Technology for creating a subject-specific development environment for preschool educational institutions. Technology for creating a developing subject-spatial environment

Tsyatsko Svetlana Gennadievna
Job title: teacher
Educational institution: Preschool educational institution "D/s No. 105 combined type"
Locality: Komi Republic, Ukhta
Name of material: article
Subject:"Creating a subject-developmental environment in a preschool educational institution"
Publication date: 28.03.2016
Chapter: preschool education

Creating a subject-developmental environment in preschool educational institutions
IN modern education The tasks of humanizing the process of education and training, protecting and strengthening the mental and physical health of children, and their full development are brought to the fore. Solving these problems is impossible without creating a subject-development environment. In domestic pedagogy and psychology there is a wealth of experience in the upbringing and training of preschoolers based on the creation of a subject-development environment that corresponds to the age characteristics of children. The educational (developmental) environment, as defined by V. A. Yasvin, is a system of influences and conditions for the formation of personality, as well as opportunities for its development, contained in the social and spatial-subject environment. Subject development environment - component developmental environment of preschool childhood. Novoselova S.L. defines a subject-development environment as a system of material objects and means of activity of a child, functionally modeling the content of the development of his spiritual and physical appearance in accordance with the requirements of the basic general educational program of a preschool institution. The theoretical basis for building a developmental environment in preschool educational institutions is the Concept of building a developmental environment edited by V.A. Petrovsky. The authors of the concept of building a developmental environment believe that a prerequisite for building a developmental environment in a preschool educational institution is reliance on a person-oriented model of interaction between people. Conducted scientific research by S.L. Novoselova showed that the enrichment of subject and social conditions the child’s activity leads to the enrichment of his consciousness and the psychological content of the activity. A child becomes “more capable” if he has the opportunity to constantly improve his methods of action in the socio-objective environment. Analyzing the works of A.N. Leontyeva, A.R. Luria, A.V. Zaporozhets, M.I. Lisina, E.B. Elkonina et al., S.L. Novoselova put forward the position that activity in its development constantly changes its psychological content depending on the subject’s generalization of the experience of his activity. Activity builds the psyche. Inactivity and lack of opportunity to do something leads to deprivation of the individual and limitation of his capabilities. The developing subject environment contains sociocultural and natural subject resources that ensure the development of diverse different types child's activities. The objective world of childhood is the environment for the development of all specific types of children's activities. The developmental function of the subject environment requires for its implementation a combination of traditional and new, unusual components, which ensures the continuity of the development of activity from its simple forms to more complex ones. In the study by S.L. Novoselova determined the psychological requirements for building a developmental environment: - the environment must be modern and meet the basic principles of ergonomics for the convenience of developing children's activities; - it is necessary to ensure the achievement of a new, promising level in the development of children's activities; 1
- the basic components of the environment must be co-scaled and correlated with the macro- and microspace of the activities of children and adults; - the content of the environment must meet the needs of the child’s current, immediate and long-term development, the formation of creative abilities based on amplification (enrichment) of the subject basis for the development of specific types of activities; - the environment must take into account age characteristics kindergarten children. According to S.L. Novoselova, the subject environment includes a number of basic components necessary for the physical, aesthetic, cognitive and social development of children. These include the natural environment and objects, cultural landscapes (park, garden), physical education, play and health facilities, object-based play environment, children's library, game and video library, design studio, musical and theatrical environment, subject-development activity environment, computer and gaming complex, etc. These oasis components provide a variety of children's activities according to their interests, which creates the opportunity not only for collective, but also for individual activities (an environment of solitude). In the works of O.A. Artamonova, O. Tolstikova. T.M. Babunova, M.N. Polyakova reveals the pedagogical characteristics of constructing a subject-development environment: - comfort and safety of the environment, compliance with sanitary and hygienic standards: - compliance of