Subject-spatial developing environment in preschool educational institutions. Comfortable subject-developing environment in the dow. How to arrange development centers in a group

" № 2/2016

The subject-developing environment in kindergarten is of great importance for the development and formation of the child's personality. It must meet certain rules and requirements. What is included in its composition, what requirements it must meet, and also what is the procedure for accounting for its various elements in an educational organization, we will consider in this article.

Subject-developing environment

Developing object-spatial 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, taking into account the shortcomings of their development, protection and health promotion.

The requirements for the subject-developing environment of preschool educational institutions are established in clause 3.3 of the Federal State Educational Standard for Preschool Education, approved by Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 (hereinafter referred to as the Standard).

It should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as the possibility of solitude.

The developing object-spatial environment should contribute to the implementation of various educational programs, including inclusive education, take into account the national-cultural and climatic conditions in which educational activities are carried out, as well as the age characteristics of children.

It should be rich in content, transformable, multifunctional, variable, accessible and safe.

The educational space must be equipped with training and education tools (including technical ones), appropriate materials, including consumable gaming, sports, recreational equipment, inventory (based on the specifics of the educational program).

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 children to express themselves.

Children of infancy and early age should be given the opportunity for movement, object and play activities with different materials.

The object-spatial environment should be able to change depending on the educational situation, including the changing interests and capabilities of children.

The multifunctionality of materials implies a variety in the use of various components of the subject environment, for example: children's furniture, mats, soft modules, screens, etc.

Variability of the environment means:

the presence in the organization or group of various spaces (for playing, designing, solitude, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;
periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity of children.

The play environment should be accessible to pupils, including children with disabilities and children with disabilities. It is necessary to provide free access for children, including children with disabilities, to games, toys, materials, and aids that provide all the basic types of children's activities. In addition, you need to monitor the serviceability and safety of materials and equipment.

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

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

Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards for ensuring state guarantees for the realization of the rights to receive public and free preschool education, determined by the state authorities of the constituent entities of the Russian Federation. These standards are developed in accordance with the Standard, taking into account the type of organization and should be sufficient to cover the cost of training and education facilities, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials , equipment, overalls, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing object-spatial environment, as well as special conditions for children with disabilities. Taking into account these standards, updated educational resources should be purchased, including consumables, subscriptions for updating electronic resources, subscriptions for technical support for the activities of training and education facilities, sports, recreational equipment, inventory, as well as paid for communication services, including expenses, connected to the Internet.

Sanitary and epidemiological requirements for the arrangement, content and organization of the operating mode of preschool educational institutions, including the arrangement of the subject-spatial environment, are established by SanPiN 2.4.1.3049-13.

Consider the features of accounting for some elements of the subject-spatial environment.

Kindergarten furniture

According to SanPiN 2.4.1.3049-13, furniture in groups should correspond to the height and age of children.

Children's furniture and equipment for premises entering preschool educational organizations must be made of materials that are harmless to children's health and have documents confirming their origin and safety.

Wardrobes for clothes and shoes are equipped with individual cells-shelves for hats and hooks for outerwear. Each individual cell is marked.

Tables and chairs are set according to the number of children in the groups. For children of the senior and preparatory groups, it is recommended to use tables with a changing tilt of the cover up to 30 degrees.

Chairs and tables must be of the same group of furniture and marked. The selection of furniture for children is carried out taking into account their growth.

Furniture refers to fixed assets. In accordance with OK 013-94 "All-Russian classifier of fixed assets", approved by the Decree of the State Standard of the Russian Federation of December 26, 1994 No. 359, furniture for kindergartens and nurseries were assigned codes from 16 3612230 to 16 3612266.

In this regard, when furniture arrives at an educational institution, the provisions of Instruction No. 157n on the acceptance of fixed assets for accounting apply.

According to Instructions No. 65n, furniture () is purchased under article 310 “Increase in the cost of fixed assets” of KOSGU by type of expenditure 244 “Other purchase of goods, works and services to meet state (municipal) needs”.

Funding sources may be different:

budgetary funds (KVFO 1) - in state institutions;
own income of the institution (KVFO 2), subsidies for the implementation of the state (municipal) task (KVFO 4), subsidies for other purposes (KVFO 5) - in budgetary and autonomous institutions.

Commissioning of fixed assets worth up to 3,000 rubles. inclusive is reflected on the basis of the primary accounting document - a statement of the issuance of material assets for the needs of the institution (f. 0504210) in the debit of accounts 0 401 20 271 “Expenses for the depreciation of fixed assets and intangible assets”, 0 109 00 271 “Costs for the manufacture of finished products, execution works, services" and the credit of account 0 101 06 000 "Industrial and household equipment" with simultaneous reflection on the off-balance sheet account 21 "Fixed assets worth up to 3,000 rubles. including in operation.

Analytical accounting of fixed assets worth more than 3,000 rubles. is conducted in the context of materially responsible persons in inventory cards opened for the relevant objects (group of objects). Recall what property is considered depreciable. According to paragraph 92 of Instruction No. 157n for fixed assets worth from 3,000 to 40,000 rubles. when they are put into operation, 100% is charged. For property more than 40,000 rubles. depreciation will be charged in accordance with the norms calculated in accordance with the established procedure. During the financial year, depreciation is charged monthly in the amount of 1/12 of the annual rate.

