Analytical report on the results of thematic control. Analytical information on the subject-development environment in the group

group "Bees"

municipal preschool educational institution"Kindergarten№ 44 general developmental types"

Organization developing subject- spatial environment group is built in accordance with Federal State Educational Standard.

When creating a developmental space in a group room, the leading role of play activity in child development. This, in turn, should ensure the emotional well-being of each child, the development of his positive sense of self, competence in the sphere of relationships with the world, with people, with himself, with inclusion in various shapes cooperation, which are the main goals preschool education and education.

The subject-development environment is organized so that every child has the opportunity to do what he loves.Placing equipment by sector allows children to unite in subgroups based on common interests(design, drawing, manual labor, theatrical and play activities; experimentation). The interests of both boys and girls are taken into account both in work and in play. Mandatory equipment includes materials that activate cognitive activity: educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The principle of integration of educational areas contributes to the formation of a unified subject-spatial environment.This means that for comprehensive development For the child, several subject developmental “environments” are organized: for speech, mathematical, aesthetic, physical development, which, depending on the situationcan be combined into one or more multifunctional environments.

There are individual lockers for children in the group locker room. There is also an information corner for parents, where the necessary information about kindergarten, consultations and advice for parents, and a board for children's creativity are placed.

We managed to create conditions that meet the spiritual, social, cognitive, aesthetic, communicative, and general cultural needs of children.

All furnishings and equipment in the group are harmoniously combined in color, style and materials from which they are made. The selection of toys, furniture and equipment for the premises was determined by the maximum provision of conditions for sensory development child and in order for him to feel comfortable, experience positive emotions.

The presence of educational, play, and living areas allows the use of the group room the best way. Each zone is designed taking into account children's perception.

Study area located in such a way that the light on the work tables came from the left side. Tables for classes are located in accordance with SanPiN standards. Each table is marked according to the height of the children.

The training area contains:creativity center “Young Artist”, nature corner, mini library, sensorimotor development corner, corner musical development, patriotic corner, experimentation corner, mathematical corner “Young Genius”.

At the creativity center "Young Artist"available wide range fine materials to form creative potential children, development of interest in artistic activities, formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity.

white paper, different formats
colored cardboard,
wax crayons,
pencils,
gouache and brushes of different diameters,
self-adhesive paper
stencils,
drawing samples
plasticine, boards, stacks
art objects,
junk and natural material for artistic work.

Corner of sensorimotor developmentintended for development fine motor skills And tactile sensations. Here children learn to tie shoelaces, string large beads, fasten buttons, etc.

For mental development createdmath corner: with handout counting material, geometric figures, entertaining and educational mathematical material, logical and mathematical games, set geometric shapes.

Corner of nature located directly next to the window. Conditions have been created here to enrich children's understanding of diversity natural world, fostering a love of nature and careful attitude to it., as well as introducing children to caring for plants, forming the beginnings ecological culture. Also combinesexperimentation cornerwith natural materials, bulk materials, containers of different capacities, nature’s calendar, indoor plants, hourglass, watering cans, sprayers. Books and booklets about the seasons (poems, illustrations) are also presented here.

Music Development Cornerpromotes interest in music and introduces musical instruments. Children learn to play simple melodies on various musical instruments. The group has created a music library that contains recordings of classical and folk music, sounds of nature (forests, bird voices, the sound of the sea), as well as various musical fairy tales.

Patriotic corneralso located in the training area. It promotes the formation of patriotic feelings and introduces children to the symbols of our country and city. Children are presented with photographs of city attractions, as well as color booklets about city-forming enterprises, puzzles compiled on the basis of city buildings known to children (photos).

Mini library located on the rack. Books are presented here in accordance with the program - on one shelf there are author's books, on the other - works of oral folk art, puzzles. Portraits of authors (poets and writers) are also presented. All books and illustrations are updated 1-2 times a month.

The group also hasphysical development corner, whose goal is to develop motor activity physical qualities children. The contents of the corner are used in outdoor games, individual physical activity, and in children’s free activities.

Part of the training area has been allocated for Cabinet , where materials on speech development are posted, didactic games, materials for the development of logic.

Game Zone

Multifunctionalityb environment allows you to use its components in a variety of ways, opens up opportunities for every child to find something he likes, to try his hand at different areas, interact with adults and peers, understand and evaluate their feelings and actions, create conditions for creative activity, development of imagination, formation of gaming skills, implementation of gaming plans, nurturing friendly relationships between children, consolidation of knowledge about the surrounding reality and life in society.

The play area is equipped with corners and attributes for role-playing games, selected taking into account age characteristics children and gender. In the center of the play area is a carpet with a neutral geometric pattern.

At the center of construction gamesthere are construction kits and construction kits with different ways fastening parts. The free space on the floor makes it possible to build buildings. There are also figures of animals here, which provides an opportunity for greater development of imagination and creative thinking.

« Children's theater» located next to the mini library. Children can recreate the plot of a fairy tale based on bright illustrations, which contributes to the development of theatrical activity, creativity, memory and thinking. Additionally, for this purpose, the group has various types of theaters (bi-ba-bo; wooden figurines; masks of heroes), equipment for performing skits and performances. Combines dressing up corner - it contains various elements of costumes, jewelry, etc. This helps stimulate creative conception and individual creative emergence.

Traffic rules corner includes a portable street model, various sizes and the purpose of the car, traffic light, police baton and cap. This subject content contributes to the assimilation of material about road safety through role-playing games.

Transformabilityhelps to change the environment according to the situation, to bring to the fore this or that function of space depending on age and individual characteristics children, basic general tasks educational program institutions All toys and play material are placed in such a way that children can play freely and put away in their place. There are shelves, cabinets and drawers for this purpose. Game material and toys correspond to the age of children and the requirements of SanPiN.