the development environment with the educational program according to which the kindergarten operates; - taking into account all areas of child development; - variety of environments, their rational arrangement; - providing a wealth of sensory impressions; - ensuring independent individual activity; - providing opportunities for research, search activities, experimentation: - accessible arrangement of objects and aids in accordance with the age of children; - creating conditions for change, environmental design. The developmental nature of the environment presupposes the unity of social and objective means of ensuring the child’s varied activities. Enrichment of educational educational process The developing subject environment should be directly dependent on the content of education, the age and level of development of children and their experience. Designing a subject-developmental environment for a preschool institution requires psychologists, teachers and designers to take into account the characteristics of the child’s developing activity, since it must meet the principle of functional comfort and the basic principles of ergonomics for the development of children’s activity. Accordingly, gaming, sports, household, and environmental environments must, of course, be comfortable at the level of their functional reliability and safety. From the point of view of full-fledged education and upbringing, the developmental environment in a preschool institution should create conditions for: 2
 cognitive development of the child (creating conditions for his cognitive activity; opportunities for experimentation, systematic observations of objects of living and inanimate nature; increasing interest in natural phenomena, in finding answers to questions that interest the child and posing new questions);  aesthetic development of the child (development of the ability to see the beauty of the surrounding natural world, the diversity of its colors and shapes, to give preference to natural objects over artificial objects);  child health improvement (use of environmentally friendly materials for interior design, toys; proper landscaping of the territory; creation of conditions for excursions and outdoor activities);  formation moral qualities child (creating conditions for everyday care of living objects and communication with them; developing the desire and ability to preserve the world around us nature; fostering a sense of responsibility for the state of the environment, an emotional attitude towards natural objects);  formation of environmentally literate behavior (development of skills in rational environmental management; plant care). Thus, the developing subject environment in preschool institutions should contribute to the implementation of all components of education and upbringing of children: cognitive, moral-integral and activity-based. Taking into account the recommendations for designing a developmental subject environment from the above authors, we tried in our group to create a developmental environment that would allow each child to show creative abilities, learn ways to imaginatively recreate the world and the language of art, realize cognitive-aesthetic and cultural-communicative needs in free choice . In a group room for universal use, the entire life of children is organized, here, in fact, the educational process takes place, here children take care of the inhabitants of the living area, participate in cleaning the room, and here their artistic independent activity is manifested. That is why increased demands are placed on the equipment and design of a group room. In our group, all benefits are placed so that a child can take them without asking permission. All together, it’s like a materialized message from adults to a child: “Choose! All this is for your activities. Experiment! Watch. Draw conclusions. Explore! An adult is needed here not at all for prohibitions, not for suppressing such natural childhood cognitive “research” interests, but to help in difficult cases. The leading activity of a preschooler is play. That is why the game is given exceptional importance. The playing space should have freely definable elements - unique spatial variables within the playing area that would give scope for invention and discovery. In the play area we have equipment for role-playing games, designed to simulate adult life through play, developing organizational skills in the child (for example, play furniture for the kitchen and bedroom, 3
screen house, Barbie room, hairdresser). In addition, there is also play equipment for the creative design of a subject environment commensurate with the child’s age, as well as for recreation and games (LEGO-type construction sets, soft modules). The play area has the possibility of changing it in accordance with the tastes and moods of the children, as well as taking into account a variety of pedagogical tasks. These are light partitions, screens, built-in and attached cabinets, retractable and sliding tables and shelves that can be moved, forming new rooms and transforming existing ones. A cozy corner with upholstered furniture and home furnishings has a positive effect on the child’s emotional well-being, creates a sense of self-confidence and security, increases the child’s self-esteem, and creates a sense of involvement in the life of the kindergarten. The group has easels, pieces of linoleum on the floor and on the wall for drawing with pencils and crayons, modeling machines and other equipment for children’s independent artistic activities (sheets of paper and albums, brushes, paints, pencils, felt-tip pens, multi-colored crayons, plasticine, clay, tables for working with various materials, boards for drawing with chalk, stands for working with plasticine, jars for water, etc.). All materials are suitable for work: pencils are sharpened, felt-tip pens are fresh, brushes are serviceable and clean. 4
