Developing subject-spatial environment as a means of socialization of preschoolers. Chapter II. developing subject-spatial environment as a means of forming the initiative and independence of children of senior preschool age

Science and practice are increasingly paying attention to the environment as a search "field" of the child, as a way to establish a relationship, a dialogue of culture and personality. In this regard, the active role of pedagogy in the search for ways to improve the environment as a condition for the formation of personality is increasing. E.N. Gusinsky notes that in order to create a new model of education, it is necessary to create a sufficiently diverse and random environment: “The self-consciousness of an individual cannot be developed only from the inside, for its formation and development, interaction with many individuals, groups and subsystems of society is necessary” .

In our work, problem situations, unexpected examples of familiar objects, which required the child to find ways to resolve their cognition, acted as such accidents. In the environment in front of the child, the world is constantly revealed with new facets, degrees of freedom, which he can master or discard. In an environment with a certain structure, the child selects situations of interaction that are significant for him.

Objects of the environment are included in the “field” of personality activity in different ways: as an environment, as a background, as a circumstance, situation, as a “place”, “center” of the formation of values in the personality sphere. The procedural aspect has two sides: perceptual and interactive. The perceptual side of the interaction between the environment and the individual goes through several stages: preperceptive (there is no interaction, there is only readiness), assimilation (the desire to interact, correlating the content of the element with one’s experience), accommodation (the desire to change the environment, orientation to the new), balance (the effectiveness of the interaction of the individual and environment, aesthetic tension, state of balance, harmony, insight, catharsis). In the procedural aspect of the interaction between the environment and the personality of the child, the position of the teacher is important, expressed in motivation, education, evaluation, communication.

N. S. Ivanova notes that “in the question of the optimal saturation of the subject-spatial environment of the child, one should adhere to the measure of “necessary and sufficient” for each type of activity, so that in the end, children have not only material with which to act, but also the space itself for this action. It is necessary that the subject-developing environment meet hygienic and sanitary standards and requirements: - it is necessary that the design, depending on the possibilities and preschool conditions, was varied; - it is necessary that developing and subject- game environment, as well as the furniture corresponded to the psycho-physiological features of the development of pupils at this stage of age development; - it is necessary that the design of the DOO resembles home environment, it was comfortable, cozy and aesthetic; - it is necessary that the subject-game environment be diverse, variable, as well as multifunctional.

In the Federal State Educational Standard preschool education emphasizes the need to “create favorable conditions for the development of children in accordance with their age and individual characteristics and tendencies to develop abilities and creativity each child as a subject of relationships with himself, other children, adults and the world. The subject structure of the game environment is modeled by the educator at three levels: low, medium, high. A child with insufficient sensory experience can independently choose the mode of action in the environment that corresponds to the level of his development today, or independently try a method unfamiliar to him, i.e. he will be in a situation of choice. On the one hand, this will prevent the occurrence negative emotions, to protect the child from failure, and on the other hand, it creates an opportunity for him to orient himself towards “tomorrow”, to try to overcome ignorance and difficulty on his own. Overcoming difficulties and receiving a successful result, the child experiences satisfaction, begins to evaluate the merits of environmental objects and his personal qualities, manifested in interaction with the environment. Thus, the values of the object, things are transformed into the values of the individual.

Taking into account the modern requirements for the creation of a developing object-spatial environment, the employees of kindergartens in the city of Orenburg use technologies for creating a complex-thematic planning of a spatial-game environment in the educational process. A “choice board”, “activity centers” appeared in the PEO environment, which help children to show initiative and independence, provide an opportunity to choose their occupation, participants in joint activities. The frontal form of work was replaced by work in small groups according to the preferred type of activity. Every day children's attention is drawn to new material, which appeared in activity centers, this material is a stimulant for the choice of children's activities.

Such an organization of children's life activity makes it easy to implement the principles of personality-oriented and activity-based approaches in education. When organizing work, children develop a number of key competencies: the ability to choose, plan their own activities, negotiate with others about joint activities, distribute roles and responsibilities. In such situations, the child follows the social norms of behavior and the rules that they have chosen and approved with the children, and this is reminiscent of the rules drawn by them, which are framed and placed throughout the group.

