Youth and beauty 

Developmental environment in dow according to federal state standards. "building a developing subject-spatial environment in a preschool educational organization" Developing transformable space for preschool groups

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2 KINDERGARTEN OF THE FUTURE GALLERY OF CREATIVE PROJECTS July 2015 The playroom became freer thanks to the installation of a shelving belt complex along the perimeter, which included a mobile work table equipped with adjustable legs with wheels; mobile cabinets on wheels and storage modules. Such tables can be easily pulled out by children themselves as needed (for board games, activities, meals, etc.). In the same way, children can use the contents of the storage modules, unfolding this or that game. The shelving system accommodates movable tables, cabinets and storage modules. Shelving systems with removable drawers have found their place in different parts of the group and even in the bedroom. It is very convenient for children to remove such boxes from the rack and put them back, and in a group a panorama of order is achieved, since each thing, each toy has its place in one drawer or another. Moreover, such racks, as an alternative to the open shelves we are used to, hide the variety of games and toys, making them more desirable for children. Shelving units with removable drawers can hold everything you need. Save valuable group space and stackable chairs. During the day, the need for chairs does not arise so often and they can be replaced by soft modules, rugs or cushions, so the ability to arrange chairs one by one is very necessary. Stackable chairs to save space 9

3 Mobile play structures Kindergarten teachers have come up with and developed many mobile play structures. The book corner fits perfectly into a special multi-section box, which can move around the entire perimeter of the group, since it is also equipped with wheels. In the same way, you can move mobile boxes with toys and modules. And you can even ride in them. Transformable drawing table The transformable drawing table is also very interesting: when assembled, it looks like a regular cabinet, but if the children want to start drawing, the four doors of the table “open up” and are fixed with the help of special stoppers. In the center of such a table there are recesses in which you can put paints, put pencils and markers and not be afraid that they will roll away somewhere. An original and at the same time simple arrangement of a theater corner in the form of a mini-stage and with a real curtain can be quite successfully placed in one of the corners of the group, conveniently and, again, very economically for the group space. And now about the most interesting thing: how to organize both a bedroom and a play space at the same time. The staff of this institution developed and brought to reality the idea of ​​​​creating a podium on which children can sleep during “quiet hour”, play in their free time, and even use this space for educational activities. The design of the podium is a solid platform (two-tier or single-tier), under the surface of which there are large cells for storing mattresses. Mattresses Mini stage for theatrical activities 10

4 KINDERGARTEN OF THE FUTURE GALLERY OF CREATIVE PROJECTS July 2015 are easily removed and placed on the podium area, ensuring free passage of children between them (SanPiN p “The arrangement of beds should ensure free passage of children between beds, beds and external walls, beds and heating devices). The podium is quite spacious, each tier can accommodate up to 8 mattresses. And under the lower tier there are also several low beds that can be easily pulled out of the structure. Podium alternative to traditional beds Bedding (sheet, blanket, pillow) is stored in thick bags, which are equipped with a corresponding number (one for each child) and are conveniently hung on hooks on the adjacent wall. Older children are happy to lay out their sleeping place on their own, and adults help the little ones. The space arranged in this way allows both to organize children’s sleep during “quiet hour” and to fully use the bedroom space for children’s play activities (SanPiN p “In existing preschool educational organizations, the use of sleeping quarters provided for by the project as group rooms is allowed”). Teachers talk about how children like such podiums, how everyone wants to sleep on the podium, how they constantly play on it, and can lie down during the day. And teachers have the opportunity to use such a podium as a theater stage, a platform for collective games, and even a cinema hall. Storage of bedding Variable use of the podium for games, activities and cinema 11

5 In this institution, the locker room space has also been transformed: the usual massive lockers for clothes have been replaced with individual hangers and cells for hats and personal items. And this made it possible to significantly increase the free space of the small locker room. It should be noted that after the renovation, the space for children’s free activities has increased significantly. Children are provided with a large, bright and free space, which they can transform to realize their own ideas. And if before the renovation it was only 35 sq. m., then after - more than 60 sq.m. Accordingly, air exchange increases significantly, which in a certain way affects the health of children. As a result of the renovation, economic effects were also achieved. The design capacity of the kindergarten has increased due to an increase in the area of ​​the playroom (in accordance with SanPiN clause 1.9 “.. The number of children in groups of a preschool educational organization with a general developmental orientation is determined based on the calculation of the area of ​​the group (playroom) room - for early age groups (up to 3 years) at least 2.5 square meters per child and for preschool age (from 3 to 7 years old) - at least 2.0 square meters per child actually in the group.") With an increase in the number of children The amount of per capita financing also increased and the institution’s budget “grew” significantly. And this allows the manager to introduce additional rates for teaching staff and educational support staff. Another argument in favor of such a mobile and transformable space: the institution received a conclusion from Rospotrebnadzor on the compliance of the premises and equipment with sanitary and epidemiological rules and regulations. 12