There are corners with different types of theater. A new model of room arrangement allows the child, on the one hand, to participate in joint activities with peers, and on the other hand, to be alone, which is very important for weakened children. For this purpose, various “privacy corners” have been created using screens, closets, and non-standard equipment for the child’s play and relaxation. 5
New generation equipment and toys are appearing in kindergartens that promote child development, which, unfortunately, are not enough. We overcome these difficulties by self-made, including with the involvement of a parent. Of particular importance in the development of a child are the so-called substitute objects, which contribute to the development of imagination, the iconic symbolic function of thinking in play. The groups have original didactic material prepared by the staff (for the development of sensory skills, fine motor skills, story games, etc.). A large place is occupied by the so-called learning space, consisting, for example, of several thematic zones, such as “Math House”, “Letter City”, “Outer Space”, “Right City”. These areas contain equipment for teaching independent problem solving and for preparing for school (a set of developmental aids in grammar and mathematics), didactic material for the development of the child’s logical, emotional, intellectual, tactile abilities, fine motor skills and sensory, the child’s initial acquaintance with skills traffic V game form(various lotto, puzzles, lacing, mathematical aids, puzzles, soft toys, art albums, floor game “The ABCs of Traffic”, with the structure of the solar system and planet Earth (globe, world map, map of the Universe). 6
Ecological spaces of our group room:  A corner of nature, where in its design, in addition to living vegetation, various natural materials are used (roots, driftwood, crafts made from birch bark, cones, dry grass, etc., collected during walks and excursions into nature, and performed together with children);  Experimental corner. It is created to develop children's cognitive interest, interest in research activities and contributes to the formation of a scientific worldview. At the same time, the experimental corner is the basis for specific play activity child (the work involves turning children into “scientists” who conduct experiments, experiments, observations). Setting up an experimental corner does not require large additional costs. Recycled materials, in particular packaging materials (cups, food boxes, etc.) are used as equipment and materials for conducting experiments. 7
 “Weather Calendar” is somewhat similar to the experimental corner in terms of its creation goals. Only in this case, not an experiment, but observation is used to develop cognitive interest. Together with the teacher, children observe changes in the weather and learn to find the relationship between temperature and seasonal manifestations. And a visual representation of this relationship helps children develop imaginative perception.  A landscape corner visually reproduces part of the area. As a result, the child has the opportunity to get acquainted in more detail with representatives of the fauna and flora of this part of the planet. 8
9
A subject-development environment should serve the interests and needs of the child, enrich the development of specific types of activities, provide the child’s zone of proximal development, encourage him to make conscious choices, put forward and implement his own initiatives, make independent decisions, develop creative abilities, and also shape the personal qualities of preschoolers and their children. life experience. It should be varied, rich, non-standard, changeable.
Literature:
1. Babunova T.M. Creation of a subject-development environment. //Sat. Polyakova M.N. Building a developmental environment in a preschool institution. /Preparing for certification: A manual for teachers of preschool educational institutions. - St. Petersburg: Childhood-PRESS, 2000. 2. Krylov E. School of creative personality.//Preschool education. - 1992. - No. 9-10 3. Mikhailenko N., Korotkova N. Preschool education: guidelines and requirements for updating the content.//Preschool education. – 1992. - No. 5-6. 4. Novoselova S. Developmental subject environment: Methodical recommendations on the design of variable design projects for a developing subject environment in kindergartens and educational complexes L.N. Pavlova. 2nd ed. – M.: Airess-Press, 2007. – 119 p. 5. Novoselova, S.L. Developing object-based play environment of childhood: the world of “Quadro” / S.L. Novoselova // Preschool education. –1998. –No. 4. –P.79. 6. Petrovsky V.A., Klarina L.M., Smyvina L.A.. Strelkova L.P. Building a developmental environment in a preschool institution. - M., 1993 10
7. Yasvin V.A. Educational environment: from modeling to design. - M.: Smysl, 2001 11