Consider an example.

Example 1

Tables, chairs and blocks of lockers for clothes were replaced at the preschool budgetary educational institution at the expense of the target subsidy. Tables and chairs make up sets of furniture worth 2,500 rubles. per set. A total of 100 sets were purchased (for 250,000 rubles). Lockers purchased 20 blocks worth 12,500 rubles. per block (for 250,000 rubles). The total cost of all purchased furniture amounted to 500,000 rubles. All of it is accepted for accounting as part of other movable property and put into operation.

Fixed assets acquired at the expense of targeted subsidies are accepted for accounting under KVFO 4.

In accordance with Instruction No. 174n, operations for the receipt and acceptance of furniture for accounting in a budgetary institution are reflected as follows:

			Amount, rub.
Received a targeted subsidy for institutions
Reflected investments in fixed assets in the amount of the cost of furniture
Payment made to the furniture supplier from the personal account
Transferred formed investments from KVFO 5 to KVFO 4
Accepted for accounting sets of furniture from tables and chairs
Blocks of lockers accepted for accounting
Accrued income from the received subsidy based on the approved report on its intended use
Sets of tables and chairs issued
Accepted furniture sets for off-balance accounting
Depreciation charged on locker blocks

Accounting for game inventory

The organization of gaming activities is impossible without a sufficient amount of various gaming equipment (games, toys, sports equipment). National standards for the safety of toys and methods for their control, which fully comply with the requirements of the technical regulation on the safety of products intended for children and adolescents, are established by GOST R 53906-2010.

How to account for these non-financial assets, the institution must decide on its own and coordinate this decision with the authority that exercises the functions and powers of the founder. The decision made should be fixed in the accounting policy. This is due to the variety of gaming equipment, which, regardless of its cost, can be used for quite a long time (more than 12 months) and changed quite often (more than once a year). Therefore, in accordance with paragraphs 38 and 99 of Instruction No. 157n, it is taken into account as part of either fixed assets or materials.

As part of fixed assets, gaming equipment must be accounted for on account 101 06 “Industrial and household equipment” (clause 53 of Instruction No. 157n).

As part of the materials, toys are reflected on account 105 06 “Other inventories”.

Accounting for toys as part of property, plant and equipment is similar to accounting for furniture, as discussed above.

Toys and inventory that have become unusable are subject to write-off from balance and off-balance accounts, if they were listed there. Recall that when writing off fixed assets, the provisions of Decree of the Government of the Russian Federation of October 14, 2010 No. 834 on the procedure for writing off movable and immovable property of an institution must be observed.

The disposal of fixed assets and materials is carried out on the basis of a decision of the permanent commission for the receipt and disposal of assets (clause 34 of Instruction No. 157n). At the same time, a supporting document (primary (consolidated) accounting document) is drawn up - an act on writing off objects of non-financial assets (except for vehicles) (f. 0504104). This document serves as the basis for accounting for the disposal of fixed assets. The basis for accounting for the disposal of toys and inventory worth from 3,000 to 40,000 rubles. is an act on the write-off of soft and household equipment (f. 0504143).

When writing off inventories, an act is drawn up (f. 0504230), on the basis of which the corresponding accounting entries are made in accounting.

Typical accounting transactions for toys as inventories are currently recorded as follows:

Government institution (Instruction No. 162н*)		State-financed organization (Instruction No. 174n)		Autonomous institution (Instruction No. 183n**)

Purchasing toys for a fee from a supplier

Free delivery of toys...
…for centralized supply		... from the head office to a separate division

…from state and municipal organizations and individuals		... on the right of operational management, from organizations and individuals

…from institutions of different budget levels		…from supranational organizations and foreign governments

		…from international financial institutions

Issuance of toys for operation (there is a change of M.O.L.)

Write-off of toys

* Instructions for the application of the Chart of Accounts for budget accounting, approved by Order of the Ministry of Finance of the Russian Federation of December 6, 2010 No. 162n.

** Instructions for the application of the Chart of Accounts for the accounting of autonomous institutions, approved by Order of the Ministry of Finance of the Russian Federation of December 23, 2010 No. 183n.

Quite often the question arises: how to take into account the toys that were presented to the kindergarten, and whether to take them into account at all? Of course, they must be taken into account, and in what order - we will consider an example.

Example 2

Toys worth 10,000 rubles were handed over to an autonomous preschool educational institution as gratuitous assistance. It was decided to take them into account in the composition of inventories. The received toys are put into operation.

According to paragraph 1 of Art. 582 of the Civil Code of the Russian Federation, donating a thing to educational institutions and educational organizations for generally useful purposes is considered a donation.

To accept a donation, no one's permission or consent is required (clause 2, article 582 of the Civil Code of the Russian Federation).

The donor may establish a requirement to use the property transferred by him for a specific purpose. If such a requirement is established, then the institution accepting the donation must keep a separate record of all operations for the use of donated property (clause 3 of article 582 of the Civil Code of the Russian Federation).

Property received as a donation is accepted for accounting under KVFO 2.