The group setting, in addition to items intended for children in the middle group, includes some games and attributes aimed at older children. The so-called “zone of proximal development”.

In the living area there is duty corner– the ability to perform the duties of duty officers is developed, instilling a positive attitude towards work and independence.

There is a cozy resting place in the group - this is bedroom where are the beds for nap children. The entire bedroom interior is designed in warm colors pastel colors, which contributes to a pleasant stay and good sleep children.

When creating a developmental environment, educators tried to make it informationally rich, which is ensured by a variety of topics, a variety of didactic and informational material. All components of the environment are combined with each other in content, artistic design, and ensure meaningful communication between adults and children.

(In accordance with the Federal State Educational Standards of DO and OOP DO)

Characteristics of the group

The roster consists of 24 students. The group is attended by 22 children aged 3-4 years. Of these, 10 are boys and 12 are girls. Children have developed self-care skills, cultural, hygienic and motor skills, and developed spoken language.

Developmental subject-spatial environment group room provides

Taking into account age characteristics.

The activity and tirelessness of children at this age are manifested in constant readiness for activity. Game center allows you to create conditions for the creative activity of children, the development of imagination, the formation of gaming skills, the implementation of gaming plans, and the cultivation of friendly relationships between children. In the play center there is a carpet on the floor - a gathering place for all the children. The gaming center is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, cars, toy wild and domestic animals.

Implementation of a developing subject-spatial environment in accordance with the educational educational program and with the principles of the Federal State Educational Standard of Education

IN this moment The age of the children in my group is 3-4 years. For children of this age, there is a sufficiently large space in the group to satisfy the need for physical activity. A properly organized developmental environment allows every child to find something they like, to believe in their strengths and abilities, to learn to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental education.

Variability

The presence in the group of various spaces (for play, construction, privacy), as well as a variety of materials, games, toys and equipment, ensuring free choice for children.

Periodic change of play material, the emergence of new objects that stimulate play, motor, cognitive and research activity of children:

Corner for role-playing games;

Corner for theatrical games and musical activity;

Book Corner;

Corner of educational research activities;

Corner constructive activity;

Corner for visual arts(drawing, sculpting);

Sports section;

Corner of board and printed games.

The developmental subject-spatial environment of the group reflects the main directions:

Communicative and personal development

Cognitive development

Speech development

Artistic and aesthetic development

Physical development.

1. Center for Physical Development: Corner “Movement is the power of spirit!”

2. Center speech development: (book corner);

3. Centers for social and communicative development: “Atelier”, “Post Office”, “Beauty Salon”, “Supermarket”, “Polyclinic”, “Family”.

Theater corner: “Puppetry, finger art, “Logic”

4. Center for Cognitive Development: “Seasons”, “Fauna and Plants”;

5. Center for artistic and aesthetic development: “Palette” corner, “Domisolka” corner, “Builders” corner.

The space in the group has flexible zoning, which allows children to freely study in accordance with their interests and desires at the same time, without interfering with each other, different types activities:

Work area (cognitive and research activities, productive activities).
Active activities (constructive activity, physical development, center for musical and theatrical activities, center for role-playing games).
Quiet zone (centre of sensory development, mathematical development, book corner, speech development center, privacy corner).

Equipped with training and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, and inventory.

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

Playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

Motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;

Emotional well-being of children in interaction with the subject-spatial environment;

Opportunity for children to express themselves.

Books are displayed in the book corner. The publications are those that are already familiar to children, with bright large illustrations. Individual pictures pasted onto thick paper. Small albums for viewing on topics close to this age: “Toys”, “Children’s games and activities”, “Pets”.

In the music corner there are tumbler dolls, figurative musical “singing” or “dancing” toys (cockerel, cat, bunny); rattles, bells, tambourine, drum; instruments (accordion, pipe, balalaika).

The group has a nature corner that is accessible to children. Here, a love of nature and a caring attitude towards it is instilled, as well as introducing children to caring for plants and forming the principles of an ecological culture.

It also combines a corner of experimentation with natural materials, bulk materials, demonstration material according to the seasons, indoor plants, watering cans, sprayers.

Transformability provides the possibility of changes in the subject-spatial environment depending on educational situation.

The space of our group is organized in the form of delimited zones of “centers”, equipped with a large number of educational materials (books, toys, materials for creativity, etc.). Their equipment changes in accordance with the thematic planning of the educational process. Game environment stimulates children's activity and is constantly updated in accordance with children's current interests and initiatives. Play equipment is varied and easily transformable. Children and parents have the opportunity to participate in the creation and renovation of the play environment.

Multifunctionality materials, makes it possible to diversify the use of various components of the object environment (children's furniture, as well as materials suitable for use in different types of children's activities.

The division of group space provides an activity-based approach to the educational process. Children's free access to games, toys, materials, and aids ensures all basic types of children's activities. Children are provided with more open surfaces: shelving, tables - for developing role-playing games, performing mini puppet shows, making layouts, as well as for productive, educational, and research activities. To organize the plot - role playing game A system of containers with selected game materials and attributes has been created.

Availability environment provides:

For pupils, including children with disabilities health and disabled children, all premises where educational activities are carried out;

Free access for pupils, including children with disabilities attending the group, to games, toys, materials, and aids that provide all basic types of children's activities.

To enable the most effective development of the individuality of each child, taking into account his inclinations, interests, and level of activity, it is necessary to enrich the environment with elements that stimulate cognitive, emotional, motor activity children.

In the group room, all sports aids are available to children and are placed in such a way that they contribute to the manifestation of children’s motor activity.

Sports aids: balls, hoops, throwing bags, skittles.