Download:

Preview:

Demidova E.V.,

Teacher-psychologist MBDOU Irkutsk

Kindergarten combined type No. 150

"Teremok"

CREATION OF A DEVELOPING SUBJECT-SPATIAL ENVIRONMENT IN A PRESIDENTIAL INDUSTRY.

Subject development environment– a system of material objects and means of activity of a child, functionally modeling the content of the development of his spiritual and physical appearance in accordance with the requirements of the basic general education program preschool education. When creating a subject-development environment, it is necessary to be guided by the following principles:

• multifunctionality of the environment: the subject development environment should open up many opportunities, provide all components of the educational process and in this sense should be multifunctional;
• transformability of the environment, which is associated with its multifunctionality - this is the possibility of changes that allow, depending on the situation, to bring to the fore one or another function of the space (in contrast to monofunctional zoning, which strictly assigns functions to a certain space);
• variability, in accordance with which the nature of the modern educational process should be presented with a framework (core) project of a subject development environment, specifying its model options for different types of preschool educational institutions as prototypes for specific environmental options developed by practicing teachers themselves.

The subject-development environment must be sufficiently connected so that a child moving from one type of activity to another feels them as interconnected life moments, and at the same time must be sufficiently flexible and controllable both on the part of the child and on the part of the teacher.

The developing subject environment contains sociocultural and natural subject resources that ensure the development of various types of child activity.

The developing subject environment of childhood is a system of conditions that ensures the full development of children’s activity and the child’s personality.

The subject-development environment changes depending on the age characteristics of the students, the period of study and the program implemented by the teachers. Light furniture and screens allow you to limit or expand the playing space. It is important to remember that the child does not “stay” in the environment, but overcomes, “outgrows” it, constantly changes, becomes different in every next minute.

Junior preschool age.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.

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

Middle preschool age.The fifth year of life is a period of intensive growth and development of the child’s body. For children of this age, it is important to establish a reasonable motor mode, create conditions for organizing a variety of outdoor games, game tasks, and musical and rhythmic exercises.

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

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

Senior preschool age.In older preschool age, intensive development of the intellectual, moral-volitional and emotional spheres of the personality occurs. Go to senior group is associated with a change in the psychological position of children: for the first time they begin to feel like elders among other children in kindergarten. The teacher provides conditions for the development of children's independence, initiative, and creativity.

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

In the "Concept for preschool education» sets out 8 principles for building a developmental environment in preschool institutions.

1. The principle of distance, position during interaction, which focuses on organizing a space for communication between an adult and a child “eye to eye”, which helps to establish optimal contact with children. This makes it possible for the teacher to get closer to the position of the child, and for the child to “rise” to the position of a teacher.

2. The principle of activity, independence, creativitymanifests itself and is formed in children and adults through their participation in the creation of their objective environment. This principle can be realized using diagnostic data from children, as well as a survey of parents, which allows us to learn more about the child’s character, his interests and inclinations.

3. The principle of stability - dynamism, providing for the creation of conditions for changing and creating the environment in accordance with the tastes, moods, and changing capabilities of children. The subject-development environment changes depending on the season, the age characteristics of the students, and the period of study.

4. The principle of integration and flexible zoning, which realizes the possibility of constructing non-overlapping spheres of activity and allowing children to simultaneously engage in different types of activities without interfering with each other.

5. The principle of emotionality of the environment, individual comfort and emotional well-being of each child and adult, carried out with optimal selection of incentives in terms of quantity and quality. Since a child is in kindergarten all day, the developmental environment must be emotionally rich, and the equipment must be attractive to children.

6. The principle of combining conventional and extraordinary elements in the aesthetic organization of the environment.The group should not only be cozy and comfortable, but also beautiful. A good group interior develops taste and a sense of beauty.

7. The principle of openness - closednesscan be presented in several aspects.

• Openness to nature. Unity of man and nature.Daily work activity, observations, experimentation in ecological zones gradually lead to the understanding that nature can not only be enjoyed, admired, admired, but that it needs help, caring hands and protection.
• Openness of one's “I”.The teacher respects the interests, needs and capabilities of each child, especially the results of his productive activity: Every day, drawings, crafts, and the results of children’s verbal creativity (poems, stories, fairy tales) appear on the “wall of creativity.” Collective children's works are widely used in group design.
• Openness to society.Parents have a special right to participate in the life of the kindergarten. Creating a subject-developmental environment is impossible without the participation of parents.

8. The principle of taking into account gender and age differences in children.When creating a subject-developmental environment, it is necessary to take into account the age characteristics of pupils, interests, and inclinations of boys and girls.

Building a subject environment is external conditions pedagogical process, allowing you to organize the child’s independent activities aimed at his self-development under the supervision of an adult.

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

Undoubtedly, each teacher has his own idea of ​​a cozy group, in which everything is harmonious, variable, comfortable, functional and spacious. But how to realize this dream, especially if your whole life takes place in one room? This problem is partly solved with the help of built-in furniture. Open shelving systems will not clutter up the room, but will act as space dividers: thanks to them, a group room can be divided into centers (zones). The symbols of each center, or corner, will allow children to easily navigate the group. Racks and open shelves will allow air and light to freely penetrate into all corners of the room and will give the teacher the opportunity to observe the child in the process of his activities from a distance. Practical and convenient to use are mobile furniture elements on casters (pedestals, podiums, tables), which can be easily moved indoors and given a variety of functions.

Properly selected and arranged furniture and rationally used space in a group room will save space, create comfort and add a “zest” to the interior.

