Spatial objectively developing environment of a preschool educational institution. Methodological foundations of the organization of a subject-developing environment in the middle group

20.06.2019

All centers of the developing environment in our group are interconnected and united by the tasks implemented in the main general educational program of preschool education "From birth to school" (edited by N.E. Veraksa, TS Komarova, M.A. Vasilyeva. -Moscow: Mosaic - Synthesis, 2010).

The subject-development environment is a system of material objects of the child's activity, the unity of social and objective means of ensuring the various activities of children.

When organizing a subject-spatial environment in a kindergarten, the activities of all preschool teachers are necessary, because a variety of toys is not essential for the development of children.

When creating a subject-developing environment for children, it is necessary to pay attention to its developing character. The objective world should ensure the realization of the child's need for active and diverse activities.

The subject-development environment allows you to enrich the experience of the child's emotional and practical interaction with peers and the teacher, to include all children in the group in active cognitive activity. The environment stimulates the development of independence, initiative, in which children realize their abilities.

When creating a developing environment for a group, it is very important that the environment surrounding the children is comfortable and aesthetic. Beauty shapes the child. Therefore, great attention should be paid to the aesthetics of the corner. Its design should be attractive to children and make them want to be independent. At the same time, it is necessary to teach children to maintain order in the corner and to cultivate a respect for toys.

One of the tasks of the educator is to create a versatile developmental environment for each child in order to give him the opportunity to express himself. A large number of play equipment and materials for creative activities must be made by the hands of educators.

We invite you to familiarize yourself with some of the corners of our senior kindergarten group.

The group room is a rectangular room, along the perimeter of which there is furniture, children's tables for classes, board games, and meals.

The entire group space is divided into centers that are available to children: toys, didactic material, games. Children know where to get paper, paints, pencils, natural materials, costumes and paraphernalia for staging games.

Zone of motor activity

The need for movement is an important task in organizing a subject-developing environment. A large space in the group is allocated for this, there are various equipment: wickets, tunnels, balls, hoops, wheelchairs and toys on wheels, bags filled with sand, soft bricks, multi-colored flags, ribbons, etc.

In the "Zone of physical activity" there is a "health track", massage mats, balls, gymnastic sticks, hoops, throwing balls, rings, attributes for outdoor games.

Musical and theater center

Children are delighted with our music and theater center. There are musical instruments that give children a lot of joyful minutes, various musical didactic games. In addition, they develop the child's phonemic hearing and sense of rhythm.

We try to introduce children to various types of theater, so that each child can choose exactly the theater that is closest and most convenient to him. Here we have a table theater, finger theater. Meeting with a doll helps children to relax, relieve tension, create a joyful atmosphere. The theater activity corner is equipped with - a screen for a puppet theater, theater toys.

Mummer corner

The corner of the dress is a necessary attribute of the group. Guys dress up with the help of an adult in kerchiefs, capes, skirts, costumes of different characters. We fill the corner of dressing up throughout the school year, gradually introducing new attributes: beads, hats, ribbons, attributes, elements of costumes for role-playing games. It is desirable that this corner would be helped by the parents, with the material that is in their home and they no longer need.

Corner of nature

A corner of nature - introduces children to the available phenomena of nature, recognizes pets and their cubs in pictures and toys, learns to distinguish vegetables and fruits by their appearance.

Children learn to generalize the results of their observations of natural objects by keeping a weather calendar. If at a younger age only basic weather phenomena (rain, snow, sun, wind) are noted on it, then at an older age, it becomes more complex.

Book corner

In the corner for artistic activities - a book corner - books, literary quiz games, plot pictures.

Since the development of active speech is the main task of the development of children, in the center of a favorite book and speech development, sets of subject pictures, sets of plot pictures, games for cognitive development and speech development, portraits of writers and poets are selected. Children love it when we read books with them and look at pictures, so here we have a lot of books on the program.

A place for seclusion

A place for solitude is organized in the group - where children can look through their favorite book, and just sit and relax from the children's team. In this simple way, the creation of "your" personal space is achieved.

Dressing room

I would like to tell you a little about the design of the dressing room. There is a panel "Our group" with photos of children attending the group.

There is a corner for parents, a corner-exhibition of children's art works and a modeling corner, where children's works are also exhibited.

A purposefully organized subject-developing environment in a preschool institution plays an important role in the harmonious development and upbringing of a child.

The created aesthetic environment gives children a feeling of joy, an emotionally positive attitude towards kindergarten, a desire to attend it, enriches them with new impressions and knowledge, encourages active creative activity, and contributes to the intellectual development of preschool children. Such an organization of the subject-spatial developmental environment of the group seems to us the most rational, since it takes into account the main directions of the child's development and contributes to his favorable development.

Game center "Living room"

The main activity of children is play. In our center "Living Room" toys are collected that introduce children to the surrounding household items. Children not only get acquainted with subjects that are new to them, but also learn to act with them. And then they transfer the acquired knowledge and skills into everyday life.

In the group, the play environment is filled with a variety of materials and equipment. These are, first of all, toys-characters, cribs and strollers for dolls, kitchen furniture with a set of large toy dishes, an ironing board with an iron, etc., They bring joy and pleasure to children, form ideas about the world around them, and encourage active play activities.

The group has a special play corner, equipped according to the principle of matching games according to play areas: "Hospital", "Kitchen", "Canteen", "Hairdresser". The separate lower drawers contain building material that children enjoy using while playing.

The game centers contain all the attributes for this topic. For example, for a game:
in the "Hospital" there are gowns and medical devices (instruments), all-possible vials and pill boxes;
for the corner of the road - various cars, road signs,
for playing in the "Hairdresser" - drapes, hairdressing kits (tools), bottles, boxes, photographs with model haircuts.

Thus, the diversity and richness of sensory impressions, the possibility of a free approach to each center in the group, contribute to the emotional and intellectual development of the pupils. The environment allows them to choose activities according to their interests, and the educator to guide the children's activities. By creating various zones and corners, the teacher invites preschoolers to do what they love (drawing, design, research), thereby realizing the development potential, as well as the need for recognition and self-expression. Observing children, the teacher receives a lot of interesting and valuable information. This helps him to thoughtfully and rationally organize and adjust the space of the group in the future, and also provides an opportunity for creative self-realization and organization of the educational process at a new qualitative level.

Evgeniya Kabus

Age group Nikolaev branch of the Svetlolobovskaya secondary school No. 6.

Organization subject-developing environment in the preschool educational institution is built in conformity with the principles of the program "From birth to school" edited by M. A. Vasilyeva, N. Ye. Veraks and T. S. Komarova.