According to its modality, the physical culture and sports environment of a preschool educational organization can be attributed to one of four types: training, formative, developing, creative. In the "training" physical culture and sports environment:

Conditions are created to increase the adaptive capabilities of the child's body and the development of his physical condition in the process of education and upbringing within the walls of a particular educational institution;

They mainly use training effects through biological adaptation to environmental parameters and the formation of adequate behavior under standard conditions of a behavioral setting after repeated repetition of homogeneous forms of activity;

Conditions are created for the formation of physical education knowledge among students, health-saving, vital, sports and professionally applied motor skills and skills and physical condition conforming to regulatory requirements.

The "shaping" environment is focused on obtaining a learning effect. In the "developing" physical culture and sports environment, a set of opportunities is provided for the holistic physical culture development and self-development of the child's personality, which is manifested both in terms of satisfying and developing the subject's physical culture and sports needs (from the vital to the spiritual component), and in terms of assimilation of social values by the personality physical education and sports, and their partial transformation into internal values.

Pedagogical organization the developing environment is characterized by an optimal system of connections between all elements of the educational environment, constant enrichment and rational use of educational resources, constructiveness of pedagogical interaction and creative activity of preschoolers. In this area, the teaching and upbringing opportunities of classroom and extracurricular physical culture and sports work are effectively used, a wide range of additional physical culture and educational services (sections, circles, etc.) and physical culture and sports relations with other educational institutions (competitions in sports, Days of Health and etc.). The developing environment is focused on obtaining a teaching and upbringing effect in the form of subjective physical culture and sports activity and the child's readiness (motivational, operational, reflexive) for physical culture self-improvement.

In the "creative" physical culture and sports environment, a range of various opportunities for physical culture and sports self-improvement of the child's personality is provided, which is manifested in meeting the complex of physical culture and sports needs of children through the integration of the content and forms of physical education. The pedagogical organization of the creative environment is characterized by a systematic relationship between elements, enrichment of the environment at the expense of resources additional education, the constructiveness of pedagogical interaction and personally significant activity of preschoolers, supported on the basis of sports and gaming activities, the creation of sports-regulated relations between students and the response of the environment to their activity.

Physical culture and sports environment- this is the type of environment that is as close as possible in content, methods and forms of organization to voluntary physical education classes (outside the preschool educational institution), which allows for the preparation of a gradual transition of the process of compulsory physical education in the voluntary process of physical education, self-improvement.

This environment has a high motivating influence, which allows long time maintain the interest and keep the student active on the basis of gaming activity due to the interaction and interpenetration of the external (learning environment) and internal (organism) in relation to the subject of environments (a sense of lightness and freedom, muscle joy and, in combination with a sense of excitement, enjoyment from overcoming oneself, struggle, victory, team pride).

The physical culture and sports environment must be designed in accordance with the program that is being implemented in the educational organization. The teacher himself, who has knowledge of preschool pedagogy and psychology. When selecting the subject content of the physical culture and sports environment in a preschool educational institution, it is important to focus on the “zone of proximal development” (L.S. Vygotsky), that is, on tomorrow's opportunities for children.

To organize a physical culture and sports environment in a preschool educational institution, the leading principles are used:

Distance principle;

The principle of activity;

The principle of stability-dynamics;

The principle of aggregation and flexible zoning

The principle of openness-closedness.

The principle of complex thematic planning has found its reflection in the physical culture and sports development environment. As an example, on the topic “Folk Outdoor Games”, we created a physical culture and sports environment, which included:

Display of paintings depicting folk amusements: V.I. Surikov "Taking snow town”, B.M. Kustodiev "At the Fair", Shrovetide", "Round Dance", "Village Holiday";

Conversations about different nationalities, their traditions, in order to enrich the knowledge of children about the represented nationalities, a vivid figurative representation of their life;

Illustrations for folk tales, epics depicting strong, courageous, brave people; photographs depicting the life and games of children in the past and present;

Recordings of folk songs;

Decorations for folk games that were made with the help of parents;

Folk costumes brought by parents, caps for each game.

