Methodological development on the topic: reference: analysis of PPRS. Analytical report on the results of thematic control

Reference

Purpose of verification:

Fulfillment of the requirements for the developing subject-spatial environment MKDOU Novozhivotinnovsky kindergarten.

The main methods of control: analysis, conversations, observations.

Dates: February 2017

Control objects: all age groups.

In accordance with the work plan for 2016 - 2017 academic year and on the basis of the order for MKDOU Novozhivotinnovsky kindergarten dated February 13, 2017, a thematic control of the state of work on the organization of developing subject - spatial environment in groups.

Thematic control was carried out in all groups of the kindergarten. The following questions were analyzed:

1. Analysis of the developing subject-spatial environment in groups to ensure the development of children preschool age, protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development.

2. Accounting for national - cultural, climatic conditions in the developing subject - spatial environment in groups.

3. Analysis of the organization of the educational space and the variety of materials, equipment and inventory in the building.

4. Analysis of the developing subject-spatial environment in the classrooms of kindergarten specialists.

A commission composed of the head of the MKDOU Novozhivotinnovsky kindergarten Shamina E.N. and senior teacher Grebenshchikova N.N. these questions were analyzed.

Analysis of the developing subject-spatial environment of the group younger age(educators Rudakova O.N., Berdnikova E.V.) showed that the equipment of the group space corresponds to the sanitary hygiene requirements, it is safe, health-saving, aesthetically attractive and developing. Furniture corresponds to the height and age of children, toys - provide the maximum developmental effect for a given age.

A comfortable object-spatial environment has been created in the groups, corresponding to the age, gender, and individual characteristics of children. The developing environment has flexible zoning, which allows children, in accordance with their interests and desires, at the same time to freely engage in various activities without interfering with each other. The spheres of independent children's activity within the group do not intersect, there is enough space for the freedom of movement of children. All games and materials in the group are arranged in such a way that each child has free access to them.

The boys are united by a common constructive and construction interest, for the satisfaction of which designers are placed different sizes and textures, there are various types of transport, in the corner for girls there are such games as: "Little Housewife", "Shop". Here there is a contact between boys and girls, which realizes gender education children.

The developing object-spatial environment in this group ensures the maximum realization of the educational potential and development of children from 3 to 4 years old in various types of children's activities. In accordance with the characteristics of this age stage This:

Objective activities and games with composite and dynamic toys;

Experimenting with materials and substances;

Communication with an adult and joint games with peers under the guidance of an adult;

Self-service and actions with household items-tools;

Perception of the meaning of music, fairy tales, poetry;

looking at pictures;

Physical activity.

In the developing environment of the younger age group, the main directions are reflected educational areas GEF TO:

communicative and personal development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.

The space of group rooms is organized in the form of well-demarcated corners:

corner for role-playing games;
a corner for theatrical games and musical activities;
book corner,
corner of cognitive and research activities;
corner constructive activity;
corner for visual activity(drawings, modeling);
sports section.

1. Corner for role-playing games.

In the corners there are toys for children of 3 years old, quite large and ready to use,

complexes of materials and part of the space for the deployment of household themes: 1) a shelf with dishes, a stove and several dolls; 2) a pair of doll carriages.

The rest of the game materials are placed on low open shelves of cabinets, etc. All materials are in sight and available to children.

The group has a container with scattered plastic and wooden cubes, bars, balls of different colors and sizes. As substitutes, elements of constructors, building kits, didactic materials that are available in the group for the productive and research activities of children are used.

It is necessary to find a place to install doll beds and shelves in the bedding closet.

2. Corner for theatrical games and musical activities:

Table theater (three little pigs, etc.)

Finger theater

Character masks

Musical instruments

Discs with music and fairy tales

The place needs to be made more accessible to children.

3. Book corner:

Books selected by age and current topic

Board-printed games for the development of speech

Illustrations for fairy tales, didactic albums with pictures

4. Corner of cognitive research activities.

The group contains sets of pictures with images of simple geometric shapes, household items, animals, plants and fruits, split (folding) cubes and pictures (of 2-4 elements), paired pictures for comparison, simple plot pictures, series of pictures (stories in pictures) with a sequence of 2-3 events or everyday actions, etc. .P.

Material for cognitive and research activities is placed on the shelves in the locker room so that the children do not interfere with each other.

It is necessary to make the corner of cognitive and research activities more accessible for children's use.

5. Sports corner.

The group room contains all the sports aids available to children, placed in such a way that they contribute to the manifestation motor activity children. So, next to the puppet corner there are toys-motors (cars, carts). large physical culture equipment placed along one free wall. Sports benefits:

Balls big, medium, small

Throwing bags

health tracks

Sports equipment in the younger group is basically everything.

CONCLUSION: the developing subject-spatial environment of younger groups provides the opportunity to communicate and joint activities children, adults, meaningful, rich, transformable, multifunctional, variable, accessible and safe.

It is necessary to replenish: the role-playing game “Hospital”, “Barbershop”, beds for the doll with a bed should be placed accessible so that children can use them, make a dressing corner, there is no privacy corner, the experimenting corner is in poor accessibility of children, it is necessary to replenish the corners with didactic games .

Make a Corner sensorimotor development which is designed to develop fine motor skills and tactile sensations. Here, children learn how to tie shoelaces, string large beads, fasten buttons, etc.

An analysis of the developing environment in the middle group (educators Kretinina E.K., Antsiferova G.I.) showed that this group provides personality-oriented education and social and emotional interaction of children with adults, where children emotionally manifest themselves, express consciously correct attitude to the environment, realize themselves as a person.

The group is attended by pupils aged 4 to 5 years (middle group); the payroll is 25 children, of which 13 are boys and 12 are girls.

Educators: certified for the SZD.

The work of educators begins with the morning admission of children to the group. Reception of children is carried out in the locker room of the group, where there are individual lockers for children. There is also an information corner for parents, where necessary information on kindergarten, group, consultations and advice to parents (all information changes regularly; corresponds to the age of children); board for children's creativity.

The object-spatial environment corresponds to the age of the pupils, as well as their actual and individual characteristics, the characteristics of children's perception; the space is equipped with training and education facilities, play, sports, recreational equipment, inventory and materials freely available for children. The upbringing and education of preschoolers, their activities are based on taking into account the possibilities, preventing intellectual, physical and neuro-emotional overloads that adversely affect their physical and mental health.

Special attention is given to the safe presence of children in the group, the opportunity to play safely and engage in educational activities. All furniture in the group and in activity areas is attached to the walls; furniture is arranged so that children have enough space for vigorous activity(motor, game, educational); teachers regularly conduct safety briefings (safety during educational activities(handling scissors, brushes, pencils, plasticine); culture and safety of behavior at the table during meals; safe behavior while walking on the site).

The group has a corner physical development, the purpose of which is the development of motor activity and physical qualities children. The subject filling of the corner is used in outdoor games (in a group and on the street), individual motor activity, in the free activity of children.

Subject-spatial environment middle group content is saturated and corresponds to the age capabilities of the children of the group. All group space is divided into centers that are available to children: toys, didactic material, games. Children know where to get paper, paints, pencils, natural material, costumes and attributes for dramatization games. This is a puppet corner, construction, transport. Didactic corners - book, nature, sports, music, visual, theatrical (dressing corner), the filling of which involves the storage and use of specially selected material and equipment. This in a simple way the creation of "one's own" personal space is achieved.

