Developmental environment on the walking grounds of the dhow. Developing subject-spatial environment in preschool

All centers of the development environment in our group are interconnected and united by tasks implemented in the main general education program preschool education“From birth to school” (edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. - Moscow: Mosaic - Synthesis, 2010).

The subject-development environment is a system of material objects of a child’s activity, the unity of social and subject means providing a variety of activities for children.

When organizing subject- spatial environment V kindergarten The activities of all preschool teachers are necessary, because a variety of toys is not the main condition for children's development.

When creating a subject-development environment for children, it is necessary to pay attention to its developmental nature. The objective world must ensure the fulfillment of the child’s need for active and diverse activities.

A subject-based developmental environment makes it possible to enrich the experience of a child’s emotional and practical interaction with peers and the teacher, to include in active cognitive activity all children in the group. The environment stimulates the development of independence and initiative, where children realize their abilities.

When creating a group development environment, it is very important that the environment surrounding the children is comfortable and aesthetically pleasing. Beauty shapes a child. Therefore, attention should be paid great attention corner aesthetics. Its design should be attractive to children and make them want to independent activity. At the same time, it is necessary to teach children to maintain order in the corner and educate careful attitude to toys.

One of the tasks of the educator is to create a diverse developmental environment for each child in order to give him the opportunity to express himself. A large number of gaming equipment and materials for creative activity must be done by the hands of educators.

We invite you to familiarize yourself with some corners of our senior group kindergarten.

A group room is a room rectangular shape, along the perimeter of which there is furniture, children’s tables for activities, board games, eating.

The entire group space is divided into centers that are accessible to children: toys, didactic material, games. Children know where to get paper, paints, pencils, natural materials, costumes and attributes for dramatization games.

Zone motor activity

The need for movement is important task when organizing a subject-development environment. For this purpose, a large space is allocated in the group; there is various equipment: goals, tunnels, balls, hoops, gurneys and toys on wheels, bags filled with sand, soft bricks, colorful flags, ribbons, etc.

There is a “health track” in the “Motor Activity Zone” massage mats, balls, gymnastic sticks, hoops, throwing balls, rings, attributes for outdoor games.

Music and Theater Center

Children are delighted with our music and theater center. There are musical instruments here that bring children many joyful moments, various musical didactic games. In addition, they develop phonemic awareness and the child’s sense of rhythm.

We try to introduce children to different types of theater so that each child can choose the theater that is closest and most convenient to them. Here we have a tabletop theater, a finger theater. Meeting a doll helps children relax, relieve tension, and create a joyful atmosphere. Corner theatrical activities equipped with a screen for puppet theater, theatrical toys.

Mummers Corner

The mummers corner is a necessary attribute of the group. With the help of an adult, the children dress up in scarves, capes, skirts, and costumes of different characters. We fill the mummers' corner throughout school year, gradually introducing new attributes: beads, hats, ribbons, attributes, elements of costumes for role-playing games. It is advisable that parents help replenish this corner with the material that is in their home and is no longer needed.

Corner of nature

Nature corner - introduces children to accessible natural phenomena, recognizes domestic animals and their cubs in pictures and toys, learns to distinguish appearance vegetables and fruits.

Children learn to summarize the results of their observations of natural objects by keeping a weather calendar. If in younger age It shows only the basic weather phenomena (rain, snow, sun, wind), while in the older one it becomes more complex.

Book corner

In the corner artistic activity– book corner – books, literary quizzes, story pictures.

Since development active speech is the main task of children's development, then in the center of a favorite book and speech development, sets of subject pictures, sets of plot pictures, games on cognitive development and speech development, portraits of writers and poets. Children love it when we read books and look at pictures with them, so here we have a lot of books according to the program.

A place for privacy

The group has organized a place for privacy - where children can leaf through their favorite book and just sit and take a break from children's group. This in a simple way the creation of “your own” personal space is achieved.

Changing room

I would like to talk a little about the design of the dressing room. There is a panel “Our Group”, where photos of children attending the group are posted.

There is a corner for parents, a corner-exhibition of children's art works and a modeling corner, where children's works are also exhibited.

A purposefully organized subject-development environment in a preschool institution plays big role in the harmonious development and upbringing of the child.

The created aesthetic environment evokes a feeling of joy in children, emotionally positive attitude to kindergarten, the desire to attend it, enriches with new impressions and knowledge, encourages active creative activity, promotes the intellectual development of children preschool age. This organization of the subject-spatial developmental environment of the group seems to us the most rational, since it takes into account the main directions of the child’s development and contributes to his favorable development.