The second example of a sports and health-improving developing environment on the topic “Construction of a developing subject-spatial environment for the formation healthy lifestyle life of older preschoolers. Here we have provided information on the replenishment of the content of the gym, group sports corners and health corners with non-standard equipment for improving and increasing the motor activity of children (“Catch the ball with a trap”, “Octopussy”, “Caterpillar”, “Circus hoops”, “Outdoor checkers”, “Nuts”). As a result, non-standard equipment was prepared in group corners, at sites and the “Health Path” of the preschool educational institution (“Magic Paths”, “Hemp”, “Skis”).

To increase the physical activity of children in the daily routine and on walks, we compiled card files and developed recommendations for outdoor and sports games (“We organize a walk correctly”, “We play, learn, grow”, “ Sport games- this is interesting!" etc.).

The group organized a “Health Corner”, where rich material has been accumulated: didactic and Board games(“Etiquette is a school of graceful manners”, “Pick up objects”, “How to grow up healthy”, “Sports lotto”, etc.); manuals and posters on compliance with the rules of safe behavior and personal hygiene, culture of behavior, maintaining a healthy lifestyle, rational nutrition. Children receive elementary knowledge of a valeological nature and skills in the formation of their health.

As a third example of complex thematic planning, we prepared a presentation for children on the necessary qualities “We are circus performers” about gymnasts, demonstrating strength, dexterity, striving for goals, courage, flexibility, endurance and musical accompaniment. In the sports corner, we placed magazines and albums about gymnasts and types of exercises. And also a pedagogical workshop was held on the manufacture non-standard equipment for physical education. During this workshop, we, together with the teachers, weaved braids that can be used for outdoor games and how Sports Equipment in the classroom and in the independent activities of children.

Thus, the task of teachers is to make the developing space-subject environment rich in content, transformable, multifunctional, variable, accessible, and most importantly, in demand.

Organization: TSPU

Location: Tomsk region, with. Melnikovo

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

In a well-organized educational environment, the following elements can be distinguished:

subjects of the educational space (children, teachers, parents);
subject- spatial environment(objects, objects that stimulate the development, education, upbringing of the child, contributing to the formation of independence, activity, initiative, interaction with other people);
communication and connections between subjects and objects that contribute to the formation of a child's openness or closeness to the world of culture, to the world of people, nature, openness to oneself, one's own experience (type of communication between people - style pedagogical communication, type of relationships in the family, etc., accessibility of the environment and its safety, comfort, etc.);
general socio-cultural context (external parameters of the environment: climatic zone, geographical location, economic and political "parameters" of the state system, historical era, etc.).

The connectivity of all elements of the educational environment is expressed in their interconnection and mutual influence and is a holistic integrative education - a system. In this system, each element, on the one hand, is independent, autonomous, has its own structure and content. On the other hand, it is in relationship with all other elements of the system and depends on their state and quality. The joint “work” of all elements gives a general educational result in the form of an emerging integrative quality in a child, professional competence in a teacher, socio-psychological climate of the group, collectivism, a sense of professional burnout or satisfaction and a sense of self-realization in a teacher, etc.

The object-spatial environment is considered by us as an important physical part of the place, which can have a high educational potential for the development of the child.

The general approach to the organization of this element of the educational environment is presented in the form of zone design. The space of the group is arranged in the form of special zones (for example, a zone of developing games; game zones; a training zone; zones of trials; a zone of achievements; a place for presentations; zones for the development of labor and domestic skills; recreation zones (including places of solitude); zones for reincarnations) .

Transitions between zones free. And during the day, the child can move freely, following his natural desire and interests. The space is arranged for specific educational tasks, when the child can "live" his interest at the pace and volume that he needs. The zones are saturated with various materials for children's activities.

Description of game zones. In the game zones, contours can be outlined to divide games into desktop-printed, subject-manipulative, sports, mobile, role-playing. The group should have a lot of "building" material for designing, modeling the playing space (tables, chairs, small benches, cubes, rags, ropes), that is, material that does not close the child's fantasy process.