These transactions in the accounting of an autonomous institution are reflected as follows:

note

In the general case, the value of property received free of charge is recognized as non-operating income (clause 8, article 250 of the Tax Code of the Russian Federation). However, if the property is received by the institution under a donation agreement and is used by it for the purposes indicated by the donor, then in accordance with paragraphs. 1 p. 2 art. 251 of the Tax Code of the Russian Federation, the value of this property is not taken into account when determining the tax base.

In preschool educational institutions, the necessary object-spatial environment must be created that meets safety requirements, sanitary standards, age characteristics of children, and other requirements. We have considered that part of the educational environment, which is made up of individual fixed assets and inventories. Accounting features depend on the type of financial asset and the methods of its receipt.

Approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 No. 26.

Instructions for the use of the Unified Chart of Accounts for Accounting for State Authorities (Government Bodies), Local Self-Government Bodies, Management Bodies of State Extra-Budget Funds, State Academies of Sciences, State (Municipal) Institutions, approved. Order of the Ministry of Finance of the Russian Federation dated December 1, 2010 No. 157n.

Instructions on the procedure for applying the budget classification of the Russian Federation, approved. Order of the Ministry of Finance of the Russian Federation dated July 1, 2013 No. 65n.

Instructions for the use of the Chart of Accounts for accounting of budgetary institutions, approved. Order of the Ministry of Finance of the Russian Federation of December 16, 2010 No. 174n.

Performed:

teacher Lukyanova Raisa Maksimovna

MBDOU "Kindergarten" Teremok "s. Merry"

Krasnogvardeisky district

Belgorod region

2016

The subject-spatial environment of the preschool educational institution in accordance with the GEF DO

Today, the organization of the subject-developing environment of a preschool educational institution is particularly relevant. This is due to the introduction of the new Federal State Educational Standard GEF DO.
In accordance with the Federal State Educational Standard, the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of the pupils. The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments.

The organization of the developing environment in the preschool educational institution, taking into account the Federal State Educational Standard, should be built in such a way as to enable the most effective development of the individuality of each child, taking into account his inclinations, interests, level of activity.

It is necessary to enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children.
The subject-developing environment is organized so that every child has the opportunity to freely do what they love. The placement of equipment in sectors (development centers) allows children to unite in subgroups of common interests: design, drawing, manual labor, theater and play activities, experimentation.

The requirements for the developing object-spatial environment are included in the section of the Standard devoted to the requirements for the conditions for the implementation of the Program, and are formulated as follows:

The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the organization, group, as well as the territory adjacent to the organization or located at a short distance, adapted for the implementation of the program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting the shortcomings of their development.

The developing object-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, the motor activity of children, as well as opportunities for solitude.

The standard stipulates that the developing subject-spatial environment should provide:

Implementation of various educational programs;

In the case of organizing inclusive education, the conditions necessary for it;

Accounting for national-cultural, climatic conditions in which educational activities are carried out;

Accounting for the age characteristics of children.

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

The saturation of the environment should correspond to the age capabilities of the children and the content of the program.

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

The organization of the educational space and the variety of materials, equipment and inventory (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 children to express themselves.

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

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

The multifunctionality of materials involves:

Possibility of diverse use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;

The presence in an organization or group of multifunctional (not having a rigidly fixed way of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in a children's game).

The variability of the environment implies:

The presence in the organization or group of various spaces (for playing, designing, solitude, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;

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

The availability of the environment implies:

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

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

Serviceability and safety of materials and equipment.

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

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

The requirements for the subject-spatial environment (clause 3.3. GEF DO) can be met in a variety of conditions for the implementation of preschool education, however, they must be supplemented by the requirements of SanPiNs.

The very concept of a developing subject-spatial environment was introduced into the vocabulary of teachers and designers after 1988, when the concept of preschool education came out.

The classical theoretical basis for building a developing environment in a preschool educational institution is the concept of building a developing environment, edited by V.A. Petrovsky. In this development, the main ideas of the general concept of preschool education have been further developed in relation to the organization of the living conditions of children in kindergarten, and the principles for constructing the subject environment have been formulated. According to the authors of the concept,"developingobject-spatial environment» or traditional or classical formulationsubject-developing environment - this is an organized living space that can ensure the socio-cultural development of a preschooler, satisfy the needs of the child’s current and immediate creative development, and the development of his abilities.

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

In the subject-spatial developing environment, it is possible to simultaneously include all the children of the group in active cognitive and creative activity.

According to the normative document, the modern subject-developing environment of the kindergarten (games, toys, didactic material, publishing products, classroom equipment and equipment, teaching aids, as well as their location) must comply with the following principles.

saturation principle.

Compared with the usual family environment, the environment in a preschool institution should be more intensively developing, provoking the emergence and development of the child's cognitive interests, his volitional qualities, emotions and feelings.

The developing environment is then developing when it corresponds to the level of development of the child, his interests and needs. So, the educator must take into account the individual characteristics of the development of each of his pupils, know the group as a whole, so as not to delay the further development of children and at the same time not set overwhelming tasks for them (such tasks can extinguish the child’s desire to even try to solve them, hinder the development of cognitive interest ). When selecting the subject content of the developing environment, it is important to focus on the “zone of proximal development” (L.S. Vygotsky), i.e. on tomorrow's opportunities for children.

