Subject-spatial developmental environment of preschool educational institutions according to the Federal State Standards. Subject development environment of preschool

The subject-development environment is a set of material objects for the development of the child, subject-specific and social means of ensuring various types of activities for pupils. It is necessary so that children can grow fully and get acquainted with the world around them, be able to interact with it and learn independence.

The concept of a subject-development environment

It promotes the development of independence, initiative and gives children the opportunity to realize the abilities that they have. A subject-development environment improves the child’s experience of emotional and practical interaction with people around him, and also helps to increase the cognitive activity of all children in the group.

It consists of:

• large playground;
• gaming equipment;
• toys;
• different types of gaming paraphernalia;
• gaming materials.

These funds must be located in a special room, hall or in the courtyard of the kindergarten.

How is a developmental environment created?

During this stage, it must be remembered that the subject-development environment must give room for the development of educational, nurturing, stimulating and communicative functions. The most important task is the desire to increase the child’s independence and initiative. Such an environment should be spacious and pleasant for children, satisfying their needs and interests. The design of objects and their shape are also important: they should be safety-oriented and appropriate for the age of preschoolers.

Creating a subject-specific development environment includes an important aspect: changing decorative elements, as well as allocating places in each group for children’s experimental activities. The color palette should be based on warm pastel colors so that the atmosphere is light and does not “pressure” the students.

As for the subject-developmental environment of the group, changes should occur in it depending on the age of the children, their characteristics, the period of study and, naturally, the educational program.

A developing subject-spatial environment must be open in nature, subject to adjustment and development, and not be a closed system. It’s good if it is regularly updated and meets the current needs of the children. In any case and under different circumstances, the space around the kids should be replenished and updated in accordance with the requirements for the pupil.

Based on this, when creating this environment for anyone in a preschool educational institution, it is imperative to take into account the psychological factors of interaction between participants in the educational process and the general atmosphere, including design

The principle of positions in interaction

It is based on communication between parents and teachers with children. It is quite well known that confidential conversations and open communication between adults and children are carried out on the basis of the principle of spatial communication “eye to eye”. An appropriate subject-development environment will provide an opportunity to bring children and adults closer together and equalize their positions. It would be appropriate to use a variety of furniture, namely corners, podiums and slides.

Activity principle

It makes it possible for adults and children to jointly participate in creating an environment that will easily transform and change. You can equip group rooms with workshops, sand and water centers using screens.

When organizing general activities, it is necessary to select materials that have the ability to activate. They can be technical devices, magnets, toys, magnifying glasses, springs, beakers, models, scales, and you can also provide various natural materials for experimentation and study.

The principle of stability-dynamism

This principle helps to create conditions that can be changed in accordance with the mood, preferences and capabilities of children. Playrooms for different age groups are needed, and a stability zone needs to be created for kids.

The developing subject-spatial environment must be properly equipped. The preschool educational institution must ensure that there are toys, furniture, storage containers, podiums for relaxation, as well as prefabricated structures. This room should be filled with a variety of objects and also have a lot of free space. You can create themed areas, install upholstered furniture and make it part of the playroom.

The principle of flexible zoning and integration

It is necessary to build non-overlapping spheres of activity and give children the opportunity to do different things at the same time, and not interfere with each other. They can be easily distracted and do not always concentrate sufficiently on their activities.

Faculty students do not always clearly understand what the subject development environment includes. A presentation, which is often held at preschool educational institutions, is the best way to clearly demonstrate to future teachers game centers and different zones (theater, speech and literacy, sports, experimentation and research, communication and construction games), which allow children to unite if they have there are common interests. Preschoolers also need a place of rest and privacy.

Gender principle

The subject-development environment in the preschool educational institution gives children the opportunity to express themselves taking into account their abilities. To do this, it is appropriate to have materials that will take into account the interests of all children. They should be educational and entertaining for both boys and girls. These could be games, some tools for various creative works. Girls need items that will develop their femininity, and boys need things that will evoke the “spirit of a man” in them.

The principle of combining various elements

In this case, the aesthetic organization of the environment matters. Everyone knows that basic information is perceived by a person through vision. Therefore, the subject-development environment in a preschool educational institution deserves to be taken seriously, and it needs to be given enough attention.

Speech development environment of the group

Activities of this nature should be carried out in a free place so that the child can change his position. Basically, this playroom should have a soft surface on which upholstered furniture should be placed. You can arrange various games with your own plot, which will need to be played with the help of adults.

The subject-development environment of the group must be equipped for such games: they can be stored in special racks or drawers that will be accessible to children. When working with children of younger and middle age, it is necessary to pay sufficient attention to aids and materials that are related to the development of vocabulary.

Comprehensive measures

Since many changes are taking place in modern society, both economic and social, the development of a subject-development environment should be based on education, and therefore the requirements for its quality should increase. To solve this problem it is necessary to implement comprehensive measures. The subject-development environment in a preschool educational institution consists of different elements, each of which plays its own functional role.

In order to achieve results, it is necessary to create certain conditions in the preschool educational institution and improve the system of the entire pedagogical process. It is also necessary to organize a good environment for the development of children's activities. A developing subject-spatial environment should be distinguished by one of the main nuances - pedagogical support for children's activities.

How to create a developmental environment at home?

Constructions should be based on the principles of distance, activity, stability, creativity, flexible zoning, individual comfort, independence, and openness. In order for a child to fully develop at home, it is necessary to organize the creation of a subject-development environment and provide appropriate places.

This will allow them to develop speech and physical development, and teach mathematics. It is necessary to pay attention to the location of objects in the room: children should move freely, rest, play and contact adults in classes for comprehensive development.

How to organize a developmental environment in a preschool educational institution in connection with

A new Federal State Educational Standard was introduced into the structure of the preschool education program. In this regard, questions about the organization of the subject environment, which provides development in preschool educational institutions, have become quite relevant.

The subject developmental environment according to the Federal State Educational Standard includes work with preschoolers. Games are a development of their activities. This contributes to the fact that the interest of practicing teachers in the constant change of the subject-development environment of preschool educational institutions increases.

Federal State Educational Standards requirements for a subject-development environment

It is obliged to ensure the maximum implementation of educational development. The organization of a subject-development environment should imply:

Requirements for the organization of a subject-development environment in the light of FGT

The subject-development environment of the kindergarten should improve the child’s physical functions, develop sensory skills, help gain life experience, learn to compare and organize phenomena and objects, and gain knowledge independently.

The child develops through the learning process, during which he is active and engaged in some kind of activity. It is organized by the teacher in various forms of communication with others. For this purpose, a special pedagogical environment must be created where the child will live and study independently.

The subject-development environment of the junior group should provide children with opportunities to identify different personality traits and development opportunities. Quite often it turns out quite the opposite, and the space given to children can become an obstacle that prevents them from expressing their unique abilities.

The general education program of these institutions is based on the principle of integration, which is carried out in accordance with the age and individuality of the students. It is very important to implement all the basic rules in a timely and correct manner - this will enable the child to develop.

At each age, the baby has his own characteristics and preferences, so constant dissatisfaction with them can lead to disastrous consequences. If children's interest and curiosity are constantly not satisfied, it will end in passivity and apathy. Raising and developing a child is a labor-intensive, painstaking and difficult process, so negligence in this matter is unacceptable.

Organization of the educational environment in preschool educational institutions in accordance with the Federal State Educational Standards of preschool educational institutions,

1. A necessary condition for the successful implementation of the basic educational program of preschool education according to the Federal State Educational Standard for Preschool Education is the creation of an educational environment that ensures the emotional well-being of children;

The development of a child depends not only on how the upbringing process is organized, but also where and in what environment he lives - on the environment in which the child lives, properly organized by adults.

