Features of the subject-spatial developing educational environment of a group room, a playground and a shady canopy on the territory of the preschool

Shtepa Raisa Alekseevna

Question of organization subject-developing environment DOW is worth today especially relevant. This is due to the introduction of a new Federal State Educational Standard (FGOS) to the structure of the main educational programs preschool education.

In accordance with GEF program should be built taking into account the age possibilities and characteristics of pupils, also necessary condition its functioning is to provide conditions for the effective development of the individuality of each child, taking into account his inclinations, interests, level of activity.

Need to enrich environment elements, stimulating the cognitive, emotional, motor activity of children.

In his group, I organize the subject-developing environment in this way so that every child has the opportunity to freely do what they love. Equipment in group placed by sectors (centers development that allows children to unite subgroups according to common interests: construction, drawing, manual labor, theater and game activities, experimentation. Mandatory in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, items for experimental and search activities, robots - magnets, magnifying glasses, springs, scales, beakers, etc.; big choice natural materials for study, experimentation, collections.

In accordance with GEF preschool education subject environment in our group and on the site both bakes:

Maximum realization of the educational potential;

Availability of the environment, which is the no: availability for pupils of all premises of the organization where the educational process is carried out;

Free access for pupils to games, toys, materials, benefits providing all the main activities.

All centers development environment in our group interconnected and united by the tasks implemented in the updated program edited by M. A. Vasilyeva:

Satisfy the baby's need for movement;

Form a positive emotional attitude;

Encourage children to be active.

When designing subject- developing environment, I take into account the principles of gender and age differences in children. IN group selected items emphasizing the gender identity of preschoolers. For example, outfits, role-playing games: "Family", "Salon", "Mistresses" for girls.

For boys "Car service", "Design department" and etc.

When organizing subject-developing environment in their age group I also consider the principle of emotional richness. IN group has"Creative Corner", where the graphic and auxiliary material for artistic design, fine art, modeling and three-dimensional drawing is located, paper plastics, applications.

- "Hello book!"- the center of the book; It contains small libraries teki: books for reading to children, illustrations for works, thematic albums, speech material, speech games, magazines. Here are the albums from family photos children groups, temporary thematic photo exhibitions, conducive to development various aesthetic children's ideas and children's drawings and illustrations.

- "We are sportsmen"- center physical culture; On the rack is collected physical culture (hoops, jump ropes, balls, ring throwers, skittles, inventory for elements sports games, which allows children to exercise in various movements, exercise muscles, develop dexterity, accuracy.

Study corner. Includes magnetic and chalk boards, type-setting canvases, diverse visual, handout, counting material. All material is selected taking into account the age of the children, for independent use, playing out the material covered.

"We are Ecologists"- the center of nature; Wednesday is unthinkable without natural content, which is the most important means of ecological, aesthetic, moral, mental education and spiritual child development. IN groups have plants. On the territory of the preschool educational institution - a vegetable garden, flower beds.

This center designed for development ecological culture children, acquaintance with natural and climatic features of the Krasnodar Territory.

In the center of the "Traffic" are:Layout "Road Traffic"/ A set of cars. Motorcycles. Didactic games: «

Road signs", "The ABC of Security" Set plot pictures OK "Rules and security traffic for preschoolers" Posters "Children about the rules of the road". I think that the creation of a security center in group helps children to get acquainted with the rules and norms of safe behavior, and the formation of healthy lifestyle values.

Also in our group a didactic game center was created. It includes games for development fine motor skills hands, a variety of didactic, printed board games. I believe that the center of didactic play educates children in the need to occupy their free time not only interesting, but also requiring mental stress, intellectual effort games.

In the moral patriotic center placed state symbols native land, and Russia. It contains benefits reflecting the multinationality of our Motherland, samples of folk arts and crafts, etc. The corner of the native land includes fiction on local history, an album is designed "Moscow is capital of Russia", "My Kuban".

Carried out great job on registration plots preschool.