The space of our group organized in the form of delimited zones, equipped with various educational materials(books, toys, materials for creativity, developmental equipment, etc..). Everything items are available to children... V conformity with thematic planning of the educational process, the equipment of the corners is changed or supplemented with the necessary materials.

Such an 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. All furniture group located along the walls, which made it possible to free the central part for development motor activity of children. But at the same time, all parts of space have movable, transformable boundaries. Space group varies depending on the educational situation, including the interests and capabilities of the child.

Subject-spatial developmental environment in a group organized according to requirements FSES where all five educational areas:

Artistic and aesthetic development

Speech development

Cognitive development

Socio-communicative development

Physical development

EDUCATIONAL AREA "Artistic and aesthetic development»

In the corner "Drawing" for development children have everything they need to embody new ideas and productive activities (stencils, coloring, album sheets, gouache, brushes, sippy bottles, pencils, plasticine, etc.). This activity is aimed at getting something new, unique. In the reception there is always a place for children to work, their creativity. A corner has been decorated in which we place children's drawings and applications. In the drawing corner, something is constantly changing, depending on the lexical topic and the development of any new techniques.

In the corner "Theatre" there are various masks for acting out scenes, elements of costumes, as well as a puppet theater. Children are happy to take on various roles, which increases interest in fairy tales, to memorize them and cheers up.

In the music corner there are musical instruments (xylophone, maracas, pipes, drum, tambourine, harmonicas, etc.), as well as a music center.

EDUCATIONAL AREA "Speech development»

Book corner "Read it" the content of which corresponds to age characteristics of children of different ages, implemented in the preschool educational program.

In this corner, the child has the opportunity to independently choose the book he likes and calmly examine it. In the process of carefully examining the illustrations, the child is introduced to the fine arts.

EDUCATIONAL AREA "Cognitive development»

The corner of nature includes a weather calendar, marking the weather on the calendar, children consolidate the knowledge gained during the observation of nature. In this corner there are didactic games and benefits: "Who lives where?", "A whole year", "Zoo", "Gifts of Summer", Big and small ", "Live Geography" and etc.

Experimentation Corner presented the presence of a variety of containers for experimental activities with water and bulk, watering can, natural material for experiments.

Touch Corner development presented a variety of games and manuals for development of logic, thinking, attention. There are also various types of mosaics, loto, different in shape, color and material, games aimed at development of fine motor skills of hands.

EDUCATIONAL AREA "Social and communicative development»

The state symbols of Russia are placed in the moral and patriotic corner. The corner is filled with fictional literature on local history and literature about the region, photographs of animals, plants, localities of the native land.

The traffic rules corner and the safety corner contain a layout of a traffic light, posters of the main traffic rules, road signs, emergency services, safety rules, rules of conduct in case of fire, fire safety rules, as well as various didactic games and illustrations.

Duty Corner. In this corner there are a duty diagram, aprons, attendant badges, photos of attendants. Duty presupposes child's performance of service-oriented work group... Thus, children master the main cultural modes of activity, show initiative and independence in various activities.

EDUCATIONAL AREA "Physical development»

The corner of health contains both a traditional physical education equipment: hoops, skipping ropes, balls of different sizes, skittles, games on development of accuracy; and not traditional, made by the hands of teachers and parents: foot massage mat, dumbbells filled with sand (for boys) and water (for girls) and etc.

There are also play corners

This is how our bedroom is decorated

And the reception

Output: subject-spatial developmental environment in a group allows each child to find something to their liking, has the character of an open, open system, helps to carry out independent activities of children in developing corners, and not receive ready-made knowledge from the educator. Content subject development environment is gradually filled with a variety of materials, games, illustrations, attributes for child development.

Related publications:

The musical environment becomes one of the components of the pedagogical system and is a musical accompaniment to the life of children.

Subject-spatial developmental environment in accordance with the Federal State Educational Standard in the middle group The organized developing subject-spatial environment in our middle group provides every child with equal opportunities to acquire.

Subject-spatial developmental environment in the senior group in accordance with the Federal State Educational Standard. Subject-spatial developmental environment in the senior group in accordance with the Federal State Educational Standard The issue of organizing the developmental subject-spatial environment.

Organization

developing

subject-spatial

environment of the preschool educational institution in connection with

the introduction of the Federal State Educational Standard.

Senior Educator

MBDOU No. 97

Olga A. Shumskikh

Nizhny Novgorod

2015

The relevance of creating a developing subject-spatial environment.

The issue of creating a developing subject-spatial environment is particularly relevant today.

This is due to the introduction of the Federal State Educational Standard for Preschool Education, order

Ministry of Education and Science Russian Federation approved on October 17, 2013 No. 1155 and entered into force on

FGOS DO is a general DO document that discloses the requirements: (in FGT - there are 2 of them, in FGOS - 3 T),to the structure and content of the program, to the conditions implementation of the program,and to the results of the programfor preschool education. According to the Federal State Educational Standard, special attention is paid to the conditions of the subject-spatial environment.

At the center of the subject-spatial developmental environment is the child with his needs and interests, and the educational institution (teaching staff) offers high-quality educational services aimed at developing the identity, uniqueness and individuality of each person.

According to the concept of S.L. Novoselova "The developing environment is a system of material objects of the child's activity, which functionally modernizes the content of the development of his spiritual and physical appearance."

The main goal of the Federal State Educational Standard is to create a developing environment that can ensure the creative activity of each child, allowing him to realize his own capabilities.

Developing subject-spatial environment- part of the educational environment, which is a specially organized space (group rooms, special rooms (sports, music hall) +adjacent territory, located at a short distance,adapted for the implementation of the Program, materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the peculiarities.)

The value of developing subject-spatial

Wednesday.

It must provide:

1.the possibility of communication and joint activities of children and adults

2. Motor activity of children

3. Opportunities for solitude (since there are always a large number of children in the group, the child wants to relax, retire, play on his own.)

Subject-spatial environment is designed on the basis of:

Educational program implemented in kindergarten;

Requirements of regulatory documents;

The existing conditions, preferences, level of development of children;

General principles of construction.

The spatial environment includes a set of spaces in which certain directions and educational areas should be traced, there are 5

FGT FGOS

1.Cognition. one. Cognitive development.