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The main requirement for the educational environment in a preschool educational institution is to provide the child with the opportunity to freely choose activities in which he can independently gain knowledge about the world around him and develop his talents and abilities. And the role of the teacher is to observe and control this process and protect the child from harmful influences.

The concept formulated by Doctor of Psychological Sciences S.L. perfectly meets these requirements. Novoselova, and it is this concept that most specialists adhere to. She argues that a developing subject environment is a system of material objects of a child’s activity, which develops his spiritual and physical appearance and presupposes the unity of social and natural means of ensuring the child’s varied activities.

Lack of activity leads to limited opportunities and deprivation of the individual in the future. That is why activity is placed in first place in this concept. It forms the psyche through the child’s generalization of his personal experience, and the objective environment contributes to this.

What does the development environment consist of?

A complete subject-spatial developmental environment in kindergarten according to the Federal State Educational Standard consists of:

  • large play area;
  • a variety of gaming equipment;
  • a set of toys;
  • gaming paraphernalia;
  • various gaming materials.

In such an environment, a child must independently strive for activities that will develop his mental and creative abilities, imagination, communication skills, and shape his personality as a whole. To be developmental, the environment must meet all these requirements. The question of its organization is the task of a preschool educational institution, which is set by the new Federal State Educational Standard.

Components of the development environment

Analyzing the work of scientists, we can distinguish three components of the development environment. In this case, the subject-spatial component is given a central place.

  1. Social.

The main criteria for this component are:

  • good, cheerful mood;
  • respect for the teacher as the leader of the process;
  • a friendly atmosphere that encourages children to work together and encourages cooperation;
  • involvement of all environmental subjects in the educational process.
  1. Spatial-subject.
  • The environment should be flexible so that both the child and the teacher can control it if necessary.
  • the child should be able to easily move from one activity to another and any of its types should be part of one holistic process;
  • The environment must be complex and complex, include many different elements that help the child develop and learn.
  1. Psychodidactic.

This component means the activities of teachers involved in the process of upbringing and education, which will contribute to the full development of children.

Federal State Educational Standards requirements for a developmental subject-development environment

The Federal State Educational Standard contains many general formulations, but, in essence, it requires the full implementation of all components of the development environment. It is taken into account that play is still the main form of child activity.

The Federal State Educational Standard requires enriching the educational environment with all kinds of components that will stimulate the cognitive and educational activities of children. At the same time, the accessibility of all these components and premises of the educational organization for every child is very important.

The subject-spatial environment in a preschool educational institution, according to the Federal State Educational Standard, should be organized so that children can freely do what they like best. Equipment should be placed in sectors according to children's interests. In one place there are construction sets, in another there are sets for drawing, in the third there are sets for experimentation or manual labor.

A prerequisite is the presence among the equipment of a large set of materials that will stimulate the child to learn:

  • educational games;
  • simple technical devices and models;
  • magnifying glasses, magnets, scales and sets for conducting experiments;
  • natural materials that can be studied, collected in collections and with which experiments can be carried out.

The main problems in organizing a subject-development environment

There are two main reasons for the poor organization of the development environment. First— the use of an outdated approach, sometimes even from Soviet times. Second- understanding of the environment as a background, they say, the teacher must educate, and the environment is only a means.

This causes problems. Eg , lack of understanding of how the world of today's preschooler has changed. It is impossible to ignore such a popular phenomenon as the Lego constructor and the most popular transformers, not to mention various gadgets and computer games. The developing environment should be attractive to the child, he should feel comfortable in it.

Violation of integrity and lack of variety also reduces the preschooler’s interest in the environment, and can also increase fatigue and cause discomfort. This happens when the developmental environment consists of a set of unrelated corners or is strictly zoned, or if for some reason teachers place unreasonable emphasis on a certain type of activity (for example, drawing or local history), or when the space is oversaturated with outdated or monotonous toys and other materials.