Some places to play are open, while others contain special curtains - "closers" that allow children to maintain the intimacy of their game.

Materials for games involving construction, buildings are located on the lower tiers of cabinets. There is a rug nearby so that the child can deploy his building on the floor, and not just on the table. Children also like to build on benches. Nearby there may be boxes for the material of object-manipulative games (cars, etc.).

Board games are located on more than high floors stands for game materials. The main requirement here is that they should be open, accessible to children. In order for a child to be able to choose a game, he needs to choose from something. Teachers can change game material from time to time in order to "launch" new lines of games.

In the group, along with the play areas, there is a "learning" area. Its creation and allocation in the group space gives special significance to new, still emerging educational forms. In the space of the group, it takes up little space compared to the game. Its appearance causes the transition of the child from play activities to learning.

Description of the study area. In the "training" part there is a board, information stands, shelves with educational material. There must be “sampling places” in the group: all kinds of albums, notebooks, boards, planks, separate sheets of paper, etc. This is the personal space that allows the child to freely and naturally train the necessary skills without fear and tension. And access to this material can be obtained only with the permission of the child himself. . Everything that is done by children in these zones, not subject to criticism. This trial behavior of the child unfolds without directive interventions from adults, without instructions and commands, which creates conditions for the formation of independence in the child in determining the mode of his work.

There are also “zones of presentations”, “zones of personal achievements”. These are just the places where the child can put his work, like recognized by him in terms of quality. Where a child can prove himself as a person who has achieved a certain success.

The group space contains Achievement Board, which fixes the success of the child, the acquisition of certain skills and abilities in the form of various schedules for improving various "techniques". Each next work the child is compared only with his previous work, and not with the work of other children. Thus, a positive self-esteem of the child is laid and the occurrence of school anxiety is prevented.

Zones are informational and effective. Information zones are stands, maps, a globe, a library, cards. Space actions For children- this is the whole space of the group, where any kind of activity can develop. In the group there is a “fixation” for certain places of the nature of the activity: we are doing cooking near the kitchen block, near the cabinets where materials for applied types activities, there are tables to develop this activity. Specially equipped areas for games with designers. There is a place for unfolding theatrical activities.

Information zones in the group are created not only for children, but also parents. They can take the form of individual pockets for personal information, a board for notices of an organizational nature, a separate stand with information of a meaningful nature, where articles from magazines and newspapers on the topic of pedagogy and psychology are located. A very special information place is the Dictionary for Teachers and Parents. It helps to overcome the "household" understanding of pedagogical terms by parents. Here, too, the "Diary of the individual development of the child" is a field that is both informative and effective for both parents and teachers. The library for parents also acts as an information place.

We allocate in space fields of collective and individual action. Collective and individual are not opposed, but organically complement each other. Collective - these are all common places, and individual - these are places that outline the personal space of the child. These are individual lockers not only in the reception area where clothes are stored, but also in the training area of the place where material is collected for individual training in shading, coloring, “printing” letters, lacing, cutting, self-expression in albums and notebooks. In the same place, children can collect and store the products of their activities - drawings, crafts. These lockers also hold math and literacy supplies.

On the Tree of Achievements in the study area, children post both individual and collective work. Individual work reflects the uniqueness of each child, his own interpretation of the overall task. The presence of individual work next to others gives it great significance in the eyes of the author, he feels satisfaction, pride. And these are positive feelings that "push" to new creative deeds. IN collective work, as in the total product of children's activities, reflects the contribution of each child to the common cause. The preschooler feels an attachment to a common goal, to a common achievement. During the year, teachers collect the work of each child in individual folders. At the end of the year, teachers make personal exhibitions on their material. Exhibitions of works on common theme are combined with personal exhibitions of the work of each child.

For parents, there are also individual “places” in the group (pockets for personal messages, individual consultations and meetings) and group ones (stands for information addressed to everyone, a library for parents, general meetings, meetings).

In addition, special (thematic) zones are created in the group - "ecological zone", "center children's experimentation”,“ art activity corner ”, etc.