2. Communication. (Communication, Cognition)

3. Socialization. 2. Social - communicative

4. Security development. (socialization, labor

5. Labor. safety)

6. Reading thin lit.3. Speech development.

7.Hud. creation4. Arts. - aesthetic. development

8.Music music, art. development)

9. Health 5.Physical development

10.Phys. culture (health, physical culture)

Comparison of requirements for the development environment:

FGT to subject- FGOS to subject-

developing environment spatial environment

variability variability
polyfunctionality polyfunctionality
Transformability transformability
informativeness saturation
pedagogical accessibility

Feasibility of safety

3 of them have survived and 2 have changed.

When organizing a subject-spatial environment, our employees - educators are guided by the following principles:

1) The saturation of the environment must correspondage capabilities of children and the content of the program.

The organization of the educational space and the variety of materials, equipment and inventory should ensure:

play, cognitive, research and creative activity of all categories of pupils, experimenting with materials available to children (including sand and water);
physical activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
the possibility of self-expression of children.

2) The transformability of space presupposesthe possibility of changes in the subject-spatial environment depending on the educational environment and on the educational situation, including the changing interests and capabilities of children. Previously, stationary cabinets with shelves were used, where games were located, there was no talk of transformation, now children independently divide the space with screens, markers)

3) The multifunctionality of materials implies:

the possibility of various use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.
the presence in the group of polyfunctional (not having a rigidly fixed way of use) items, including those suitable for use in various types of children's activity, including as substitute items in children's play.

4) The variability of the environment implies:

the presence in the group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children;
periodic change of play material, the emergence of new objects that stimulate play, motor, cognitive and research activity of children.

5) The availability of the environment assumes:

accessibility for pupils, all premises of the group, where the educational process is carried out;
free access for pupils to games, toys, materials, manuals that provide all the main types of children's activity.

6) Security of the subject-spatial environmentassumes the compliance of all its elements with the requirements for ensuring the reliability and safety of their use.

As you know, the main form of work with preschoolers and the leading activity for them is play. That is why practicing teachers have an increased interest in updating the developing subject-spatial environment of a preschool educational institution.

The organization of the developing subject-spatial environment in a preschool educational institution, taking into account the Federal State Educational Standard, is built in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity.

Educators enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children. The object-spatial environment is organized so that each child has the opportunity to freely do what he likes.Placement of equipment in development centers (sectors) allows children to unite in subgroups according to common interests: design, drawing, manual labor, theatrical and play activities, experimentation. Required in the equipment are materials that activate cognitive activity: educational games, technical devices and toys, models, items for experimental - search work - magnets, magnifying glasses, scales, beakers, etc. a large selection of natural materials for study, experimentation, collection.

Modernization of the subject-spatial environment provides for a certain system of organizational measures with the teaching staff and parents of pupils, which contributes to improving the quality of the educational process in the preschool educational institution.

In kindergarten, we pay particular attention to equipping the subject-spatial environment. Availability of multifunctional materials; such as a variety of space markers, folding folding screens with various decorations, containers, modular material, play rugs, scraps of fabric, allow preschoolers to designate the play area, change the play space as they wish. Various objects, allowing their most varied use, serve as an indispensable element of any child's play. With their help, the child can replace the missing role attributes, realize any idea, find a non-standard solution.

An important stage in the development of the intellectual abilities of children -development of sign-symbolic functions... For this purpose, support schemes, plans, models of activity, algorithms of actions are presented in all groups, they allow you to systematize the ideas of children, orientate in space, develop thinking, memory and speech.

A rich subject-spatial environment becomes the basis for organizing an exciting, meaningful life and versatile development of each child. The developing subject environment is the main means of forming the child's personality and is the source of his knowledge and social experience.

The developing subject-spatial environment ensures the maximum realization of the educational potential of the group space and materials, equipment and implements for the development of preschool children, protection and strengthening of their health, taking into account the peculiarities and correction of their developmental deficiencies.

When organizing a subject-spatial environment, our employees are guided by the following principles:

1.the principle of distance position when interacting; One of the conditions of the environment, which enables the teacher to approach the position of the child, and the child to "rise" to the position of the educator, is furniture of different ages. In a modern preschool educational institution, such furniture has appeared that is easily transformed and makes it possible to put tables in different ways. Psychologists say that children, sitting at a round table, feel comfortable and protected, therefore they are active in educational activities.

2.the principle of activity of independence, creativity;

3. the principle of stability - the dynamism of the developing environment;The subject-spatial environment changes depending on the age characteristics of the pupils, the period of study and the program implemented by the teachers. Screens help to limit or expand the 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.

4. the principle of aggregation and flexible zoning;The living space in kindergarten should make it possible to build non-overlapping spheres of activity. This allows children, in accordance with their interests and desires, at the same time to freely engage in, without interfering with each other, different types of activities: physical education, music, drawing, designing, sewing, modeling, experimenting.

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

6. the principle of openness and closeness (nature, culture, I - image).Observing the world around them, they come to the understanding that nature can be enjoyed, admired, admired, but also that she needs help, caring hands and protection.

The environment is organized in such a way as to facilitate the formation and development of "I - image". The presence of a mirror in the group will allow the child to examine himself and see that, despite the general resemblance to other children, he does not resemble his peers (different color of eyes, hair, snub nose, full lips.

7. the gender principle realizes the opportunity for girls and boys to show their inclinations in accordance with social norms;When creating an environment, teachers take into account the age characteristics of the pupils, the interests, inclinations of boys and girls. Observations have shown that boys like to play with a big builder, toy cars, legos, while girls are more willing to play with dolls - they treat them, bathe them, go to the store, and play school.

8.the principle of the emotiogenicity of the environment, individual comfort and emotional well-being of each child and adult.Considering that the child is in kindergarten all day, it is necessary to create optimal conditions for him. Each child in kindergarten should be provided with a personal space: a bed and a wardrobe, a place to store toys brought from home, a family album.

It is important for preschool educators to organize children's activities, including independent ones, so that the pupils exercise themselves in the ability to observe, remember, compare, act, and achieve their goals.At the same time, an indicator of a child's development is not knowledge and skills, but the ability to organize their activities independently: to set a goal, equip your workplace, plan activities, make volitional efforts, build a logical chain of actions, achieve the intended result, while showing positive cultural ethical qualities in communication with adults and peers.

When selecting subject content, developing subject -spatial environment is importantfocus on the "zone of the nearestdevelopment "(L.S. Vygotsky), that is, for tomorrow's capabilities of childrenwhich does not require effort,does not "work" for development).

Games, toys, benefits should not be in the group during the yearpermanently. They can be conditionally divided into three categories:

- "yesterday" (material researched, already known, mastered in personal experience, used in everyday life to acquire new knowledge.