2. Educational environment is a process of special organized purposeful formation of personality according to a socially conditioned model. The educational environment is a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its development contained in the social and spatial-subject environment. A developmental environment is a certain ordered educational space in which developmental learning is carried out. According to the Federal State Educational Standard for Preschool Education, the educational environment includes the following components: a subject-spatial developmental educational environment, the nature of interaction with adults, the nature of interaction with other children, the child’s system of relationships to the world, other people, and himself.

3 I want to tell you about the educational environment created for the comfortable stay of pupils in our preschool institution. The spatial organization of the environment allows us to create comfortable, relatively stable conditions for the implementation of the educational process. And its content, focused on systematic addition, renewal, and variability, helps to activate various types of preschooler activities and stimulates their development. The spatial organization of the environment can be called form, and the content - content.

— Logistics and equipment of the educational process

- Library

— Developmental subject-spatial environment

— Ensuring security

— Physical education and health work

— Access to information systems and information and telecommunication networks

4. Our kindergarten meets the pedagogical requirements of the modern level of education, safety requirements, sanitary and hygienic standards and rules, children’s physiology, and the principles of functional comfort.

Speech therapy center

Children from senior, preparatory and secondary groups with phonetic, phonemic, phonetic-phonemic and general speech disorders are enrolled in the speech therapy center. The equipment includes didactic and methodological materials for organizing work with children in the area of ​​speech; library of pedagogical, methodological and children's literature; demonstration, handouts for classes; - toys, dummies, computer.

Psychologist

The introduction of a new standard of general education significantly changes the entire educational situation in kindergarten, determining the exact place of the forms and types of application of psychological knowledge in the content and organization of the educational environment of the institution, which makes it mandatory, specific and measurable activity of a teacher-psychologist as a full-fledged participant in the educational process. In his work, the teacher uses various games for the development of large and fine motor skills, didactic games, tests, psychological fairy tales, conversations, work with sand sets and a sand table. Nowadays, sand painting has ceased to be something new and unusual. By creating drawings on a light table, children learn about themselves, develop coordination of movement and at the same time can fully enjoy the creative process. Everyone knows that playing with sand relaxes and relieves nervous tension. This is a great way to calm down noisy children and keep your child busy with something fun in bad weather.

5.Music hall

The hall for music classes in kindergarten is a special room, because here children become familiar with real art for the first time. By implementing various forms, methods and techniques of working with children in music education, kindergarten teachers not only develop the musical abilities of pupils, but also contribute to the comprehensive harmonious development of the personality of each pupil. In our music room there are musical instruments, both traditional and instruments made by teachers and parents, musical and didactic games, and a selection of musical recordings. There is also multimedia equipment used by preschool teachers. Access to information systems is carried out in accordance with the Rules for Using the Internet.

6.Gym hall

A preschool institution is a center for physical education and recreational activities. Unfortunately, our kindergarten does not have a separate gym, but we conduct classes, sports events and entertainment in the music room, where we use non-traditional equipment and modern technical means to organize physical development and hardening activities. We also have simulators, various types of equipment for massage and self-massage, manuals for breathing exercises, diagrams of visual trajectories for the eyes, complexes of morning and corrective gymnastics

7.The library in kindergarten is located in the teaching room. The entire book fund of the preschool educational institution can be divided into three parts and includes: -Books for educators, methodological and reference literature, electronic sound posters on various topics. -Reproductions of paintings, illustrative material, teaching aids, -Books for pupils: works recommended by the program under which the preschool educational institution operates, collections of fairy tales, small folklore forms, educational literature, works of Russian and foreign poets and writers.

Also in the methodological room there is mini museum « Russian folk art» , he was created in order to foster children's interest and love for Russian national culture , folk art, customs, traditions.

The guys understand that they need to learn a lot in order to contribute to the development of the city in which they live, study and work. Starting their acquaintance with the small Motherland, preschoolers gradually learn that they belong to the big Motherland - Russia.

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“Organization of the educational environment in preschool educational institutions in accordance with the Federal State Educational Standards of preschool educational institutions,”

1. A necessary condition for the successful implementation of the basic educational program of preschool education according to the Federal State Educational Standard for Preschool Education is the creation of an educational environment that ensures the emotional well-being of children;

promotes the professional development of teaching staff;

guarantees the protection and strengthening of the physical and mental health of children;

creates conditions for developing variable preschool education;

ensures openness of preschool education;

creates conditions for the participation of parents (legal representatives) in educational activities

A large role in the effectiveness of the quality of the educational process in a kindergarten is given to the material and technical support of the preschool educational institution and the equipment of the educational process. Our kindergarten has all the conditions for the full development of children.

The development of a child depends not only on how the upbringing process is organized, but also where and in what environment he lives - on the environment in which the child lives, properly organized by adults.

2. The educational environment is a process of special organized purposeful formation of personality according to a socially determined pattern. The educational environment is a system of influences and conditions for the formation of a personality according to a given model, as well as opportunities for its development contained in the social and spatial-subject environment. A developing environment is a certain ordered educational space in which developmental learning is carried out. According to the Federal State Educational Standard for Preschool Education, the educational environment includes the following components: a subject-spatial developmental educational environment, the nature of interaction with adults, the nature of interaction with other children, the child’s system of relationships to the world, other people, and himself.

3 I want to tell you about the educational environment created for the comfortable stay of pupils in our preschool institution. The spatial organization of the environment allows us to create comfortable, relatively stable conditions for the implementation of the educational process. And its content, focused on systematic addition, renewal, and variability, helps to activate various types of preschooler activities and stimulates their development. The spatial organization of the environment can be called form, and the content – ​​content.

Material and technical support and equipment of the educational process

Facilities for conducting practical classes with children (offices and halls)

Library

Developmental subject-spatial environment

Security

Physical education and health work

Access to information systems and information and telecommunication networks

4. Our kindergarten meets the pedagogical requirements of the modern level of education, safety requirements, sanitary and hygienic standards and rules, the physiology of children, and the principles of functional comfort.

Speech therapy center

Children from senior, preparatory and secondary groups with phonetic, phonemic, phonetic-phonemic and general speech disorders are enrolled in the speech therapy center. The equipment includes didactic and methodological materials for organizing work with children in the area of ​​speech; library of pedagogical, methodological and children's literature; demonstration, handouts for classes; - toys, dummies, computer.

Psychologist

The introduction of a new standard of general education significantly changes the entire educational situation in kindergarten, determining the exact place of the forms and types of application of psychological knowledge in the content and organization of the educational environment of the institution, which makes the activity of a teacher-psychologist mandatory, specific and measurable as a full-fledged participant in the educational process. In his work, the teacher uses various games for the development of large and fine motor skills, didactic games, tests, psychological fairy tales, conversations, work with sand sets and a sand table. Nowadays, sand painting has ceased to be something new and unusual. By creating drawings on a light table, children learn about themselves, develop coordination of movement and at the same time can fully enjoy the creative process. Everyone knows that playing with sand relaxes and relieves nervous tension. This is a great way to calm down noisy children and keep your child busy with something fun in bad weather.

5.Music hall

The hall for music classes in kindergarten is a special room, because here children are introduced to real art for the first time. By implementing various forms, methods and techniques of working with children in music education, kindergarten teachers not only develop the musical abilities of pupils, but also contribute to the comprehensive harmonious development of the personality of each pupil. In our music room there are musical instruments, both traditional and instruments made by teachers and parents, musical and didactic games, and a selection of musical recordings. There is also multimedia equipment used by preschool teachers. Access to information systems is carried out in accordance with the Rules for Using the Internet.