Our plots decorated in fabulous style: "At the seaside, the oak is green", "Kolobok", "Visiting Baba Yaga", "The Tale of the Tsar Sultan". These fairy tales create a unique flavor, delight the eyes of children, parents, and visitors to the preschool.

Mine plot we designed based on the Russian - folk tale "Teremok", also created a corner "Swan Lake", "In the Meadow".

Every corner of our site is original in its interior, I put a lot of effort to make the second home of my pupils cozy and aesthetic.

On site there is a flower bed with different flowers, which we take care of every day together with our wards.

Nature leaves a deep imprint in the soul of the child, influencing his feelings with its brightness, diversity, dynamism. On walk with children, I try to supplement and enrich their knowledge, teach children to love and protect nature, their native places, their homeland.

Thus, subject-spatial environment in my group, on site creates an atmosphere of interest for each pupil, accompanies him in his own development, self-actualization and self-realization.

Municipal budgetary preschool educational institution kindergarten No. 16 of the village of Gubskaya of the municipality Mostovsky district of the teacher Motorkina Svetlana Alexandrovna.

One of essential conditions educational work - proper organization spatial environment.

Under the subject-spatial environment, I mean a natural, comfortable, cozy environment, rationally organized, with a variety of game materials. This environment allows you to simultaneously include in the active cognitive activity all children in the group. The developing object-spatial environment in our group is rich in content, transformable, multifunctional, variable, accessible and safe.

The green tone of the walls of the 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 transformed, which allows you to change the interior as needed. All this creates a favorable psychological environment, a positive emotional mood.

The group room is conditionally divided into functional zones, smoothly passing one into another. All material is selected pedagogically expediently.

The development center is represented by a game library, in which there are game materials, contributing to speech, cognitive and mathematical development children. These are didactic, developing 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 scheme ("Assemble the whole from the parts" , "Decompose according to the model" , "Find the same items" etc.), for succession and alternation ("What first, what next?" ) . To develop game logic

"Rectangles" , "Cubes for Everyone" . Board games and lotto are available for children.

Center story game allows children to constantly accumulate experience of independent and creative activity. It is represented by dolls of different sizes, sets of furniture, dishes, toys - household appliances, various types of transport, For role-playing games "At the doctor" , "Salon" , "Shop" robes are sewn.

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

The Creativity Center helps children to show creativity, gives them the opportunity to experience the pleasure of getting to know new materials. Here we have collected coloring pages, prints, didactic games ("Connect the dots" , "Trace around" , a variety of paints, paper, crayons, colored pencils, felt-tip pens, markers, materials for gaining experience, using unconventional ways V visual activity: drawing without a brush and pencil, inkblotography with a tube, subject stencil printing, plasticineography, which are constantly being supplemented. The center of creativity is combined with the center of the book, where children are offered books by various authors according to their age; new books are periodically exhibited in accordance with the age of the children, the program, seasonal changes, themed holidays. Here are portraits of children's writers, poets, plot pictures, book illustrations with the sequence of the plot of a fairy tale.

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

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

The Center for the Study of the 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, region. There are card indexes of didactic and Kuban folk games, albums "My favorite station" , "My family" . I created didactic games "Assemble the whole from the parts" , "may-no" .

In the center of experimentation, we conduct the simplest experiments, develop children's thinking, curiosity, cognitive activity, enrich children's ideas about the diversity of the man-made and non-man-made world. The corner is equipped with sets for experimenting with water and sand. The center is united with the center of nature. It contains plants in accordance with the Program and SanPiN. There are means for caring for them: a watering can, a sprayer, aprons, rags, shovels. A wide variety of visual and didactic aids: a calendar of nature, board games, models of fruits and vegetables, animal toys, albums "Birds" ,

"Garden flowers" , various natural material. Collections of shells are decorated. Here, children can show their creativity by creating interesting crafts from natural material. All this helps us to cultivate love and careful attitude to nature, introducing children to caring for plants, to form the beginning of an ecological culture, which is an important direction in the development of preschoolers.