-"today" ( the material with which children begin to get acquainted in the classroom or in other organized forms of interaction with adults).

- " tomorrow" (content with which to get acquainted in the near future).

Emotional richness- an integral feature of the developing environment. What is attractive, funny, interesting, vivid, expressive, awakens curiosity and is quite easy to remember. The educator must always take this feature of children's memory into account.

When creating conditions for self-development in a group, one should not forget that boys and girls look and see, listen and hear differently, speak and be silent in different ways, feel and experience. So boys need more space than girls, they cannot do the same thing day after day. But both girls and boys must gain experience in creative, search activities, the advancement of new ideas, and the actualization of previous knowledge when solving new problems. The variety and richness of sensory impressions, the possibility of a free approach to each center in the group contributes to the emotional and intellectual development of pupils of both sexes.

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

When creating a subject-development environment, you must remember:

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

2. A flexible and variable use of space is needed. The environment must serve the needs and interests of the child.

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

4. Decor elements should be easily replaceable.

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

6. When organizing a subject spatial environment in a group room, it is necessary to take into account the patterns of mental development, indicators of their health, psychophysiological and communicative characteristics, the level of general and speech development. 7. The color palette should be presented in warm, pastel colors.

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

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

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

Integration of educational areas in the process of organizing a complex subject-development and play environment for a kindergarten. It is necessary to enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children.

The subject-spatial environment is organized so that each child has the opportunity to freely do what he loves.

Subject-developing environment in preschool educational institutions

Training Center positioned so that light hits the work tables from the left side. Tables for classes are placed in accordance with the norms of SanPiN. The board is at eye level for children. The study area contains: a creativity center, a workshop, a corner of nature, an office, a mini-library, a corner of sensorimotor development, an experimenting center, a corner of musical development, a patriotic corner. This arrangement is due to the fact that the adjacent tables and chairs allow using these "functional rooms" both in the classroom and in free activities, in individual work with children.

Art center and creativity stimulates children to try and realize their creative abilities, gives children the opportunity to enjoy exploring new materials, to enrich their tactile sensations. The purposecenter of creativityis the formation of the creative potential of children, the formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity. In this center, children usually spend a lot of time drawing, making plasticine crafts, paper cutting, etc.

Minilibrary is a table with shelves for books and illustrations for fairy tales and works. The mini-library is located next to the creativity center so that children can look at books and draw illustrations for them here. All books and illustrations are updated 1 - 2 times a month. New books are exhibited according to the reading program.

Patriotic Corner, located in the kindergarten hall area, contributes to the formation of patriotic feelings, introduces children to the symbols of our country

In the center of constructionchildren can construct both fantastic and realistic structures. Being engaged in construction, children learn a lot of things. It helps develop math skills, acquire social skills, and provides experience in problem solving.

At the center of dramatizationthere are costumes and objects that give children the desire to act out scenes from real life. This helps them better understand what is happening around them and better understand their role in the world.

At the center of science the educator selects materials that children collect and disassemble, such as puzzles and construction sets. Such materials develop speech, intellectual ability, fine motor skills and coordination.

Corner of nature located directly by the window. Purpose: enrichment of children's ideas about the diversity of the natural world, education of love and respect for nature, familiarizing children with caring for plants and animals, the formation of the principles of ecological culture. In a corner of nature, it is necessary to place local history materials (photographs of the village, herbarium of plants typical for the region).

Laboratory - a new element of the developing subject environment. 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 laboratory is the basis for the specific play activity of the child (work in the laboratory presupposes the transformation of children into "scientists" who conduct experiments, experiments, observations). The center of sand and water - this is a special table in a group - it gives children an excellent opportunity for cognitive games, for using the senses. Children create, think and communicate.

In the household area there is duty area... Purpose: the formation of the ability to fulfill the duties of duty, foster a positive attitude to work, independence. So that children can independently determine the attendants, we have created a card index with object pictures, which we put in special frames every day.
Game Zone allows you to create conditions for the creative activity of children, the development of imagination, the formation of play skills, the implementation of play ideas, the upbringing of friendly relations between children. In the center of the play area there is a carpet on the floor - a gathering place for all children. The play area is equipped with corners and attributes for role-playing games, selected taking into account the age and individual characteristics of children, dolls, cars, toy wild and domestic animals. Girls should have sewing machines, irons, dolls, baby dolls, a toy house for dolls; for boys - sets of tools, soldiers, military equipment.

In the play area there isdressing corner and theatre , helping to stimulate creative ideas, individual creative manifestations. Children themselves take an active part in the creation of a homemade toy theater.

“The integration of the developmental centers of children's activity ensures the process of coherence, interpenetration and interaction of individual educational areas of the content of preschool education, ensuring the integrity of the cognitive-speech, physical, artistic-aesthetic and social-personal spheres of the child's development in the educational process.

A rich subject-spatial environment becomes the basis for the organization of an exciting, meaningful life and the versatile development of each child. The developing subject-spatial environment is the main means of forming the child's personality and is the source of his knowledge and social experience.

We hope that the subject-spatial environment created in our kindergarten will contribute to the intellectual, creative and personal development of our pupils, help to enrich their knowledge and impressions, and also cause a positive attitude of parents towards the preschool educational institution.

Literature

Kireeva, L.G. Organization of a subject-developing environment: from work experience / L.G. Kireeva // Teacher. - 2009 .-- S. 143.
Kiryanova, R.A. Principles of constructing a subject-developing environment in a preschool educational institution / R.A. Kiryanova // Childhood-Press. - 2010. - S. 5-12.
Maretskaya, N.I. Subject-spatial environment in a preschool educational institution as an intellectual stimulus. Artistic and creative development of a preschooler / N.I. Maretskaya // Childhood-Press. - 2010 .-- S. 13-40.
Nishcheva, N.V. Subject-spatial developmental environment in kindergarten. Construction principles, advice, recommendations / N.V. Nishcheva // Childhood-Press. - 2010 .-- S. 128.
Petrovskaya, V.A. Building a developing environment in a preschool educational institution / V.A. Petrovskaya // Moscow. - 2010.
Polyakova, M.N. Organization of the developmental environment in the age groups of the kindergarten / M.N. Polyakova // Childhood-Press. - 2010 .-- S. 41-62.
Yasvin, V.A. Educational environment from modeling to design / V.A. Yasvin // Moscow. - 2000.