Safety corner includes a selection didactic material, house models, cars. Children learn to distinguish and name elements of the road, vehicles, and traffic control devices. They learn to distinguish, understand and respond correctly to traffic light signals. Get acquainted with the rules for crossing the roadway; with rules of behavior on the street and in transport; With by land transport, learn to distinguish between freight and passenger transport. The group has a rack with role-playing games (“Police”, “Driver”, “Builder”). A selection of didactic games “How to avoid troubles in winter.” Didactic cards for familiarization with the outside world “Rules of behavior in in public places", visual and didactic guide "Rules of a small pedestrian."

Conclusion: developing subject-spatial environment in middle group organized satisfactorily:

RPPS provides:

Protection and strengthening of physical and mental health and children's emotional well-being and interactions with peers and adults;

Free choice by children of materials, types of activities, participants in joint activities and communication, as with children of different ages, and with adults;

Materials, equipment and inventory guarantee the development of middle school children preschool age, protection and promotion of health and correction of developmental deficiencies;

Openness preschool education and parental involvement; equal conditions for the implementation of the educational program, taking into account the characteristics (national, cultural, social).

Analytical information on the subject-spatial developmental environment in preschool educational institutions according to the Federal State Educational Standard for Preschool Education

Svetlana Tyulyakova
Analytical information on the subject-spatial developmental environment in preschool educational institutions according to the Federal State Educational Standard for Preschool Education

State budgetary educational institution

secondary school No. 297, Pushkinsky district, St. Petersburg

Analytical information

“Creation of a developing subject-spatial environment in accordance with the Federal State Educational Standard for Educational Education”

Analytical information

“Creation of a developing subject-spatial environment in the preparatory group”

Group characteristics: The preparatory group is attended by 30 children aged 6-7 years, of which 12 are girls and 18 are boys.

Facts obtained as a result of analysis of the developing subject-spatial environment:

Safety and psychological comfort of children staying in the group;

Implementation of educational programs (reflection of educational areas);

Taking into account the age characteristics of children;

Taking into account the education of children with disabilities, special educational needs, and other categories of children. (if there are any in the group)

Safety and psychological comfort of children staying in a group.

The equipment of the group space corresponds to the sanitary hygienic requirements, it is safe, health-saving, aesthetically attractive and educational. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for a given age.

In the interior of the group, in color scheme walls and “sedentary” furnishings are dominated by light, calm colors, the walls are decorated with children's works. Educational games and toys are freely available to children bright colors. In order to ensure psychological comfort, a “solitude corner” has been created in the group, in which a homely atmosphere has been created; available: soft sofa, live plants, album family photos, there is a model of a dry aquarium, a TV, a music center.

For interconnection with the outside world, free access to objects of a natural nature, a corner of nature has been organized in the washroom, in which children can observe plants - their growth and development, take part in basic work caring for them, conduct experiments and experiments with natural and other materials.

The group has created a comfortable subject-spatial environment that corresponds to the age, gender, and individual characteristics of children. The developmental environment has flexible zoning, which allows children, in accordance with their interests and desires, to freely engage in different types of activities at the same time, without interfering with each other. The areas of independent children's activity within the group do not overlap; there is enough space for children to move freely. All games and materials in the group are arranged in such a way that every child has free access to them.

The predominant number of boys influenced the creation of a developmental environment. The boys are united by a common design and construction interest, to satisfy which constructors are placed different sizes and textures, there are various types of transport. Taking into account the sports and competitive needs of boys, the development environment presents Board games: “Hockey” “Basketball”, “Football”, “Team of Champions”. In the corner for girls there are games such as: “Hairdresser”, “Policlinic”, “Shop”, “Atelier”. Here there is contact between boys and girls, which realizes gender education children.

Feature of children preparatory age is that at this age the idea is based on the theme of the game, therefore multifunctional subject environment awakens the active imagination of children, and every time they rebuild the existing play space in a new way, using flexible modules, screens, curtains, chairs. The transformability of the subject environment allows children to take a fresh look at the play space from a different point of view, be active in arranging the play area and anticipate its results.

This organization of space allows preschoolers to choose interesting activities for themselves, alternate them during the day, and the teacher organizes the educational process taking into account the individual characteristics of the children.

Implementation of educational programs (reflection of educational areas.)

The development environment of the group reflects the main directions of educational areas of the Federal State Educational Standard for Education:

Space group room organized in the form of well-demarcated corners (development centers):

Corner for role-playing games;

Corner for theatrical games and musical activities;

Corner of printed board games;

Math Games Corner;

A corner of nature and experimentation with water and sand;

Corner for visual arts (drawing, sculpting, appliqué, modeling);

Constructive activity corner;

Our corner of the city of St. Petersburg.

The equipment of the corners changes in accordance with the thematic planning of the educational process. In the corners there are algorithms for using materials in the developing space (for example: an algorithm for modeling, appliqué, paper construction, diagrams for use in construction games, etc.)

Corner for role-playing games;

Due to the fact that the play plans of 6-7 year old children are very diverse, all play material in this corner is placed in such a way that children can easily select toys and combine them “to suit their plans.” Stable thematic zones completely give way to mobile material - large universal space markers and multifunctional material that can be easily moved from place to place.

In serving game plans, universal play space markers and multifunctional material acquire the greatest importance. An increasingly important place in children's activities is occupied by cooperative game with peer partners. Children act with a variety of small character figures in combination with small space markers - models, small character figures that serve as unique operating objects when children develop director's play.

Plot-forming sets change their scale - this is game layouts with “inhabitants” (thematic sets of character figures) and operating items.

Universal play layouts are located in places easily accessible to children; they are portable (to play on a table, on the floor, in any convenient place). Thematic sets of small character figures are placed in boxes, close to the layouts (so that the universal layout can be easily and quickly “populated”, at the request of the players).

Corner for theatrical games and musical activities:

Puppet theater (Teremok, The Wolf and the Seven Little Goats, Puss in Boots)

Tabletop theater (The Three Little Pigs, Puss in Boots, Kolobok, Teremok, Zimovye, Masha and the Bear)

Shovel Theater (Ox and the Fox, Kolobok, Three Bears, etc.)