How to create a developmental environment in a preschool educational institution?

When creating a developmental environment in a preschool educational institution according to the Federal State Educational Standard, you need to understand what tasks it must solve. The main one among them will be to increase the child’s independence and initiative. To do this, the environment must be comfortable for all its participants and satisfy their interests and needs. It is equally important for the environment to have a place for the education of children, their upbringing and the development of social abilities.

When creating a developmental environment, it is necessary to take into account what it consists of, and what main components it should contain, what state standards require, and what mistakes should be avoided.

The following five principles only complement the basic principles discussed above.

  1. The principle of constant change in the environment. Both the environment and the actual content must be constantly updated. The environment must be flexible and responsive to children's changing needs depending on current needs or depending on age.
  2. The principle of “eye to eye” communication. It is important to use a variety of furniture and arrange it in such a way as to simplify and make communication between children and adults easier and more comfortable. This equalizes the positions of all participants and helps to get closer.
  3. The principle of space diversity. The child should have the opportunity, depending on his mood or desire, to change the type of activity, to change activity to relaxation. There should be plenty of space and it should be easily accessible. Children need the opportunity to do different things at the same time without disturbing each other.
  4. Gender principle. The developmental environment must contain materials that take into account all the characteristics of children. Some of them should be designed to give boys an idea of ​​masculinity and girls an idea of ​​femininity.
  5. Aesthetic principle. Most information is perceived by a person visually. Therefore, it is important that all the variety of environmental elements be harmoniously combined with each other, and that the decor creates an atmosphere of lightness and does not “pressure” on children.

The system of material objects and means of a child’s activity, which functionally models the content of the development of his spiritual and physical appearance in accordance with the requirements of the basic general educational program of preschool education, is the subject-development environment.

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Organization of a transformable subject-development environment for a kindergarten group.

Federal state requirements and exemplary basic general education programs pose an important task for teachers - to revise the approach to education and the organization of an integrated educational process in kindergarten. Federal state requirements are aimed, first of all, at restructuring the entire educational process in a preschool institution. Changes of this kind require a change in approaches to organizing the educational process: in this case, not through a system of classes, but through other, adequate forms of educational work with preschool children. Federal state requirements are aimed at implementing the following educational areas: “Physical education”; "Health"; "Safety"; "Socialization"; "Work"; "Cognition"; "Communication"; “Reading fiction”; "Artistic creativity"; “Music”, focused on the development of physical, intellectual and personal qualities of children.
Now we must strive for the development of the preschooler, and not for him to master a large amount of knowledge. In addition, the approach to organizing the educational process itself must be reconsidered.

The system of material objects and means of a child’s activity, which functionally models the content of the development of his spiritual and physical appearance in accordance with the requirements of the basic general educational program of preschool education, is the subject-development environment.

During the 2010-11 academic year, we as a group conducted a qualitative analysis of the environment for compliance with Federal state requirements. The analysis showed that it is necessary to improve development centers. We found out that it is necessary to update play equipment for children’s independent play activities, story games, and theatrical games. When creating a subject-based development environment, we tried to be guided by the following principles: -multifunctionality of the environment: a subject-based developmental environment should open up many opportunities for the child, provide all components of the educational process, and should be multifunctional.--transformability of the environment: this principle 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 use of space (we abandoned monofunctional zoning, which strictly assigned functions to a certain space). For this purpose, a mobile table-module on wheels was purchased, on which materials and equipment for educational and research activities were placed. We were guided by the principle of integration of educational fields. In this way, children can more freely use materials and equipment from one educational area during the implementation of other areas. When creating a subject-based developmental environment, we took into account gender specifics and provided the environment with specific material for girls and boys. We also relied on the principle of integration of educational areas. Materials and equipment for one educational area can be used by children in the implementation of other areas. The group room is divided into several centers, each of which contains a sufficient amount of materials for exploration and play. The group environment is created in such a way as to provide the child with the opportunity to make his own choices.