FEATURES OF THE ORGANIZATION

DEVELOPING subject-spatial environment

In preschool pedagogy, the term "developing environment" means "a complex of material and technical, sanitary and hygienic, aesthetic, psychological and pedagogical conditions that ensure the organization of life for children and adults." The developmental environment acts as a stimulant, a driving force in the integral process of the formation of a child's personality, it enriches personal development. The function of the teacher is to help the child discover in himself and develop what is inherent in the child using the subject-developing environment and its means. Therefore, special attention in kindergarten is paid to the design of the environment in which the learning and self-development of the creative activity of the preschooler takes place.The goal of the educator: to design a multi-level multifunctional subject-development environment for the implementation of the process of development of the creative personality of the pupil at each of the stages of his development in a preschool institution.

When creating a subject-development environment, it is necessary to take into account the following regulatory documents:

Letter of the Ministry of Education of the Russian Federation dated 05.17.1995 No. 61 / 19-12 "On the psychological and pedagogical requirements for games and toys in modern conditions" (Text of the document as of July 2011)
Letter of the Ministry of Education of the Russian Federation of March 15, 2004 No. 03-51-46in / 14-03 "Approximate requirements for the content of the developing environment of preschool children brought up in a family"
Federal Law of the Russian Federation of December 29, 2010 No. 436-FZ "On the Protection of Children from Information Harmful to Their Health and Development" (as amended by Federal Law No. 139-FZ of July 28, 2012)
Decree of the President of the Russian Federation of 01.06.2012 No. 761 "On the National Strategy of Action in the Interests of Children for 2012-2017"
Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155 "On approval of the federal state educational standard for preschool education." Registered with the Ministry of Justice of the Russian Federation of November 14, 2013 No. 30384
Resolution of the Chief State Sanitary Doctor of the Russian Federation of 05/15/2013 No. 26 "On the approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, maintenance and organization of the mode of operation of preschool educational organizations "

Requirements for a developing subject-spatial environment in accordance with the Federal State Educational Standard of Preschool Education

3.3.1. The developing subject-spatial environment ensures the maximum realization of the educational potential of the Organization ...

3.3.2. The developing subject-spatial environment of the Organization (group, site) should provide an opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for solitude.

3.3.3. Developing subject-spatial environment ... should provide:

implementation of various educational programs;

taking into account the national-cultural, climatic conditions in which educational activities are carried out;

taking into account the age characteristics of children.

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

SATURATION OF THE ENVIRONMENT

The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.
The educational space should be equipped with teaching and education means (including technical), appropriate materials, including consumables, games, sports, health-improving equipment, inventory (in accordance with the specifics of the Program).

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

play, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
physical activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
the possibility of self-expression of children.

TRANSFORMABILITY

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

POLYFUNCTIONALITY

3) The multifunctionality of materials implies:

the possibility of various use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization of polyfunctional (not having a rigidly fixed way of using) objects, including natural materials, suitable for various types of children's activities (including as substitute items in children's play).

VARIABILITY

4) The variability of the environment implies:

the presence in the Organization of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children;
periodic change of play material, the emergence of new objects that stimulate play, motor, cognitive and research activity of children.

AVAILABILITY

5) The availability of the environment assumes:

accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, manuals that provide all basic types of children's activity;
serviceability and safety of materials and equipment.

SECURITY

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

Functions of the subject-development environment

Informational - each object carries certain information about the world around it, becomes a means of transferring social experience.
Stimulating - must be mobile and dynamic. In its organization, the teacher must take into account the "zone of proximal development", age, individual characteristics of the child, his needs, aspirations and abilities.
Developing - a combination of traditional and new, unusual components, which ensures the continuity of the development of activities from its simple forms to more complex ones.

Subject-developmental environment in kindergarten should:

Have an attractive appearance;
Act as the natural backdrop of a child's life;
Relieve fatigue;
Have a positive effect on the emotional state;
Help the child to individually explore the world around him;
Give the child the opportunity to engage in independent activities.

Subject-developmental environment should focus on the "zone of proximal development":

Contain objects and materials known to children, for independent activities, as well as for activities with peers;
Subjects and materials that children will master in joint activities with a teacher;
Completely unfamiliar objects and materials.

When organizing a subject-developing environment in a preschool institution, the most important condition is to take into account the age characteristics and needs of children, which have their own distinctive features.

For children of the third year of life, there is a free and large space where they can be in active movement - climbing, skating.

In the fourth year of life, a child needs an expanded center of role-playing games with vivid features of attributes, children strive to be like adults, to be just as important and big.

In older preschool age, the need to play with peers, to create their own world of play, is manifested. In addition, the developmental environment should take into account the formation of psychological neoplasms in different years of life.

The entire organization of the pedagogical process of the kindergarten assumes the child's freedom of movement throughout the building, and not only within the limits of his group premises. Children should have access to all functional areas of the kindergarten, including those intended for adults. Of course, access to premises for adults, for example, a teaching room, kitchen or laundry room, should be limited, but not closed, since the work of adults is always interesting for children. The ability of graduate children to navigate freely in space and time helps them easily adapt to the specifics of school life.

If the conditions of the institution permit, it is possible to equip places for independent activities of children not only in group rooms, but also in bedrooms, changing rooms. All this contributes to emotional liberation, strengthens the sense of self-confidence and security.

A significant role in the development of a preschooler is played by art, therefore, in the design of the kindergarten, a large place is given to the fine and decorative arts. Paintings, sculptures, graphics, painting, stained-glass windows, decorative masonry, folk applied art, etc., from childhood enter the consciousness and feelings of the child. They develop thinking, moral and volitional qualities, create the prerequisites for the formation of love and respect for people's work.

The object-spatial environment is organized according to the principle of small semi-enclosed microspaces in order to avoid overcrowding of children and to facilitate games in subgroups of 3-5 people. All materials and toys are located so as not to interfere with the free movement of children, to create conditions for communication with peers. It is also necessary to provide for "corners of solitude" where the child can move away from communication, think, dream. Such corners can be created by partitioning the space with a screen, shelving, placing there several soft toys, books, games for a secluded child. Various centers of activity are created in the group:

"Center of Cognition" provides the solution of problems of cognitive and research activities of children (developmental and logical games, speech games, games with letters, sounds and syllables; experiments and experiments);
"Creativity Center" provides solutions to the tasks of enhancing the creativity of children (directing and theatrical, musical games and improvisations, artistic speech and visual activity);
"Game Center", which provides the organization of independent plot-based role-playing games;
"Literary Center", providing literary development of preschoolers;
"Sports Center", which provides physical activity and the organization of health-preserving activities for children.