Board games from the “Playing a Fairy Tale” series

Bibabo toy theater

Character masks and costumes

Discs with music and fairy tales

Decorations and screen

Portraits of great composers

Card index of musical and theatrical games

Book corner:

Books selected by age and current topic

Portraits of writers and poets

Schemes for memorizing poems

Schemes for retelling works

Printed board games for speech development

Math corner:

Board and printed games “Developing attention”, “Fold the picture”, “Learning to compare”, etc.

Corner of nature and experimentation with water and sand:

Card file of walks, experiences, experimentation

Printed board games on ecology (Botanical lotto, lotto of plants and animals, In the garden or in the vegetable garden, Seasons)

Dominoes (fruits, vegetables, animals, etc.)

Mini museum “Water Magician”

Sports section:

Balls large, medium, small

Throwing bags

Card indexes of mobile games, breathing exercises, gymnastics after sleep

Corner for visual arts (drawing, sculpting, appliqué, modeling):

Brushes of different sizes and materials

Paper of different textures

Play dough

Modeling molds

Didactic material from the series “Art for Children”

Printed board games (Miracle patterns, “Colored pencils”)

Paint mixing schemes

Paintings by famous artists

Samples of decorative and applied arts products

Coloring pages by theme

Constructive activity corner:

Constructor of different sizes, shapes and materials

Mosaics different forms and sizes

Origami paper

Our corner of the city of St. Petersburg:

Symbols of our country

Photo books on Russian cities

Electronic guide on disk

Board and printed games from the series “Sights of Russia”, “Magic Petersburg”, “Our City”

Puzzles "Coat of Arms of Russia"

Domino “Our City”, “Where I Live”, “My Home”

Constructors "Architecture of St. Petersburg"

Books on the history of the city

CONCLUSION: The developing subject-spatial environment of the group provides the opportunity for communication and joint activities of children and adults; it is rich in content, transformable, multifunctional, variable, accessible and safe.

Coaching project “Compliance of the developing subject-spatial environment with the requirements of the Federal State Educational Standard” October 27, 2014 teachers of our kindergarten represented by teacher Svetlana Nikolaevna Gavrilyuk and educational psychologist Olga Vasilievna Dyatchina.

Regulations on the competition “Design project: subject-developing group environment” I approve ___/N. V. Bezverkhaya / (manager) Order No. ___ dated “___2012. REGULATIONS on the competition “Design – Project:.

Analytical report on the participation of teacher Irina Gennadievna Kustova in the creation of a developing subject-spatial environment in a preparatory group for school in accordance with the Federal State Educational Standard for Preschool Education

State budgetary preschool educational institution kindergarten No. 51 of a combined type, Krasnoselsky district of St. Petersburg

Date of analysis: 22.10.2015

Group characteristics:

group of children of preparatory age for school: 6-7 years;
number – 29 people;
gender composition: 17 boys, 12 girls;
physical development: mostly consistent with age.

As a result of the analysis of the developing subject-spatial environment of the preparatory group, it was revealed that the teacher Irina Gennadievna Kustova, when creating a developing subject-spatial environment, took into account:

implementation of OP DO (reflection of educational areas);
taking into account age characteristics.
the principle of distance during interaction;
the principle of activity, independence, creativity;
principle of stability, dynamism;
principle of integration and flexible zoning;
the principle of individual comfort and emotional well-being of every child and adult.
the principle of combining familiar and original elements V aesthetic organization environment;
the principle of openness - closedness;
the principle of taking into account gender and age differences in children.

Safety and psychological comfort of children staying in a group.

Irina Gennadievna Kustova created a safe subject-spatial environment in the group: the elements of the environment meet the requirements for ensuring the reliability and safety of their use, the equipment and materials used on the site and in the premises comply with the rules for protecting the life and health of children, sanitary and hygienic requirements, fire safety rules security. (For example: marking bed linen and towels, proper lighting, chairs complete with a table - one group of furniture, sharp corners fixed with soft corners, glass objects are not used, small toys and objects with a diameter of less than 3 cm, the furniture is stable, the shelves are securely attached to the walls).

The teacher organized a comfortable subject-spatial environment: the sizes and designs of equipment and aids correspond to the anatomical and physiological characteristics of the children, their age, and individual characteristics. The group environment is zoned and promotes children's activity. There is furniture in the group room (sofa, cabinets), reminiscent home environment. The centers of independent children's activity within the group do not overlap with each other.

Kustova I.G. The group’s interior included design elements that create pleasant positive associations: a book and theatrical corner, children’s work is used in the group room and locker room, as well as an exhibition of works made by the hands of parents together with the child at home from natural and waste materials.

Nature Center. Flowering plants and plants with large leaves.

Herbarium, all kinds of natural material, nature calendar, observation diaries, albums with illustrations of animals and birds.

Developmental benefits in the group Kustova I.G. selected taking into account a gender approach, taking into account the interests and needs of boys and girls: cars and dolls, motor toys and strollers, for girls - more attractive and bright in form, but in content are equivalent to manuals for boys.

The teacher’s style of behavior contributes to a comfortable stay for children: the predominance of contact forms of communication in working with children (communication games), as well as the good traditions of the group.

All decorative and interior items in the group are harmoniously combined in color, style and materials from which they are made. The selection of toys, furniture and equipment for the premises was determined by maximizing the conditions for the child’s sensory development and so that he felt comfortable and experienced positive emotions.

Kustova I.G. organized a content-rich, substantively developing spatial environment for the group. The educational space of the group is equipped with teaching and educational tools (including music center) gaming, physical education, recreational equipment, the richness of the environment ensures object-based activity, communication with adults, games with peers, experimentation with materials and substances, actions with household objects, motor activity, development of gross and fine motor skills. The environment for graduates is filled with manuals and games to prepare for school.