In our group, much attention is paid to the child’s independent activity, during which he can retire, do his favorite activity or play. The independent activity of a preschooler does not lead to games. During independent activities, the child must be left to his own devices. Some children want to be alone, others want to engage in creativity, and others want to play sports. For privacy, we have created conditions for privacy, relaxation and rest. Please note that children with speech impairments may have difficulty communicating and, as a result, withdraw from others. Therefore, we do not “forcibly” involve the child in common activities and games if he does not want it. We monitor the child’s psychological state together with a speech therapist and psychologist.

The developmental environment is diverse in the design of children's activity centers and is also determined by sensitive periods in the development of children. In the preparatory group, this is the development of cognitive, creative, and communication abilities of preschoolers, preparing children for school.

Play is the leading activity of a child, through which he organically develops, learns a very important layer of human culture - the relationship between adults - in the family, their professional activities, etc.
Due to the fact that the play plans of children in the preparatory group are varied, we have placed all the play material so that children can easily select toys and combine them “to suit their plans.” Stable thematic zones that were previously completely give way to mobile material - large universal space markers and multifunctional material that can be easily moved from place to place.In serving game plans, universal play space markers and multifunctional material acquire the greatest importance. Large and medium-sized character toys as the child’s imaginary partners are fading into the background, as joint play with peer partners takes an increasing place in children’s activities. The function of plot formation belongs to a variety of small figures-characters in combination with small space markers - layouts. In a certain sense, small character figures begin to perform the function of unique operating objects when children develop director’s play. For this we purchaseda universal folding screen, a stand with a steering wheel, a tabletop theater screen, a doll's house (model, collapsible, for small characters), themed building sets (for small characters).

We work closely with parents. They proposed creating a mini-museum of watches in the group. And they themselves took an active part in replenishing the museum with exhibits.

The construction of a subject environment is the external conditions of the pedagogical process that make it possible to organize the child’s independent activity, aimed at his self-development under the supervision of an adult. It is important that the subject environment has the character of an open, non-closed system, capable of change, adjustment and development. In other words, the environment is not only developing, but also developing. Practice suggests that it is difficult to completely replace the subject environment in a group. But still, under any circumstances, the objective world surrounding the child needs to be replenished and updated, which is what we do. Only then does the environment contribute to the formation of cognitive, speech, motor and creative activity.


Construction of a developing subject-spatial environment in a preschool educational organization

Key concepts: “developing environment”, “environmental richness”, “space transformability”, “multifunctionality of materials”, “environmental variability”, “environmental accessibility”, “environmental safety”.

The direction of a child’s activity and development largely depends on us, adults - on how the subject-spatial organization of their life is structured, what toys and teaching aids it consists of, what their developmental potential is, and even on how they are located.

Everything that surrounds a child shapes his psyche and is the source of his knowledge and social experience. Therefore, it is we, adults, who take upon ourselves the responsibility to create conditions that would contribute to the most complete realization of children’s development in all psychophysiological parameters, i.e. organization of the subject-spatial environment.

In preschool pedagogy, under the term“developing subject-spatial environment” is understood as a complex of psychological and pedagogical conditions for the development of intellectual, special, creative abilities in the organized space of the creative field.

The developing subject-spatial environment is the educational space surrounding the child (the space of the Organization, Group, territory adjacent to it or located at a short distance), adapted for the implementation of the Program and containing materials, equipment and supplies for the development of preschool children.

The goal of creating a developing subject-spatial environment in a preschool educational organization - to provide a system of conditions necessary for the development of various types of children's activities, correction of deviations in the development of children and improvement of the structure of the child's personality.

The main requirement for organizing a developing subject-spatial environment - its adequacy to the program implemented in the preschool educational institution, the characteristics of the pedagogical process and the creative nature of the child’s activity.

The goal of an adult in a developing subject-spatial environment - promote the development of the child as a person.

The task of teaching staff in preschool educational institutions consists of the ability to model a socio-cultural developmental spatial-subject environment that would allow the child to show creative abilities, learn ways to imaginatively recreate the world and the language of art, and realize cognitive-aesthetic and cultural-communicative needs in free choice.

At the present stage of development of education in Russia, there is a concept for building a developmental environment in preschool educational institutions, which states that the construction of a developmental subject-spatial environment occurs only in the context of a person-oriented model of constructive interaction between people.The person-centered model of education includes :

    psychological protection of the child,

    social and personal development,

    revealing the individual capabilities of children.