There are a number of indicators by which the educator can assess the quality of the developing subject-play environment created in the group and the degree of its influence on children:

Involvement of all children in active independent activity. Each child chooses an activity of interest in activity centers, which is ensured by a variety of subject content, the availability of materials, and the convenience of their placement.
Low noise level in the group (the so-called "working noise"), while the teacher's voice does not dominate the voices of the children, but nevertheless everyone can hear it well.
Low conflict between children: they rarely quarrel over games, play space or materials, as they are passionate about interesting activities.
Expressed productivity of independent activities of children: many drawings, crafts, stories, experiments, game improvisations and other products are created by children during the day.
Positive emotional attitude of children, their cheerfulness, openness, desire to attend kindergarten.

Younger group.

The situation in the younger group is primarily created as comfortable and safe for the child. Young children do not respond well to spatial changes in the environment, they prefer stability in this regard. In this regard, it is necessary to plan the arrangement of equipment even before the arrival of the kids in kindergarten.

Small children are, first of all, “doers”. The experience of active various activities is the most important condition for their development. The child's stay in kindergarten is organized so that everyone has the opportunity to participate in a variety of activities: in games, motor exercises, in actions to examine the properties and qualities of objects, in drawing, modeling, elementary labor, in creative activity. In joint activities with the child, the educator helps to master new ways and methods of action, gives an example of behavior and attitudes. With this in mind, the spatial setting is organized for the simultaneous activity of 2-3 children and an adult.

Younger children actively develop movements, including walking, running, climbing. At the same time, the movements are still poorly coordinated, there is no dexterity, speed of reaction, and dodging. Therefore, with the spatial organization of the environment, it is advisable to place the equipment along the perimeter of the group, highlighting the play part and the place for household needs, to provide for sufficiently wide, clearly visible paths of movement for the child. It is not recommended to include a lot of equipment in the setting, about two thirds of the space should be free.

The subject environment of the group is organized in such a way as to stimulate the perception of children, to promote the development of analyzers, to “suggest” methods of examination and action. Items are selected in pure colors, clear uncomplicated shapes, different sizes, made from a variety of (but safe for the health of the child) materials. It is good if you can extract sounds from objects, feel aroma, smell, learn the nature of the surface (smoothness, roughness), transparency, hardness-softness and other various properties.

For the development of fine motor skills, in addition to special didactic toys: inserts, pyramids, lacing, it is necessary to include plastic containers with lids of various shapes and sizes, boxes, and other out-of-use household items in the furnishings. By trying on lids for boxes, the child gains experience in comparing sizes, shapes, colors.

In a group for four-year-olds, we use toys that reflect real life (for example, an ambulance, a truck, a car, a doctor doll, etc.). A number of play attributes need to be replaced with substitute objects for the development of the child's imagination, expanding the creative possibilities of play.

Young children prefer large play equipment. It is necessary to place materials on open shelves, and the materials themselves are selected visually attractive, bright, and quite often they need to be changed (at least once a week). All toys and aids in the group must be available to the child, this contributes to the development of his activity, independence.

Many opportunities for the development of children are inherent in the game-experimentation. Games with sand, water, clay, paints require special equipment, this equipment can be purchased or made by hand, today our educators will tell you about this in detail and show you during master classes. Of the didactic games, games such as loto and doubles are preferred. There should also be a mosaic (large plastic, magnetic and large carnation), a puzzle of 3-15 pieces, sets of cubes of 4-12 pieces, educational games (for example, "Fold a pattern", "Fold a square"), as well as games with elements modeling and substitution. Various "soft constructors" on a carpet basis allow you to organize the game in different ways: sitting at a table, standing against the wall, lying on the floor.

The young child begins to take an increasingly active interest in drawing. To gain experience in visual activity, it is best to have special self-washable or wax boards with a drawing stick or a roll of plain white wallpaper and wax crayons (they do not get your hands dirty, do not crumble). The wallpaper is fixed to a film-covered wall or table and rewound as you use it. Kids love to draw with their palms, for such drawing it is better to use gouache with the addition of liquid soap or special paints.

It is very useful in a group to have many mirrors in different places, since the baby will be able to see himself among other children, observe his movements, facial expressions, and appearance. And the corner of dressing will allow him to change his appearance and observe these changes, knowing himself, such a familiar and unfamiliar at the same time.

Middle group

In the middle preschool age, it is important to accumulate the experience of joint activities with peers in children, as well as to develop cognitive activities and support attempts to creatively reflect impressions in productive activities.

Middle preschool age is the heyday of the role-playing game. Children of the 5th year of life, like younger preschoolers, love to repeat their favorite game actions and plots many times. Therefore, if the plot of the game is reproduced with enthusiasm and enthusiasm, there is no need to encourage children to a new game and add attributes to it. A signal about the need for significant changes in the gaming environment will be a decrease in the emotional background, speech activity and the rapid curtailment of the game. In this case, it is necessary to add attributes to unfold new plots. The plots at this age are simple and related to the child's experience: a family, a store (grocery, toys, clothes), a kindergarten, holidays, sailors, a circus, a trip to the country ...

A five-year-old child attaches great importance to a toy, she pushes him to new play ideas. Play sets for the middle group should contain dolls of different genders and "professions" and soft toys (kittens, foxes, dogs, hares, bears, etc.), better not very large sizes - a little more than the palm of an adult; sets of furniture (large and for games on the table), dishes, clothes, various types of transport. The group needs a supply of additional play material: boxes of different sizes and shapes, strings, spools, scraps of fabric, sticks, tubes, etc.; all this will find application in the game, will contribute to the development of game ideas and creativity.

The cognitive activity of preschoolers is increasing. This is manifested in numerous questions of children to the teacher: “Why?”, “Why?”, “For what?”. The developing thinking of the child, the ability to establish the simplest connections and relationships between objects awakens interest in the world around him. For this purpose, a "sensory center" is organized in the group.

a place where objects and materials are selected, which can be cognized with the help of various senses. For example: musical instruments, noise objects can be heard; books, pictures, kaleidoscopes can be seen; jars with flavored substances.

In the middle preschool age, children actively master the means and methods of cognition. Among didactic games, first of all, there should be games for comparing objects according to different properties (color, shape, size, material, function), for grouping according to properties, for recreating a whole from parts (like "Tangram", puzzle of 12-24 parts ), counting games. Approximately 15% of games are intended for children of the older age group, in order to enable children who are ahead in development of their peers not to stop, but to move on.