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

There is an information corner for parents in the changing room. "For you parents" , where the grid of gaming educational situations and classes, information about the working hours of the group, about events held in kindergarten. A corner of creativity has been organized, where creative work pupils. Periodically, photo exhibitions are arranged in the dressing room. « Summer rest» , "How we live!" etc., as well as regularly posted information for parents.

Educational subject environment Location on

I also consider it important in my work to create a developing environment on the playground, which contributes to:

full recovery of children in favorable climatic conditions
continue to work on instilling in children the habit of healthy lifestyle life
consolidation of skills and knowledge in the framework of cognitive, aesthetic development.

The object environment of our playground includes: a shady 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, made together with children, have been developed.

The equipment of the playground with sand includes: a sandbox with moistened sand collected in a hill; scoops, molds, buckets, flat toys: houses, trees, little men, animals, voluminous toys, cars, etc.; water play containers.

For games with water we use basins, rubber toys, floating toys, paper crafts, waste and natural materials. Special baskets and boxes were prepared for the external material. Toys after a walk must be washed, so there are containers for washing toys, which complies with SanPiN.

Outdoor work includes individual work with children, so on the veranda, in the shade, there are tables for independent activities of children:

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

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

Creating a spatial environment, we tried to make it informatively rich, which is ensured by a variety of subjects, a variety of didactic and informational material.

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

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

The main requirement for the educational environment in a preschool educational institution is to provide the child with the freedom to choose an activity in which he can independently acquire knowledge about the world around him, develop his talents and abilities. And the role of the teacher is to observe and control this process and protect the child from harmful influences.

These requirements are perfectly met by the concept formulated by Dr. psychological sciences S.L. Novosyolova, and it is this concept that most specialists adhere to. She argues that the developing subject environment is a system of material objects of the child's activity, which develops his spiritual and physical appearance and presupposes the unity of social and natural remedies providing a variety of activities for the child.

Lack of activity leads to limited opportunities and deprivation of the individual in the future. That is why activity is put in the first place in this concept. It forms the psyche through the child's generalization of his personal experience, and the objective environment contributes to this.

What is the development environment?

A full-fledged subject-spatial developing environment in kindergarten according to the Federal State Educational Standard consists of:

large playground;
a variety of gaming equipment;
a set of toys;
game paraphernalia;
various game materials.

In such an environment, the child should independently strive for activities that will develop his mental and creative abilities, imagination, communication skills, and form a personality as a whole. To be developing, the environment must meet all these requirements. The question of its organization is the task of preschool educational institution, which puts the new Federal State Educational Standard.

Development Environment Components

Analyzing the work of scientists, three components of the development environment can be distinguished. At the same time, the subject-spatial component is given a central place.

Social.

The main criteria for this component are:

good, cheerful mood;
respect for the educator as the leader of the process;
a friendly atmosphere that promotes joint activities of children and encourages cooperation;
involvement of all subjects of the environment in the educational process.

Spatial and subject.

the environment should be flexible enough that both the child and the caregiver can manage it if necessary.
the child should be able to easily move from one activity to another, and any of its types should be part of one holistic process;
the environment must be complex and complex, include many different elements that help the child develop and learn.

Psychodidactic.

This component means such activities of teachers involved in the process of upbringing and education, which will contribute to full development children.

GEF requirements for a developing subject-developing environment

The Federal State Educational Standard contains many general formulations, but, in fact, it requires the full implementation of all components of the development environment. At the same time, it is taken into account that the game is still the main form of the child's activity.

GEF requires enriching the educational environment with all sorts of components that will stimulate cognitive and educational activities children. At the same time, the availability of all these components and premises of an educational organization for each child is very important.

The object-spatial environment in the preschool educational institution according to the Federal State Educational Standard should be organized so that children can freely do what they like best. The equipment should be placed in sectors according to the interests of children. In one place - designers, in another - sets for drawing, in the third - sets for experimentation or manual labor.

A prerequisite is the presence among the equipment big set materials that will stimulate the child to learn:

educational games;
simple technical devices and models;
magnifiers, magnets, scales and sets for experiments;
natural materials that can be studied, collected and experimented with.