The versatility of the developmental environment of a preschool educational institution, the complexity and diversity of the processes occurring in it determine the identification of several components within itsubspaces:

1. Educational space.

2. Communicative space: interaction of children in the process of productive activities, full interpersonal communication, teacher’s communication style, joint activities, positive cooperation between teacher and children.

3. Correctional space: correction of speech development, correction of cognitive development, correction of emotional and communicative development.

4.Developmental space: a system of developmental activities, exercises and games, stimulation of physical activity.

5. Creative space: formation of creative potential, creative independence, stimulation of creative activity.

The most important condition for the development of a child’s creative personality is the creation of a developmental environment, which, firstly, will provide the opportunity for joint activities of children and, secondly, will become the basis for the manifestation of the individual creativity of each child.

A developing subject-spatial environment is a system of conditions that increase a child’s activity in various types of activities, aimed at correcting deviations and developing all spheres of the psyche.

The Federal State Educational Standard for Preschool Education (FSES DO) definesrequirements for a developing subject-spatial environment:

The developing subject-spatial environment should provide:

    implementation of various educational programs,

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

    the opportunity for communication and joint activities between children and adults,

    motor activity of children,

    opportunity for privacy,

    age characteristics of children,

    national, cultural and climatic conditions

3.3.4. A developing subject-spatial environment should becontent-rich, transformable, multifunctional, variable, accessible and safe.

1) Saturation of the environment must correspond to the age capabilities of the children and the content of the Program.

    The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

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

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

    motor 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;

    opportunity for children to express themselves.

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

2) Transformability of space assumes the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children.

3) Polyfunctionality of materials assumes:

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

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

4) Environmental Variability assumes:

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

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

5) Environment Availability 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, and aids that provide all basic types of children’s activities;

    serviceability and safety of materials and equipment.

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

Principles for constructing a developing subject-spatial environment:

Organization of zones for independent artistic activities of children: musical, visual, theatrical, motor, etc. Such zones contain the necessary materials that are provided to children for free use for the development of play, improvisation, and transformation.

    Combination of environmental centers in groups

Placing equipment according to the principle of non-rigid centering allows children to unite in subgroups based on common interests, gender-role principles, and the level of development of children.

    Awareness of the environment

This indicator includes a variety of topics, complexity, variety of materials and toys. Guidelines for the selection of material are presented in the main areas of development of preschool children, types of activities, and areas of knowledge.

    Richness, availability of natural and sociocultural resources

The teacher should include material not only of varying degrees of complexity, but also varied in content, type and form, different methods of action, stimulating children to creativity (self-expression) without fear of making a mistake, or doing something “wrong.”

    Material Variability

The environment should not be complete, frozen, it should be periodically transformed, updated taking into account the specifics of children's perception, stimulate the physical, creative, intellectual activity of children, supplement it with the components necessary for the development of activities

    Combination of new and traditional environmental components

They are originally presented in the preschool environment:

    decoration according to the seasons, for holidays with attributes hanging on threads hanging from the ceiling, filling the air space of the premises;

    in files on walls and cabinets;

    in a specially separate place, light stands, shelves, walls of creativity.

    Health-saving orientations of PRS

First of all, it is the convenience of placing zones for organizing collective and individual activities. This is fully consistent with the products: open light shelving, bookcases, shelves, chests of drawers, containers, screens.

    Ensuring aesthetic focus

Every detail of the kindergarten design - the color of the walls, furniture, curtains, the arrangement of paintings and teaching materials, play equipment, the placement of plants - all this should contribute to the aesthetic development of preschool children.

Thus, a properly organized developmental subject-spatial environment makes it possible to form the cognitive, creative activity of preschool children, organize musical, theatrical and other types of creative activities.

ORGANIZATION DEVELOPMENTAL SUBJECT- SPATIAL ENVIRONMENTS IN I YOUNGER GROUP

Performed,

teacher of MADOU CRR No. 39 “Firefly”

Organization of a developing subject-spatial environment.

During early childhood, the baby actively explores the world around him. Our task is to make the child’s environment bright, interesting, memorable, emotional, and active. Kindergarten is a second home for children, where it should be cozy and joyful. The design of group premises in kindergarten plays a big role in raising children. The developing subject-spatial environment has a special influence on the development of play activity of a young child. Play is the baby's leading activity. It is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills.


· Rationality (the entire space of the group is used, while leaving enough free space).