The group space is transformed depending on the educational situation, including the changing interests and capabilities of children. Equipment is rationally placed in the group and its quantity is determined. The environment can be changed beyond recognition with the help of portable screens, which, in turn, are easily transformed and used for various types of children's activities.

The teacher selected a variety of multifunctional (not having a strictly fixed method of use) items (children's furniture, soft modules, screens, etc.). There are also natural materials suitable for use in various types of children's activities. (including as substitute objects in children's games).

Benefits for children have such a characteristic as universality, i.e. the ability to use each item to perform a variety of actions with it, for example, the development of fine motor skills.

The group’s play environment is variable: play material changes periodically, new objects and materials appear that stimulate children’s subject and motor activity, the perception of fairy tales and poems, looking at pictures, experimenting with materials and substances, playing with compounds and object toys. The presence of a variety of materials, games, toys and equipment ensures free choice for children.

Conclusion: participation of I.G. Kustova in creating a subject-spatial developmental environment ensures the safety and psychological comfort of children’s stay in preschool educational institutions. The subject-development environment of the group has such mandatory characteristics as: multifunctionality, variability, versatility and transformation.

Implementation of OP DO.

The subject-development environment of the group was designed by I.G. Kustova. In accordance with the educational educational program, conditions have been created for the implementation of educational areas. For this purpose, the following centers are organized in the group:

cognitive development;
entertaining mathematics;
security;
experimentation;
nature;
design;
social and communicative development;
patriotic education;
physical development;
game;
theater-musical;
books and speech development;
artistic and aesthetic development (artistic activity).

The contents of the corners make it possible to effectively organize the educational process in all educational areas, taking into account the individual characteristics of children.

1. Social and communicative development:

character toys are various kinds of dolls, figurines of people and animals. Game material representing role-playing attributes specific to a character (roles), for the development of display games, girls have items women's clothing, jewelry, capes, bows, beads, handbags, umbrellas. For boys: details military uniform, uniform items, technical toys, rudders, anchors, binoculars, available materials (laces, ropes, wheels), which are used creatively to solve game problems;
attributes for role-playing games ("Family" , "Doctor" etc.);
toys - objects of operation - these are toys that imitate real objects - tools, tools, means of human activity, which allow you to recreate the meaning of a real action (for example, a toy cup, iron, hammer, steering wheel, etc.).;
play space markers are toys (game material) indicating the place of action, the environment in which it occurs (for example, a toy kitchen stove, a house-teremok, a transforming car, a children's, doll furniture, household items, etc.);
"chest" with substitute items;
building material, designers.

2. Cognitive development:

Material for children to develop ideas about shape, color, size, and the nature of the surface of objects (pyramids, nesting dolls, boxes different colors, insert toys, set "small and big" , mosaic, abacus with labyrinths).
Various didactic games for mastering actions with certain objects, teaching the culture of communication.
objects for research in action (inlay boards, sets for experiments with water and sand, mosaics, Cuisenaire sticks, Dienesh blocks, sets of cubes, etc.)
(sets of pictures)

3. Speech development:

Development of free communication with adults and children; development of all components of speech:

card index of word games; card index "speech in motion" ; card index of nursery rhymes and other forms of literary creativity;
games to develop fine motor skills; educational games (laces, earbuds); fun games;
audio recordings of literary works;
paintings, illustrative material, posters for viewing;
figurative and symbolic material ("Couples" , puzzles);
various types of theaters; screen for puppet theater; children's theatrical costumes, attributes for costumes and productions;

Perception of fiction and folklore:

fiction for reading to children;
book corner.

4. Artistic and aesthetic development:

Musical activities:

music Center;
musical instruments;
a selection of audio recordings with musical works;
noise instruments;

Visual activities:

materials and equipment for productive activity (modeling, applique, drawing);
natural, waste material;
illustrative material, posters, paintings;
fiction with illustrations;
handicrafts (matryoshka dolls);

Construction from different materials:

building material, floor constructors, planar constructors.

5. Physical development:

Motor activity:

equipment for stimulation of motor function;
card indexes of outdoor games, skill games (catch a fish);
attributes and masks for outdoor games and relay races;
illustrated material on introducing different sports;

Education of cultural and hygienic skills, formation initial ideas about a healthy lifestyle:

algorithm for memorizing the sequence of cultural and hygienic skills (dressing, washing, etc.);
fiction;
character toys;
Board games;
illustrative material.

Conclusion: participation of teacher Kustova I.G. in creating a subject-spatial developmental environment, ensures the implementation of an adapted basic educational program of preschool education for children with disabilities.

Taking into account age characteristics.

The subject-development environment is focused on the use of forms that are age-appropriate for children in the preparatory group. The group takes into account the principle of phasing. The environment reflects those educational tasks that become more complex with psychological age child, and focus on the zone "proximal development" : the presence of objects and materials known to children; objects and materials that children will master with the help of an adult; unfamiliar objects and materials.

When taking into account age characteristics, a special place is given to the game. Children of this age can assign roles, define rules and plan the organization of the play space. The game is procedural in nature, the main thing in it is action. They are performed with game items that are close to reality, and substitute items are also widely used.

The environment in the group is simulated. Its features are as follows: the center of the group is free from furniture. The environment is filled with aids for the development of children’s movements, gross and fine motor skills; there are game situations "reminders" , offering samples to children; enriching tactile experience.

In a group setting, it highlights following features: comfort and safety; careful planning of the environment before the children arrive; the possibility of organizing joint activities between an adult and a child (an adult is the child’s main partner in games and activities). All games, toys and aids intended for children are located on open shelves, within easy reach, which ensures the development of basic types of children's activities.

The teacher has allocated sufficient space in the group for active movement, physical education benefits. The free space is half the group.