The environment should be organized in such a way that it encourages children to interact with its various elements, thereby increasing the functional activity of the child. The environment should be a means of implementing creative hypotheses.

taken into accountpolo-rolespecifics: the subject-developing environment is provided with both general and specific material for girls and boys. If there are more boys in the group, then there are more constructors, cubes, cars in the group, which allows children to build houses, bridges, arches, garages not only on the table, but also on the floor. If there are more girls than boys, then games of "family", "hospital", "shop" are played more often.

The environment should take into account the physical activity of children, give them the opportunity to carry out a variety of movements, experiencing the joy of them. At the same time, the environment should have properties and "extinguish", slow down the motor activity of children when necessary.

The principle of transformation.

The possibility of space transformation, including that performed by children, can also be implemented using sliding (and rolling roll) partitions.

The height of the furniture in the kindergarten should be easy to change.

Need to get away from:

fundamental design of the premises of the preschool educational institution with landscapes,

Pictures from fairy tales or films: it quickly gets bored and loses its

Functionality, but it is difficult to remove it. Wall decoration and decorative elements should be replaceable and understandable to preschoolers;

Fixed frontal arrangement of tables and chairs;

Stationary placement of game corners for story games with fixed themes and plots (“kitchen”, “hospital”, “shop”, “Barbershop”. The content of the game corner should be more mobile, updated regularly.)

The principle of variability.

The developmental environment of each group is diverse.So, photo exhibitions are arranged in groups"Here we are", family albums are used, themes of educational projects are widely presented; in the developing environment, diagrams, tables, home-made toys, manuals made by the hands of a teacher or in joint work are presented.In a modern kindergarten, work is built on a complex thematic principle. The teacher acts with the children and discusses various topics; children participate in projects, material results of projects appear in the group, which should be noticeable in the environment. Respectivelythe environment should reflect the current themearound which all kinds of children's activities are built.

The principle of accessibility.

A very favorable trendapproximate conditionspreschool to home(a specific example of this - pillows on which children sit, soft sofas, the use of photographs of the child and his family members, etc.).

The layout of the premises should be such that everyone can find a place convenient for studying and comfortable from the point of view of his emotional state: sufficiently remote from children and adults, or, conversely, allowing you to feel close contact with them, or equally providing for contact. and freedom at the same time.

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

To ensure that materials are accessible and can be used independently, it is good to use special labels that should be clear to children and help children to place all materials, games and attributes in their places.

It is very important that children (especially older preschoolers) take an active part in decorating the premises of their group as part of thematic planning: drawings, crafts, layouts, collages, diagrams, homemade books.

Conditions are created in the group or locker room for the exhibition of products of children's creativity. Each child has the right to exhibit their work for peers and adults to review, thereby emphasizing their own individuality and significance.

The developmental possibilities of walking should be used more widely, and for this it is necessary to equip the site of the kindergarten.

The principle of security.

With the obligatory observance of safety requirements, it is necessary to use various games and manuals in various types of children's activities (for example, Kuizener's sticks can be at the center of a role-playing game).

An effective technique for ensuring the principle of safety in a kindergarten group is the development of rules of conduct. Rules appear as needed in accordance with the needs of children and the requests of parents and reflect the existing reality. For example, in the center of a role-playing game, you can place the rules for working with household appliances. Ensuring the implementation of the principle of safety will also meet the rules of conduct in a group and on a walk. For example: “Played - remove toys”, “Resolve conflicts peacefully”. The main condition: the rules are created by the children themselves.

Thus, it is necessary to ensure the individual comfort and emotional well-being of each child and adult.. The object-spatial environment is organized in such a way that each child has the opportunity to do what they love.

Placement of equipment according to the principle of non-rigid (soft) centering(zoning) allows children to unite in subgroups of common interests in various activity centers. In various exemplary basic general education programs(“Childhood”, “From Birth to School”, “Community”, “World of Discovery”) the authors offer a different list of activity centers. The teacher, carrying out pedagogical activities according to the program, organizes the space of the group in accordance with the proposed list of activity centers and the recommendations of the authors.

When planning a subject-developing environment, it is necessary to know the originality of the program used, its difference from others, and put it into practice.

The subject-developing environment can be organized by dividing into centers, corners, zones according to the following sections: games, theater, art, science, construction, mathematics, motor activity, music, experimentation, literature and book publishing, creativity, etc.

The living space should be such that it makes it possible to build non-intersecting spheres of activity. This will allow children, in accordance with their interests and desires, to freely engage in different types of activities at the same time, without interfering with each other: physical education, music, drawing, design, experimentation, dramatization of fairy tales, dramatization games, viewing illustrations and transparencies, mathematical games, observations and etc. Equipment that stimulates the child's motor activity should be placed throughout the group area. Specially, away from the centers of activity, where more calm and intellectual activity takes place, organize a center for physical culture or movement and a center for construction.

All materials are available to children: toys, didactic material, games are displayed on the shelves and are in open plastic containers without lids. Children know where to get paper, paints, pencils, natural material, costumes and attributes for dramatization games.

The subject environment has the character of an open, non-closed system capable of change, adjustment and development. The environment is not only developing, but also developing. Practice suggests that it is difficult to completely replace the subject environment in a group. But still, under any circumstances, the objective world surrounding the child must be replenished and updated. Only then the environment contributes to the formation of cognitive, speech, motor and creative activity.