Game center "Living room"

The main activity of children is play. Our “Living Room” center contains toys that introduce children to the everyday objects around them. Children not only get acquainted with objects that are new to them, but also learn to act with them. And then they transfer the acquired knowledge and skills to daily life.

In Group gaming environment filled with a variety of materials and equipment. These are, first of all, character toys, cribs and strollers for dolls, kitchen furniture with a set of large toy dishes, ironing board with an iron, etc., they bring joy and pleasure to children, form ideas about the world around them, and encourage active play activities.

The group has a special gaming corner, equipped according to the principle of selecting games according to gaming zones: “Hospital”, “Kitchen”, “Dining Room”, “Hairdresser”. In separate lower drawers there is construction material, which children enjoy using while playing.

IN gaming centers All attributes on this topic are located. For example, for the game:
the “Hospital” has gowns and medical devices (instruments), all kinds of bottles and pill boxes;
for the corner traffic– various machines, road signs,
for playing “Barbershop” - capes, hairdressing sets (tools), bottles, boxes, photographs from model haircuts.

Thus, the variety and richness of sensory impressions, the possibility of a free approach to each center in the group contribute to the emotional and intellectual development of pupils. The environment allows them to choose activities based on their interests, and the teacher allows them to direct children's activities. By creating various zones and corners, the teacher invites preschoolers to do what they love (drawing, designing, research), thereby realizing their development potential, as well as the need for recognition and self-expression. By observing children, the teacher receives a lot of interesting and valuable information. This helps him to thoughtfully and rationally organize and adjust the group space in the future, and also provides an opportunity for creative self-realization and educational organizations educational process at a new quality level.

REMINDER

"Developmental subject environment at the summer site"

1. B summer period It is especially important to create a development environment on the site that would contribute to:

Full health improvement of children in favorable climatic conditions;

Continuation of work to instill in children the habit of healthy image life;

Consolidation of skills and knowledge within the framework of cognitive, aesthetic development.

2. Subject environment on the territory preschool should include:

Group areas with shady canopies;

Sports ground;

Marked track for jogging;

A platform for games to familiarize yourself with the rules of the road;

Flower beds, flower beds, vegetable garden.

3. At the site of each group it is necessary to provide:

A platform for role-playing games “Family”, “Transport”, “Shop”, etc.;

Sand play area;

Pools for playing with water.

4. Work in the summer involves mainly individual work with children, therefore, on the veranda, in the shade, there should be tables for children to do independently:

Communication between children and books;

Drawing;

Board and printed games;

Constructive games;

Origami, applications, manual labor, working with natural materials.

5. To take it to the site, it is necessary to select play furniture and provide a place for its storage in the premises of the preschool educational institution. You should come up with attributes for role-playing games and make them together with the children. For take-out material, you need to prepare special baskets, boxes, or other things. Toys must be washed after a walk.

6. Sand play area equipment should include:

Sandbox with moistened sand collected in a slide;

Scoops, molds, buckets, flat toys (houses, trees, people, animals, voluminous toys, cars, etc.).

7. For playing with water, you can use an inflatable pool or basins, rubber toys, floating toys, crafts made from paper, waste and natural material.

8. Teachers should provide convenient bags for taking books, art supplies, and board games to the site.

9. Be sure to bring equipment to the site for sports games: ring throws, serso, jump ropes, bicycles, scooters, rackets for playing badminton and tennis, nets for throwing balls through them, rings with nets for throwing balls at them, balls different sizes etc.

10. When creating a developmental environment in the areas, it is necessary to carefully consider the organization of the developmental subject environment in groups, especially since in the summer the groups are mostly mixed: the subject environment must correspond to the age of the children, be complete, rich, equipped with high-quality furniture for games, necessary set games and toys. Each student should find in the group something that interests him and will be accessible to his perception.

On the topic: methodological developments, presentations and notes

PROJECT “Organization of a developing subject-spatial environment on a walking area in a preschool educational institution”

Development of a model of a developing subject-spatial environment on the site of a preschool educational institution, promoting harmonious development and self-development of children. With subsequent form...

Organization of a developing subject-spatial environment on a walking area in a preschool

Walking promotes mental education. While staying on the site or on the street, children receive many new impressions and knowledge about their surroundings: about the work of adults, about transport, about the rules of the streets...

The group area is part of the developmental space of the group, within which free motor and play activity children. Since in the summer, when children spend most of their time on fresh air, then the issue of filling the subject-development environment in summer areas becomes very relevant. Therefore, during the summer, we tried to diversify the subject-development environment on the site and fill it with new attributes for games and research.