Conclusion: participation of I.G. Kustova in creating a subject-spatial developmental environment, it takes into account the age characteristics of children.

Environment is zone oriented "nearest and current development child" . In the environment, the advanced nature of the educational content can be traced, since children learn the material differently: therefore, 10% of the materials reflect the topic studied, 80% current, 10% future. This allows for the further advancement and self-development of children.

Conclusion: the developing subject-spatial environment of the group provides the opportunity for communication and joint activities of children and adults, is content-rich, transformable, multifunctional, variable, accessible and safe. It was created taking into account the Federal State Educational Standard for Preschool Education and makes it possible to effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. Ensures initial readiness for school

Related material:
Analytical report of the developing subject-spatial environment in accordance with the Federal State Educational Standard

Analytical report of the developing subject-spatial environment in accordance with the Federal State Educational Standard

developing subject-spatial environment

municipal preschool educational institution "Kindergarten No. 44 of general developmental type"

The organization of the developmental subject-spatial environment of the group is built in accordance with the Federal State Educational Standard.

When creating a developmental space in a group room, the leading role of play activities in the development of children was taken into account. This, in turn, should ensure the emotional well-being of each child, the development of his positive sense of self, competence in relationships with the world, with people, with himself, and inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing.

The subject-development environment is organized so that every child has the opportunity to do what he loves. Placing equipment in sectors allows children to unite in subgroups based on common interests (construction, drawing, manual labor, theatrical and play activities; experimentation). The interests of both boys and girls are taken into account both in work and in play. Mandatory equipment includes materials that activate cognitive activity: educational games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The principle of integration of educational areas contributes to the formation of a unified subject-spatial environment. This means that for the comprehensive development of the child, several subject-specific developmental “environments” are organized: for speech, mathematical, aesthetic, physical development, which, depending on the situation, can be combined into one or several multifunctional environments.

We managed to create conditions that meet the spiritual, social, cognitive, aesthetic, communicative, and general cultural needs of children.

All furnishings and equipment in the group are harmoniously combined in color, style and materials from which they are made. The selection of toys, furniture and equipment for the premises was determined by maximizing the conditions for the child’s sensory development and so that he felt comfortable and experienced positive emotions.

The presence of educational, play, and living areas allows the group premises to be used in the best possible way. Each zone is designed taking into account children's perception.

The study area is located in such a way that the light on the work tables comes from the left side. Tables for classes are located in accordance with SanPiN standards. Each table is marked according to the height of the children.

The educational area contains: the “Young Artist” creativity center, a nature corner, a mini library, a sensorimotor development corner, a musical development corner, a patriotic corner, an experimentation corner, and a “Young Genius” mathematical corner.

The “Young Artist” creativity center has a wide range of visual materials for the formation of children’s creative potential, the development of interest in artistic activities, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, and activity.

white paper, different formats
colored cardboard,
wax crayons,
pencils,
gouache and brushes of different diameters,
self-adhesive paper
stencils,
drawing samples
plasticine, boards, stacks
art objects,
waste and natural material for artistic work.

The sensorimotor development corner is designed to develop fine motor skills and tactile sensations. Here children learn to tie shoelaces, string large beads, fasten buttons, etc.

For mental development, a mathematical corner has been created: with handouts for counting, geometric figures, entertaining and educational mathematical material, logical and mathematical games, a set of geometric figures.

A corner of nature is located directly next to the window. Conditions have been created here to enrich children’s ideas about the diversity of the natural world, to cultivate a love for nature and a caring attitude towards it, as well as to introduce children to caring for plants and to form the principles of an ecological culture. It also combines a corner for experimenting with natural materials, bulk materials, containers of different capacities, a nature calendar, indoor plants, hourglasses, watering cans, and sprayers. Books and booklets about the seasons (poems, illustrations) are also presented here.

The musical development corner promotes interest in music and introduces musical instruments. Children learn to play simple melodies on various musical instruments. The group has created a music library that contains recordings of classical and folk music, sounds of nature (forests, bird voices, the sound of the sea), as well as various musical fairy tales.

The Patriotic Corner is also located in the training area. It promotes the formation of patriotic feelings and introduces children to the symbols of our country and city. Children are presented with photographs of city attractions, as well as color booklets about city-forming enterprises, puzzles compiled on the basis of city buildings known to children (photos).

The mini library is located on a shelf. Books are presented here in accordance with the program - on one shelf are original books, on the other are works of oral folk art and riddles. Portraits of authors (poets and writers) are also presented. All books and illustrations are updated 1-2 times a month.

The group also has a physical development corner, the purpose of which is to develop the motor activity of the physical qualities of children. The contents of the corner are used in outdoor games, individual physical activity, and in children’s free activities.

A part of the training area has been allocated for the Office, where materials on speech development, didactic games, and materials on the development of logic are located.

The multifunctionality of the environment makes it possible to use its components in a variety of ways, opens up opportunities for every child to find something they like, try their hand at different areas, interact with adults and peers, understand and evaluate their feelings and actions, create conditions for creative activity, development of imagination, and the formation of playful activities. skills, implementation of game plans, nurturing friendly relationships between children, consolidating knowledge about the surrounding reality and life in society.

The play area is equipped with corners and attributes for role-playing games, selected taking into account the age characteristics of children and gender. In the center of the play area is a carpet with a neutral geometric pattern.

At the center of construction games are construction sets and construction kits with different ways of attaching parts. The free space on the floor makes it possible to build buildings. There are also figures of animals, which provides an opportunity for greater development of imagination and creative thinking.

The Children's Theater is located next to the mini-library. Children can recreate the plot of a fairy tale based on bright illustrations, which contributes to the development of theatrical activity, creativity, memory and thinking. Additionally, for this purpose, the group has various types of theaters (bi-ba-bo; wooden figurines; masks of heroes), equipment for performing skits and performances. It combines a dressing corner - it contains various elements of costumes, jewelry, etc. This helps stimulate creative conception and individual creative emergence.