The choice of materials is provided by the variety and abundance of natural, waste, educational and didactic materials. Children can choose their favorite activity in the activity center. All materials can be used in different ways and integrated into different activity centers. So, for example, in the center of visual activity, children can draw with pencils, felt-tip pens, paints, make seals, stamps, they can sculpt from ordinary plasticine and dough; construct from paper, cardboard, boxes, using any waste and natural material.

The materials in the activity centers change as children's interest in them fades. Games, toys, manuals should not be in the group throughout the year without change. Conventionally, they can be divided into three categories: “today” (the material with which children begin to get acquainted in the classroom or in other organized forms of interaction with adults); “yesterday” (material studied, already known, mastered in personal experience, used in everyday life to acquire new knowledge); "tomorrow" (content to be met in the near future).

It is known that children of the same age differ from each other in their capacity for work, knowledge, development of skills, endurance, thoughtfulness, rate of assimilation of material, etc. Therefore, the requirements for children cannot be the same. One child can immediately be offered a difficult task, and he will gladly begin to do it, for another it will cause confusion. One needs repeated repetitions to consolidate the necessary knowledge, the other "grasps" everything on the fly. Sensitive and experienced teachers take this into account and saturate the subject environment with content designed for different levels of child development (there can be at least three levels: low, medium, high). Such an organization of space is one of the conditions of the environment, which enables the teacher to approach the position of the child.

Emotional saturation is an integral feature of the developing environment. Something that is attractive, funny, interesting, bright, expressive, arouses curiosity and is quite easy to remember. This feature of children's memory should always be taken into account by the educator. Therefore, throughout the entire preschool period, it is important to make interesting everything that the teacher tries to organize for children. It should not be forgotten that the material with which the child did something himself is especially easy to remember and remains in memory for a long time: he felt, cut, built, composed, depicted.

Creating conditions for the harmonious all-round development of the child, one should not forget about the aesthetic component of the organization of space. Therefore, in the design of the premises it is desirable to observe a single style and use only highly artistic works of professionals. It is known that the choice of color for walls, furniture, accessories has a direct impact on the emotional state, and therefore on the intellectual development of pupils. All centers of activity (corners) should be well lit. It is necessary to think over the lighting of all centers of activity (corners), it is good if the center of the role-playing game (game corner), the center of literature (literary corner), art corners have their own light sources. Whatever the child does in the group, bedroom, dining room, he should not strain his eyes so as not to wear glasses ahead of time.

Furniture, equipment, aids used in all premises belonging to the group must comply with hygiene requirements, rules for protecting the life and health of children. Stationary modules (furniture) are firmly attached to the walls and to each other. Sharp corners and edges are rounded, which ensures their hygienic maintenance and prevents injuries.

Thus, the construction of a subject-developing environment implies reliance on a personality-oriented model of interaction between adults and children. The subject-developing environment should be a system, i.e. meet a certain age and content of children's activities, the goals of educating and educating children.

The standard is a set of mandatory requirements for preschool education and includes requirements for the structure of the program and its scope; conditions for the implementation of the program; the results of the development of the program; results of the program. In turn, the program determines the content and organization of educational activities at the level of preschool education and is aimed at creating a developing educational environment, which is a system of conditions for the socialization and individualization of children. The space must be “pulsating” so that each zone can accommodate everyone if necessary. This is very important in terms of group dynamics - the tendency of preschoolers to get involved in the current interests of their peers and join their activities.

When creating a subject-developing environment for any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of the constructive interaction of participants in the educational process, the design and ergonomics of the modern environment of a preschool institution, and the psychological characteristics of the age group targeted by this environment. The developing environment contributes to the establishment, assertion of a sense of self-confidence, enables the preschooler to test and use his abilities, stimulates the manifestation of his independence, initiative of creativity, the activity of the child in an enriched developing environment is stimulated by the freedom of choice of activities. The child plays based on his interests and abilities, the desire for self-affirmation, does not play at the will of an adult, but at his own request, under the influence of game materials that have attracted his attention.

In this approach to the organization of children's activities, there is already a mechanism for developing responsibility for the result. Forces awaken in the child, contributing to the best possible implementation of the plan.

The developing environment acts as a stimulator, a driving force in the holistic process of the formation of the child's personality, it enriches personal development, contributes to the early manifestation of versatile abilities.

Used Books:

1. Federal state educational standard for preschool education (approved by Order No. 1155 of October 17, 2013)

2. Novoselova S. Developing subject environment: Guidelines for the design of variable design projects for a developing subject environment in kindergartens and educational complexes L.N. Pavlova. 2nd ed. - M.: Aires Press, 2010. - 119 p.

3. Petrovsky V.A., Klarina L.M., Smyvina L.A., Strelkova L.P.// Building a developing environment in a preschool institution. - M .: Scientific and methodological association "Creative Pedagogy": New School, 1993. PRESS, 2011

4. List of equipment, educational and methodical and game materials for preschool educational institutions. Second junior group. - M., Center for Pedagogical Education, 2010

In the section “Requirements for the conditions for the implementation of the main educational program of preschool education” of the Federal State Educational Standard, much attention is paid to , as one of the aspects of the educational environment as a whole, including, in addition to the above, the nature of interaction with adults; nature of interaction with other children; the system of the child's relationship to the world, to other people, to himself.