The main problems in the organization of a subject-developing environment

There are two main reasons for the poor organization of the development environment. First- the use of an outdated approach, sometimes even from Soviet times. Second- understanding the environment as a background, they say, the teacher should educate, and the environment is only a means.

Because of this, problems occur. Eg , lack of understanding of how the world of today's preschooler has changed. One cannot ignore such a popular phenomenon as the Lego constructor and the most popular transformers, not to mention various gadgets and computer games. The developing environment should be attractive for the child, he should feel comfortable in it.

Violation of the integrity and lack of diversity also reduces the preschooler's interest in the environment, and can also increase fatigue and cause discomfort. This happens when the developmental environment consists of a set of unconnected corners or is strictly zoned, or if, for some reason, teachers place an unreasonable emphasis on a certain type of activity (for example, drawing or local history), or when the space is oversaturated with outdated or monotonous toys and other materials.

How to create a developing environment in a preschool educational institution?

When creating a developing environment in a preschool educational institution according to the Federal State Educational Standard, you need to understand what tasks it should solve. Chief among them will be to increase the independence and initiative of the child. To do this, the environment must be comfortable for all its participants and satisfy their interests and needs. It is equally important for the environment to have a place for the education of children, their upbringing and the development of social abilities.

When creating a developing environment, it is necessary to take into account what it consists of and what main components it should contain, what state standards require and what mistakes should be avoided.

The following five principles only complement the main provisions discussed above.

The principle of constant change of environment. Both the environment and the immediate content must be constantly updated. The environment must be flexible and responsive to changing needs of children based on current needs or depending on age.
The principle of face-to-face communication. It is important to use a variety of furniture and arrange it in such a way as to simplify and make comfortable communication between children and adults. This equalizes the positions of all participants and helps to get closer.
The principle of diversity of space. The child should have the opportunity, according to his mood or desire, to change the type of activity, change activity to rest. Space should be plentiful and easily accessible. Children need the opportunity to do different things at the same time so as not to interfere with each other.
gender principle. In the developing environment, there should be materials that would take into account all the characteristics of children. Some of them should be designed so that boys get an idea of masculinity, and girls - about femininity.
aesthetic principle. Most of the information is perceived by a person visually. Therefore, it is important that all the variety of elements of the environment harmoniously combine with each other, and the decor creates an atmosphere of lightness and does not “pressure” on children.

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

The object-developing environment is a system of material objects of the child's activity, the unity of social and objective means of ensuring the various activities of children.

When organizing a subject-spatial environment in a kindergarten, the activity of all preschool teachers is necessary, because. variety of toys is not the main condition for the development of children.

Creating a subject-developing environment for children, it is necessary to pay attention to its developmental nature. The object world should ensure the realization of the child's need for active and diverse activities.

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

When creating a developing environment for a group, it is very important that the environment surrounding children be comfortable and aesthetic. Beauty shapes the child. Therefore, one should pay great attention corner aesthetics. Its design should be attractive to children and arouse in them the desire for independent activity. At the same time, it is necessary to teach children to maintain order in the corner and to cultivate a careful attitude towards toys.

One of the tasks of the educator is to create a versatile developmental environment for each child in order to give him the opportunity to express himself. A large number of play equipment and materials for creative activities should be made by the hands of educators.

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

group room is a room rectangular shape, along the perimeter of which there is furniture, children's tables for classes, 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 material, costumes and attributes for dramatization games.

Activity zone

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

In the "Motor Activity Zone" there is a "health track", 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 is musical instruments, which bring children many joyful minutes, various musical didactic games. In addition, they develop phonemic hearing and a sense of rhythm in the child.

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

dressing corner

The corner of the disguise is a necessary attribute of the group. The children dress up with the help of an adult in handkerchiefs, capes, skirts, costumes of different characters. We fill the dressing corner during the whole school year, gradually introducing new attributes: beads, hats, ribbons, attributes, costume elements for role-playing games. It is desirable that parents help to replenish this corner with the material that they have at home and they no longer need.