6.Gym hall

A preschool institution is a center for physical education and recreational activities. Unfortunately, our kindergarten does not have a separate gym, but we conduct classes, sports events and entertainment in the music room, where we use non-traditional equipment and modern technical means to organize physical development and hardening activities. We also have simulators, various types of equipment for massage and self-massage, manuals for breathing exercises, diagrams of visual trajectories for the eyes, complexes of morning and corrective gymnastics

7.The library in kindergarten is located in the teaching room. The entire book fund of the preschool educational institution can be divided into three parts and includes:
-Books for educators, methodological and reference literature, electronic sound posters on various topics.
-Reproductions of paintings, illustrative material, teaching aids,
-Books for pupils: works recommended by the program on which the preschool educational institution operates, collections of fairy tales, small folklore forms, educational literature, works of Russian and foreign poets and writers.

In addition to the methodological classroom, microcenters “Book Corner” have been created in the groups, with the aim of developing children’s skills to work independently with a book, “getting” the necessary information, literary stands with design (portrait of the writer, illustrations for works), selection

children's fiction (according to the age of the children)

There is also a mini-museum in the methodological room. « Russian folk art » , it was created with the goal of nurturing children’s interest and love for Russian national culture , folk art , customs, traditions.

With the joint help of parents and kindergarten teachers, we created a Red Book of endangered and rare plants and animals of the Saratov region, which we very often use when working with children to develop in children a desire to protect nature and increase its wealth.

The free space of the preschool educational institution is also used to organize the educational environment for the all-round development of the preschooler.

To do this, we use every free corner of the kindergarten: we organized a fire safety corner to teach children the rules of behavior in a fire and measures to prevent it.

We used one of the corners to decorate the natural area: here we grow indoor plants and display models of seasonal changes in nature. These layouts are portable; they can be used by teachers of various groups for thematic weeks. The organization of educational content is based on a theme, which acts as communicated knowledge and is presented in an emotional and figurative form. The implementation of the topic in various types of children's activities (“living” it as a child) forces the adult to choose a freer position, bringing it closer to a partner’s position. The construction of the educational process involves combining types of specific children's activities around one topic, which allows the child to “immerse” and “live” this event or knowledge. The topics include: organizing moments, thematic weeks, events, projects, seasonal phenomena in nature, holidays, traditions, etc. Topics can be adjusted in connection with current events that are significant for a group of children according to their interests.

High potential for the development of the emotional-volitional sphere of children, since children’s mastery of certain content ends with the organization of a culminating moment, a final event: leisure, holiday, exhibition, performance, meeting with interesting people, presentation of children’s projects, etc.

On one of the walls, material was decorated for the 80th anniversary of the Saratov province.

The guys understand that they need to learn a lot in order to contribute to the development of the city in which they live, study and work. Starting their acquaintance with the small Motherland, preschoolers gradually assimilate their belonging to the big Motherland - Russia.

Children develop an interest in the history of their native land, develop a love for their small homeland, a sense of pride in it, and expand their knowledge about the sights of their native land.

Nearby there is a stand on patriotic education of children, which introduces children to the symbols of the Russian state, its significance for the people and the country as a whole.

The kindergarten and the family should strive to create a unified space for the child’s development.

The child is in kindergarten all day long and the environment should delight him, help awaken positive emotions and cultivate good taste, encourage active creative activity, and promote intellectual development.

We organized a subject-specific development environment for our students together with their parents, since, according to the Federal State Educational Standard for Education, parents are direct participants in the educational process. Thanks to the joint work of educators and parents, the subject-development environment of the kindergarten is constantly enriched. Our parents, together with us, make non-standard equipment for activities and games with children, layouts for themed weeks, assist in equipping areas, building snow figures, provide all possible assistance in repairs and participate with their children in holidays, sports competitions, and entertainment. Parents become full participants in the pedagogical process.

The interest of parents and the desire to participate in the lives of their children allows them to solve many problems in the upbringing, development and education of children. Parents in our kindergarten are our irreplaceable helpers.

The educational environment is an open, living system, constantly changing as children grow, helping the child master the genetic tasks of age.

Thus, a purposefully organized educational environment in our preschool institution plays a big role in the harmonious development and upbringing of each child.

Everything that surrounds a child is a source of knowledge for him, shapes the baby’s social experience and contributes to the development of his psyche. Especially when we are talking about children of the middle group (4–5 years old), who are taking increasingly confident steps towards interacting with the outside world. Therefore, in preschool educational institutions (DOE), teachers take special care in organizing the space in which the child is located and in contact with other children and the teacher during his stay in kindergarten.

Definition of the concept: goals and objectives

The term subject-developmental environment denotes a methodically well-organized system of material objects involved in the child’s activities and stimulating the comprehensive development of his personality. In other words, these are conditions that contribute to the full psychophysiological development of the baby. The goals of organizing a subject-development environment are:

• assistance in determining the child’s personal interests (at 4–5 years old, children already quite consciously give preference to one or another type of activity, for example, productive - drawing, or playful - role-playing fun);
• development of the ability to seek and find ways to interact with the teacher and other children (if in younger groups children played more and more with themselves, then in middle preschool age there is a “surge” in the desire to interact with others, as well as a tendency to creatively reflect received impressions, for example, drawings, modeling);
• developing the skill of evaluating one’s own and other people’s actions and feelings (for example, in children aged 4–5 years, if quarrels occur based on grievances over toys, then both sides can reasonably explain the essence of the conflict, which was not observed in early preschool age, when any misunderstanding was resolved either by tears or fights, and more often by both).

Children aged 4–5 years increasingly prefer to play in large groups rather than individually, as was the case before.

The objectives of designing the space surrounding children are:

• the presence in the subject-development environment of a sufficient number of toys for role-playing games related to the experience that the children already have (games for the store, family, circus, etc.), as well as waste material (boxes, cotton wool, rags fabrics, sticks, etc.) for the implementation of planned plots;
• providing a sufficient number of objects and materials, the cognition of which is carried out through different senses - kaleidoscopes, noise boxes, books, etc. (this will make it easier for children in the middle group to answer the questions that concern them at the age of 4–5: “what is this”, “why” and "For what");
• inclusion of counting games in the subject-development environment, comparison of objects according to differentiated characteristics (color, shape, purpose), assembling a whole from parts (puzzles, puzzles);
• introduction to work of the means necessary for conducting experiments (fun with sand, clay, paints, light, etc.);
• expanding the range of books, workbooks (with tasks to prepare the hand for writing), reference literature, as well as, if possible, technical teaching aids (filmoscope, multimedia projector, computer).

A large sandbox will be a real find in the winter season

This is interesting. In a subject-development environment for the middle group, about 20% of games are intended for children of senior preschool age, so that children who are ahead of their peers in development can move on and not stop there.

Principles of organizing subject-development space

The selection of means used for the comprehensive psychophysical development of each child in the group must meet certain principles.

Saturation

The means of training and education are selected, firstly, in accordance with the program under which the preschool educational institution operates. For example, if a preschool institution uses a healthy lifestyle program and practices hardening, then in the play area for the middle group there should be rubber toys, bowls for playing with water, baby dolls and small towels so that the children can imitate the procedure of dousing with water.

Secondly, materials for the subject-development environment should be age-appropriate for the students. For example, for the middle group, experimental activities are new, so children should have at their disposal a nature calendar, in which kids choose symbols of the current weather (sun, clouds, rain, snow, etc.) and/or sketch them and stick them on double-sided tape , insert the appropriate symbol into the desired pocket.

Even in a small area you can place all the necessary materials by organizing them in suitable containers and places

Transformability and multifunctionality

In other words, depending on the task of education at a particular stage and the frequently changing interests of children, the means of the subject-development environment can be rearranged and replaced. For example, dolls from the play space can be used in educational settings to continue teaching children how to dress and undress independently. In addition, as already noted, in the group space there should be objects that do not have a strictly defined purpose, waste material that can be used in different types of activities.

Variability

This requirement presupposes zoning of the environment, that is, the presence of space for games (calm and active), research, and creativity. At the same time, the corners are grouped according to the level of activity of the activity. For example, gaming, theatrical on one side, and experimental, bookish on the other.