So, we can conditionally divide the group room, locker room, dining room into zones (centers):

• Working (science center - a corner of nature, experimentarium; art center; center for musical and theatrical activities; center for entertaining mathematics; etc.)
• Calm (literacy center; game library; etc.)
• Active (center for role-playing games; construction center; health center; etc.)

It is necessary to set up a “Creativity Stand”, where each child will have the opportunity not only to get acquainted with the result of someone’s creative activity, but also to find out the name of the author.

At the “Friendly We Are on Duty” stand, children optionally attach badges opposite the “Center” symbol, where they would like to be on duty that day.

MBOU Central Educational Institution No. 18 educational building "Rostock"

Project on the topic:

Developmental subject-spatial environment

Prepared by: teacher Kulikova Yu.V.

Tula, 2017

1. Project goal

2. Project objectives

3. Relevance of the project

4. Characteristics of contradictions

5. Theoretical foundations project

6. Principles methodological development

7. Participants in the project implementation

8. Characteristics of the activities of teachers and parents of children in the created subject-developmental environment

9. Novelty of the project

11. Layout of the group (room)

12. Planned results and prospects for improvement

“By watching children, we ultimately see

that the path to proper education lies through the organization of the environment...”

L.S.Vygotsky

1. Project goal

The goal of the project is to organize and update the developing subject-spatial environment in middle group in accordance with the Federal State Educational Standard for Educational Education, which promotes the harmonious development and self-development of children.

2. Project objectives

The objectives of the project are:

analyze modern requirements for the organization of a developing subject-spatial environment by studying psychological and pedagogical literature and methodological recommendations;

introduce into practice new approaches to organizing a developing subject-spatial environment, taking into account the age characteristics of children;

involve parents in active subject-transformative activities in the interior of the group.

3. Relevance of the project

Relevance of the project: a child’s acquaintance with the world around him begins from the first moments of life. Children always and everywhere in one form or another come into contact with objects and phenomena of the world around them. Everything attracts the child’s attention, surprises him, provides rich food for child development.

The issue of transforming the developing subject-spatial environment of preschool educational institutions is particularly important today relevant. This is due to the new law “On Education in Russian Federation", which came into force on September 1, 2013, the introduction of the Federal State Educational Standard for Preschool Education into preschool education from 01/01/2014.

In connection with the adoption of the Federal State Educational Standard for Preschool Education, as well as changing regulatory, administrative, economic, sociocultural conditions, preschool organizations pay special attention to organizing and updating the child’s developmental environment.

For harmonious development children preschool age, traditional ways need to change organizing a developing subject-spatial environment that is capable of ensuring the socio-cultural development of a preschooler, meeting the needs of his current and immediate development, building subject environment, taking into account the peculiarities of perception of the world modern child , and it is necessary that it looks aesthetically pleasing.

4. Characteristics of contradictions

It must be remembered that the development environment cannot be built completely; “tomorrow” it will no longer stimulate development, and “the day after tomorrow” it will stop slowing it down. Thus, the child’s environment requires constant changes, the environment must “grow” with the child; Moreover, the child himself must change the environment, adapting it to himself.

Some development centers are located permanently, others are dispersed throughout the group. More concentrated game center, although gaming activities can be carried out in other centers.

5. Theoretical foundations of the project

Developmental subject-spatial environment of a group room – part of the whole educational environment preschool organization, which is considered as a system of material objects and means of activity of the child, functionally modeling the content of the development of his spiritual and physical appearance, for mastering cultural methods of activity, with a focus on the specifics of national, sociocultural and other conditions in which it is carried out educational activities.

In accordance with the Federal State Educational Standard of Preschool Education and the Basic Educational Program of the Preschool Educational Institution, the developing subject-spatial environment (DSES) of the group is created by teachers to develop the individuality of each child, his positive socialization, the comprehensive personal development of the child, the development of initiative and creative abilities.

To accomplish these tasks, the RPPS must be:

- transformable– ensure the possibility of changes in the educational program depending on the educational situation, including the changing interests and capabilities of children;

- multifunctional– provide the possibility of diverse use of the components of the RPPS in different types of children's activities;

- accessible– ensure free access for pupils to games, toys, materials, and aids that provide all basic types of children’s activities;

- safe– all elements of the RPPS must comply with the requirements for ensuring the reliability and safety of their use, such as sanitary and epidemiological rules and regulations and fire safety rules.