Furniture and equipment are installed so that each child can find a convenient and comfortable place to study in terms of his emotional state: sufficiently remote from children and adults, or, conversely, allowing you to feel close contact with them, or providing equal contact and freedom. For this purpose, various furniture is used, including multi-level ones. All the main activities that introduce children to the world of culture are unfolding at the desktops: playful, productive, cognitive-research, communicative, reading fiction. Diverse application of this zone in the free independent activity children, as well as the use in everyday situations for catering and education tells us about the advisability of using this multifunctional zone. The principle of flexible zoning is to organize various overlapping areas of activity. This allows children, in accordance with their interests and desires, to freely engage in different activities at the same time, without interfering with each other: physical education, music, drawing, experimentation, stage fairy tales, arrange dramatization games. Equipping the group helps children to independently determine the content of the activity, outline an action plan, allocate their time and actively participate in activities using various items and toys.

The educational space of the group is equipped with the necessary furniture, equipment, games and toys in accordance with the age characteristics and requirements of the program.

The entire space of the subject-developing environment of the group is safe, complies with sanitary and hygienic requirements, fire safety rules.

In the group, teachers organized various spaces (for playing, building, etc.) filled with a variety of materials, games, toys and equipment, providing free choice for children.

game material periodically changes, new objects appear that stimulate the game, motor, cognitive and research activity of children, thus, the developing environment of the group is variable.

The subject - developing environment is designed in accordance with the educational program of the kindergarten (conditions for the implementation of educational areas have been created: social and communicative development, cognitive development; speech development; artistic and aesthetic development; physical development).

Tables are placed in accordance with the norms of SanPiN (the height of tables and chairs corresponds to the height of children). The board is at eye level. In the training area there are: a center for creativity, a design center, a mini-library, a corner musical development. This arrangement is due to the fact that the tables and chairs located nearby allow the use of these "functional rooms" both in the classroom and in free activities, in individual work with kids.

art center And artistic creativity stimulates children to realize their creative abilities, gives children the opportunity to enjoy getting to know new materials, enrich them tactile sensations. aim creativity center is the formation creativity children, the formation of aesthetic perception, imagination, artistic and aesthetic abilities, independence, activity. In this center, children usually spend a lot of time painting, creating crafts from plasticine, cutting out paper, etc. The center has stencils, coloring books (by seasons and the theme of the week), a folder with children's drawings; pencils, paints, plasticine.

mini library presents shelves for books and illustrations for fairy tales, works. All books and illustrations are updated 1-2 times a month depending on the topic educational program. New books are exhibited in accordance with the reading program.

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

In the corner of Ryazhenye There are costumes and items that give children the desire to act out scenes from real life. This helps them better understand what is happening around them and better understand their role in the world.

Corner of nature located in the dressing room, directly by the window. Purpose: enriching children's ideas about the diversity of the natural world, educating love and careful attitude to nature, introducing children to caring for plants, the formation of the beginnings ecological culture. In a corner of nature, there are not enough plants that are included in sample list for the middle group.

There is in which there are materials for experimenting with water, sand; natural material can be taken from a corner of nature (stones, shells, cones).

Game Zone allows you to create conditions for creative activity children, the development of fantasy, the formation of gaming skills, the implementation of gaming ideas, the development of friendly relationships between children. In the center of the play area on the floor is a carpet - a gathering place for all children. The play area is equipped with corners and attributes for role-playing games, selected taking into account age and individual features children, dolls, cars, toy wild and domestic animals.

The organization of the subject - developing environment in the group is built in accordance with the age and gender characteristics of the pupils. There is a corner where boys can play with cars and do construction. For girls, games with dolls are relevant, creating an atmosphere at home with the help of various attributes. The subject-developing environment of the group varies depending on the age and individual characteristics of the children, the educational program.

All games and benefits in the group are available to all children, there is free access for children to games, toys, materials, and benefits that provide all the basic types of children's activities.

Conclusion: the developing object-spatial environment in the middle group was created taking into account the Federal State Educational Standard of DO and makes it possible to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity.

Proposed:

1. in the living area update duty corner. Purpose: formation of the ability to fulfill the duties of duty officers, to cultivate a positive attitude towards work, independence; attach to labor activity. So that children can independently determine the attendants, create a file cabinet with subject pictures, which are put up in special frames every day.

2. hang a weather calendar in the corner of nature, make the experiment corner the most accessible for children and create a file of experiments for children of the middle group, add flowers to the corner of nature according to the educational program.

3. For the relaxation of children, create a corner of solitude.

4. Add role-playing games: "Shop", "Driver".

5. To fix security rules in a group

6. Make a corner of sensorimotor development, which is designed to develop fine motor skills and tactile sensations. Here, children learn how to tie shoelaces, string large beads, fasten buttons, etc.

Analysis of the developing object-spatial environment of the older group (educators Korneva O.S., Goncharova O.S.) showed that there were 24 children in the group, of which 13 were boys, 11 were girls.

The group space equipment complies with sanitary and hygienic requirements, health-saving, developing. The furniture corresponds to the height and age of the children.

Object-spatial environment in senior group designed in accordance with the working program of the kindergarten.

The developing object-spatial environment of the senior group is rich in content and corresponds to the age capabilities of the children of the group. The educational space of the group is equipped on the basis of the individual characteristics of each child, while the child himself becomes active in the choice and content of his education, becomes the subject of education.

When creating a developing educational environment, teachers are guided by the Federal State Educational Standard to the structure of the main educational program of the preschool educational institution and to the conditions for its implementation. Particular attention is paid to the aesthetic design of the premises. In the interior of the senior group, a bet was made on the "domestication" of the subject environment.

The space of the group is organized in the form of well-demarcated zones, equipped with a large amount of developmental material.

Furniture and play equipment in the group it is set so that the child can find a convenient and comfortable place to study, based on the emotional state.

The space of the group is transformed depending on educational situation, including the changing interests and capabilities of children.

Teachers create a creative object-spatial developmental environment that is used by children in a variety of ways: multifunctional attributes necessary for role-playing games, convenient boxes for small game material, tables and chairs. Educators use methods of both direct and indirect influence, trying to give children more independence.

The game zone allows you to create conditions for the creative activity of children, the development of imagination, the formation of game skills, the implementation of game ideas, the development of friendly relationships between children. In the center of the play area is a carpet-a gathering place for all children. The play area is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, cars, toy wild and domestic animals.

Equipment of the object-spatial environment for children 5-6 years old.

To ensure optimal motor activity;

For role-playing games;

For sensory development;

For experimentation;

For social and personal development;

Didactic, educational games.

The game material changes periodically, new items appear that stimulate the game, motor, cognitive, research activity of children, thus, the developing environment of the group is variable.

Every child has the opportunity to freely do what they love. Placement of equipment in development centers allows children to unite in subgroups on common interests: manual labor, drawing, designing, experimenting, theatrical and gaming activities.

The equipment contains all materials that activate cognitive activity, educational games: technical devices and toys, models, objects for experimental and search activities, big choice natural material.

The selected materials take into account the interests of boys and girls, both in work and in play.

There is a sufficient number of play equipment in accordance with the contingent of children:

figurative and symbolic material (special visual aids representing the world of things and events to children);

Materials and equipment for educational speech development;

Materials and equipment for social and personal development;

Materials and equipment for artistic and aesthetic development.

Materials and equipment for physical development.

Accounting for gender-role specifics in the organization of the PR space;

The following principles are taken into account:

informative

Variations

Polyfunctionality

Pedagogical expediency

Transformability

Conclusion: The developing object-spatial environment in the group was created taking into account the Federal State Educational Standard of DO and makes it possible to effectively develop the individuality of each child.

1. acquire and supplement visual and didactic material on the development of speech.