Availability

All children, including children with disabilities within the framework of an inclusive education program, should be provided with equal access to all materials. So, for example, the aquarium should be at such a level that children 4–5 years old can not only watch the fish, but also give them food.

It is very convenient when furniture for children is organized under the centers

Safety

Elements of the subject-development space must be safe to use (no sharp or small parts, no glass toys, etc.). In addition, the materials must be in good condition.

Since the surrounding space is designed to accompany any activity of children, it includes the necessary amount of materials and equipment to provide all the main activities of a particular age group:

• cognitive-research;
• game;
• productive.

This is interesting. The saturation of centers implies certain financial costs, so the description below gives an average option.

Not all benefits need to be purchased; many can be made together with parents and children with their own hands.

Training center

The most multifunctional space, consisting of light tables and chairs, with the help of which you can change the number of children in a particular activity: in fours, in pairs (it is in the middle group that the method of working in twos is actively introduced). The guys use the training center as:

• bases for engaging in productive activities (drawing, sculpting, cutting, gluing);
• laboratories (for experimental activities, for example, distributing cards with images of animals into wild and domestic ones);
• places for independent work (putting together puzzles, playing with construction sets, drawing, etc.).

Tables in the group must be transformable

Material Storage Center

In space, this place is usually limited to a cabinet with drawers containing containers with:

• sand;
• pebbles;
• shells;
• flour;
• cereals;
• beans.

Role play center

The basis of this space is children's furniture for role-playing games, reflecting the usual adult life (kitchen, ironing board, dollhouse, garage with tools).

And also in the zone there should be dolls and all the necessary attributes of a doll’s “life”: sets of clothes, strollers, toy carts for shopping in a supermarket, dishes. In addition, it is worth acquiring attributes for dressing up the children themselves: aprons, scarves for working in a toy kitchen, for example.

The center for role-playing games should also have attributes for the children themselves, not just for dolls

Creativity Center

For this zone, a cabinet or shelf is determined, as well as a wall for an exhibition of children's works and an art gallery with reproductions of paintings by famous artists (for the middle group, the subjects of Shishkin’s paintings “Morning in a Pine Forest”, landscapes, Levitan’s “Golden Autumn”, Polenov’s “Russian Village” are interesting "). Children's works: drawings and applications are placed on the wall using decorative cords. In addition, in the creative zone you need to place a roll of white wallpaper so that children can do collective work on it (for example, making an entire drawing from handprints), a board for creating chalk drawings and small easels for individual work.

The creativity corner must include an exhibition of the children’s own work

Experimental Ecological Center

This area is located on the racks. Indoor plants are placed on single-color pots, and on the shelves there is everything necessary for caring for flowers (watering cans, rakes), food for fish. The eco-center also houses an aquarium and a nature observation calendar.

There should be a lot of indoor plants in a corner of nature

Sports Center

The area that promotes the physical development of children is located in a niche of the wall, and also assumes the presence of a hanger with hooks for hoops, jump ropes, ring throws, a bag of balls of different sizes (including massage balls), skittles, hung targets and rolled ribbed mats.

Putting sports equipment in its place is a good way to discipline kids

Theater Center

In the middle group with a tendency to dress up and imitate the actions of adults, this zone is of key importance. Its equipment should be as complete as possible and include:

• large and small screens;
• flannelograph;
• rack or hanger with suits;
• masks;
• finger theater;
• bibabo dolls;
• decorations for acting out fairy tales (you need to try to find universal options, for example, a tree for staging “At Lukomorye there is an oak tree...” will also be suitable for the forest setting in the fairy tale “Little Red Riding Hood”);
• dolls and toys;
• theatrical makeup, wigs, mirror (optional attributes).

The theater corner must have at least a minimum set of decorations, and if each group makes this a mandatory requirement, then it will be possible to exchange suitable surroundings

Mathematics Center

With the help of this zone, children learn to put a whole together from parts, perform simple operations with numbers, and solve logical problems. The materials are located on a shelf or cabinet. In the corner you can find:

• puzzles;
• sets of numbers and mathematical symbols;
• a set of geometric shapes flat made of cardboard or three-dimensional made of plastic (triangle, rectangle, square, oval, rhombus, cube);
• counting sticks;
• children's computer (optional item).

In the mathematics corner there should be manuals with numbers, geometric shapes, puzzles

Book Center

Its location is easy to predict - a bookcase. On the shelves are books according to the program: fairy tales, short stories, collections of tongue twisters and tongue twisters. The latter is especially true for children 4–5 years old, who may already have pronounced speech defects that require correction. And also in the center of the book there is reference literature (on the history of the native land, geography). True, regarding the latter there is one strict condition: for example, among children in the middle group who read only a few, the books must contain color and large illustrations.

In addition, the book area can be supplemented with an open display case with books, a table and chairs, at which children could look at printed publications.

Literature according to the program and children’s interests can be systematized within the museum of their favorite book

Music Center

Open shelves in a closet are a suitable place to place sounding objects (for example, noise boxes filled with different materials - sand, cereals, pebbles - children guess the contents by the sound it makes). In violation of the principle of accessibility, but in compliance with safety requirements, it is better to place discs and audio cassettes higher than the height of children.

Even toy instruments give kids an idea of ​​the principles of sound production

Retreat Center

This area, apart from a soft chair in the corner and a translucent curtain that is attached to the walls, does not require any other equipment. But it needs to be located a little away from other centers, so that no noise interferes with the baby’s relaxation and leafing through the book he likes.

This is interesting. Some methodologists are very skeptical about the organization of a privacy zone in the primary and secondary groups, arguing that in primary and secondary preschool age not all children understand the purpose of this center. And teachers most often use a chair or chair as a place to serve punishment for discipline violators. True, as for the latter, this approach to the use of space does not depend on the age of the children and can be observed with equal success in older groups, where pupils already have a more defined temperament, which means that some of them really need privacy after noisy games.

The more original the privacy corner is, the less likely it is to be used for other purposes.

Center for Patriotic Education

According to the Federal State Educational Standard, this zone is organized in the middle group from the second half of the year. Mandatory design elements must be:

• poster with the image of the state emblem;
• photograph of the president;
• books with stories and poems about the homeland.

The center for patriotic education can be supplemented with textbooks (for example, “My Motherland is Russia: a textbook for kids” by V.A. Stepanov), projects about the history of the pupils’ families (done together with parents), as well as a set of photographs of views and attractions of their native land.

The patriotic education corner can be combined with pictures of beautiful local landscapes from the ecology center

Techniques that play up the subject-development environment

Anything that can be seen and touched is ideal for a group of visual techniques. In middle preschool age, children still rely on a visual-figurative type of perception, that is, any information must be accompanied by something material.

Visual techniques

The most productive ways to interact with preschoolers and primary schoolchildren. But if for the latter the dominant visual-figurative type of perception is determined by individual personality characteristics, then for preschool children this way of understanding the world is age-related, that is, for many of them temporary.

Observation

Based on the principle of transformability and multifunctionality, almost any zone can be used for observations, namely for experimental activities within the framework of this type of visibility.

The process of observation simply fascinates children, especially if this type of visualization is accompanied by an entertaining story

This is interesting. 99% of experiments involve tables and chairs in the training center.

Table: use of different centers for conducting experiments

This is interesting. In the middle group, children begin to get acquainted with long-term experiments, while the children in the younger groups had only short-term experiments.

Demonstration

As part of the theme or for any other purpose, an adult introduces children to the materials in the center through a demonstration. So, for example, when studying the topic “The Fairy Tale of A. Milne “Winnie the Pooh and All-All-All” on the development of speech, the teacher shows all the heroes of the fairy tale, taking them from the play and theater center. At the same time, it is possible that the kids had not previously encountered a kangaroo toy, that is, it was not available.

Moreover, since personal example is the strongest way to convey information to a child, before distributing props for roles in the production, the teacher himself puts on (or applies to himself) costumes and masks - as if introducing the children to the characters.