The developing subject-spatial environment is arranged in such a way that it allows solving the actual educational tasks of each pupil. In it, the child can "live" his interest at the pace and volume that he needs. The zones are saturated with various materials for children's activities.

The teacher's knowledge of the zones actual development child in accordance with age will contribute to more exact definition its zones of proximal development and the selection of educational tasks and means for their solution. In joint activities with an adult or peers, the child can solve problems different type depending on their abilities and abilities.

Conclusion.

A properly organized subject-spatial developing environment allows each child to find something to their liking, to believe in their own strengths and abilities, to learn how to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what underlies developmental communication. The free activity of children in development centers helps them independently search, be included in the research process, and not receive ready-made knowledge from the teacher. This allows you to develop such qualities as curiosity, initiative, independence, the ability to creative self-expression.

Literature:

Slobodchikov, V. I. Psychology of human development / V. I. Slobodchikov, V. I. Isaev. - Moscow: School press, 2000. - 416 p.

Fayzullaeva, E. D. The diary of the individual development of the child as a tool for the individualization of educational educational process/ E. D. Fayzullaeva // Kindergarten from A to Z. - 2014. - No. 6. - P. 34 - 49.

Federal State Educational Standard for Preschool Education: Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) of October 17, 2013 N 1155 Moscow. [Electronic resource]. – Access mode: http://www.rg.ru/2013/11/25/doshk-standart-dok.html

Yasvin, V.A. Educational environment: from modeling to design / V. A. Yasvin. - Moscow: Meaning, 2001. - 366 p.

Developing subject-spatial environment as a means of developing the speech of preschoolers

There is no such side of education, understood as a whole,

on which the situation would not be affected,

there is no ability that would not be directly dependent

from the concrete world immediately surrounding the child...

The one who manages to create such an environment,

make your work easier.

Among it the child will live and develop

own self-sufficient life,

his spiritual growth will be accomplished

from myself, from nature...

E. I. Tikheeva

slide 1

The objective world of childhood is not only a play environment, but also an environment for the development of all specific children's activities (A. V. Zaporozhets), none of which can fully develop outside subject organization. Modern kindergarten is a place where a child gains experience of wide emotional and practical interaction with adults and peers in the most significant areas of life for his development. The possibilities of organizing and enriching such experience are expanded if the group creates kindergarten subject-spatial developing environment. The developing environment of an educational institution is the source of the formation of the child's subjective experience. Each of its components contributes to the formation in the child of the experience of mastering the means and methods of cognition and interaction with the outside world, the experience of the emergence of motives for new activities, the experience of communicating with adults and peers.

slide 2

The created developing object-spatial environment of any age group in a preschool educational institution takes 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.

A developing object-spatial environment should be understood as a natural comfortable environment, rationally organized in space and time, saturated with a variety of objects and game materials.

The activity of the child in an enriched developing environment is stimulated by the freedom of choice of activity. The child plays based on his interests and abilities, the desire for self-affirmation; is engaged not at the will of an adult, but at his own request, under the influence of game materials that have attracted his attention.

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

slide3

Speech is the leading means of communication that accompanies all types of activities.

Speech activity unthinkable without knowledge, without mastering the world around the child

A child will not speak in empty walls, Elena Ivanovna Tikheeva noticed at the time.

slide 4

Psychological and pedagogical requirements for the creation of a subject-spatial developing environment.

Saturation, multifunctional, transformed, accessible, safe and variable

slide 5

By saturating the group space, our teachers, first of all, make sure that the children in the group can satisfy their important vital needs in movement, cognition, communication with adults and peers. Kindergarten groups are equipped with modern gaming and didactic equipment, which includes visual, handouts that provide more high level cognitive and speech development of children.