2. it is necessary to update the duty area;

3. plant flowers in a corner of nature according to the educational program of the kindergarten, according to the program, plant a vegetable garden on the windowsill;

4. for role-playing games, make the game "Shop", "Atelier".

5. there are no reproductions of paintings and portraits of illustrators in the art corner.

6. Replenish the SDA Corner: it includes a portable street layout, different size and destination car, traffic light, police baton and cap. This substantive content contributes to the assimilation of material about traffic safety through a role-playing game.

7. Make the corner of experimentation more accessible.

An analysis of the developing object-spatial environment of the preparatory group for school (educators Yartseva Z.S., Andreeva Yu.Yu.) showed that there are 25 children in the older group; 17 boys, 10 girls.

The equipment of the group space complies with sanitary and hygienic requirements, it is safe, health-saving, aesthetically attractive, and developing. Furniture corresponds to the height and age of children - provides the maximum developmental effect for this age.

In the interior of the group, the color scheme of the walls and "sedentary" furnishings are dominated by calm bright hues, The Walls Are Decorated With Children's Works.

When creating a subject-spatial environment, the teachers of the group were guided by the Federal State Educational Standard to the structure of the main educational preschool program and conditions for its implementation.

The space of the group is organized in the form of well-demarcated zones, equipped with a large number of developing materials. All items and materials are available to children.

Games, manuals, furniture in the group are multifunctional and suitable for use in various activities.

A corner of knowledge has been created that motivates children to cognitive activity.

The subject filling of the corner is used in outdoor games (in a group and on the street), individual motor activity, in the free activity of children. In the educational zone there are: a center for creativity, a design center, a mini-library, a corner for sensorimotor development, a corner for musical development. This placement is due to the fact that the tables and chairs located nearby make it possible to use these “functional rooms” both in the classroom and in free activities, in individual work with children.

The Center for Art and Creativity stimulates children to realize their creative abilities, gives children the opportunity to enjoy getting to know new materials, enrich their tactile sensations. In the corner there are: gouache, watercolor, paper different texture, plasticine, palettes, felt-tip pens, pencils, coloring by themes.

In the construction center there are constructors of different sizes, shapes and materials, mosaic different forms and sizes, schemes of buildings, paper for origami. In the construction center, children can create both fantastic and realistic structures.

In the center for theatrical games and musical activities, teachers have collected different types of theaters: puppet, table, character masks and costumes, musical instruments, CDs with music and fairy tales, scenery.

The predominant number of boys influenced the creation of a developing environment. The boys are united by a common constructive and construction interest, to satisfy which, in addition to designers, there is a large selection of different types of transport, sets of children's tools. Taking into account the sports and competitive needs of boys, in the developing environment there are Board games: "Football", "Hockey". In the corner for girls there are such games as: "Hairdresser's", "Polyclinic", dolls, sets of toy utensils, models of food, vegetables, fruits. To study and consolidate traffic rules, teachers purchased a carpet with an imitation of the road.

For FEMP there are mathematical sets, logical cubes, desktop-printed games of a mathematical orientation.

The corner of nature and experimentation is equipped with a mini laboratory, a calendar of nature. In the center of nature there is a large number of educational literature, illustrations seasonal changes in nature, replicas of vegetables and fruits. Children constantly mark the state of the weather on the calendar of nature. In the nature center, houseplants have been selected that meet the program requirements and require different ways of care. There is a large selection of illustrative material about animals and plants, a winter garden.

The group has many didactic and educational games that help children play together and individually ("Puzzles", "Lotto", "Domino", "Checkers").

There are materials for construction: building kits with parts of different shapes and sizes, figurines of people and animals to play with.

In the book corner, books are sorted by age and current scheme, portraits of great writers and poets, plot pictures, mnemonic tables, board-printed games for the development of speech. All books are in good condition.

The material in the corners changes periodically, new items appear that stimulate the game, motor, cognitive and research activity of children, thus, the developing environment of the group is variable. Every child has the opportunity to freely do what they love.

In order to ensure psychological comfort in the group, there is a tent - a corner of relaxation, in which home furnishings: children's favorite toys.

Pictures depicting parts of the day and their sequence, stripes various lengths and widths, number cards, number series, etc.

Geometric planar figures and three-dimensional forms, various in color, size (ball, cube, circle, cylinder, square, oval)

In the center of speech development there is a large selection of visual didactic material, subject and plot pictures. In the book corner, literature is selected according to the age of the children and the program list. For the speech development of children, there are schemes for the sound analysis of words, a visual and didactic manual "Tell by pictures"

In order to form a holistic culture of peace, the teachers of the group selected a rich set of visual didactic material, which is constantly updated (in the preparatory group for school, visual material was acquired: “Space”, “ school supplies”,“ Reptiles and amphibians ”,“ Garden berries.)

There are many posters: count up to 10, alphabet, count up to 20, transport, etc.

The equipment of the corners changes in accordance with the thematic planning of the educational process.

For the development of labor skills in children, the teachers of the group made a duty corner.

Such an organization of the subject-spatial environment allows pupils of the preparatory group to choose classes that are interesting for themselves, alternate them during the day, and teachers to organize the educational process, taking into account the individual characteristics of children.

Conclusion: The developing object-spatial environment in the preparatory group is created taking into account the Federal State Educational Standard of DO and makes it possible to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity, ensures the realization of the needs of children in active and diverse activities.

1. purchase children's inventory for labor activity (shovels for cleaning snow), shovels, rakes for loosening the soil in flowers and on the windowsill garden.

2. replenish the game material aimed at development logical thinking children.

3. make a corner for dressing up and role-playing games "Atelier", "Auto Service".

4. there are no reproductions of paintings and portraits of illustrators in the art corner.

5. Replenish the Traffic Rules Corner: it includes a portable model of the street, a different size and purpose of the car, a traffic light, a police baton and a cap. This substantive content contributes to the assimilation of material about traffic safety through a role-playing game.

6. Make the corner of experimentation more accessible.

Analysis of the developing subject-spatial environment in MKDOU Novozhivotinnovsky kindergarten

Conclusion:

An analysis of the developing object-spatial environment in groups to ensure the development of preschool children, protect and strengthen their health, take into account the characteristics and correct shortcomings in their development showed that the safety of the object-spatial environment meets the requirements for ensuring the reliability and safety of their use of toys, equipment, groups.

MKDOU Novozhivotinnovsky kindergarten independently determines the means of education, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

The developing subject-spatial environment of the kindergarten ensures the maximum realization of the educational potential of the space of each age group. Teachers take into account the material, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, the protection and strengthening of their health, taking into account the characteristics and correction of shortcomings in their development.

But at the same time, it is necessary to pay attention to the security of the institution:

Ensure constant monitoring of persons attending MKDOU Novozhivotinnovsky kindergarten;

Constantly monitor children's play equipment, strengthen them;

Ensure safety in the kindergarten;

Replenish in a timely manner modern toys in accordance with the implemented program of the kindergarten group according to the age of the children;

Consider national cultural And climatic conditions in the subject-developing space.

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based on the results of a thematic test on the topic: "Organization of a developing subject-spatial environment in accordance with the requirements of the Federal State Educational Standard of DO"

Purpose of verification:

Fulfillment of the requirements for the developing subject-spatial environment MKDOU Novozhivotinnovsky kindergarten.

The main methods of control: analysis, conversations, observations.

Dates: February 2017

Control objects: all age groups.

In accordance with the work plan for the 2016-2017 academic year and on the basis of the order for MKDOU Novozhivotinnovsky kindergarten dated February 13, 2017, a thematic control of the state of work on the organization of a developing subject-spatial environment in groups was carried out in the kindergarten.