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Developing object-spatial environment

In the section “Requirements for the conditions for the implementation of the main educational program of preschool education” of the Federal State Educational Standard, much attention is paid torequirements for the developing object-spatial environment, as one of the aspects of the educational environment as a whole, including, in addition to the above, the nature of interaction with adults; nature of interaction with other children; the system of the child's relationship to the world, to other people, to himself.

The developing subject-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program.

The developing object-spatial environment should provide:

implementation of various educational programs;

in the case of organizing inclusive education - the conditions necessary for it;

taking into account the national-cultural, climatic conditions in which educational activities are carried out; taking into account the age characteristics of children.

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

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

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

The organization of the educational space and the variety of materials, equipment and inventory (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 children to express themselves.

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

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

3) The multifunctionality of materials involves:

the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;

the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).

4) The variability of the environment implies:

the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;

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

5) Accessibility of the environment implies:

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

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

serviceability and safety of materials and equipment.

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

The new requirements of the Federal State Educational Standard confirm the previously known characteristics and principles for constructing a subject-spatial environment.

Comfort and safetyFurnishings are most often achieved through the similarity of the interior of a group room with a home environment. In order to bring the environment of a preschool institution closer to home, carpets are actively used. By absorbing sound, they create favorable opportunities for the perception of natural sounds (wind, rain, bird voices, etc.)

The equipment of the preschool premises of the institution must be safe, health-saving, aesthetically attractive and developing. Furniture should be appropriate for the height and age of children.

Ensuring a richness of sensory experiences.

Furnishings for group spaces must be selected in such a way that they reflect the variety of colors, shapes, materials. For this, as a rule, a lot of space is given to natural and various waste materials. And in the paraphernalia of role-playing games, natural things are used (for example, in the game "Hairdresser": scissors, comb, hair dryer, clipper, etc.) A variety of children's activities in such an environment is an effective condition for the development of sensory abilities.

Providing opportunities for research and learning.

Every child has their own pace and style of development. Some children learn best through observation. In teaching others, manipulation and action by trial and error are relatively more common. All this only confirms the point of view about the importance of creating a special developing object-spatial environment in which each child could individually use his abilities and go his own way in the process of learning about the world around him.

The implementation of modern approaches to the education of preschoolers is possible only if the following principles of building a developing subject-spatial environment in a kindergarten group are observed.

The principle of respect for the needs and needs of the child.

A child of preschool age has three basic needs: the need for communication, movement, and knowledge. The team environment must meet these needs. The selection of equipment and materials for the group is determined by the developmental characteristics of children of a particular age.

The height of the furniture in the group room should be such that the child can get a toy from the highest shelf.

The child develops only in active activity. He is most often stimulated to such an activity by an external stimulus: an object - a toy that is in the zone of attention. Therefore, in a group it is desirable to have doorless, “transparent” shelving.

Free space matters a lot. Children need a large area of free space for physical activity, role-playing, for "unkempt games" and activities alone. The main rule is that free space should occupy at least a third of no more than half of the total space of the game room.

It is important for the teacher that the group room is clearly visible so that he can see all the children without having to move around the room. Such a space can be created by shelving with open shelves, which both delimit the space and leave it open for observation. That is, the teacher tries to ensure that the environment surrounding the child is comfortable, aesthetic, meaningful, so that the equipment is conveniently arranged.

The principle of functionality.

It means that in the environment of the room there are only those materials that are in demand by children and perform a developing function. So, if in the near future the game, allowance, equipment will not be used, they should be taken out of the group. The group should not be a warehouse for storing materials and manuals.

The principle of the advanced nature of the maintenance of equipment.

The teacher selects in the group those materials that are intended for children of a certain age, but in addition to them, about 15% of the materials aimed at older children (about a year) should be included in the environment. This is due to the following reasons. Firstly, children differ in their level of development: there are preschoolers who are ahead of their peers in development. In order not to hinder their further progress, it is necessary to use more complex content, and this is only possible through activities with games and manuals intended for older children. Secondly, children's experimentation with new, more complex material opens up the prospect of self-development.

The principle of dynamism - static environment.

The child, while remaining himself, is constantly changing and developing. Consequently, the developing environment cannot be built completely, since tomorrow it will no longer stimulate development, and the day after tomorrow it will slow it down.

It must also be remembered that the entire subject-spatial environment in the group should work for the goals and objectives of the program, which is being implemented in the children's institution. That is, the program must be carried out in the subject-spatial environment that corresponds to this program. And the equipment should change in accordance with the thematic planning of the educational process.

According to the Federal State Educational Standard, the group space can be organized in the form of various zones (“centers”, “corners”), equipped with a large number of developing materials.

Such zones can be:

Role play corner.

Costumes for dressing up, hats, jewelry, masks and equipment for acting out fairy tales. Dolls and toys for various types of theater (planar, rod, puppet, glove, table) for playing out fairy tales. Audio cassettes with music recordings to accompany theatrical games.

Book corner.

In a convenient place in the room with sufficient natural and artificial lighting, a book corner is organized - a table and a bookshelf - a showcase. The content of the corner of the book is determined by the program that is implemented in the kindergarten. Usually in the corner there are presented both new and already familiar to children, previously read works. In addition to books, various illustrated material on topics can be placed in the corner: seasons, family, animals, birds, etc.