Games with sand, water, clay, paints, light, mirrors, foam are organized in a special place for children's experimentation. The requirements for it are about the same as for the younger age, but the set of materials is wider, and they are constantly presented. You also need to show the children how to fix the process and the result of experiments, bring in paper and a pen for independent sketches. This will contribute to the development of research skills, planning, goal-setting.

In the middle preschool age, there is a high interest in language and speech. If possible, it is necessary to purchase technical means for the group (projector, filmoscope, dictaphone, tape recorder). Also, a great deal of attention is paid to books: not only fiction books should be presented, but also informative and reference literature for children, educational books and workbooks. Educators write children's creative stories into albums, children can illustrate them with drawings.

Senior Preschool Age

With the transition of a child to an older and, especially, to a preparatory group, his psychological position begins to change: for the first time he begins to feel like the elder among the children of the kindergarten. It is important to support this feeling with such an organization of the environment in which the child will actively show cognitive activity, independence, responsibility, initiative. The teacher should more often involve older preschoolers in creating the environment, asking for an opinion on the upcoming actions to change the environment, and involve them in the process of transformation itself.

A characteristic feature of older preschoolers is the emergence of interest in problems that go beyond personal experience. Through books and objects, the child gets acquainted with animals and plants of distant countries, with the customs and appearance of different peoples and eras, with various genres of painting and other types of art.

It is advisable to "split" the group space into small semi-closed micro spaces (in which 3-6 people can be at the same time), placing the shelves with their end to the walls and fixing them well. It is necessary that the children, together with the educator, can, according to their own design, change the spatial organization of the environment several times a year. Small screens, wooden or metal frames and fabric cuts, large modular material or ordinary large cardboard boxes, painted or covered with foil, are also suitable for this purpose.

The subject-play environment is built so that children can participate in all the variety of games: plot-role, construction-constructive, directing, theatrical, folk, round dance, developmental, in games with ready-made content and rules, in outdoor games and sports entertainment.

In role-playing games, children reflect various plots: everyday (shop, family), labor (building a house, doctor, school), social (holidays, travel), the content of their favorite literary works and films. The attributes of games for older preschoolers are more detailed. The size of the equipment and toys is better small - for playing on the table. Large outdoor equipment is also acceptable if children play actively and for a long time. Most of the equipment is stored in boxes, which have a picture and an inscription to recognize the game; children independently determine which games will be played. Only those games that children play are “deployed”; games can last for days or even weeks. The group must contain a box with waste material, plastic and cardboard packaging, waste paper, fabric, fur, leather, cardboard and other materials for making the missing attributes during the game. It is advisable to include albums, homemade books describing the sequence of making various toys to expand the content of the games, scissors, glue, tape, felt-tip pens and other materials.

In the group, a special place and equipment is allocated for the game library. These are didactic, developmental and logical-mathematical games aimed at developing the logical action of comparison. Notebooks on a printed basis, educational books for preschoolers are required. Games for the development of skills in counting and computing are also presented.

It has been noticed that older preschoolers who know how to play different games with the rules successfully master educational activities at school. There is a huge variety of games with rules, these are lotto, dominoes, and route games ("walkers"). The main selection principle is that games should be interesting for children, be competitive, and induce a desire to play without the participation of an adult.

An important task is the development of phonemic hearing. For this purpose, the educator may suggest that the children pick up objects and toys during the day, the names of which begin with a certain sound, or this sound is in the middle, end of the word. To develop coherent speech, stimulate imagination and creativity, 5-6 frames (cardboard or wooden) and many pictures cut from old magazines are placed in the literacy center. Let the child rummage through the pile, choose several different pictures and arrange them in frames in a certain sequence, come up with and tell a story based on these pictures.

Visual activity is one of the most favorite activities for older preschoolers. In addition to conventional materials (paper, cardboard, pencils, felt-tip pens, paints, brushes), it is necessary to include schemes-methods for creating images using a variety of techniques. It is advisable to have operational cards reflecting the sequence of actions for creating an image from clay, paper, or other materials. Homemade books and albums will also help preschoolers in making any designs and crafts. Nearby or in other places of the group, a place should be set aside for the demonstration of the work created by the children. You can fasten children's works not only on the walls, but also hang them with threads from the ceiling, filling the group's airspace with works.

The organization of independent daily work activities dictates the need to create creative workshops that allow children to work with fabric, wood, paper, fur, and other materials.

When organizing children's experimentation, there is a new task: to show children the various possibilities of tools that help to learn about the world, for example, a microscope. If the conditions in the kindergarten permit, it is advisable for older preschoolers to allocate a separate room for experiments using technical means. And in the group, leave only a small part of the equipment for experimenting with materials, balls, suspensions, water, natural materials.

An important role in the development of the child is assigned to constructive activity. To do this, designers and construction sets made of different materials (plastic, wood, metal), floor and tabletop, with various ways of fastening parts, with different thematic focus, are placed in the group environment. In addition to the sets themselves, it is necessary to include in the environment of the group various schemes-sample buildings, photo albums (with photographs of architectural structures and children's buildings), notebooks for sketching diagrams of structures created by children.

Along with fiction, reference, educational literature, general and thematic encyclopedias for preschoolers should be presented in the book corner. It is advisable to arrange the books in alphabetical order, as in a library, or by topic (natural history literature, folk and author's tales, literature about the city, country, etc.).

In older preschoolers, interest in future schooling begins to intensify. It is advisable to allocate a study area so that the group's environment is close to the classroom learning environment: put tables in rows, hang a school board. In the future, this will help to some extent to adapt to the classroom learning environment.

An important task is the development of reflection, the formation of adequate self-esteem. It is necessary to show children the growth of their achievements, to make them feel joy and pride from successful independent actions. For this, it is important to record the child's progress with drawings or pictograms.

The ability to plan is very useful for a child both at school and in life. The plan is recorded in different ways, recorded by the teacher, indicated by signs, pictures). To do this, in the group you need to have a list of the names of the children, putting a card with a plan in front of each name. This can be easily done with scotch tape, or by fixing a piece of white wallpaper on the wall (on which you can keep records), as necessary, scroll the wallpaper to a clean place.

Older preschoolers are attracted by the possibility of changing their image and appearance. To do this, you can add mirrors, makeup paints, thread wigs, old tights, clothing details for adults to the group. For example, such as a hat, a tie, a long fluffy skirt, sunglasses, a shawl, a flight attendant's cap, a captain's cap.