Thematic control was carried out in all groups of the kindergarten. The following questions were analyzed:

1. Analysis of the developing subject-spatial environment in groups to ensure the development of preschool children, protect and strengthen their health, take into account the characteristics and correct the shortcomings of their development.

2. Accounting for national - cultural, climatic conditions in the developing subject - spatial environment in groups.

3. Analysis of the organization of the educational space and the variety of materials, equipment and inventory in the building.

4 . Analysis of the developing subject-spatial environment in the classrooms of kindergarten specialists.

A commission composed of the head of the MKDOU Novozhivotinnovsky kindergarten Shamina E.N. and senior teacher Grebenshchikova N.N. these questions were analyzed.

Analysis of the developing object-spatial environment of the younger group (educators Rudakova O.N., Berdnikova E.V.) showed that the equipment of the group space meets the sanitary and hygienic requirements, it is safe, health-saving, aesthetically attractive and developing. Furniture corresponds to the height and age of children, toys - provide the maximum developmental effect for a given age.

The boys are united by a common constructive and construction interest, to satisfy which designers of different sizes and textures are placed, there are various types of transport, in the corner for girls there are such games as: "Little Housewife", "Shop". Here there is a contact between boys and girls, which implements the gender education of children.

Objective activities and games with composite and dynamic toys;

Experimenting with materials and substances;

Communication with an adult and joint games with peers under the guidance of an adult;

Self-service and actions with household items-tools;

Perception of the meaning of music, fairy tales, poetry;

looking at pictures;

Physical activity.

In the developing environment of the younger age group, the main directions of the educational areas of the Federal State Educational Standard of DO are reflected:

communicative and personal development;
cognitive development;
speech development;
artistic and aesthetic development;
physical development.

The space of group rooms is organized in the form of well-demarcated corners:

corner for role-playing games;
a corner for theatrical games and musical activities;
book corner,
corner of cognitive and research activities;
corner of constructive activity;
a corner for fine arts (drawing, modeling);
sports section.

1. Corner for role-playing games.

In the corners there are toys for children of 3 years old, quite large and ready to use,

complexes of materials and part of the space for the deployment of household themes: 1) a shelf with dishes, a stove and several dolls; 2) a pair of doll carriages.

The rest of the game materials are placed on low open shelves of cabinets, etc. All materials are in sight and available to children.

It is necessary to find a place to install doll beds and shelves in the bedding closet.

2. Corner for theatrical games and musical activities:

Table theater (three little pigs, etc.)

Finger theater

Character masks

Musical instruments

Discs with music and fairy tales

The place needs to be made more accessible to children.

3. Book corner:

Books selected by age and current topic

Board-printed games for the development of speech

Illustrations for fairy tales, didactic albums with pictures

4. Corner of cognitive research activities.

The group contains sets of pictures with images of simple geometric shapes, household items, animals, plants and fruits, cut (folding) cubes and pictures (from 2-4 elements), paired pictures for comparison, simple plot pictures, series of pictures (stories in pictures ) with a sequence of 2-3 events or everyday actions, etc.

Material for cognitive and research activities is placed on the shelves in the locker room so that the children do not interfere with each other.

It is necessary to make the corner of cognitive and research activities more accessible for children's use.

5. Sports corner.

The group room contains all sports aids available to children, placed in such a way that they contribute to the manifestation of physical activity of children. So, next to the puppet corner there are toys-motors (cars, carts). Large physical education equipment is placed along one free wall. Sports benefits:

Balls big, medium, small

hoops

Checkboxes

Throwing bags

Skittles

health tracks

Sports equipment in the younger group is basically everything.

CONCLUSION: the developing subject-spatial environment of younger groups provides the opportunity for communication and joint activities of children, adults, is meaningful, rich, transformable, multifunctional, variable, accessible and safe.

Make a Sensorimotor Development Corner that

p analysis developing environment in the middle group (educators Kretinina E.K., Antsiferova G.I.) showed that in this grouppersonality-oriented education and social and emotional interaction of children with adults are provided, where children express themselves emotionally, express a consciously correct attitude to the environment, and realize themselves as a person.

Brief description of the group:

The group is attended by pupils aged 4 to 5 years (middle group); the payroll is 25 children, of which 13 are boys and 12 are girls.

Educators: certified for the SZD.

Safety and psychological comfort of children in a group

The work of educators begins with the morning admission of children to the group. Reception of children is carried out in the locker room of the group, where there are individual lockers for children. There is also an information corner for parents, where the necessary information is placed on the kindergarten, group, consultations and advice to parents (all information changes regularly; corresponds to the age of children); board for children's creativity.

The object-spatial environment corresponds to the age of the pupils, as well as their actual and individual characteristics, the characteristics of children's perception; the space is equipped with training and education facilities, play, sports, recreational equipment, inventory and materials freely available for children.The upbringing and education of preschoolers, their activities are based on taking into account the possibilities, preventing intellectual, physical and neuro-emotional overloads that adversely affect their physical and mental health.

Particular attention is paid to the safe presence of children in the group, the ability to play safely and engage in educational activities. All furniture in the group and in activity areas is attached to the walls; the furniture is located so that the children have enough space for vigorous activity (motor, play, educational); teachers regularly conduct safety briefings (safety during educational activities (handling scissors, brushes, pencils, plasticine); culture and safety of behavior at the table while eating; safe behavior while walking on the site).

The group has a corner of physical development, the purpose of which is the development of motor activity and physical qualities of children. The subject filling of the corner is used in outdoor games (in a group and on the street), individual motor activity, in the free activity of children.

The subject-spatial environment of the middle group is rich in content and corresponds to the age capabilities of the children of the group. All group space is divided into centers that are available to children: toys, didactic material, games. Children know where to get paper, paints, pencils, natural material, costumes and attributes for dramatization games. This is a puppet corner, construction, transport. Didactic corners - book, nature, sports, music, visual, theatrical (dressing corner), the filling of which involves the storage and use of specially selected material and equipment. In this simple way, the creation of "one's own" personal space is achieved.

Furniture and equipment are installed in such a way that each child can find a convenient and comfortable place to study in terms of his emotional state: sufficiently remote from children and adults, or, conversely, allowing you to feel close contact with them, or providing equal contact and freedom . For this purpose, various furniture is used, including multi-level ones.All the main activities that introduce children to the world of culture are unfolding at the desktops: playful, productive, cognitive-research, communicative, reading fiction. The diverse use of this zone in the free independent activity of children, as well as the use in everyday situations for catering and education, tells us about the expediency of using this multifunctional zone. The principle of flexible zoning is to organize various overlapping areas of activity. This allows children, in accordance with their interests and desires, to freely engage in different activities at the same time, without interfering with each other: physical education, music, drawing, experimentation, stage fairy tales, arrange dramatization games. Equipping the group helps children to independently determine the content of the activity, outline an action plan, allocate their time and actively participate in activities using various objects and toys.

The educational space of the group is equippednecessary furniture, equipment, games and toys in accordance with the age characteristics and requirements of the program.

The entire space of the subject-developing environment of the group is safe, complies with sanitary and hygienic requirements, fire safety rules.

In the group, teachers organized various spaces (for playing, building, etc.) filled with a variety of materials, games, toys and equipment, providing free choice for children.

The game material changes periodically, new items appear that stimulate the game, motor, cognitive and research activity of children, thus, the developing environment of the group is variable.

Implementation of educational programs preschool education.