Teachers have accumulated and systematized a variety of practical material for organizing speech games and classes: file cabinets and manuals for articulation gymnastics, complexes finger games, toys and game aids for the development of correct speech breathing, thematic albums, games for enriching the passive and active vocabulary, the formation of a grammatically correct structure of speech, coherent speech, development phonemic hearing and fine motor skills.

slide 6

– polyfunctionality, providing for the provision of all components of the educational process and the possibility various uses various components of the subject-spatial developing environment. This principle is implemented in kindergarten through integrated thematic planning and integration educational areas. The subject-spatial developing environment is transformed in accordance with the theme of the week - corners are formed, children are provided with game material that serves to develop and consolidate certain cognitive and speech abilities.

slide7

The transformability of the subject-spatial developing environment of our groups occurs mainly due to the rational placement of tables, the use of easels. If the teacher plans individual work, consolidation of organization skills, then the tables are in rows. If joint activities are planned that require patience and perseverance, the furniture is arranged in the form of a semicircle or square. Often educators do without tables at all: during a conversation, didactic games, the children sit directly on the carpet. We plan to use portable lightweight screens and a partition house to separate the space of the group, which in turn will increase the interest of children and provide an opportunity to develop communication skills.

Slide 8

variability, which is determined by the general developmental type of educational institution, in our case, the priority speech direction in the development of preschoolers, regional characteristics, cultural traditions. Our kindergarten has 5 compensatory groups, each of which has a speech therapist teacher. In accordance with the priority direction of activity of a preschool institution, teachers pay great attention speech corners the design of the premises of the reception room and the group, involving children and parents in this activity. Regularly in reception group exhibitions with creative family work pupils, which reflect the theme of our region. Regional features are also taken into account in the design of the group, in game and illustrative materials that contribute to the development of cognitive and speech skills of preschoolers.

Slide 9

The accessibility of our kindergarten environment implies:

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

Free access to games, toys, aids that provide all kinds of children's activities

Serviceability and safety of materials and equipment

Slide 10

Environment security

Compliance of all its elements to ensure reliability and safety

It is important that the developing subject-spatial environment has the character of an open, non-closed system capable of change, adjustment and development. In other words, the environment is not only developing, but also developing. Practice suggests that it is difficult to completely replace the subject environment in a group. But still, under any circumstances, the objective world, surrounding the child, it is necessary to replenish and update, which we do. Only then the environment contributes to the formation of cognitive, speech, motor and creative activity.

Conclusion

In modern preschool pedagogy, the tasks of humanizing the process of education and training, protecting and strengthening the physical and mental health children, their full development. The development of cognitive and speech abilities in children is one of the main tasks of preschool education. One of the most important cognitive processes man this speech. The solution of these problems is impossible without the creation of a modern developing object-spatial environment.

The organization of the “Developing Object-Spatial Environment” in the kindergarten is effective in educational impact aimed at forming in children an active cognitive attitude to the world of objects, people, and nature.

Our kindergarten teachers Special attention give to the subject environment, first of all, its developing character. One of the main tasks is to enrich the environment with such elements that would stimulate the cognitive, speech, motor and other activity of children.

slide 11

Thank you for your attention

Bibliography:

1. Anokhina T. How to organize a modern subject-developing environment [Text]: / T. Anokhina // preschool education. - 1999. - No. 5. – P.32 – 34.

2. Zheleznova S.V. To the question of the organization of the developing subject environment in preschool/ Doshk. educate. inst. No. 122 “Sun”, Tolyatti [Text]: / S.V. Zheleznova, T.A. Falkova. - Ulyanovsk, 2001. - 72 p.

3. Novoselova S. Developing subject environment[Text] : Guidelines on the design of variable design - projects of the developing subject environment in kindergartens and educational complexes / S. Novoselova. - M.: Enlightenment, 2001. - 89 p.

4. Rodionova O.R. Pedagogical conditions for organizing a developing subject environment in a preschool educational institution [Text]: author. dis. cand. ped. Sciences / O.R. Rodionov. - M., 2000. - 18 p.

5. Ryzhova N.A. Developing environment of preschool institutions [Text]: / N.A. Ryzhova. - M.: Linka-Press, 2004. -174 p.

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 perfectly correspond to the concept formulated by the doctor of 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 skills, imagination, communication skills, shape the personality as a whole. To be developing, the environment must meet all these requirements. The issue of its organization is the task of a preschool educational institution, which is set by 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 the full development of 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 to enrich educational environment all kinds of components that will stimulate the cognitive and educational activities of 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 of a large set of 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.

