracy; and not traditional, made by the hands of teachers and parents: massage Mat for feet, dumbbells filled with sand (for boys) and water (for girls) and etc.

There are also play areas.

This is how our bedroom is set up.

And reception

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

Related publications:

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

Object-spatial developing environment in the senior group in accordance with the Federal State Educational Standard. Object-spatial developing environment in the senior group in accordance with the Federal State Educational Standard The issue of organizing a developing object-spatial environment.

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