Area for educational activities.Tables are placed in accordance with the norms of SanPiN (the height of tables and chairs corresponds to the height of children). The board is at eye level. In the educational zone there are: a center for creativity, a design center, a mini-library, a corner for musical development. This placement is due to the fact that the tables and chairs located nearby make it possible to use these “functional rooms” both in the classroom and in free activities, in individual work with children.

art center and artistic creativitystimulates children to realize their creative abilities, gives children the opportunity to enjoy getting to know new materials, enrich their tactile sensations. aimcreativity centeris the formation of the creative potential of children, the formation of aesthetic perception, imagination, artistic and aesthetic abilities, independence, activity. In this center, children usually spend a lot of time painting, creating crafts from plasticine, cutting out paper, etc. The center has stencils, coloring books (by seasons and the theme of the week), a folder with children's drawings; pencils, paints, plasticine.

mini library presents shelves for books and illustrations for fairy tales, works. All books and illustrations are updated 1-2 times a month, depending on the topic of the educational program. New books are exhibited in accordance with the reading program.

At the center of designchildren can create both fantasy and realistic structures. Being engaged in construction, children master a lot of things. It helps to develop mathematical abilities, acquire social skills, and gives experience in problem solving.

In the corner of RyazhenyeThere are costumes and items that give children the desire to act out scenes from real life. This helps them better understand what is happening around them and better understand their role in the world.

Corner of nature located in the dressing room, directly by the window. Purpose: enriching children's ideas about the diversity of the natural world, fostering love and respect for nature, introducing children to caring for plants, forming the beginnings of an ecological culture. There are not enough plants in the corner of nature that are included in the approximate list for the middle group.

Eat corner for experimentationin which there are materials for experimenting with water, sand; natural material can be taken from a corner of nature (stones, shells, cones).

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

The organization of the subject - developing environment in the group is built in accordance with the age and gender characteristics of the pupils. There is a corner where boys can play with cars and do construction. For girls, games with dolls are relevant, creating an atmosphere at home with the help of various attributes.The subject-developing environment of the group varies depending on the age and individual characteristics of the children, the educational program.

All games and benefits in the group are available to all children, there is free access for children to games, toys, materials, and benefits that provide all the basic types of children's activities.

Conclusion: the developing object-spatial environment in the middle group was created taking into account the Federal State Educational Standard of DO and makes it possible to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity.

Proposed:

update in the living area duty corner. Purpose: formation of the ability to fulfill the duties of duty officers, to cultivate a positive attitude towards work, independence; engage in work activities. So that children can independently determine the attendants, create a file cabinet with subject pictures, which are put up in special frames every day.
hang a weather calendar in the corner of nature, make the experiment corner the most accessible for children and create a file of experiments for children of the middle group, add flowers to the corner of nature according to the educational program.
For the relaxation of children, create a corner of solitude.
Add role-playing games: "Shop", "Driver".
To fix security rules in a group
Make a corner of sensorimotor development, whichdesigned to develop fine motor skills and tactile sensations. Here, children learn how to tie shoelaces, string large beads, fasten buttons, etc.

The group space equipment complies with sanitary and hygienic requirements, health-saving, developing. The furniture corresponds to the height and age of the children.

The object-spatial environment in the senior group is designed in accordance with the working program of the kindergarten.

The space of the group is organized in the form of well-demarcated zones, equipped with a large amount of developmental material.

Furniture and play equipment in the group is installed so that the child can find a convenient and comfortable place to practice, based on the emotional state.

The space of the group is transformed depending on the educational situation, including the changing interests and abilities of children.

Equipment of the object-spatial environment for children 5-6 years old.

To ensure optimal motor activity;
for role-playing games;
for sensory development;
for experimentation;
for social and personal development;
didactic, educational games.

The game material changes periodically, new items appear that stimulate the game, motor, cognitive, research activity of children, thus, the developing environment of the group is variable.

Every child has the opportunity to freely do what they love. The placement of equipment in development centers allows children to unite in subgroups of common interests: manual labor, drawing, design, experimentation, theatrical and play activities.

The equipment contains all the materials that activate cognitive activity, educational games: technical devices and toys, models, objects for experimental and search activities, a large selection of natural materials.

The selected materials take into account the interests of boys and girls, both in work and in play.

There is a sufficient number of play equipment in accordance with the contingent of children:

figurative and symbolic material (special visual aids representing the world of things and events to children);

Materials and equipment for cognitive and speech development;

Materials and equipment for social and personal development;

Materials and equipment for artistic and aesthetic development.

Materials and equipment for physical development.

Accounting for gender-role specifics in the organization of the PR space;

The following principles are taken into account:

informative

Variations

Polyfunctionality

Pedagogical expediency

Transformability

Conclusion : The developing object-spatial environment in the group was created taking into account the Federal State Educational Standard of DO and makes it possible to effectively develop the individuality of each child.

acquire and supplement visual and didactic material on the development of speech.
it is necessary to update the corner of duty;
plant flowers in a corner of nature according to the educational program of the kindergarten, plant a garden on the windowsill according to the program;
for role-playing games, make the game "Shop", "Atelier".
Replenish Corner SDA: it

In the interior of the group, in the color scheme of the walls and "sedentary" furnishings, calm light colors prevail, the walls are decorated with children's works.

When creating a subject-spatial environment, the teachers of the group were guided by the Federal State Educational Standard to the structure of the main educational program of the preschool educational institution and the conditions for its implementation.

The space of the group is organized in the form of well-demarcated zones, equipped with a large number of developing materials. All items and materials are available to children.

Games, manuals, furniture in the group are multifunctional and suitable for use in various activities.

A corner of knowledge has been created that motivates children to cognitive activity.

The Center for Art and Creativity stimulates children to realize their creative abilities, gives children the opportunity to enjoy getting to know new materials, enrich their tactile sensations. In the corner there are: gouache, watercolor, paper of different textures, plasticine, palettes, felt-tip pens, pencils, coloring books on topics.

In the design center there are constructors of different sizes, shapes and materials, mosaics of different shapes and sizes, building schemes, origami paper. In the construction center, children can create both fantastic and realistic structures.

The predominant number of boys influenced the creation of a developing environment. The boys are united by a common constructive and construction interest, to satisfy which, in addition to designers, there is a large selection of different types of transport, sets of children's tools. Taking into account the sports and competitive needs of boys, board games are presented in the developing environment: "Football", "Hockey". In the corner for girls there are such games as: "Hairdresser's", "Polyclinic", dolls, sets of toy utensils, models of food, vegetables, fruits. To study and consolidate traffic rules, teachers purchased a carpet with an imitation of the road.

For FEMP there are mathematical sets, logical cubes, desktop-printed games of a mathematical orientation.

The corner of nature and experimentation is equipped with a mini laboratory, a calendar of nature. In the center of nature there is a large amount of educational literature, illustrations of seasonal changes in nature, models of vegetables and fruits. Children constantly mark the state of the weather on the calendar of nature. In the nature center, houseplants have been selected that meet the program requirements and require different ways of care. There is a large selection of illustrative material about animals and plants, a winter garden.

The group has many didactic and educational games that help children play together and individually ("Puzzles", "Lotto", "Domino", "Checkers").

There are materials for construction: building kits with parts of different shapes and sizes, figurines of people and animals to play with.

In order to ensure psychological comfort in the group, there is a tent - a corner of relaxation, in which a homely atmosphere is created: favorite toys of children.

Pictures depicting parts of the day and their sequence, stripes of various lengths and widths, number cards, number series, etc.

Geometric planar figures and three-dimensional forms, various in color, size (ball, cube, circle, cylinder, square, oval)

To form a holistic culture of peace, the teachers of the group selected a rich set of visual didactic material, which is constantly updated (in the preparatory group for school, visual material was purchased: "Space", "School supplies", "Reptiles and amphibians", "Garden berries".)