Children spend most of their time in kindergarten. Therefore, the environment should meet their interests, develop them, give them the opportunity to play freely and communicate with their peers, develop the individuality of each child. Therefore, it is not enough to fill the group with games and toys. With the introduction of the Federal State Educational Standard, new priorities appeared in the creation of a developing object-spatial environment (RPPS). It should be comfortable, cozy, rationally organized, filled with various sensory stimuli and play materials. One of the main tasks is to enrich the environment with such elements that would stimulate the cognitive speech motor and other activity of children. The development of cognitive and speech abilities is one of the main tasks of preschool education.

The developing object-spatial environment (according to the Federal State Educational Standard) is a certain space, organized and object-saturated, adapted to meet the needs of the child in cognition, communication, physical and spiritual development in general.

The developing subject-spatial environment of the group should provide:

1. Harmonious comprehensive development of children, taking into account the characteristics of age, health, mental, physical and speech disorders.

2. Full communication with each other, and in the process of learning activities with the teacher, give the opportunity to retire at the request of the child.

3. Implementation of the educational program of the preschool educational institution.

4. Accounting for national-cultural, climatic conditions in which educational activities are carried out.

According to the requirements of the Federal State Educational Standard, the developing subject-spatial environment should be:

Transformable;

Variable;

Polyfunctional;

accessible;

Safe.

The saturation of the RPP environment implies:

Variety of materials, equipment, inventory in the group;

Compliance with age characteristics and content of the program.

The multifunctionality of materials involves:

The possibility of varied use of various components of the subject environment (children's furniture, mats, soft modules, screens, etc.).

Transformability of space provides the possibility of changes in the RPP of the environment depending on:

From the educational situation;

From the changing interests of children;

From the possibilities of children.

The variability of the environment implies:

The presence of various spaces (for playing, designing, solitude);

Periodic replacement of game material;

A variety of materials and toys to ensure the free choice of children;

The emergence of new items stimulating the game, motor, cognitive and research activity of children.

The availability of the environment implies:

Accessibility for children of all premises where educational activities are carried out;

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

Serviceability and safety of materials and equipment.

Environment security:

Compliance of all its elements to ensure reliability and safety, i.e. toys must have certificates and declarations of conformity.

Taking into account the requirements of the Federal State Educational Standard, the developing subject-spatial environment is divided into five educational areas:

Socio - communicative;
cognitive;
speech;
Artistic and aesthetic;
Physical.

Each region has its own centers.

Social and communicative development:

traffic center;

Fire Safety Center;

Center for game activity (center for role-playing games).

Cognitive development:

Center "Corner of Nature";

Center for Sensory Development;

Center for constructive activity;

Center for Mathematical Development;

Experiment Center.

Speech development:

Speech Development Center or Speech and Literacy Corner;

Book Center;

Logopedic corner.

Artistic and aesthetic development:

Center for fine arts or a corner of creativity;

Center for musical and theatrical activities.

Physical development:

Center for Physical Development;

Sports corner "Be healthy!"

Direction:

Socio-communicative development.

Play is the main activity of our kids. A bright, rich play center creates conditions for the creative activity of children, develops imagination, forms playing skills and abilities, and fosters a friendly relationship between children.
Attributes for role-playing games emerging at this age are freely available for children:

In the center for traffic rules and fire safety there are the necessary attributes for role-playing games and classes on fixing the rules of the road. Children, if necessary, unite the center of role-playing games, traffic rules and fire safety.

cognitive direction.

The science center is very popular with children. It contains material for the implementation of experimental activities: magnifiers, measuring cups, hourglasses, stones, etc.

Center for Mathematical Development: manuals with numbers, counting material, didactic games, developing games of mathematical content.

The center of constructive activity is organized so that children can build in a subgroup and individually. There is a large and small builder, a variety of Lego, designers.

In the corner of nature, safe plants are selected, and the necessary equipment for their care is provided.

Speech development.

The direction plays a significant role in the formation of children's interest and love for fiction. In this corner, the child has the opportunity to choose a book according to his own taste and calmly examine it with vivid illustrations.

Artistic and aesthetic development.

The Center "Creative Workshop" contains materials and equipment for artistic and creative activities: drawing, modeling and appliqué. If desired, the child can find and use the necessary, to embody their creative ideas, designs, fantasies. This center has free access.

theatrical activity.

Theatrical games solve the following tasks:

Develop articulatory motor skills;
Expand vocabulary;
Develop monologue and dialogic speech;
Develops gross and fine motor skills.

Physical development:

There are: sports equipment, toys, health paths for the prevention of flat feet, didactic games of sports content.

Creating a developing subject-spatial environment, we take into account that:

1. The environment must perform educational, developing, educating, stimulating, organized, communicative functions. But most importantly, it should work for the development of the independence and initiative of the child.

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

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

4. Decor elements should be easily replaceable.

5. In each group, it is necessary to provide a place for children's experimental activities.

6. When organizing the subject environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative features, the level of general and speech development.

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

8. When creating a developing space in a group room, it is necessary to take into account the leading role of play activities.