The traffic rules corner includes a portable model of the street, cars of various sizes and purposes, a traffic light, a police baton and a cap. This subject content contributes to the assimilation of material about road safety through role-playing games.

Transformability helps to change the environment according to the situation, to bring to the fore one or another function of the space depending on the age and individual characteristics of the children, the objectives of the main general education program of the institution. All toys and play materials are placed in such a way that children can freely play and put them away. There are shelves, cabinets and drawers for this purpose. Playing material and toys correspond to the age of children and the requirements of SanPiN.

The group setting, in addition to items intended for children in the middle group, includes some games and attributes aimed at older children. The so-called “zone of proximal development”.

In the living area there is a duty corner - the ability to perform the duties of duty officers is developed, instilling a positive attitude towards work and independence.

There is a cozy resting place in the group - this is the bedroom, where there are beds for children to sleep during the day. The entire bedroom interior is designed in a range of warm pastel colors, which contributes to a pleasant rest and peaceful sleep for children.

Analytical report on the subject-spatial developmental environment in MBDOU No. 11 to the teachers' council " Optimizing conditions conducive to development speech activity children by improving the subject-spatial environment, using techniques aimed at enhancing cognitive and speech activity in accordance with the Federal State Educational Standard for Educational Education.”

Compiled by: teacher-speech therapist Onishchenko N.V.

Spatial subject-development environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc., materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics of their development.

The subject-development environment in our preschool educational institution serves the development of children's activities and, above all, speech and play. Indeed, during the game a powerful cognitive motive is born, which is the basis educational activities and development of children's speech. Through the subject-spatial development environment we form the zone of the nearest mental development child.

MBDOU Kindergarten No. 11 is a preschool educational institution in which there are 4 speech therapy groups. Our institution implements the main educational program “Childhood” under the editorship of T.I. Babaeva. The priority areas in the activities of the educational institution are the speech, patriotic and cognitive development of preschool children.

In connection with the implementation of the Federal State Educational Standard for Preschool Education in preschool educational institutions, the need arose to revise the subject-development environment. Therefore, in the annual plan for the 2017-2018 school year. year, tasks were included to create and improve a developmental subject-development environment in accordance with the Federal State Educational Standard.

The organization of the developmental environment in preschool educational institutions, taking into account the Federal State Educational Standard, is structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.

Teachers of our preschool educational institution, in connection with the transition to the Federal educational standard, faced the problem of the need to enrich the environment with elements that stimulate the speech, cognitive, emotional, and motor activity of children. Rich subject-developmental and educational environment becomes the basis for organizing an exciting, meaningful life and comprehensive development of each child. The developing subject environment is the main means of shaping the child’s personality and the source of his knowledge and social experience.

In our kindergarten all groups are equipped with:

materials and equipment for gaming activities;

materials and equipment for productive activities;

materials and equipment for educational and research activities;

materials and equipment for physical activity.

Analysis of requirements for a developing subject-spatial environment groups of preschool educational institutions in accordance with the Federal State Educational Standard, the DO revealed the following:

Clause 3.3.1 Federal State Educational Standard for Education - Compliance of the RPPS group with age characteristics in middle, high, preparatory groups partially fulfilled - insufficient use of the sign system for the development of preschool children. IN younger group- meets this criterion.

Clause 3.3.2 Federal State Educational Standard for Education - Compliance with RPPS to ensure the possibility of communication and joint activities of children and adults, physical activity of children, as well as the possibility of privacy is presented in part.

Clause 3.3.3 Federal State Educational Standard for Additional Education - ensuring implementation - is being introduced in full.

P.3.3.4/1 Federal State Educational Standard for Education - the richness of the environment in accordance with age capabilities and the content of the program is partially presented.

P.2. 6. Federal State Educational Standard for Education - Ensure the development of the personality, motivation and abilities of children in various types of activities and cover areas of development and education of children ( educational areas) - partially presented. It is necessary to draw the attention of teachers to the equipment of speech corners.

Clause 3.3.4/2 Federal State Educational Standard for Education - Transformability of space - presented in full.

P.3.3.4/3 Federal State Educational Standard for Education - Polyfunctionality of materials - presented in full.

Clause 3.3.4/4 Federal State Educational Standard for Education - Variability of the environment - partially presented.

Clause 3.3.4/5 Federal State Educational Standard for Education - Accessibility of the environment - presented in full.

Clause 3.3.4/6 Federal State Educational Standard for Education - Safety of RPPS - presented in part, pay attention to the presence of furniture placement maps).

Clause 3.3.4/6 Federal State Educational Standard up to clause 2. In the junior and middle groups, there is no file for walks with a list of materials and equipment for organizing and conducting walks).

1. Consolidate knowledge of the requirements for creationsubject-development environment in preschool educational institutions in accordance with the Federal State Educational Standard.

2. Work with teachers aimed at stimulating activity in improvementsubject-developmental environment of their groups.

3. In order to improve the subject-development environment in accordance with the Federal State Educational Standard for Educational Education, teachers were invited to submit design projects for their groups.

It is necessary to finalize the design projects of the groups based on the principles:

The environment must perform educational, developmental, nurturing, stimulating, organized, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.

It is necessary to provide flexible and variable use of space. The environment should serve to meet the needs and interests of the child.

The shape and design of the items is focused on the safety and age of children.

Decorative elements should be easily replaceable.

In each group it is necessary to add corners for children's experimental activities.

The color palette should be represented by warm, pastel colors.

The subject-developmental environment of the group changes depending on the age characteristics of the children and the period of study.

It is important to ensure that the subject environment has the character of an open, non-closed system, capable of adjustment and development. Under any circumstances, the objective world, surrounding the child, it is necessary to replenish and update, adapting to new growths of a certain age.