There are many posters: count up to 10, alphabet, count up to 20, transport, etc.

The equipment of the corners changes in accordance with the thematic planning of the educational process.

For the development of labor skills in children, the teachers of the group made a duty corner.

Conclusion: The developing object-spatial environment in the preparatory group is created taking into account the Federal State Educational Standard of DO and makes it possible to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity, ensures the realization of the needs of children in active and diverse activities.

purchase children's equipment for work (shovels for cleaning snow), shovels, rakes for loosening the soil in flowers and on the windowsill garden.
replenish the game material aimed at developing the logical thinking of children.
make a corner for dressing up and role-playing games "Atelier", "Auto Service".
there are no reproductions of paintings and portraits of illustrators in the art corner.
Replenish Corner SDA: itincludes a portable model of the street, a different size and purpose of the car, a traffic light, a police baton and a cap. This substantive content contributes to the assimilation of material about traffic safety through a role-playing game.
Make experimentation more accessible.

Analysis of the developing subject-spatial environment in MKDOU Novozhivotinnovsky kindergarten

Conclusion:

MKDOU Novozhivotinnovsky kindergartenindependently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

But at the same time, it is necessary to pay attention to the security of the institution:

Ensure constant monitoring of persons attending MKDOU Novozhivotinnovsky kindergarten;

Constantly monitor children's play equipment, strengthen them;

Ensure safety in the kindergarten;

Timely replenish with modern toys in accordance with the ongoing program of the kindergarten group according to the age of the children;

Take into account the national-cultural and climatic conditions in the subject-developing space.

(In accordance with GEF DO and OOP DO)

Group characteristic

The payroll is 24 pupils. The group is attended by 22 children aged 3-4 years. Of these, 10 boys, 12 girls. Children have formed self-service skills, cultural, hygienic and motor skills, and spoken language is developed.

The developing object-spatial environment of the group room provides

Accounting for 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 ideas, the development of friendly relationships between children. There is a carpet on the floor in the play center - a gathering place for all children. The game 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 OOP DO and with the principles of the Federal State Educational Standard of DO

IN this moment My children are 3-4 years old. For children of this age, there is a large enough space in the group to meet the need for physical activity. A properly organized developmental environment allows each kid 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 lies at the heart of developmental learning.

variability

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

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

Corner for role-playing games;

Corner for theatrical games and musical activities;

Book corner;

Corner of cognitive research activities;

Corner of constructive activity;

Corner for visual activity (drawing, modeling);

Sports section;

Corner of desktop-printed games.

In the developing subject-spatial environment of the group, the main directions are reflected:

Communicative and personal development

cognitive development

Speech development

Artistic and aesthetic development

Physical development.

1. Center for Physical Development: Corner "Movement is the strength of the spirit!"

2. Center for speech development: (book corner);

3. Centers for social and communicative development: "Studio", "Post", "Beauty Salon", "Supermarket", "Polyclinic", "Family".

Theatrical corner: "Puppet, finger," Logic "

4. Center for Cognitive Development: "Seasons", "Animals and Plants";

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

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

Working area (cognitive research activities, productive activities).
Vigorous activity (constructive activity, physical development, the center of musical and theatrical activity, the center of plot-role-playing games).
Quiet zone (center of sensory development, mathematical development, book corner, speech development center, privacy corner).

Equipped with training and education facilities (including technical ones), relevant materials, including consumable gaming, sports, recreational equipment, inventory.

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

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

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

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

Opportunity for self-expression of children.

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

In the musical corner there are roly-poly dolls, imaginative musical “singing” or “dancing” toys (cockerel, cat, hare); rattles, bells, tambourine, drum; instruments (accordion, pipe, balalaika).

The group has a corner of nature that is available to children. Here, love for nature and respect for it are instilled, as well as introducing children to the care of plants, the formation of the principles of ecological culture.

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

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

The space of our group is organized in the form of demarcated zones "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. The play environment stimulates children's activity and is constantly updated in accordance with the current interests and initiative of children. Play equipment is diverse, easily transformable. Children and parents have the opportunity to participate in the creation and updating of the play environment.

Polyfunctionality materials, makes it possible various uses various components of the subject environment (children's furniture, as well as materials suitable for use in various types of children's activities.

The division of the group space provides an activity approach in the educational process. Children's free access to games, toys, materials, aids provides all the main types of children's activities. Children are provided with more open surfaces: racks, tables - for the deployment of plot-role-playing games, playing puppet mini-shows, making layouts, as well as for productive, cognitive, research activities. To organize the plot - role play a system of containers with selected game material and attributes was created.

Availability environment provides:

For pupils, including children with handicapped 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, manuals that provide all the main types of children's activity.

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

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

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

Safety Corner includes a selection of didactic material, models of houses, cars. Children learn to distinguish and name the elements of the road, vehicles, means of regulation traffic. Learn to distinguish, understand and respond correctly to traffic lights. Familiarize yourself with the rules for crossing the carriageway; with the rules of conduct on the street and in transport; with 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 trouble in winter." Didactic cards for getting to know the outside world "Rules of conduct in in public places”, a visual and didactic manual “Rules of a small pedestrian”.

Conclusion: the developing object-spatial environment in the middle group is organized satisfactorily:

RPPS provides:

Protecting and promoting the physical and mental health and emotional well-being of children and interacting with peers and adults;

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

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

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

Analytical reference on the subject-spatial developing environment in MBDOU No. 11 to the teachers' council " Optimization of conditions conducive to development speech activity children through the improvement of the subject-spatial environment, the use of techniques aimed at enhancing cognitive and speech activity in accordance with the Federal State Educational Standard.

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

Spatial subject-developing environment - a part of the educational environment, represented by a specially organized space (premises, plot, 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 peculiarities their development.

The subject-developing 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 learning activities and speech development of children. Through the subject-spatial developing environment, we form the zone of the nearest mental development child.

MBDOU Children's Kindergarten No. 11 is a preschool educational institution with 4 speech therapy groups. Our institution implements the main educational program "Childhood" edited by T.I. Babaeva. Priority areas of activity educational institution is the speech, patriotic and cognitive development of preschool children.

In connection with the introduction of the GEF DO in the preschool educational institution, it became necessary to revise the subject-developing environment. Therefore, in the annual plan for 2017-2018 year, tasks were included to create and improve a developing subject-developing environment in accordance with the Federal State Educational Standard.

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.

In connection with the transition to the Federal Educational Standard, the teachers of our preschool educational institution faced the problem of the need to enrich the environment with elements that stimulate the speech, cognitive, emotional, and motor activity of children. Saturated subject-developing and educational environment becomes the basis for organizing an exciting, meaningful life and the versatile development of each child. The developing subject environment is the main means of shaping the personality of the child and the source of his knowledge and social experience.

In our kindergarten, all groups are equipped with:

materials and equipment for gaming activity;

materials and equipment for productive activity;

materials and equipment for educational and research activities;

materials and equipment for physical activity.

Analysis of the requirements for the developing object-spatial environment DOW groups in accordance with the Federal State Educational Standard, DO revealed the following:

P.3.3.1 GEF DO - Correspondence of the RPPS group with age characteristics in the middle, senior, preparatory groups is partially fulfilled - insufficient use of the sign system for the development of preschool children. In the younger group - meets this criterion.

P.3.3.2 GEF DO - Compliance with the RPPS to ensure the possibility of communication and joint activities of children and adults, the physical activity of children, as well as the possibility of solitude is presented in part.

P.3.3.3 GEF DO - ensuring implementation - is introduced in full.