Even such a familiar type of theatrical activity as finger theater needs to remind children how it works.

Verbal techniques (conversation, riddles, poems)

The word accompanies every step of the teacher and children. That is, it doesn’t matter whether we show or consider something, we need to comment on every step. So, visualization without verbal techniques is difficult and ineffective.

Such an ordinary, familiar form of work as a conversation will become much more interesting if it is conducted on behalf of a toy from a play center or on behalf of an artist who painted a picture from a creative zone. And animals are simply indispensable “tellers” of riddles and “listeners” of poems learned by heart.

Fairy tales and stories

Volumetric narratives are accompanied by a demonstration of pictures or toys with characters from the text. Some passages (or even entire works) may be illustrated by productions using theater center props. So, for example, when studying the topic “Vegetable Garden”, vegetable heroes in the form of a finger theater can come to visit the lesson.

The more adults talk to children, the more noticeably the children’s vocabulary is enriched.

Gaming techniques

It’s not for nothing that the whole center is dedicated to fun. Moreover, both the active and the quiet will find everything they need.

Table: examples of outdoor games in the game center

Table: examples of didactic games in the game center

How to set up development centers in a group

Starting from the middle group, the teacher designs the subject-development environment together with the children, that is, consults on the location of the centers and options for their combination. Thus, making the kids understand their importance, that is, relying on the most important motivation of a 4-5 year old child: to be like adults in everything.

Centers may not have rigidly fixed corners, but can be organized more flexibly. To do this, you need to find the optimal combination of center components in terms of content and aesthetic design.

Photo gallery: an example of organizing a subject-development environment without strict boundaries

From an early age, children repeat the rule that they can pick up the next board game when the previous one is returned to its place.
A corner of a book can indeed be placed in a corner, only the furniture must be suitable for this. The corner of patriotic education is highlighted in the second half of the year. A box with natural materials can be stored in a corner of nature, and not in the center of materials. Soft construction toys can be used as equipment in sports activities, which is why they can be stored in the sports area. Toy furniture for the play center is a mandatory element of the package. In the creativity center, there are usually no tables and chairs for children; the furniture is used from the study area. In a corner of privacy, a museum can be organized, for example, with models of different types of transport.

Unfortunately, not all kindergartens have enough space to separate one area from another. But, on the other hand, limited space forces the teacher to come up with interesting combinations of development centers. For example, part of the game with experimental-ecological.

Photo gallery: combination of separate and combined centers within one subject-development space

To stimulate children's interest in reading, there should be a lot of books in the group. Combining corners is not an easy task, requiring certain methodological experience. A music center can be harmoniously combined with a theater center.

Photo gallery: design of centers in large spaces

The creativity center is one of the few that can be located closer to the privacy zone. Another original way to combine zones is to unite them, like the neighboring cities of Bukvograd and Igroteka. An interesting solution to organize a book zone in the form of a real library. There is never too much ambience of doll life in the middle group

Video: an example of organizing a subject-developmental environment in a middle group

Video: video tour of development centers in the middle group

The subject-development environment in the middle group plays the same important role in the learning, development and upbringing of children as it does for children of junior or senior preschool age. At the same time, for children 4–5 years old, the ability to model everyday situations and the behavior of adults is of particular importance. Based on this, the richness of the subject-developmental environment becomes the main principle of its creation. Materials can be added and varied, but a certain average configuration must be observed.

Higher philological education, 11 years of experience teaching English and Russian, love for children and an objective view of modernity are the key lines of my 31-year-old life. Strengths: responsibility, desire to learn new things and self-improvement.

Subject-spatial development environment in preschool educational institutions.

Junior group of kindergarten "Solnyshko"
The organization of the subject-development environment in the preschool educational institution is built in accordance with the principles of the program“From birth to school”, edited by M.A. Vasilyeva, N.E. Veraksa and T.S. Komarova and “Concepts for building a developmental environment” by V.A. Petrovsky, corresponding to the personality-oriented model of interaction with preschoolers.
The group space is organized in the form of well-demarcated zones, equipped with a large number of developmental materials. All items and materials are available to children.
Such organization of space allows preschoolers to choose interesting activities for themselves, alternate them throughout the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account the individual characteristics of children.

When creating a subject-development environment, you must remember:
The environment must perform educational, developmental, nurturing, stimulating, organized, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative.
Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.
The shape and design of the items is focused on the safety and age of children.
It is necessary to provide space in the group for children's experimental activities.
Decorative elements should be easily replaceable.
The kindergarten is a second home for employees and children. And you always want to decorate your home, make it cozy, original, warm, and different from others.
In accordance with the principles discussed, the following subject-development environment was created in the junior group of the preschool educational institution “Solnyshko”:
1. Center for theatrical activities;
2. Center for “Dressing” and role-playing games;
3. Center for physical development;
4. Center of the book;
5. Game center
6. Center for educational games;
7. Center of water and sand;
8. Center “Creative Workshop” (for the exhibition of children's drawings, children's creativity);
9. Hanging modules
10. Information blocks.

The equipment of the corners changes in accordance with the thematic planning of the educational process.
Center for theatrical activities.
The Theater Activity Center is one of the active sectors in our group.
The purpose of the theater corner:
Development of creative abilities in children;
Development of imagination, ability to improvise;
Development of memory, attention, expression of basic emotions;
Instill a sustainable interest in literature, theater, music;
All costumes and attributes are arranged so that it is convenient for children to take them and use them, and they will unite in subgroups based on common interests.
In the corner there are props for various types of theater: finger theater, tabletop, flat, masks for acting out scenes.

Dressing center.
In our group there is a corner that all children, without exception, love. Everyone chooses their own image, according to their sympathies and feelings living in their soul here and now. This provides psycho-emotional release and lifts your spirits. Children learn to combine things, fabrics, sizes. They study the purpose of things and their seasonality. They choose their own image.

Center for Physical Development.
To successfully solve the problems of physical education in preschool institutions, it is necessary to have physical education equipment, which should also be in the group room, in a specially designated place “physical education corner”. The selection of equipment and maintenance of the physical education corner is determined by the program objectives of both physical and comprehensive education of children. The teacher’s task is to teach children independent physical activity in limited space and the correct use of physical education equipment.
In our kindergarten group, the motor activity center is designed as part of a large play area. There are rolling toys for kids; balls of different sizes; balls - hedgehogs; bags filled with peas for hands; massage mats; massage mittens; skittles; dumbbells; ringbross; hoops; jump ropes; ropes, cords; dry pool; Children are constantly in active motion and use the toys offered at their own discretion. In the sports corner there are devices for organized children's activities: for sports games and exercises. That's why our center has masks for games. Basically, these are the characters that are most often found in their games: cat, hare, fox, bear, wolf. Items for carrying out exercises - for all children in the group: cubes, soft balls, plumes; breathing simulators - houses. Be sure to have a tambourine to perform exercises in the suggested rhythm.

Book Center.
The most accessible and effective way to develop children is reading. For many parents, this is also a very cheap way to keep their child busy. The educational potential of a children's book is limitless. Thinking, speech, memory, attention, imagination - all this is formed through communication with a book. For this reason, we decided to create a book museum. Our museum displays modern books, books from the childhood of our grandparents, and books created with our own hands. Moms, dads, grandmothers and even grandfathers responded to our proposal to create a book with their families. The topics chosen were varied: “My favorite pets”, “Polite words”, “Seasons”, “Our favorite kindergarten”, “My favorite grandparents” and many others. We actively use all the books presented, since fiction serves as an effective means of mental, moral, and aesthetic development of children.

Game center.
The play area contains a variety of games for children, taking into account age and gender education.

Center for educational games.
The center for educational games is aimed at developing speech, sensory perception, fine motor skills, and imagination.