For older preschoolers, the possibilities of knowing their native land and country are expanding. The group includes the coat of arms of the city, the region in which the children live, the coat of arms and the flag of the country. Newspapers are being published about how preschoolers travel to their native places with their parents, what impressions they had during these trips, and what is most memorable. The location of the kindergarten is marked on the map of the country, as well as those places (in the country, in the world) that the children of the group have visited. And next to it you can attach children's stories about these places, about people and their customs, photographs. Together with the children, you can make layouts that reflect the content that preschoolers get to know (a village, an ancient settlement, the Petrovskaya Assembly).

In senior preschool age, the teacher continues to expand the area of social and moral orientation and feelings of children. There is a place in the group in which pictures with various situations are constantly posted, reflecting the actions of people and the options for responding to this ("+" is correct, perhaps "-" is undesirable to do so). Games are proposed in which children construct the emotional manifestations of people, for example, "Emotion Constructor". It needs a base (lining) and a set of parts that make up a person's face: face oval, eyebrows, eyes, nose, mouth. Details are presented in 4-5 variants. The child "picks up" a person's face and determines his emotional state, age, gender, character, makes up a creative story about the resulting image.

MODERN REQUIREMENTS FOR THE CREATION OF A SUBJECT-DEVELOPING ENVIRONMENT IN A DOC.

Boldyreva N.M.

educator of preschool educational institution No. 216 of JSC "Russian Railways"

All children, as you know, are different, and each preschooler has the right to his own path of development. Therefore, our teachers need to create conditions for the upbringing, training and development of the children's collective as a whole, as well as provide each pupil with the opportunity to show individuality and creativity. One of the important conditions for upbringing and educational work in a preschool institution is the correct organization of the subject-development environment. The issue of organizing the subject-developing environment of a preschool educational institution today is especially relevant. This is due to the introduction of a new Federal State Educational Standard (FSES) to the structure of the main general educational program of preschool education. In accordance with the Federal State Educational Standard, the program should be built taking into account the principle of integration of educational areas and in accordance with the age capabilities and characteristics of the pupils. The solution of program educational problems is provided not only in the joint activities of an adult and children, but also in the independent activities of children, as well as during regime moments. FGOS requirements for a developing subject-spatial environment:

1. the subject-developing environment ensures the maximum realization of the educational potential. 2. availability of the environment, which implies: a). accessibility for pupils of all premises of the organization where the educational process is carried out. b). free access of pupils to games, toys, materials, manuals that provide all basic activities.

In accordance with the requirements of the Federal State Educational Standard for the structure of the main general educational program of a preschool educational institution, the environment must: a) comply with the principle of developmental education, the purpose of which is the development of the child; b) combine the principles of scientific validity and practical applicability; c) meet the criteria of completeness, necessity and sufficiency (allow solving the set educational goals and objectives only on the necessary and sufficient material, as close as possible to a reasonable minimum);

c) ensure the integration of educational areas in accordance with the age and characteristics of pupils, the specifics and capabilities of educational areas, based on a complex thematic principle of building the educational process;

d) provide for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children, not only within the framework of educational activities directly, but also during regime moments in accordance with the specifics of preschool education;

e) suppose the construction of the educational process on the forms of interaction between the teacher and children that are adequate for the age;

f) fully provide conditions for the support and development of children's play activities, taking into account age, gender, individual needs, interests and abilities. As you know, the main form of work with preschoolers and the leading activity for them is play. That is why practicing teachers have an increased interest in updating the subject-developing environment of a preschool educational institution.

The organization of the developing environment in a preschool educational institution, taking into account the federal state educational standard, is built in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, level of activity. It is necessary to enrich the environment with elements that stimulate the cognitive, emotional, motor activity of children.

The subject-development environment is organized so that each child has the opportunity to freely do what he loves. Placing equipment by sectors (development centers) allows children to unite in subgroups according to common interests: design, drawing, manual labor, theatrical and play activities, experimentation (see Fig. 1.).

Fig. 1. Center for artistic and theatrical creativity

Required in the equipment are materials that activate

cognitive activities: educational games, technical devices and toys, models, items for experimental search activities, robotic magnets, magnifying glasses, springs, scales, beakers, etc. a large selection of natural materials for study, experimentation, compilation of collections (Fig. 2.).

Fig. 2. Center for Experimentation and Nature

Materials are needed that take into account the interests of boys and girls, both in work and in play. Boys need tools to work with wood, girls to work with needlework. To develop a creative idea in the game, girls will need items of women's clothing, jewelry, lace capes, bows, handbags, umbrellas, etc.; for boys - details of military uniforms, items of uniform and weapons of knights, Russian heroes, various technical toys (Fig. 3.).

Fig. 3. Play and construction-constructive center

It is important to have a large number of materials at hand (ropes, boxes, wires, wheels, ribbons, which are creatively used to solve various game problems). In the groups of older preschoolers, various materials are also needed to help them master reading, mathematics: block letters, words, tables, books with large print, manuals with numbers, board-printed games with numbers and letters, puzzles. Also, materials reflecting the school theme: pictures about the life of schoolchildren, school supplies, photographs of schoolchildren - older brothers or sisters, attributes for playing at school.

Fig. 4. Center for Entertaining Mathematics

Materials that stimulate the development of broad social interests and cognitive activity of children are essential in the equipment of older preschoolers. These are children's encyclopedias, illustrated publications about the flora and fauna of the planet, about the life of people from different countries, children's magazines, albums, brochures. A rich subject-developing and educational environment becomes the basis for organizing an exciting, meaningful life and diversified development of each child. The developing subject environment is the main means of forming the child's personality and is the source of his knowledge and social experience. When creating a subject-development environment, you must remember:

2. A flexible and variable use of space is needed. The environment must serve the needs and interests of the child.

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

children.

4. Decor elements should be easily replaceable.

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

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

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

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

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

It is important that the subject environment has the character of an open, open system, capable of adjustment and development. In other words, the environment is not only developing, but also developing. In any case, replenish and update, adapting to neoplasms of a certain age.

Literature

1. Kireeva L. G. Organization of a subject-developing environment: from work experience

/ L. G. Kireeva // Teacher. - 2009 .-- S. 143.

2. Kiryanova R. A. Principles of constructing a subject-developing environment in

preschool educational institution / R. A. Kiryanova // Childhood-Press. - 2010. - S. 5-12.

3. Maretskaya NI Subject-spatial environment in a preschool educational institution as a stimulus

intellectual. Artistic and creative development of the preschooler

/ N. I. Maretskaya // Childhood-Press. - 2010 .-- S. 13-40.

4. Nischeva N. V. Subject-spatial developmental environment in children

garden. Construction principles, advice, recommendations / N. V. Nishcheva //

Childhood-Press. - 2010 .-- S. 128.