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Organization of a subject-developmental environment at the kindergarten site. Completed by: teacher Barulina E.V.

Relevance The group site is part of the group’s developmental space, within which free motor and play activities of children are carried out. Since in the summer, when children spend most of their time in the fresh air, the issue of filling the subject-development environment in summer areas becomes very relevant. Therefore, during the summer, we tried to diversify the subject-development environment on the site and fill it with new attributes for games and research.

Goals: Improving the artistic and aesthetic design of kindergarten areas. Creating the most comfortable and favorable conditions for active rest, education and development of children; Activation creative possibilities teachers, children and parents, Comprehensive development of the child’s personality during a walk, health promotion when interacting with environment. Objectives: Organization of a developing subject-spatial environment for walking area Preschool educational institution, taking into account the needs and interests of children. Enrichment of the site with equipment and supplies for effective implementation walks. Increasing material, technical and aesthetic preschool educational institution bases. Strengthening ties " kindergarten-parent", "child-parent", "child-educator"

Conclusions: as a result of the project, the subject-development environment on the site was updated and expanded, which gave children new opportunities for the development of creative abilities, physical and intellectual development children, and also contributed to the involvement of parents in the life of the kindergarten.

Thank you for your attention!

On the topic: methodological developments, presentations and notes

Organization of a developmental environment in a kindergarten area is an important condition for nurturing children’s cognitive activity

Our teaching staff pays great attention to creating a cognitive and developmental environment in the kindergarten area. Every year, the territory of the kindergarten is improved by employees and parents...

technological map of the pedagogical project "Organization of a subject-development environment at the kindergarten site"

Subject development Wednesday preschool educational institution must provide comprehensive development personality of the child, this is the system that directly affects full development children, their mental and physical...

CREATION OF DEVELOPMENTAL

SUBJECT-SPATIAL ENVIRONMENT

ON THE PLAYGROUND OF THE PEDOO IN THE CONTEXT OF FSES DO.

Zlobina Nadezhda Vasilievna

Teacher of the first qualification category

Municipal budgetary preschool educational institution "Kindergarten No. 23 of general developmental type" in Syktyvkar

The task of the preschool educational institution and each teacher is to competently organize a developing subject-spatial environment that complies with the principles of the Federal State Educational Standard. At this stage of work, necessary for a successful educational process, difficulties are often encountered, often caused by teachers’ lack of knowledge and experience on this topic.

In the work of a teacher with children subject environment defined as the basis of the structure educational environment. By coming into contact with surrounding objects that require the work of thought and imagination, the child continually develops, thus the environment becomes an environment for development. It affects all aspects of the child’s personality - it evokes emotions, feelings, will, and encourages action.

When developing a modern educational subject-spatial environment, we adhered to the fundamental principles of the Federal State Educational Standard for Education: variability, multifunctionality, accessibility, richness, assistance, cooperation between children and adults, support for children’s initiative in various activities, cooperation between the organization and the family.

Based on these principles, we, together with parents, created a content-rich developmental environment for our group’s walking area, contributing to the maximum realization of educational potential.

Following approximate algorithm transformation, we have competently organized the subject-spatial environment, where we now have the opportunity to effectively work on revealing the individuality of each child, taking into account his inclinations, interests, and level of activity:

• Ø Conducted an assessment and analysis of the developing subject-spatial environment of the walking area.
• Ø Identified the missing components.
• Ø We compiled a list of necessary materials and equipment based on the requirements of the Program.
• Ø We studied the interests, preferences and characteristics of the children in the group.
• Ø We drew up a plan - a diagram, determining the spatial placement of equipment, based on the principle of non-rigid zoning.
• Ø We thought through ways to allocate play areas, taking into account the regional component and the possibility of making changes to the environment during the school year.

Remote equipment is transformed by children depending on educational or game situation, has the character of an open, open system ready for adjustment. For example: when organizing a subject-spatial environment for the role-playing game “Car”, children’s chairs and small forms are used, which, when children’s interests change, can be transformed into any other games (“Travel”, “Clinic”).

The multifunctionality of the equipment allows them to be used in different types of children's activities. For example: attributes for one story game can be used at the request of children as a substitute item to improve the storyline of other games.

The same manuals are used to develop children's research skills, speech development, experimental search work.

The site has centers for various types of children's activities: story-based, construction games; drawing and sculpting, theatrical and gaming activities(summer period), experimentation. Available for children necessary materials, toys and equipment for free choice, taking into account gender development.