Center of water and sand.
The “Water and Sand Center” in our group helps organize children’s cognitive and research activities. We are talking about playing and experimenting with various objects and natural materials. By organizing games with water and sand, we not only introduce children to the properties of various objects and materials, but also help them consolidate ideas about the shape, size, color of objects, develop fine motor skills, and lay the foundation for learning to design (molding from sand).

Suspended modules.
Small children do not know how to get bored; they need to constantly do something: look at something, touch something, observe something - for them this is the same action as running, jumping, playing. Therefore, the presence of hanging figures, butterflies, birds, stars in the room creates an atmosphere in which something is constantly changing and moving. A color cascade is very useful from an aesthetic and psychological point of view. There are many such cascades in our group room.

Creativity Center.
Creativity in the broad sense of the word is an activity aimed at obtaining something new and unique. In the design of the reception room there is always a place for children’s work and creativity. The exhibition is very colorfully decorated, where we display children's drawings and applications. In the creativity center, something is constantly changing depending on the lexical topics and techniques being mastered.

Information blocks.
On the wall in the hallway we placed a stand in which we place interesting and useful information for parents.

Menu information block. Parents always have information about their children's nutrition.
Development environment assessment indicators:
1. Positive emotional feeling of the child in the group;
2. Absence of conflicts among children;
3. Availability of children's activity products;
4. Dynamics of child development;
5. Low noise level.

Conclusion:
Each child in his development experiences the undoubted influence of his family, its way of life, and cultural preferences. In a kindergarten, the furnishings of all rooms serve one purpose: for the upbringing and development of the child in a team. Creating such a favorable environment is a great art, which includes a reasonable and beautiful organization of space and its elements. In the developmental environment surrounding the child, there must be the possibility that the child becomes the creator of his own objective world, in the process of personal developmental interaction with adults and peers he becomes the creator of his personality.

Creation of a subject-developmental environment in the second junior group of kindergarten

Rassamakhina Yu. D. teacher

A properly organized developmental environment allows every child to find something they like, to believe in their strengths and abilities, to learn to interact with teachers and peers, to understand and evaluate their feelings and actions, and this is precisely what lies at the heart of developmental education. The free activity of children helps them search independently, engage in the research process, rather than receive ready-made knowledge from a teacher, this allows them to develop qualities such as curiosity, initiative, independence, and the ability for creative self-expression.

SPEECH DEVELOPMENT CORNER

Tasks: Teaching techniques and the use of game material for the development of speech, cognitive and creative abilities of children.

Equipment and materials Didactic visual materials; subject and subject pictures, etc.; book corners with age-appropriate literature; “Wonderful bag” with various items.

SPORTS CORNER

Tasks: Create conditions for physical exercise in a group, stimulating children’s desire to engage in physical activity. To instill in children a conscious attitude towards their health. Strengthening the muscles of the lower and upper extremities, preventing flat feet; Prevention of colds; Strengthening the muscles of the spinal column, preventing scoliosis.

Equipment and materials that should be in the corner: The board is smooth and ribbed; - rugs, massage paths, with footprints (to prevent flat feet); gymnastic stick; balls; basket for throwing swords; hoops; jump rope; skittles; arc; cubes; bench; gymnastic mat; the cord is long and short; gymnastic ladder; bags with weight (150-200 g); ribbons, flags.

ART CORNER

Tasks: To develop interest, attention, curiosity, and emotional response of children to individual aesthetic properties and qualities of objects in the surrounding reality.

Equipment and materials that should be in the corner: easel or music stand; sets of colored pencils; sets of felt-tip pens; ballpoint pens; gouache; watercolor; colored wax crayons, etc.; brushes - thin and thick, bristly, squirrel-like; jars for washing brush bristles from paint; drawing paper of various sizes; napkins made of fabric that absorbs water well to dry the brush; foam sponges; hand wipes; plasticine, clay; boards for modeling; large oilcloths for covering tables; hanging rollers with paper rolls; school crayons for drawing on a blackboard and asphalt or linoleum.

CONSTRUCTION CORNER

Tasks: develop ideas about the basic properties of volumetric geometric, mainly large, forms (stability, instability, strength), in acquiring the skills to recreate familiar objects on a horizontal plane (paths, ladders, chairs, etc.), developing skills in co-creation with adults, independent creativity, developing fine motor skills of fingers, hands, in acquiring the ability to build furniture, slides, houses. Learn to understand the variability, variability of design, the possibility of construction not only horizontally, but also vertically. Be able to analyze an object, see the main parts of the part, the components of the structure, the ability to create them from various forms.

Equipment and materials that should be in the corner: Materials for construction: plastic construction sets with a variety of methods for attaching parts (it is advisable to use 2-3 new ones during the year); construction kits with parts of different shapes and sizes; soft modules; boxes large and small; drawers; waste material: logs, cylinders, cubes, blocks with drilled holes; small toy characters (kittens, dogs, etc.), cars, for playing with. Materials for manual labor: various types of paper (colored, corrugated, napkins, cardboard, postcards, etc.); cotton wool, foam rubber, textile materials (fabric, ropes, laces, ribbons, etc.); wire in a colored sheath; natural materials; tools: scissors with blunt ends; brush; glue.

THEATER

Tasks: Formation of listening skills; Development of children's creativity based on literary works.

Equipment and materials that should be in the corner: Tabletop theater, small screen and sets of puppets (finger, flat, etc.); theater made by the teacher (cones with nozzle heads, masks, decorations); dramatization theater - ready-made costumes, masks for acting out fairy tales, homemade costumes; There may be books (or there may be a book corner nearby).

BOOK CORNER

Tasks: Formation of listening skills, ability to handle a book; Formation and expansion of ideas about the environment.

Equipment and materials that should be in the corner: A bookcase, a table and two chairs, a soft sofa, a screen separating the corner from the outdoor play areas; Books according to the program, children's favorite books, baby books, toy books; Albums for viewing: “Professions”, “Seasons”, “Kindergarten”, etc.

NATURE CORNER

Tasks: environmental education and children's education

Equipment and materials that should be in the corner: In the group there are 2-3 indoor plants, those selected by the teacher, preferably similar to a tree or grass; unpretentious, blooming single-color flowers (primrose, begonia, geranium); with wide, dense leaves (ficus); contrasting (tradescantia); Active monitoring of wildlife objects in natural conditions is carried out. An adult organizes actions with various objects: wet and dry sand, and considers different states of water. etc.

ROLE-PLAYING CORNER

Tasks: Formation of role actions; Stimulation of role-playing games; Formation of communication skills in the game; Development of imitation and creative abilities.

Equipment and materials that should be in the corner: doll furniture for the room and kitchen; ironing board; attributes for playing “Home”, “Shop”, “Barbershop”, “Hospital”, sailors, drivers, etc.; dolls are large (35-40 cm), medium (25-35 cm); dolls girls and boys; toy wild and domestic animals; sets of kitchen and tea utensils; a set of vegetables and fruits; large and medium-sized cars; trucks and cars; telephone, steering wheel, scales, bags, buckets, iron, hammer, etc.; doll strollers; toys-fun with the effect depending on the action (roly-poly, pecking chickens, fighting sheep, jumping frogs, etc.); clothing for dressing up.

DIDACTIC GAMES CORNER

Tasks: Development of thinking and finger motor skills. Mastering the operations of inserting, overlaying, connecting parts into a whole; Development of visual perception and attention. Formation of examination skills; Familiarity with geometric figures and shapes of objects; Learning to group objects by color, size, shape; Identification of the relationship between groups of objects by quantity and number (many, few, one) ; Developing the ability to use speech to determine the meaning of one’s actions; Forming the ability to group objects and compose pictures sequentially; Enriching children's active vocabulary; Formation of the ability to describe and name objects in pictures.