P.3.3.4/1 GEF DO - the saturation of the environment in accordance with age capabilities and the content of the program is presented in part.

P.2. 6. GEF DO - Ensure the development of the personality, motivation and abilities of children in various activities and cover the areas of development and education of children (educational areas) - is presented in part. It is necessary to pay attention of teachers to the equipment of speech corners.

P.3.3.4/2 GEF DO - Transformability of space - is presented in full.

P.3.3.4/3 GEF DO - Multifunctionality of materials - is presented in full.

P.3.3.4/4 GEF DO - Variability of the environment - is presented in part.

P.3.3.4/5 GEF DO -Accessibility of the environment - is presented in full.

P.3.3.4 / 6 GEF DO - Security of the RPPS - is presented in part, pay attention to the presence of furniture placement maps).

P.3.3.4/6 GEF DO item 2. In the younger and middle groups, there is no card index of walks with a list of materials and equipment for organizing and conducting walks).

1. Consolidate knowledge of the requirements for creatingsubject-developing environment in a preschool educational institution in accordance with the Federal State Educational Standard.

2. Carry out work with teachers aimed at stimulating activity in improvingsubject-developing environment of their groups.

3. In order to improve the subject-developing environment in accordance with the Federal State Educational Standard, teachers were asked to submit design projects of their groups.

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

The environment should perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the child's independence and self-activity.

It is necessary to provide for 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.

Decor elements should be easily replaceable.

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

The color palette should be presented in warm, pastel colors.

The subject-developing environment of the group varies depending on the age characteristics of the children, the period of study.

It is important to foresee that the subject environment would have 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 neoplasms of a certain age.

REFERENCE

according to the results thematic control

« Creation of a developing subject-spatial environment in a preschool educational institution»
MBDOU "Nekrasovsky kindergarten "Romashka"

Deadlines: from 18.04.18. until 04/20/18

Based on the Annual Plan of the MBDOU "Nekrasovsky Kindergarten "Romashka" for the 2017-2018 academic year, in order to analyze the organization of the developing object-spatial environment of preschool groups and identify the creative abilities of educators, the manifestation of initiative and imagination in the design of the interior of the group from April 18 to April 20, 2018 year, a thematic control was carried out on topic "Creating a developing subject-spatial environment in a preschool educational institution".

Purpose of control I: analysis of the organization of the developing subject-spatial environment of preschool groups, identification of the creative abilities of educators, manifestation of initiative and imagination in the design of the interior of the group.

Tasks:

Check the state of the developing subject-spatial environment (RPPS) in the group premises of a preschool institution and determine its compliance with the principles of building a subject-developing environment and the requirements of the Main Educational Program within the framework of the Federal State Educational Standard;

Stimulate professional pedagogical creativity and innovative activities of teachers;

Identification of the optimal conditions for the creation of RPPS for the development of creative abilities, independence and initiative of preschoolers.

Control methods: frontal visit to all age groups, observation, visual inspection, conversations with teachers, pedagogical analysis of plans for educational work in groups.

Subject of control: RPPS groups of preschool educational institutions, documentation of pedagogical workers.

Responsible:

Head of preschool educational institution - full name

Senior preschool teacher- Vederina I.A.
Chairman of the PC - full name
Educators of all age groups of preschool educational institutions.

Control Plan	ContentsAnAnde	Methods	date
1. Pedagogical observations of knowledge, skills, assimilation of the program and upbringing of children.	Evaluation of teachers' knowledge about the features of the organization of the subject-spatial environment according to the Federal State Educational Standard	Questionnaire
2. The level of professional skills of the educator, creativity teacher (knowledge of the program, GEF DO, use of methods and techniques of organizing RPPS).	The level of organization by the educator in the group of the subject-spatial environment for the implementation of all areas of the child's development in accordance with the OOP DO MBDOU.	Observation, visual inspection, conversations with teachers	19.04 - 20.04. 2018
3. System for planning work with children.	Checking the scheduling of work with children, taking into account the organization of the RPPS.	Operational monthly control of documentation	19.04 - 20.04. 2018
4. Creation of conditions for the upbringing and education of children: - in groups At the kindergarten site.	Using the possibilities of the developing subject-spatial environment of the group for the implementation of educational tasks in all five areas (observation of the organization of regime moments, independent activities, role-playing games, etc.)	Observation, analysis of the organization of the RPPS, conversations with teachers	19.04 - 20.04. 2018
5. Working with parents.	Checking information for parents at the stands (folders, sliders, information about the regime, the schedule of the GCD, information about events, etc. according to the planning of work in the group for a month)	Observation, visual assessment, conversations with teachers.	19.04 - 20.04. 2018

Organization developing object-spatial environment groups MBDOU "Nekrasovsky kindergarten" Daisy "is formed in accordance with GEF.

When creating a developing space in group rooms, the leading role of play activities in the development of children was taken into account. This, in turn, provides emotional well-being each child, the development of his positive sense of self, competence in the field of relations with the world, with people, with himself, inclusion in various forms cooperation, which is the main goal preschool education and upbringing.

The subject-developing environment is organized so that every child has the opportunity to do what they love. The object-spatial environment corresponds to the age of the pupils, as well as their actual and individual characteristics, the characteristics of children's perception; the space is equipped with training and education facilities, play, sports, recreational equipment, inventory and materials freely available for children. The principle “from simple to complex” has been fully implemented: the upbringing and education of preschoolers, their activities are based on taking into account opportunities, preventing intellectual, physical and neuro-emotional overloads that adversely affect their physical and mental health. The subject-spatial environment corresponds to a kind of spatial perception: zoning provides a zone of conditional isolation (“I see, but do not interfere”) for those children who need it. Placement of equipment in sectors allows children to unite in subgroups of common interests (design, drawing, manual labor). The interests of both boys and girls are taken into account both in work and in play. Mandatory in the equipment are materials that activate cognitive activity: educational games and toys, a designer, etc.

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

In the changing rooms of the groups there are individual lockers for children. There is also an information corner for parents, where the necessary information on kindergarten, consultations and advice to parents, folders, folders, and an exhibition of children's creativity are placed.

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

The selection of toys, furniture and equipment for the premises was determined by the maximum provision of conditions for the sensory development of the child and for him to feel comfortable, experience positive emotions.

The presence of educational, play, household areas allows you to use the premises of groups the best way. Each zone is sustained taking into account children's perception.

Creating a developing environment, educators tried to make it informatively 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 terms of content, artistic solution, provide meaningful communication between adults and children. Namely:

1. The groups have didactic means and equipment for the comprehensive development of children.

1.1. There are albums, fiction and other things to enrich the children with impressions.

1.2. The group has didactic games, various plot sets and toys for the development of children in various activities.

1.3. There are games for intellectual development.

1.4. There are toys and equipment for sensory development (younger and middle groups).

1.5. There is a visual and illustrative material (thematic folders).

1.6. Conditions have been created for the joint and individual activity of children (including "solitude corners").

2. In groups, conditions are created for the artistic and aesthetic development of children.

2.1. In the free access group for children, there are necessary for drawing, modeling and application, artistic work (paper different types, formats and colors, plasticine, paints, brushes, pencils, crayons, natural and waste material).

3. Conditions for theatrical activities of children have been created in groups.

3.1. There is a variety of equipment for acting out scenes and performances (sets of puppets, screens for puppet theater - 2 pieces; costumes, masks, theatrical attributes are available in the methodical office and dressing room).