There are tools and parts for boys military uniform, technical toys, various types of transport, parking lots, construction sets, building materials. For girls - bags, umbrellas, dolls with attributes. The subject environment is equipped with sets of attributes for the role-playing games “Housewife”, “Mail”, “Sailors”, “Polyclinic”, “Shop”, “Builders”, “ Safe road" All material is kept in a place accessible to children. Children can choose their own required material for games, after games they remove the attributes to their original places, which have conventional symbols.

Stimulation of playful, motor, cognitive and research activity children is carried out by updating gaming material, introducing new items and attributes.

The experimentation center is equipped with attributes for experimental research work: magnifying glasses, measuring containers made of various materials, hourglass, stopwatch, funnel, rubber bulb. Here children can work with samples of natural materials, paraffin candles, balloons, paints, card index “Experiments, experiments, tricks.” In the first half of the year, children were offered materials and necessary items for independent experimentation with water. In the second half of the year we will add materials and tools for independent experiments with air and sound. Thus, the periodic change of materials makes the developmental environment of the walking area variable.

Available in summer fiction, postcards, illustrations, paintings, albums of various subjects.

Taking into account the age characteristics, a large space on the playground was left for the motor activity of children, where we use various sports equipment (balls, hoops, jump ropes, skittles, gymnastic sticks, walking beam, etc.) Depending on the time of year, we use the same space differently. In the summer we play outdoor games, spend sports relay races, individual work with children. And in winter we build a slide, fortresses, labyrinths, snow figures.

When creating a developing subject-spatial environment for the walking area, we were guided by safety standards and compliance with sanitary and hygienic requirements and rules fire safety, a program implemented in preschool educational institutions.

A developing subject-spatial environment organized on a walking platform promotes maximum realization creative potential children, creation comfortable conditions for different types of child activities. There are plants of different types on the site for observation, examination, and research activities and labor. Children can plant and care for plants themselves, observing their growth and changes. At any time of the year, children together with adults have the opportunity to engage in labor activity. All tools are in an accessible and safe place for children. Due to the fact that the walking area has changed in terms of multifunctionality, variability, and safety, children have great opportunity be creative.

Our walking area has the character of an open, open system, capable of adjustment and development; it is not only educational, but also evolving. Under any circumstances, we will replenish and update the objective world surrounding the child, adapting it to new formations of a certain age.

Bibliography.

1. Avdulova T.P. Saturation of the educational environment and its psychological safety // Directory of senior educators. - 2014 - No. 8.

2. Sanitary and epidemiological rules and regulations SanPiN 2.4.1. 3049-13.

3. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013. No. 26, Moscow “On approval of SANPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations”

4. the federal law“On Education” No. 273-FZ dated December 29, 2012.

5. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013. No. 1155 “On approval of the Federal State Educational Standard for Preschool Education” (registered with the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384)

Municipal budget preschool educational institution kindergarten No. 16 of the village of Gubskaya municipal formation Mostovsky district teacher Svetlana Alexandrovna Motorkina.

One of the most important conditions educational work - proper organization spatial environment.

By subject-spatial environment I mean a natural, comfortable cozy atmosphere, rationally organized, with a variety of gaming materials. Such an environment makes it possible to simultaneously include all children in the group in active cognitive activity. The developing subject-spatial environment in our group is rich in content, transformable, multifunctional, variable, accessible and safe.

Green tone of the walls group room creates a feeling of light, air and cleanliness of the room. The furniture is selected in a warm color scheme. It is mobile and easily transformable, allowing you to change the interior as needed. All this creates a favorable psychological situation, positive emotional attitude.

The group room is conventionally divided into functional zones, smoothly transitioning into one another. All material is selected pedagogically appropriate.

The development center is represented by a toy library, which contains game materials, promoting speech, cognitive and mathematical development children. These are didactic, educational and logical-mathematical games aimed at developing the logical action of comparison, logical operations of classification, recognition by description, reconstruction, transformation; orientation according to the diagram ("Make a whole from parts" , "Lay out according to pattern" , "Find identical objects" etc.), to follow and alternate (“What first, what then?” ) . To develop game logic

"Rectangles" , "Cubes for everyone" . Children have access to printed board games and lotto.

The center for story-based play allows children to constantly gain experience in independent and creative activity. It is represented by dolls of different sizes, sets of furniture, dishes, toys - objects household appliances, various different types transport, For role-playing games "At the doctor" , "Salon" , "Shop" robes are sewn.