Equipment and materials, which should be in the corner:

Materials on sensory and mathematics

1. Large mosaics, volumetric inserts of 5-10 elements, prefabricated toys, pyramids (of 6-10 elements), lacing, games with modeling and substitution elements, lotto, paired pictures and other printed board games.

2. Non-traditional material: closed containers with slots for filling with various small and large items, large buttons or abacus seeds for stringing.

3. Carpet fabric, typesetting fabric, magnetic board.

4. A set of geometric figures, objects of various geometric shapes, counting material with Velcro.

5. Various small figures and non-traditional materials (cones, acorns, pebbles) for counting.

6. Dienesh blocks.

7. Cuisenaire sticks.

8. Matryoshka dolls (of 5-7 elements), insert boards, insert frames, a set of colored sticks (5-7 of each color).

9. A set of volumetric bodies for seriation by size of 3-5 elements (cylinders, bars, etc.).

10. Cut (folding) cubes with subject pictures (4-6 parts).

11. Sectional subject pictures, divided into 2-4 parts (vertically and horizontally).

Materials on the development of speech and cognitive activity.

1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with babies, birds, fish, trees, flowers, vegetables, fruits, food, clothes, dishes, furniture, transport, household items.

2. Sets of subject pictures for sequential grouping according to various criteria (purpose, etc.).

3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).

4. Series of 4 pictures: parts of the day (activities of people in the immediate environment).

5. Series of 4 pictures: seasons (nature and seasonal activities of people).

6. Large format narrative pictures (with various themes close to the child - fairy tales, social everyday life).

7. Toys and exercise equipment for training correct physiological breathing.

MUSIC CORNER

Tasks: Development of auditory perception and attention; Formation of performing skills.

Equipment and materials that should be in the corner: A set of noise boxes; sounding toys, contrasting in timbre and nature of sound production (bells, drums, rubber beepers, rattles, etc.); musical educational games.

AESTHETIC CORNER

Tasks: Teach a child to see, feel and understand the beauty of the world around him, art and create it in his life.

Aesthetic education of children is carried out by familiarizing children with the aesthetics of everyday life, with the beauty in work, in nature, social phenomena, and the means of art.

TRAFFIC CORNER

Tasks: Familiarization with traffic lights, with the rules of behavior in accordance with traffic light signals.

Equipment and materials, which should be in the corner: “Traffic light” (stick a traffic light); A canvas depicting roads, pedestrian crossings (can be made of leatherette so that it can be folded and put away); Medium transport; Models of houses, trees, traffic lights, road signs; Small toys (figurines of people, animals).

PRIVACY CORNER

This is a place where a child can sit, think, dream, remember pleasant feelings, communicate with loved ones and family, look at something, listen to something pleasant and useful, play with some objects, toys, collaborate with an adult or peer .

LOST FOUND CORNER

Tasks: Teach children to find something unusual and interesting in the world around them, to be able to explain why this or that object is interesting and unusual. Teach children to improve, modify an object, to know its purpose. Help children master the various ways available to them to understand the world around them (comparison, elementary analysis, generalization, etc.), develop cognitive activity, curiosity, creative thinking, imagination, fantasy.

LOCKER ROOM AND BOOTH MATERIAL IN LOCKER ROOM

Tasks: Formation of self-service skills, the ability to dress and undress, fasten and unfasten buttons; Formation of communication skills, the ability to greet each other, say goodbye to each other; Involving parents in the process of educational work, creating a community of teachers and parents.

Equipment and materials that should be in the corner: Lockers with a identifier of individual belonging (bright pictures and photographs of children), benches, an “algorithm” for the dressing process; Stands for adults: a constantly updated exhibition of children's works; constantly updated photo exhibition; information about treatment and preventive procedures carried out in a group, kindergarten; recommendations to parents on organizing children's leisure time, materials for games, etc.; Mini-library of methodological literature for parents, books for children to read at home. Information stands .

It is known that the environment in which a child grows up - the design of premises, furniture, toys - has an impact on the upbringing and development of personality. Preschoolers spend a significant part of their time in educational institutions. And it is necessary to organize the child’s stay in kindergarten in such a way that it contributes to the physical and mental development of the little person. It is necessary to think through each design element, considering it from different angles: aesthetic, safety, convenience and utility.

The importance of a developing subject-spatial environment in the senior group of preschool educational institutions

The task of any preschool educational institution (DOU) is to create conditions for the development and upbringing of children, maintaining their health in a safe and comfortable environment. The most important component of this task is the organization of a subject-spatial environment that corresponds to the components of the educational and developmental process carried out by teachers. It has long been proven that a child’s development occurs with his active participation in a variety of activities. For students of the senior group, the following areas are distinguished:

• training and development activities;
• performing practical and creative work;
• role-playing games;
• basics of labor activity;
• physical education classes;
• music and choreography lessons.

The administration of a children's educational institution, teachers and educators must create a multi-component educational environment for a preschooler, which takes into account different aspects of organizing the process of raising and developing the child. This:

• developing subject-spatial environment;
• organizing interaction with teachers;
• communication with peers;
• the preschooler's attitude to the world around him and to himself.

The subject environment in the group should correspond to the age and interests of the students

Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, and creativity.

V. A. Sukhomlinsky

Principles of constructing a subject-development environment

The subject-spatial environment in the older group serves the development of children's activities, primarily play. Indeed, during play, the leading activity of preschoolers, cognitive motivation develops, which is the basis of educational activity. The subject-spatial developmental environment must correspond to the zone of proximal mental development of a 5–6 year old child - the formation of the prerequisites for educational activity.

The entire time a child is in an educational institution is filled with one activity or another, and it is necessary that the entire environment surrounding the preschooler contribute to his development. In this case, the conditions of safety, versatility and variability of equipment must be met.

Principles of organizing the subject-spatial environment in the senior group:

• The environment must perform educational, developmental, nurturing, stimulating, and communicative functions. But the most important thing is that it should work to develop the child’s independence and initiative, which is important for older preschoolers.
• Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.
• The shape and design of the items are focused on the safety and age of children.
• Decorative elements should be easily replaceable and mobile.
• It is necessary to provide space in the group for children's experimental activities.
• The color palette should be represented by warm, pastel colors.
• When creating a developmental space in a group room, the leading role of play activity is taken into account.
• The subject-developmental environment of the group changes depending on the period of children’s education.
• It is important that the subject environment has the character of an open, non-closed system, capable of adjustment and development. The objective world surrounding the child must be replenished and updated, adapting to the new developments of older preschool age.
• An important task is to develop in older preschoolers the ability to interact with representatives of the opposite sex. The environment should be organized so that girls play with boys.

The created subject-development environment evokes in pupils a feeling of joy, a positive attitude towards kindergarten, a desire to attend it and learn new things

The environment surrounding preschoolers in kindergarten should ensure the safety of their lives, promote health, and also contribute to the development of the cognitive and creative abilities of pupils. This takes into account the inclinations, interests and activity level of each child.

When assessing the subject-developmental environment for pupils of the senior group, pay attention to:

• general design of the room, design aesthetics, availability of a variety of equipment for various types of activities;
• organization of children's living space (presence of light partitions, screens, modules, poufs).
• toys and materials that should ensure both playful and productive activities of pupils.

Types of corners and centers in the senior group

When planning the placement of equipment and furniture in kindergarten premises, it is necessary to take into account the flexible division of space into separate zones in order to provide different types of activities for preschoolers. In the premises for older children, several areas can be distinguished.

The group room in a kindergarten is usually small, so every meter of space should be used rationally.

Sports corner

Here there is sports equipment, both factory-made (jump ropes, balls, ropes, clubs, hoops), and those prepared by teachers together with parents (flags, ribbons, bags filled with sand, handkerchiefs). It is necessary to provide special equipment for individual exercises with children to prevent flat feet (massage track), improve posture, and develop the eye.