CHAPTER II. Developing subject-spatial environment as a means of forming the initiative and independence of older children preschool age

2.1. Requirements for the developing object-spatial environment in accordance with the Federal State Educational Standard.

FEDERAL STATE EDUCATIONAL STANDARD FOR PRESCHOOL EDUCATION, the developing object-spatial environment should ensure the maximum realization of the educational potential of the group space. Materials, equipment and inventory for the development of preschool children are selected in accordance with the characteristics of each age stage, the protection and promotion of children's health, taking into account the characteristics and correction of shortcomings in their development. The developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children different ages) and adults, the physical activity of children, as well as opportunities for privacy.

The developing object-spatial environment should provide:

implementation of various educational programs;

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

The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with training and education facilities (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and inventory should provide: playful, cognitive, research and creative activity of all pupils, experimentation with materials available to children, motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions; emotional well-being children in interaction with the subject-spatial environment;

opportunity for children to express themselves.

For infants and young children, the educational space should provide the necessary and sufficient opportunities for movement, object and play activities with different materials.

2) The transformability of space implies the possibility of changes in the subject-spatial environment, depending on educational situation, including the changing interests and capabilities of children.

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) objects, including natural materials 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 of children.

5) Accessibility of the environment implies:

accessibility for pupils, including children with disabilities and disabled children, of all premises where educational activities are carried out;

free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities;

serviceability and safety of materials and equipment.

6) The security of the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

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

1. The subject-developing environment ensures the maximum realization of the educational potential.

2. availability of the environment, which implies:

2.1 accessibility for pupils of all premises of the organization where the educational process is carried out.

2.2. free access of pupils to games, toys, materials, manuals, providing all basic activities.

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 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 according to common interests: construction, drawing, manual labor, theatrical and gaming 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, springs, scales, beakers, etc.; a large selection of natural materials for study, experimentation, collections.

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. It is important to have a large number of "improvised" materials (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems. Groups of older preschoolers also need various materials, contributing to the mastery of reading, mathematics: printed letters, words, tables, books with large print, a manual with numbers, board-printed games with numbers and letters, puzzles, as well as materials that reflect school theme: pictures about the life of schoolchildren, school supplies, photos of schoolchildren-older brothers or sisters, attributes for school games.

Giving the child freedom of choice of actions and experimentation.

When creating a subject-developing environment, it is necessary to remember:

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.

Flexible and variable use of space is required. The environment should serve to meet the needs and interests of the child.

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

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.

2.2. Content, essence and principles of organization of the subject-developing environment.
The problem of the development of a subject-developing environment in a preschool institution has repeatedly been the subject of research by specialists in different areas knowledge. A properly organized object-spatial environment has great potential for the creative development of the child and his abilities.

In domestic pedagogy and psychology, there is a wealth of experience in educating and teaching preschoolers based on the creation of a subject-developing environment that corresponds to the age characteristics of children.

The term subject-developing environment appeared in the dictionary of teachers in the late 80s of the XX century. To determine the content and essence of the subject-developing environment, it is necessary to consider the concepts: "environment", "developing environment" and "subject-developing environment".

There are many concepts of the environment. In the dictionary of A.M. Prokhorov's concept of environment has several meanings:

1. A substance that fills any space and has certain properties;

2. Aggregate natural conditions life activity of any organism;

3. Environment, socially - living conditions in which a person's life takes place;

4. A set of people connected by common living conditions, occupations, interests

Development environment- a system of material objects of the child's activity, functionally modeling the content of the development of his spiritual and physical appearance. In psychology, the subject-developing environment is closely related to the concept of the social situation of development, which implies compliance with the age of the child, attitude to the world around him. In this regard, the environment is a condition for the creative self-development of the child's personality. Content Conversion Process pedagogical process cannot be divorced from the developing environment in which it must be embodied. The main requirement for the organization of a subject-developing environment is its adequacy as implemented in preschool program, the peculiarities of the pedagogical process and the creative nature of the child's activity. Most scientists agree that the quality of the upbringing and educational process largely depends on the quality of the organization of the subject-developing environment to ensure the full-fledged creativity of children.