9. The developing environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.

Algorithm for designing a developing object-spatial environment.

Formulate the goals and objectives of the work to create a developing environment.
Identify play and didactic equipment for solving educational problems.
Define additional equipment.
Determine how to place equipment in the playroom.

The organization of the developing teaching staff in the preschool educational institution, taking into account the requirements of the Federal State Educational Standard, 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.

Preschool age is considered as a fundamental period of purposeful development of basic personality traits. In this regard, the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ defines the set of mandatory requirements for preschool education - this is the Federal State Educational Standard, approved by Order of the Ministry of Education and Science dated October 17, 2013. No. 1155.

The outstanding philosopher and teacher Jean-Jacques Rousseau was one of the first to consider the environment as a condition for the optimal self-development of the individual, believing that thanks to it, the child himself can develop his individual abilities and capabilities. The role of an adult lies in the correct modeling of such an environment that contributes to the maximum development of the child's personality.

The organization of a developing object-spatial environment in the light of the requirements of the Federal State Educational Standard for Distance Education is, first of all:

- Educational environment- a set of conditions purposefully created in order to ensure the full education and development of children.

- Developing object-spatial environment- 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 characteristics and correcting the shortcomings of their development .

In connection with the introduction of the Federal State Educational Standard, the issue of organizing a subject-spatial developmental environment in our preschool educational institution is particularly relevant today, because it should provide an opportunity for preschool teachers to effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity.

In accordance with GEF DO basic general education the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of the pupils. The solution of program educational tasks is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments.

Creating a developing subject-spatial environment of any age group in a preschool educational institution, it is necessary to take into account the psychological foundations of the constructive interaction of participants in the educational process, the design of the modern environment of a preschool institution and the psychological characteristics of the age group targeted by this environment.

PPR environment at primary preschool age:

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.

When creating a developing space in a group room, it is necessary to take into account the leading role of play activity in development, which, in turn, will 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.

PPR environment in middle preschool age:

The organization of life and the upbringing of children of the fifth year of life are aimed at further developing the ability to understand the people around them, to show a friendly attitude towards them, to strive for communication and interaction.

The subject-developing environment of the group is organized taking into account the opportunities for children to play and engage in separate subgroups. Benefits and toys are arranged so as not to interfere with their free movement. It is necessary to provide a place for temporary solitude of a preschooler, where he can think, dream.

PPR environment at senior preschool age:

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like they are older among other children in kindergarten. The teacher helps preschoolers understand this new situation.

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). Mandatory in the equipment are materials that activate cognitive activity, developing games, technical devices and toys, etc. Materials that encourage children to master literacy are widely used.

The main components in the design of a subject-spatial developing environment in a group:

SPACE

SUBJECT ENVIRONMENT

This design of the environment shows its influence on the development of the child. Designing the environment using such components allows you to represent all the features of the child's life in the environment. The success of the influence of the developing environment on the child is due to its activity in this environment. The whole organization of the pedagogical process implies the freedom of movement of the child. In the environment, it is necessary to allocate the following zones for different types of activity:

Working;

active;

Calm.

The subject-spatial developing environment should be:

Polyfunctional;

Transformable;

Variable;

accessible;

Safe.

Saturation environment involves:

Variety of materials, equipment, inventory in the group;

Must be appropriate for age and program content.

Polyfunctionality materials include:

The possibility of diverse use of various components of the subject environment (children's furniture, mats, soft modules, screens, etc.)

The presence of polyfunctional items that do not have a rigidly fixed way of using them (including natural materials, substitute items)

Transformability space provides the possibility of changing the PPR environment depending on:

From the educational situation

From the changing interests of children

From the possibilities of children

variability environment involves:

Availability of different spaces

Periodic change of game material

Variety of materials and toys to ensure children's free choice

The appearance of new items

Availability environment involves:

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

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

Serviceability and safety of materials and equipment

Safety environments:

Compliance of all its elements to ensure reliability and safety, that is, toys must have certificates and declarations of conformity.

Centers for developing children's activity

The environment in the groups was designed in such a way as to give the child the opportunity to make their own choices. The room of the group is divided into several centers, each of which contains a sufficient amount of materials for learning, research in various fields of activity, games.

The following centers have been created for the social and communicative direction:

Activity Center (plot - role-playing games);

traffic center; - fire safety center;

Center of labor activity.

Cognitive direction:

Center "We know the world";

Center "I know my rights";

Center "Experimentation";

Center for Patriotic Education;

Center for constructive activity;

C sensory development center;

Center for Mathematical Development.

Speech direction:

Theatrical Center;

Center "Let's speak correctly";

Center "Hello, book!".

Artistic and aesthetic direction:

Center "Little Artist";

Center "Skilled Hands";

Center "Merry Notes".

Physical direction:

Health center

Sports Center "Be Healthy"

A purposefully organized subject-developing environment in a group plays an important role in the development and upbringing of a child. The created environment evokes a sense of joy in children, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches it with new impressions, encourages active creative activity, and contributes to the intellectual and social development of preschool children.

Thanks to the created conditions for a subject-developing environment, taking into account the Federal State Educational Standard, children have become more socialized, able to communicate with each other, move boldly and freely in the space of the preschool educational institution, cognitive interest, curiosity, and a desire to experiment have increased.

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