Analytical report on the subject-spatial developmental environment in MBDOU No. 175 “Fidgets” according to the Federal State Educational Standard for the 2015-2016 academic year.

Made up

Head of MBDOU No. 175

Fidarova A.V.

Spatial subject-development environment - part of the educational environment, represented by a specially organized space (rooms, area, etc., materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, taking into account the characteristics their development.

The subject-development environment in our preschool educational institution serves the development of children's activities and, above all, play. After all, during the game a powerful cognitive motive is born, which is the basis of educational activity. Through the subject-spatial developmental environment, we form the zone of proximal mental development of the child.

MBDOU Kindergarten No. 175 “Fidgets” is a preschool educational institution in which there are 6 groups, 1 of which is a group early age, and two speech therapy groups. Our institution implements the main educational program “From birth to school, edited by Veraksa. The priority areas in the activities of the educational institution are the patriotic, musical, and cognitive development of preschool children.

In connection with the introduction of the main educational program of preschool education in preschool educational institutions, the need arose to reconsider the subject-development environment. Therefore, in the annual plan for the 2015-2016 school year. year, tasks were included to create and improve a developmental subject-development environment in accordance with the Federal State Educational Standard.

A rich subject-developmental and educational environment becomes the basis for organizing an exciting, meaningful life and all-round development of each child. The developing subject environment is the main means of shaping the child’s personality and the source of his knowledge and social experience.

We try to ensure that the environment surrounding children in kindergarten ensures the safety of their lives, promotes health and strengthens the body of each of them, and also stimulates children to develop cognitive, artistic and aesthetic abilities.

Creating a subject-spatial development environment preschool employees took into account the following principles:

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

The shape and design of the items is focused on the safety and age of children.

Decorative elements should be easily replaceable.

In each group it is necessary to provide space for children's experimental activities.

The color palette should be represented by warm, pastel colors.

When creating a developmental space in a group room, the leading role of play activities was taken into account.

The subject-developmental environment of the group changes depending on the age characteristics of the children and the period of study.

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 new formations of a certain age.

In our kindergarten all groups are equipped with:

materials and equipment for gaming activities;

materials and equipment for productive activities;

materials and equipment for educational and research activities;

materials and equipment for physical activity.

When selecting toys, furniture and equipment for the premises, kindergarten teachers strive to provide maximum conditions for the child’s sensory development and so that he feels comfortable and experiences positive emotions. Items for games are stored on open shelves of cabinets and racks. Children use medium and small toys at their own discretion for independent play. Mosaics, cubes, printed board and didactic games are stored in free access on the shelves of open and closed cabinets.

For speech development the following were created:

Series of plot pictures for writing stories, card indexes, lotto, educational games;

Children's library with a selection of books according to the program, children's favorite works, encyclopedias, children's magazines, etc.;

Theatrical corner with various types theaters, in preschool educational institutions there are large and small screens, costumes, hats, masks, audio cassettes with recordings of children's songs and fairy tales.

The speech therapy room contains a wealth of material on the development of children's speech.

Created for mental development:

Mathematical corner with handout counting material, sets of numbers, mathematical signs, geometric figures, entertaining and educational mathematical material, logical and mathematical games, diagrams and plans, a set of three-dimensional geometric figures;

A corner for experimenting with natural materials, bulk products, containers of different capacities, a nature calendar, indoor plants, clocks, watering cans.

For aesthetic development the following were created:

Corner artistic creativity with different types of paper, coloring books, pencils, markers, plasticine, crayons, etc.;

Music corner with a tape recorder, audio library, children's musical instruments, portraits of composers.

The educational space for cognitive activities is designed taking into account psychological, pedagogical, aesthetic, sanitary and hygienic requirements. Much attention paid attention to the lighting of group rooms, because in addition to the physiological, it also has psychological significance. For role-playing games in groups, there are attributes in accordance with the age and gender of the children.

In the early age group there are gurneys, rocking chairs, cars and other motor toys. In the older groups of the kindergarten, children enthusiastically play with Lego constructors. Included in the game small toys, figures of animals, people, cars, soft toys.

When creating a subject-developmental environment, teachers take into account regional component: albums, fiction, waste and natural material for artistic work are presented.

Preschoolers must move, so all groups have sports corners or “health corners”, which are equipped non-standard equipment for the development of basic types of movements, balls, hoops, and jump ropes are present in small quantities.

Information corners have been set up for parents, from which they learn about the activities of the group (daily routine, schedule of classes, events held. They receive the necessary information (advice, recommendations, consultations, reminders) from educators about the upbringing, education and development of children. There are corners for children's creativity.

After an analysis of the organization of the subject-spatial developmental environment in a preschool educational institution in accordance with the Federal State Educational Standard for Preschool Education, the following conclusions can be drawn that at the current moment:

The material and equipment in group rooms are selected taking into account hygienic, pedagogical and aesthetic requirements.

There is gender-role targeting of equipment and materials, based on the actual number of boys and girls in each group.

When placing materials and equipment, the correspondence of the space of the group room with the ratio: sector was taken into account active work– 50%, quiet activity sector – 20%, work sector – 30% (but the space of each group room can be transformed, allowing the limited space to be used in the best possible way).

However, the amount of materials and equipment is partially brought into line with the list. It is necessary to replenish equipment for the physical development of children, as well as update existing handouts on cognitive development. Therefore, further work to replenish the subject-development environment will continue.

Analytical report on the results of thematic control. Analytical information on the subject-development environment in the group

Analytical information on the subject-spatial developmental environment in preschool educational institutions according to the Federal State Educational Standard for Preschool Education

Related material: Analytical report of the developing subject-spatial environment in accordance with the Federal State Educational Standard

Related material:
Analytical report of the developing subject-spatial environment in accordance with the Federal State Educational Standard