6. Principles of methodological development

When building a developing subject-spatial environment, groups should take into account the following principles:

1. the principle of distance, position during interaction;

2. the principle of activity, independence, creativity;

3. principle of stability, dynamism;

4. principle of integration and flexible zoning;

5. the principle of emotionality of the environment, individual comfort and emotional well-being of each child and adult;

6. the principle of combining conventional and extraordinary elements in the aesthetic organization of the environment;

7. principle of openness - closedness;

8. the principle of taking into account gender and age differences in children.

Building a developmental environment taking into account the stated principles (the concept of V.A. Petrovsky) gives the child a sense of psychological security, helps the development of personality, abilities, mastery of methods of activity, taking into account his inclinations, and level of creativity.

The principles of equipping the RPPS address those main types of activities that are aimed at children’s acquisition of experience in five educational areas, including the types and types of equipment, thus allowing the RPPS to be adapted to the specific tasks of the preschool educational institution. The types of gaming tools included in the list are varied and create necessary conditions for the activities, communication, interaction and cooperation of the child with adults and peers, ensuring the successful solution of developmental tasks for all educational areas: communicative and personal development, cognitive, speech development, artistic, aesthetic and physical development.

Direction of educational areas taking into account complementarity and taking into account the requirements of the Federal State Educational Standard for Education

When organizing a developmental subject-spatial environment for children in the group, several options for its construction were used:

1. Zoning of space is carried out using mobile means - arranging furniture and equipment.

2. Organization of activity centers based on the integration of content and activities in the five areas of the Federal State Educational Standard for Education.

3. Implementation of the principle of activity through the creation of a spatial environment that provides the child with the opportunity to move.

7. Participants in the project implementation

Participants in the project implementation are teachers, children and parents.

8. Characteristics of the activities of teachers and parents of children in the created subject-developmental environment

Content Update subject environment in a group entails expansion and diversity activities of teachers and children. Thoughtful interior of a group room, designed according to color scheme, has a positive effect on the mood of both children and adults. Pupils get acquainted with new equipment with interest, try their hand at one or another activities. Ambient Wednesday allows them to choose activities according to their interests, and the teacher - to direct the children's activity. By creating different zones and corners, the teacher offers preschoolers to do what they love (drawing, design, research activities, implementing thus the potential development, as well as the need for recognition and self-expression. By observing children, the teacher receives a lot of interesting and valuable information. This helps him to be thoughtful and rational organize and adjust the group space in the future..

When organizing the RPPS, the teacher actively interacted with the students’ parents, using the information and communication form of work. Meetings and consultations with parents were held, where the teacher periodically communicated with parents and various issues related to the organization of the RPPS were discussed.

And how the result of the work done, the teacher notes that parents have become interested in the life of the kindergarten, they actively respond to the teacher’s suggestions in creating conditions for the development of children.

9. Novelty of the project

The novelty of the project lies in the development and creation of an original modern subject-development environment in the conditions of a specific preschool educational institutions groups using comfortable, modern, safe, colorful aids and equipment, allowing you to attract attention and be competitive in the educational services market.

The group consists of the following premises:

I – reception;

II – group;

III – bedroom.

12. Planned results of the project implementation and prospects for improvement

Planned results of the project:

increasing the psychological and pedagogical competence of the teacher in the formation and use of a developing subject-spatial environment;

transformation of the group space in accordance with age characteristics and requirements of the Federal State Educational Standard for Educational Education and with the introduction of new approaches to organizing the group environment;

positive attitude of parents towards the creation of a developing subject-spatial environment in the group;

will ensure the integrity of the pedagogical process and create an environment that meets the needs of the current, immediate and future creative development every child;

will create a creative atmosphere in the work of teachers;

will promote free orientation in space and time, will help students easily adapt to the peculiarities of school life.

The advantage of the created environment is that it is possible to involve all children in active independent activities. Each child chooses an activity of interest in any center, which is ensured by a variety of subject content, accessibility and ease of placement of materials. It was noted that pupils have less conflict with each other: they rarely quarrel over games, play space or materials, because they are passionate about interesting activities. The positive emotional mood of children indicates their cheerfulness, openness, and desire to attend kindergarten.

Prospects for improving the RPPS: the search for innovative approaches to organizing a subject-development environment continues, the main criteria being creativity, talent and imagination.