The design center is represented by a variety of materials with complex shape details, different ways fastenings made of various materials, different types of designers. Enriched with diagrams and building plans, small toys for playing or constructing according to given conditions.

The creativity center helps children express their creativity and gives them the opportunity to experience the pleasure of learning new materials. Here we have collected coloring books, printables, educational games ( "Connect the dots" , "Trace the outline" , a variety of paints, paper, crayons, colored pencils, felt-tip pens, markers, materials for gaining experience, using unconventional ways V visual arts: drawing without a brush or pencil, blotography with a tube, object stencil printing, plasticineography, which are constantly being expanded. The creativity center is combined with the book center, where children are offered books by various authors in accordance with their age; New books are periodically displayed in accordance with the age of the children, the program, seasonal changes, themed holidays. There are portraits of children's writers, poets, plot pictures, book illustrations with the sequence of the fairy tale plot.

Music center matches age characteristics and the needs of children 3-4 summer age. It is presented musical instruments– maracas, bells, bells, non-traditional musical instruments made independently and together with children.

Center for theatrical activities, where children are offered different kinds theaters - tabletop (theater of toys, pictures, knitted), masks and caps for dramatization games, a card index of fairy tales for display on flannelgraph.

Study Center native land reflects one of the main directions of the personality of preschoolers: it contributes to the formation patriotic feelings, introduces the symbols of our country and region. Here are the card indexes of didactic and Kuban folk games, albums "My favorite village" , "My family" . I created educational games "Assemble the whole from the parts" , “It’s possible or it’s not possible” .

At the experimentation center, we conduct simple experiments, develop children’s thinking, curiosity, cognitive activity, we enrich children’s ideas about the diversity of the man-made and miraculous world. The corner is equipped with kits for experimenting with water and sand. The center is integrated with the nature center. It contains plants in accordance with the Program and SanPiN. There are means to care for them: a watering can, a sprayer, aprons, rags, spatulas. A wide variety of visual and didactic aids: nature calendar, printed board games, dummies of fruits and vegetables, animal toys, albums "Birds" ,

"Garden Flowers" , a variety of natural materials. Collections of shells are decorated. Here children can show their Creative skills, creating interesting crafts from natural material. All this helps us cultivate love and respect for nature, introduce children to caring for plants, and form the basis ecological culture, which is an important area in the development of preschool children.

The physical education center is located in such a way that the child can find something for himself throughout the day. exciting activity. In the physical education corner there are massage mats designed and made by us for the prevention of flat feet, skittles; balls and spheres different diameters, hoops, long and short jump ropes and cord, rings, flags.

There is an information corner for parents in the dressing room "For you, parents" , where the gaming grid is located educational situations and classes, information about the group’s working hours, about events held in kindergarten. A creativity corner has been organized where creative works pupils. Photo exhibitions are periodically arranged in the dressing room « Summer rest» , "How we live!" etc., and information for parents is also regularly posted.

Developmental subject environment on site

I also consider it important in my work to create a developmental environment on the playground that promotes:

• full health of children in favorable climatic conditions
• continuing work to instill healthy lifestyle habits in children
• consolidation of skills and knowledge within the framework of cognitive, aesthetic development.

Subject environment of our playground includes: shade canopy; sports ground; marked track for jogging; flower garden, vegetable garden.

There is a center for role-playing games; game attributes for role-playing games have been developed, made together with children.

Equipment for playgrounds with sand includes: a sandbox with moistened sand collected in a slide; scoops, molds, buckets, flat toys: houses, trees, people, animals, three-dimensional toys, cars, etc.; containers for playing with water.

For games with water we use basins, rubber toys, floating toys, crafts made from paper, waste and natural materials. Special baskets and boxes were prepared for take-out material. Toys need to be washed after a walk, so there are containers for washing toys, which complies with SanPiN.

Working outside involves individual work with children, so on the veranda, in the shade, there are tables for children to do independently:

• children communicating with books
• drawing, sculpting, working with natural materials
• board games
• constructive games.

On the veranda there is equipment for sports games: ring throws, jump ropes, rings with nets for throwing balls into them, balls of different sizes, etc.

When creating a spatial environment, we tried to make it rich in information, which is ensured by a variety of topics, a variety of didactic and information material.

For the aesthetics of our site, we created bright crafts from waste material: the plot of the fairy tale is captured here "Swan geese" (from car tire) , "Three Bears" (made of plywood), models of cars, motorcycles (from a car tire). On hot summer days, children feel great in the shade walnut sitting around a table on wooden benches.

All components of the spatial environment are combined with each other in content, artistic design, and ensure meaningful communication between adults and children.