The developing subject-spatial environment should be:

· Transformable;

· Multifunctional;

· Variable, accessible and safe.

1) Saturation of the environment must correspond to the age capabilities of the children and the content of the program.

2) Transformability space implies the possibility of changes in the subject-spatial environment depending on the educational situation and the interests of children.

3) Polyfunctionality of materials assumes the possibility of varied use of the components of the object environment (children's furniture, modules, etc.).

4) Environmental variability suggests :

· Availability of different spaces in the group (for play, construction, privacy, etc.), as well as games, toys and equipment...;

· Periodic change of game material , the emergence of new objects that stimulate the play, motor, cognitive, and research activity of children.

· Motor (walking, running, jumping, riding cars, etc.);

· Game (role-playing games, games with rules, didactic games);

· Communicative (interaction with adults and peers through oral speech as the main means of communication);

· Cognitive and research (studying objects, experimenting with them);

· Basic labor activity (every toy has its place).

Educational games" href="/text/category/razvivayushie_igri/" rel="bookmark">educational games collected educational didactic material, object toys for playing.

The garage contains cars of different sizes on different themes: buses, helicopters, ambulances, cars, etc. Mainly for boys. But observing children’s independent play activities, we notice that girls also play with cars.


In the corner for the development of fine motor skills there are lacing, different types of inserts (by color, geometric shapes, animals, transport, etc.), mosaics, pyramids, nesting dolls, panels for fastening and unbuttoning buttons, bags for tactile sensations...

https://pandia.ru/text/80/031/images/image003_2.png" align="left" width="210" height="210 src=">In the play living room: kitchen children's play furniture, table, chairs, sets of tableware and teaware, a stand for storing models of vegetables and fruits and a matryoshka hanger for aprons.

In the hairdresser: a dressing table with a mirror, combs, brushes, a toy set for a hairdresser, capes, a lounge chair.

In the doll corner: cribs with bedding according to size, a rocking bed, a bathtub for bathing dolls, children's irons, naked dolls, baby dolls, a didactic doll with a set of clothes, soft dolls, strollers for rolling dolls.

The mummers' corner is located next to the hairdresser's. For children's dressing up there are skirts, aprons, scarves, caps, and beads. Throughout the year, the material is supplemented and updated.

The didactic table (sensory development corner) includes multi-colored abacus, a slide for rolling balls, a playground of different sizes in primary colors, and a LEGO construction set.

In the Fine Art corner: an easel, a roll of rolling paper, felt-tip pens, pencils, wax crayons. Children have free access to them at any time of the day, and they also draw at the tables with paints.

To provide privacy for children, we use a lightweight folding house made of fabric material.

In the physical activity zone there are health tracks, massage balls, handkerchiefs, plumes, skittles, cubes for activities, caps for games, cones for throwing.

In the clinic: a doctor in professional clothes, a thermometer, a themed set for the game “hospital”, gowns and hats for children.

In the store: scales, plastic jars and bottles, models of some products, models of vegetables and fruits, baskets and bags, capes and caps.

In the dressing room, when working with parents, we use an exhibition of children's drawings, a visual information stand, a shelf with children's modeling work, a sliding folder (memos, recommendations, tips), and a folding screen with consultations.

https://pandia.ru/text/80/031/images/image005_2.png" align="left" width="218" height="163"> kids, snow figures for throwing snowballs, a set of ice dishes has been created for games, ship for toys.

The object world of toys surrounding the child in the group is constantly replenished and updated. Thus, paper boxes for storing gaming materials were replaced with plastic baskets - they are bright, colorful, and easy to use. In the near future we will purchase a corner for object toys. With its acquisition, the space of the development environment will be changed. All furniture is easy to use, easy to move and transport to any place depending on the interests of the children. Thus, the developmental subject-spatial environment created in our group satisfactorily meets the requirements of the Federal State Educational Standard.

Bibliography:

1. , “From birth to school” M. Mozaika-Sintez, 2012.

2. “Development of gaming activities” M. Mozaika-Sintez, 2011

3., “Organization of the sensorimotor corner in a kindergarten group” M. Ed. MCFER house 2008.

4. ,. M,. And “Environment as a means of realizing the personality of a preschooler” M. Ed. MCFER house 2010.

5. “Sensory development of young children” M. Mozaika-Sintez, 2011