I believe that the presented model can be improved by including a group of interactive equipment in the educational space. For example, an interactive table, an interactive whiteboard, a set of gaming tablets or an interactive sandbox would greatly enhance the opportunities for children to be involved in a variety of activities.

Marina Zvereva
Technology for creating a developing subject-spatial environment

Before you start working on change developing subject-spatial environment you need to study the documents containing regulatory requirements. The list is on your screen, of course it is not all.

Next step.

Select a program.

After working with regulatory documents, you need decide with the educational program in which you will work.

Our kindergarten operates according to the program "From birth to school" edited by N. E. Veraksy, T. M. Komarova, M. A. Vasilyeva.

Focusing on the objectives and content of educational work with children in your group, make a list of aids, equipment, games and materials.

Write out:

Educational – methodological manuals necessary for education and training;

Games and gaming materials for independent children's activities;

Special equipment for children's activities (play corners, slide, screen, etc.).

In our kindergarten, this list is issued in the form of a group passport.

This is a folder with files, which is supplemented with materials throughout the year. Made by the hands of teachers, children and parents, as well as equipment purchased by the institution.

Based on the results of the first year of work in the project, we can recommend the following equipment. Over the past year, these modules have proven themselves well in our group.

Next step

Define spatial placement of equipment in the group and additional rooms (in the bedroom, dressing room, etc., adhering to the principle of non-rigid centering.

This can be done either on a computer or on paper, as we did.

First, you need to divide a sheet of paper into zones: active, working, calm. Then take and cut out, for example, conventional furniture from cardboard and place it on this sheet. This will significantly reduce your time and eliminate unnecessary work on rearranging furniture in the group.

Also when distribution Furniture needs to take into account the age characteristics of children.

Place furniture and large equipment according to the layout plan. Fill the equipment gaming materials, necessary in the first two to three months of work.

Explore interests preferences, characteristics of children of the group (based on conversations with children and parents, parent surveys) and make adjustments to subject-development environment taking into account the information received and available opportunities.

Even a left-handed child can be understood as a child's peculiarity. We have such a child in our group and we purchased left-handed scissors especially for him.

Next step

Consider the sequence of making changes to subject-spatial environment throughout the year, taking into account the content of the educational program, the acquisition of new gaming materials and the initiative of children.

This created an unclaimed space in our group. One of the girls brought a adding machine and Sberbank booklets to the group, which her mother, a bank employee, gave her. This machine aroused such interest that after 3 days a corner appeared in the group - a savings bank.

Taking into account the initiative and interests of children, we swapped the center of the role-playing game and created a corner of privacy. In our group it is also called "center of psychological relief". That's what it's there for posted: jar - shouting, bag - laughter, relaxing mat.

Groups should not only be safe and comfortable, but also stimulate child development, solve educational problems. For this purpose, in our kindergarten there was a technological map has been created. Content technological maps change according to thematic planning. There is an example on the screen like this technological map .

Subject-spatial development environment should stimulate children's activity. Develop qualities such as: independence and initiative. For this purpose, schemes for working with this or that material are introduced into the centers, rules for working in the centers are indicated, are offered games and tasks of different difficulty levels.

This is the experience creating a subject-developing environment has developed today in our garden. What recommendations will we take into account when forming developing space this year? It is imperative to photograph all initiatives and changes in subject environment. This allows you to track the dynamics of the work done and notice errors in time. Thank you for your attention1

Publications on the topic:

Analytical report on creating a subject-spatial developmental environment in an early age group group early age"Droplets" in 2015-2016 academic year 17 children aged 2-3 years attended, of which 9 were girls and 8 were boys. Group I.

Design project for creating a subject-developing environment “Visiting Lesovichka” Design project for creating a subject-developing environment "Visiting Lesovichok." Relevance. A modern preschool educational institution is an amazing world where a child is.

In order to provide a system of conditions necessary for the development of various types of activities, correction of deviations in the development of children, etc.

The developing subject-spatial environment of our group is organized in such a way that every child has the opportunity to do what he loves.

Developing subject-spatial environment Objectives: increasing the professional level of the teacher; creating conditions for quality

Organization of a developing subject-spatial environment in the junior group The issue of organizing the developing subject-spatial environment of preschool educational institutions is particularly relevant today. This is due to the introduction of the Federal.

Topic 6.