Corner of nature

Corner of nature - introduces children to accessible natural phenomena, recognizes pets and their cubs in pictures and toys, learns to distinguish by appearance vegetables and fruits.

Children learn to summarize the results of their observations of objects of nature when maintaining a weather calendar. If in younger age only the main weather phenomena (rain, snow, sun, wind) are noted on it, then in the older one, its complication occurs.

book corner

In the corner of artistic activity- book corner - books, literary quiz games, plot pictures.

Since the development of active speech is the main task of the development of children, 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 with them and look at pictures, so here we have a lot of books on the program.

A place for solitude

The group has organized a place for solitude - where children can look through their favorite book, and just sit and relax from children's team. This in a simple way the creation of "one's own" personal space is achieved.

dressing room

I would like to tell you a little about the design of the dressing room. There is a panel "Our group" where photos of children visiting the group are posted.

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

A purposefully organized subject-developing environment in a preschool institution plays an important role in harmonious development and raising a child.

The created aesthetic environment causes a feeling of joy in children, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches with new impressions and knowledge, encourages active creative activity, promotes intellectual development children preschool age. Such an organization of the object-spatial developing 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. In our Living Room center, toys are collected that introduce children to the household items around them. Children not only get acquainted with objects that are new to them, but also learn to act with them. They then transfer the acquired knowledge and skills to everyday life.

In the group, the play environment is filled with a variety of material and equipment. These are, first of all, toys-characters, cribs and strollers for dolls, kitchen furniture with a set of large toy utensils, ironing board with an iron, etc., they bring joy and pleasure to children, form ideas about the world around them, encourage active gaming activity.

The group has a special play corner, equipped according to the principle of selecting games by playing areas: "Hospital", "Kitchen", "Dining Room", "Hairdressing Salon". Separate bottom drawers contain construction material that children enjoy while playing.

IN game centers are all the attributes on the topic. For example, for a game:
in the "Hospital" there are gowns and medical devices (instruments), all kinds of vials and boxes of pills;
for a traffic corner - various cars, road signs,
for playing the "Hairdresser's" - capes, hairdressing sets (tools), bottles, boxes, photos 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 according to their interests, and the educator to direct children's activities. By creating various zones and corners, the teacher invites preschoolers to do what they love (drawing, designing, research activities), thereby realizing the development potential, as well as the need for recognition and self-expression. Observing the children, the teacher receives a lot of interesting and valuable information. This helps him thoughtfully and rationally organize and adjust the space of the group in the future, and also provides an opportunity for creative self-realization and organization of the educational process at a new qualitative level.

Project: "Bright colors of summer"

Passport design work

Project name: "Bright colors of summer" (site improvement project mixed age group: Branch of the MKOU Taskaevskaya secondary school - Karmyshakskaya NOSH - a kindergarten and the creation of a subject-developing environment on the site that promotes healing child's body V summer period; emotional, personal, cognitive and creative development children as part of the implementation of the Federal State Educational Standard).

Project manager: Peshkova Valentina Gennadievna
Compound project team: educator and parents of a different age group.

Project type: practice-oriented.
Type of project: creative.
Duration: short term.
Project implementation period: May - July.
Project object: "Site preschool group- a place for play, recreation, sports, cognitive and creative development of children"
Problem field of the project:
- the presence of old equipment on the site, which, due to lack of funding, is not yet possible to replace with a new one;
- passivity of parents in the process of organizing and conducting group events in a health-improving group;
7. Purpose of the project:
Creation of emotionally favorable conditions for the stay of children in a preschool institution through the improvement of the site, the creation of a subject-developing environment on the site of the kindergarten, conducive to the improvement of the child's body in the summer; emotional, personal, cognitive and creative development of children through the interaction of parents and educator.
8. Project objectives:
- join forces preschool teacher and parents of pupils) to create a subject - developing environment that contributes to the improvement of the child's body in the summer; emotional, personal, cognitive and creative development of children corresponding to the Federal State Educational Standard.
- Creation non-standard equipment on site to ensure different types activities of preschoolers (game, motor, intellectual, independent, creative, artistic, theatrical);
- promoting cooperation between children and adults to create a comfortable subject-developing environment;
- improve the design of the site;
9. Expected results:

Creation of conditions for recreation, sports, games and experimentation of children that meet the requirements of the Federal State Educational Standard;
- creation of conditions for the protection and promotion of children's health;
- creation of zones of continuous gardening and flowering when decorating
- involving parents
- satisfaction with the activities of the preschool institution on the part of parents and pupils;
- creating your own "image" of the site, the image of a group of different ages due to non-standard equipment and decoration;

10. Explanatory note:
Project relevance:
The question of organizing a subject-developing preschool environment is of particular relevance today. This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the main general educational program of preschool education.
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.
Teachers need to enrich the environment with elements that stimulate cognitive, emotional, motor activity children.
The environment should 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.
I am convinced that it is necessary to surround the child with beauty so that he is imbued with the thought - it is important not only to preserve beauty, but also to create it around him. The upbringing and development of preschoolers is more effective if certain conditions in kindergarten.

Most of the time during the summer, our mixed-age children spend on fresh air. It is important to try to fill with vivid impressions and joyful experiences of children's stay in kindergarten. Great importance I devote to the development and improvement of the subject-developing environment on the site in summer time as a system of conditions that ensures the full development of children's activities and children's personality. Thus, all these prerequisites led me to the choice of the theme of the project.

Significance at the level of educational institutions and society:
- increasing the motivation and involvement of parents in the life of the preschool group;
- increasing the success of the social development of children based on the positive activity of interaction between parents and educator;
- increasing the prestige of the preschool educational institution as a favorable institution for the development and upbringing of children.
11. Project implementation plan:

Stage 1 (May)

1) a detailed survey of the site and the selection of the most interesting objects;

2) drawing up a map - a scheme for creating a site;

3) involvement of parents in the improvement and decoration of the site;

Stage 2 (June 1 to 15)

Reconstruction of existing equipment and decoration of the site in accordance with the objectives of the project and the requirements for protecting the life and health of children: - laying out flower beds, creating a play and sports equipment in accordance with the project;

Creating "bright spots" on the site with the help of decoration - creating zones for experimenting and experimenting with water and sand;

Holding holidays on the site and role-playing games;

Creation of a photo of the exhibition based on the results of work on the project.

12. Results of work on the project:

During the implementation of the project method, a lot of new things were created on the territory of our site: a wattle fence next to a painted house, a horse carrying a cart of grass, a sandbox-umbrella, a place was allocated for playing with water, a recreation area, an area for board games, drawing, creativity, "arrived "butterflies and dragonflies, flower beds (umbrella, three little pigs, a frog princess, a train, a centipede, two baskets woven from twigs) Parents, educator and employees worked in one team sparing no time and effort, which greatly rallied the team. (small village, one teacher and small team). Children are very receptive to the environment, so the whole environment on the playground is of great educational value. The created subject-developing environment makes it possible to provide maximum psychological comfort for each child, to create opportunities for exercising his right to freely choose the type of activity, the degree of participation in it, the ways of its implementation and interaction with others. Conditions must be created on the site to ensure different areas of development of children: play, motor, intellectual, independent, creative activity. For children, summer is the most long-awaited and favorite time. Therefore, together with the parents, we joined forces and created such a subject-developing environment at the kindergarten site that allows us to ensure the psychological comfort of each child, creates an opportunity to choose an independent individual activities, improve physical health.
As soon as the snow melted and the first flowers appeared, our kindergarten site began to gradually turn into a fairy tale. Children in this fairyland feel like full-fledged owners of the space, become the creators of their environment, their self. The subject-developing environment created by us allows us to provide maximum psychological comfort for each child, create opportunities for exercising his right to freely choose the type of activity, the degree of participation in it, the ways of its implementation and interactions with others. At the same time, such a subject environment allows me, as an educator, to solve specific educational tasks, involving children in the process of learning and mastering skills and abilities, developing their curiosity, creativity, and communication skills.