A sports corner in a group, in addition to standard equipment, may contain a card index of outdoor games, riddles, cards and visual aids for sports

Productivity Corner

This corner should have good lighting. On the shelves or in the cabinets there are tools for children's creativity:

• various types of paper,
• cups with pencils and markers,
• paints,
• multi-colored wax crayons,
• plastic material for modeling,
• pieces of different fabrics for appliqués,
• all kinds of materials for making crafts,
• different scissors,
• hole punchers,
• staplers.

It is important that all materials are brightly and attractively decorated and neatly laid out. Children should be able to use any material in their creativity. For older preschoolers, the tables are arranged so that the children can work together if they wish. There should also be samples for drawing, patterns for making crafts, and samples for modeling. It is imperative to provide a stand to demonstrate the completed work of students.

In the productive activity corner, children can draw, sculpt, and make appliqués

Role-playing games center

While playing, preschoolers develop imagination, creativity, and ingenuity. By simulating various situations, they study the world around them and the relationships between people. Playing with peers helps develop communication skills and foster friendly and respectful relationships in the group. To ensure that children have a choice, the center should have a large number of toys available. The composition of the subjects changes periodically to maintain the children's interest.

Table: types and purposes of toys for older preschoolers

All toys are placed in such a way that preschoolers can freely play with them and put them away

Theater zone

In the senior group, you can organize different types of theater:

• finger,
• desktop,
• palmar,
• theater on plates,
• theater on spoons or sticks,
• theater of mittens or gloves,
• theater on flannelgraph,
• beanie theater,
• shadow theater,
• use of Bibabo dolls,
• puppet theater,
• staging fairy tales by children themselves.

In addition to puppets for productions, there should be 2 screens in the theater area: small and large. You can use a screen or a large mirror as decoration. For tabletop performances these can be panoramic books.

Preschoolers enjoy participating in dramatizations of fairy tales or stories; they can improvise the actions of their favorite characters, come up with a game to repeat the actions of adults, or act out books they have read about fairy-tale animals. Participation in theatrical performances develops speech, fine and gross motor skills, trains memory and imagination. The experience of joint activities with peers and adults contributes to the development of communication skills and socialization of preschoolers.

The theater area is conveniently located next to the music area.

The theater area in the senior group includes characters from various types of theater and various attributes

Music corner

Playing music sometimes requires solitude and concentration. It would be desirable to be able, if necessary, to isolate this part of the group with a light screen. The design of this area should be attractive to children and accessible for viewing. At the same time, it is necessary to teach students to be careful and careful with the equipment, as it may become unusable.

In addition to the musical instruments themselves, this corner houses audio and video equipment (slides, filmstrips, audio cassettes) and technical equipment (tape recorder, TV, stereo system). There are also manuals for didactic games aimed at developing an ear for music. You can put an album of songs with illustrations (the images correspond to the lyrics of the song), and place portraits of famous composers. Just as in other zones, the material changes periodically to ensure that children retain the novelty of their perception.

In the music corner, older preschoolers enjoy playing instruments and singing songs

Speech development zone

This zone should have a selection of plot and subject illustrations for retellings, didactic games for the development of sound culture and grammatical structure of speech, increasing vocabulary, and mnemonic tables. Didactic material can be either factory-made or prepared by the teacher. To practice correct pronunciation, purchase albums with articulation exercises and tongue twisters. For individual articulation lessons for children, there should be mirrors. In the older group, in this area there is a magnetic board with the alphabet.

Older preschoolers already know letters and are learning to write words on the board

Book corner

The book corner is often combined with a speech development area. It simultaneously houses 10–12 books with the following topics:

• fairy tales,
• poems and stories on a patriotic theme,
• stories about animals and plants,
• books studied in class,
• humorous books,
• books that children bring from home.

Books should have many illustrations, be colorfully designed, and you can use toy books. On average, the length of time a book stays in a corner is 2 weeks, but it can be adjusted depending on the interest of the children. There are also albums for viewing, children's magazines, and portraits of writers. You can organize a small library of little books. For older children, you can organize exhibitions telling about the work of an individual writer, a specific genre (fairy tale, humorous story, poetry) or even one book.

The design of the book corner in the senior group should be bright and attractive to stimulate preschoolers’ interest in reading

The patriotic education corner can be combined with a book corner. Patriotic education in kindergarten is aimed at developing love for one’s homeland, native land, and family. An example of the design of such a corner is presented in the article by Sharova E.V. “Patriotic education in a preschool educational institution.”

The patriotic corner introduces children to the symbols of our country, hometown, village, and folk crafts

Math corner

This corner contains didactic material for the formation of mathematical knowledge and the development of logic. It may contain:

• carpet "Larchik" according to Voskobovich,
• logical blocks of Dienesh,
• sets of colored Cuisenaire counting sticks,
• Nikitin cubes,
• various construction sets and board games for solving logic problems and counting.

Currently, there is a selection of printed workbooks and many educational aids for preschoolers. You can use materials made by yourself.

In the mathematics corner there are various manuals and games for developing counting skills in preschoolers

Center for Experimental Activities

At the experimentation center, preschoolers conduct simple experiments, which develops children’s logical thinking and stimulates cognitive activity.

Photo gallery: equipment of the experimentation center

The equipment of the experimentation center should be varied, but most importantly - safe. All experiments are carried out by preschoolers under the strict supervision of the teacher. Prepared instruments must always be clean. At the experimentation center, preschoolers develop primary natural scientific concepts

Construction area

This area features a large variety of construction kits. Preschoolers can independently create various buildings according to their schemes and ideas. This zone can be combined with a corner for studying traffic rules, the design of which requires models of houses and streets, traffic lights, and traffic signs. For role-playing games according to traffic rules, it is convenient if the pedestrian crossing is marked on a special rug or floor covering.

The construction area can be combined with a corner for studying traffic rules

Corner of nature

The organization of this zone is intended for environmental education of preschool children. Such a corner awakens children's interest in wildlife and its inhabitants. Daily observation of plants and animals, participation in their care develops children’s sense of empathy for living beings, creates a more favorable atmosphere in the group and increases the psychological comfort of pupils. What plants and animals are recommended to be placed in a corner of wildlife and what conditions must be observed are described in the article by Volodkovich Galina “The role of a corner of nature in the environmental education of children of senior preschool age.”

In the ecological corner, children learn to care for plants, which fosters respect for nature

Zone of organization of labor activities

Children of the older group have work responsibilities. They take care of themselves: dressing, undressing, preparing a workplace for classes, helping in the dining room, and can carry out some instructions from the teacher. In addition, group duty is organized. Duty not only develops practical work skills, but also develops responsibility, the ability to work in a team and teaches children to be independent. You can organize duty in the dining room, caring for plants and animals, and organizing classes. In the corner for organizing work activities there should be a duty screen, protective clothing (aprons, oversleeves, scarves), equipment for performing the duties of the duty officer (containers for watering plants, sponges for cleaning).

A duty screen, protective clothing and equipment for performing the duties of a duty officer are placed in the work area.

When changing the working environment in a group, older preschoolers must be involved in the transformation of the environment. With the help of screens or screens, children can change the spatial organization of the room according to their plan, highlighting the area in which the lesson will take place.

Examples of design of a developmental environment in the senior group

Creating a subject-development environment that meets the requirements of the Federal State Educational Standard is an important part of organizing the educational process in a children's institution. Three videos are presented as an example of solving this problem. Teachers can implement interesting ideas in their activities.

Video: developing subject-spatial environment in accordance with the Federal State Educational Standard for Education

Video: subject-development environment in the senior group

Video: transformation of the developing subject-spatial environment in the senior group

Much attention is paid to creating a subject-spatial environment in kindergarten. And this is not surprising: for both teachers and children it becomes a second home, because they spend a lot of time in it. You always want to make your home beautiful, cozy, comfortable for everyone, and for kids you want to organize everything so that they are healthy, smart and well-mannered, love their loved ones, and take care of nature.