Subject environment is a system of subject environments rich in games, toys, manuals, equipment and materials for organizing independent creative activity of children (S. L. Novoselova).

Developmental subject environment– a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development (S. L. Novoselova). The meaning of the developmental environment lies in its stimulating indirect impact on the child’s personality of objects, toys, furnishings, etc.

Enriched environment- this is a subject environment that presupposes the unity of sociocultural and natural means of ensuring a child’s varied activities (S. L. Novoselova). Goal: to develop the child as a subject of his inherent activities, interacting with people around him and the world of things for self-knowledge and knowledge of the environment.

Developmental subject environment of childhood– this is a system of conditions that ensure the full development of children’s activity and the child’s personality, his full physical, aesthetic, cognitive and social development.

Components of a developing subject environment:

o natural environment;

o cultural landscapes (park, garden);

o physical education, games and health facilities;

o subject-game environment;

o children's library;

o game library and video library;

o design studio;

o musical and theatrical environment;

o subject-developmental classroom environment;

o computer and gaming complex;

o centers - a new element of the developing subject environment (center for local history, games and toys, etc.);

o ethnographic and natural museums;

o canteens (cafes);

o ecological path on the territory of a preschool educational institution, etc.

Basic components form the basis for creating variable development environment projects. Each project can include all components or select some of them.

Components of developing preschool educational institutions(Yu. M. Horowitz):

1. Space intellectual development and creativity:

Game room (has stable equipment aimed at a certain age);

Universal play zone - the central zone of a preschool educational institution with a high degree of transformability of space and equipment, with thematic subzones: sports, games;

Design studio for artistic and creative activities.

2. Space of physical development:

Motor and sports games(sports grounds with appropriate equipment);

Water area (swimming pool, attraction showers, sauna).

3. Space environmental development:

Landscape areas (natural and artificial relief, artificial waterfalls, picturesque hills, etc.);

Natural environment(landscaping);

Areas for agricultural work (vegetable garden, greenhouse);

Green corners in the interior of a group room;

TAVSO for the implementation of “ecological programs” (landscapes in different climatic zones, wildlife).

4. Computer space: computer room; games room; sports complex; room for psychological relief.

Main characteristics of the development environment (M.N. Polyakova):

1. Comfort and safety of the environment.

2. Providing a richness of sensory experiences.

3. Ensuring independent individual activities of preschoolers.

4. Providing opportunities for research and learning.

5. Possibility of including all children in the group in cognitive activities.

A guide in designing a developmental environment preschool institutions the principles of its construction, reflected in the concepts, stand out.

Principles of creating a subject environment reflected in the document “The concept of building a developmental environment for organizing the lives of children and adults in the preschool education system”, developed by the author. a team led by V. A. Petrovsky (1993).

The concept of S. L. Novoselova (1995) reveals main characteristics of the developing subject environment:

o unity of style;

o the scale of the object space with the actions of the child’s hand, his growth and the object world of adults;

o compliance with ergonomic requirements.

Algorithm for creating a subject-developmental environment in a group of preschool educational institutions(M. N. Polyakova):

1- Formulation of goals and objectives. Determining priority areas of child development and highlighting the features of the selection of objects for organizing the subject-spatial environment of the group.

2- Determination of educational and methodological aids necessary for the training and education of preschool children; selection of games and gaming materials for independent children's activities, equipment for various types of children's activities (play corners, slide, theater screen, etc.).

3- Drawing up a list of additional equipment intended to accommodate gaming material and teaching aids, providing routine moments (tables, racks, shelves, containers for toys, chairs, etc.).

4- Assessment of the available resource of equipment and materials in the group, selection necessary materials, benefits, equipment. Excess equipment (not needed in the near future) should be stored in the utility room or offered to colleagues from other groups for work.

5- Determination of the spatial placement of equipment in a group and additional rooms (bedroom, dressing room, washroom and other rooms) based on the principle of zoning.

6- Placement of furniture and large equipment according to the diagram. Filling the space with gaming materials necessary in the first 2-3 months of work.

7- Studying the interests, preferences, characteristics of children in this group and making adjustments to the subject-development environment, taking into account the information received and the available capabilities of the kindergarten.

8- Thinking through the sequence of making changes to the subject-spatial environment throughout the year, taking into account the content of the educational program, the expected dynamics of children's development, and the acquisition of new materials and equipment.