4. Not all groups have created conditions for the development of children in musical activities.

4.1. The middle group is equipped with a music corner, there are musical toys.

4.2. A musical environment has been created in all groups (music accompanies classes, regime moments using laptops).

5. Conditions for the development of constructive activities of children have been created in groups.

5.1. In groups there are small (table) and large (floor) building materials.

5.2. There are mosaics, tangrams, split pictures, Voskobovich squares, geocont, etc.

5.3. There is waste and natural material for artistic design.

6. Conditions have been created in the groups for the development of the ecological culture of children.

6.1. There are visual aids, illustrative material for the development of ecological culture (albums, sets of pictures, didactic games).

6.2. The group has corners of nature (nature calendars, indoor plants).

7. Not all groups have created conditions for the development of ideas about a person in history and culture.

7.1. In the middle and younger groups there are collections of books, thematic folders, coaster dolls, games and toys that introduce history, culture, work, life different peoples, folk crafts.

7.2. In the middle group there is a corner of local history, illustrations folk costumes, elements of the national Tatar costume.

7.3. In the younger group there are samples of household items.

8. Conditions for the physical development of children have been created in the groups.

8.1. The group has inventory and equipment for physical activity of children ( Sports Equipment, massage mats).

9. In groups, conditions are created for the formation of elementary mathematical representations.

9.1. The group has a demonstration and handout for teaching children to count, developing ideas about the size of objects and their shape.

9.2. There are materials and equipment for the formation of children's ideas about the number and quantity.

9.3. There is material for the development of temporary (calendar, clock) representations.

10. In groups, conditions have been created for the development of elementary natural-science ideas in children.

10.1. There are materials and devices for demonstration and children's experimentation(there is a set in the methodical office).

11. In groups, conditions are created for the development of children's speech.

11.1. There is a library for children.

11.2. There are picture sets and printed board games.

12. Conditions for children's play activities have been created in groups.

12.1. IN group rooms there is a space for the game and there is a playground equipment.

12.2. The groups have games and toys for various types of games: role-playing, sports, didactic, etc.

12.3. The group has unformed material that can be used as substitute items.

Conclusion: the developing subject-spatial environment in the groups of the MBDOU "Nekrasovsky kindergarten "Romashka" is in the process of development and is formed taking into account the GEF DO, and makes it possible to develop each child, taking into account his inclinations, interests, level of activity. Despite the variety of toys in groups, there is still a shortage of modern, developing educational games. In all age groups of the preschool institution MBDOU "Nekrasovsky kindergarten" Romashka ", there are various approaches of educators to the organization of RPPS in accordance with the requirements of the Federal State Educational Standard and the implemented OOP of the preschool educational institution. The teachers have done a lot of creative work to design the playing space and provide the proper conditions for the formation personal qualities preschoolers. The thematic control made it possible to note a number of positive practices in the organization of the construction of the RPPS group premises of the preschool educational institution, as well as highlight a number of problems.

The activities of teachers in organizing the developing subject-spatial environment of the group premises of the preschool educational institution in accordance with the requirements of the Federal State Educational Standard of DO should be recognized as satisfactory.

Mark Good work on the organization of the developing subject-spatial environment of group rooms for educators of the younger and middle groups (educators - full name).

All teachers continue to work on the formation of a developing subject-spatial environment for preschool educational institutions.

Create corners of a patriotic orientation in groups, corners for cognitive research activities (to diversify natural material), organize musical corners (name).

Teachers of all age groups should post children's literature according to seasonality and thematic planning of the week.

Teachers of the senior and preparatory groups should supplement the book corners with encyclopedias, portraits of writers, illustrators of children's books.

Deadlines: May-September 2018

The certificate was compiled by the senior teacher Vederina I.A.

group "Leopold"

Zemskova Ekaterina Evgenievna,
GBDOU kindergarten №25
Kirovsky district of St. Petersburg

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

When creating a developing space in group room, the leading role of play activity 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 self-perception, competence in the field of relations with the world, people, himself, inclusion in various forms of cooperation, which are the main goals of preschool education and upbringing.

The subject-developing environment is organized so that every child has the opportunity to do what they love. The placement of equipment in sectors allows children to unite in subgroups of 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 in the equipment are 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 single subject-spatial environment. This means that for the comprehensive development of the child, several subject developing "environments" are organized: for speech, mathematical, aesthetic, physical development, which, depending on the situation, can be combined into one or more multifunctional environments.

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

All items of furniture 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 the sensory development of the child and for him to feel comfortable and experience positive emotions.

The presence of educational, play, household areas allows you to use the group's premises in the best possible way. Each zone is sustained taking into account children's perception.

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

In the educational zone there are: the center of creativity "Young Artist", a corner of nature, a mini library, a corner of sensorimotor development, a corner of musical development, a patriotic corner, an experimenting corner, a mathematical corner "Young Genius".

In the center of creativity "Young Artist" there is wide range pictorial materials for the formation of the creative potential of children, the development of interest in art, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity.

white paper, different sizes

colored cardboard,

Wax crayons,

Pencils,

gouache and brushes of different diameters,

self-adhesive paper

stencils,

drawing samples

plasticine, boards, stacks

art,

waste and natural material for artistic work.

For mental development a mathematical corner was created: with distributing counting material, geometric shapes, entertaining and informative mathematical material, logical and mathematical games, a set of geometric shapes.

A corner of nature is located directly at the window. Conditions have been created here for enriching children's ideas about the diversity of the natural world, fostering love for nature and caring for it, as well as introducing children to caring for plants, forming the beginnings of an ecological culture. It also combines a corner of experimentation with natural materials, bulk materials, containers of different capacities, a calendar of nature, indoor plants, hourglass, watering cans, sprayers. There are also books and booklets about the seasons (poems, illustrations)

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

A patriotic corner is also located in the study area. It contributes to the formation patriotic feelings, introduces children to the symbols of our country and city. Children are presented with photographs of the city's sights, as well as color booklets about city-forming enterprises, puzzles based on the buildings of the city known to children (photos).

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

Also in the group there is a corner of physical development, the purpose of which is the development of motor activity of the physical qualities of children. The subject filling of the corner is used in outdoor games, individual motor activity, in the free activity of children.

Game Zone

The multifunctionality of the environment makes it possible to use its components in a variety of ways, opens up opportunities for each child to find something to their liking, try their hand at different areas, interact with adults and peers, understand and evaluate their feelings and actions, create conditions for creative activity, develop fantasy, develop game skills, implement game ideas, foster friendly relationships between children, consolidate 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.

In the center of building and constructive games are building kits and constructors with different ways fixing parts. Free space on the floor makes it possible to build buildings. There are also figures of animals here, which makes it possible for a greater development of imagination and creative thinking.

« Children's theater» is located next to the mini-library. Children can recreate the plot of a fairy tale based on vivid illustrations, which contributes to the development of theatrical activities, creativity, memory and thinking. Additionally, for this, the group has various types of theaters (bee-ba-bo; wooden figures; masks of heroes), equipment for playing scenes, performances. It combines a dressing corner - it contains various elements of costumes, jewelry, etc. It contributes to the stimulation of creative design and individual creative emergence.

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

Transformability helps to change the environment according to the situation, to bring to the fore this or that function of space, depending on the age and individual characteristics of children, the tasks of the main general educational program of the institution. All toys and game material are placed in such a way that children can play freely and put away. To do this, there are racks, cabinets and drawers. Game material and toys correspond to the age of children and the requirements of SanPiN.

The group environment, in addition to items intended for children of the middle group, includes some games and attributes oriented for 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 formed, instilling a positive attitude towards work, independence.

There is a cozy resting place in the group - this is the bedroom, where there are beds for children's daytime sleep. The entire interior of the bedroom is designed in a range of warm pastel colors, which contributes to a pleasant stay and restful sleep of children.