Solving the problems of student-centered education is impossible without a modern subject-developing environment, the creation of which is based on the following principles:

1. The system of educational toys and manuals for preschool children (S.L. Novoselova, A.A. Ovchinnikov, etc.).

2. Improvement materially - technical support education and training in a preschool institution based on the principles of building a subject-developing environment, the formation of a system of developing preschool environment(S.L. Novoselova, V.A. Petrovsky and others)

The subject environment has a certain impact on the child from the very first minutes of his life. It is important that it become developing, i.e. ensured the formation of active independence of the child in activities. It creates conditions for the child to be creative, cognitive, aesthetic development. At proper organization subject-developing environment the child feels self-confidence, stimulates manifestations of independence, creativity.

Subject-developing environment - a system of material objects and means of a child's activity, functionally modeling the content of the development of his spiritual and physical appearance in accordance with the requirements of the main general educational program of a preschool institution.

Over the years, scientists have accumulated vast experience in understanding the environment as a condition or factor that is favorable in working with preschool children. L.I. Novikova, N.L. Selivanova, E.N. Stepanov attached importance to the environment as a component of the educational system itself.

7. The principle of variability.

Furniture and equipment should be comfortable for the child, create a feeling of comfort. Their design should be based on the principle of variability, which allows, if necessary, to change the spatial characteristics of products in sections. The principle of variability allows you to change the size of the parts of the products as the kids grow and mature.

8. Headset principle

It is necessary to complete all products included in one set, according to style, color solution, ensuring the compatibility of pieces of furniture, their sectional restructuring, respectively technical specifications. The compatibility of pieces of furniture with the general decoration of the group room is also important.

9. Principle of rationality

Equipment and furniture should be made according to the principle of rational use, facilitating the work of staff serving 10-15 young children at the same time. Any product included in the equipment set must be rationally located for a working adult.

10. Warehousing principle

The equipment should be easy to use, on the one hand - be stable, on the other - mobile: in case of movement, it must have holders or any devices that would allow the object to be permanently fixed to the wall, to any surface and, if necessary, easily detach and move.

11. The principle of "general" and "single" in the selection and use

When designing the interior of early age groups, service personnel can use foreign product samples or samples of local factories, i.e. carry out, as it were, a “private” selection of equipment. Creative developments allowed practical, various product improvements, search for their original use, i.e. what makes the interior of a separate group unique or children's institution generally.

12. The principle of age and gender compliance.

Let's dwell on this principle in more detail. No matter how beautiful the group room is, but if it is organized without taking into account the age of the children and the tasks of education, i.e. without a functional orientation - it does not create a developing environment for kids. A specific play environment, in order to be truly developing, must be “tuned” to a specific group of children. In other words, how many toys and what corners should be in the group must be decided anew each time.

These features must be taken into account when planning a group in which the "male contingent" prevails. It may be necessary to donate a barbershop and allocate additional space for building games. It may be necessary to reduce the number of dolls, but increase the number of cars. Girls, as shown by physiologists, are mainly guided by the “nearest” space, so they should create conditions that help situational, focused game plots. Rural children act out more scenes with the inclusion of pet toys; city kids prefer transport toys that display scenes from city life seen on the streets, etc.

The interior of the group should be designed according to the age and gender composition of the children. If there are children in the group who, by age or health status, belong to different micro-periods of development, then the equipment of the group should be designed for children of each age subgroup. But all innovations in the use of furniture and equipment in young age groups must obey the "general" principle: to be safe and reliable. The dimensions of work surfaces and their parts must comply with state standards developed for young children and be hygienically and environmentally sound.

Thus, when introducing the above principles into practical life kindergarten groups provides the creation of a subject-spatial developmental environment for children of different ages. Its peculiarity is in the simultaneous presence of not only one child, but the whole group, where each child should feel not only protected, but comfortable. AND environment is developing, if it helps the child to master the genetic tasks of age - entry into social reality, the development of a purely human way of life.