Subject-based development environment in preschool educational institutions according to the Federal State Educational Standard

The direction of a child’s activity and development depends on us, adults - on how the subject-spatial organization of their life is structured, from what toys and teaching aids it depends on 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 contribute to the full realization of the development of children, their capabilities, abilities in all psychophysiological parameters, i.e. the organization of a subject-spatial developmental environment. We, teachers, sought to create conditions in the group for joint activities children and adults, for independent activity pupils, taking into account the developmental characteristics of each child.

The developing subject-spatial environment according to the Federal State Educational Standard for Education is part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening their health, taking into account their characteristics and correcting their developmental deficiencies.

The subject-spatial development environment is organized taking into account the requirements of the Federal State Educational Standard, where all five educational areas are clearly visible:

1 ) social and communicative,

2) educational,

3 ) speech,

4 ) artistic and aesthetic,

5 ) physical.

Standard requirements for a developing subject-spatial environment.

The environment should provide the opportunity for communication and joint activities of children and adults, motor activity children, as well as opportunities for privacy.

Saturation - compliance of the environment with the age capabilities of the children and the content of the Program. Availability of teaching aids (including technical ones), a variety of materials for all types of activities for pupils, experimentation with materials available to children (including sand and water)

Transformability - the possibility of changes in the subject-spatial environment depending on the educational situation.

Availability - free access for all pupils to games, toys, materials.

Multifunctionality - opportunity various uses various components of the environment suitable for use in different types children's activity .

Variability - the presence of various spaces (for play, construction, privacy, etc.), a variety of materials, games, toys and equipment, periodic change and the appearance of new items

Safety - compliance of all environmental elements with reliability and quality requirements.

Our group space is organized as follows: delimited zones of "centers" , equipped with a large number of educational materials (books, toys, materials for creativity, etc.). Their equipment changes in accordance with thematic planning educational process. The play environment stimulates children's activity and is constantly updated in accordance with the children's current interests and initiatives. Play equipment is varied and easily transformable. Children and parents have the opportunity to participate in the creation and renovation of the play environment.

Activity centers are organized based on integration content and types of activities in the following areas.

Direction: Artistic and aesthetic development.

IN Center "Creative Workshop" For the development of children, various pictures, drawings depicting crafts, design options for products, diagrams depicting the sequence of work for making various crafts, etc. were selected. This gives children new ideas for their productive activities, and also involves mastering the ability to work according to a model. This center contains materials and equipment for artistic and creative activities: drawing, modeling and applications (paper, cardboard, stencils, paints, brushes, glue, pencils, napkins, scissors, coloring books, clay, plasticine, etc.). Most of the listed materials are placed in a specially designated cabinet. If desired, the child can find and use what is necessary to realize his creative ideas, plans, fantasies. This center has free access.

Direction: Speech development.

Center "World of Books" includes a book corner. The content of the book corner corresponds to the age characteristics of children of this age, implemented in preschool institution educational program. It contains books with works of fiction by children's writers, fairy tales and other literary forms on the topic of the week. The main principle of selecting book publishing products is a minimum of text - a maximum of illustrations. In the book corner there is a photograph of the writer whose work children are introduced to. this moment and his literary works.

At the Literacy Center there are various didactic games on speech development, a series of paintings and illustrations to establish the sequence of events, sets of paired pictures for correlation, sectional plot pictures, etc. A speech development environment is a specially organized environment that most effectively influences the development of various aspects of each child’s speech.

Direction: Cognitive development.

The centers are organized and presented taking into account individual characteristics

children, their sensory experience, information luggage, i.e. theoretical and conceptual awareness of the child. Clearly selected didactic material Gives children an idea of ​​the holistic picture of the world, the close relationships and interactions of all objects.

Ecology Center includes environmental activities. This center contains various types indoor plants, on which it is convenient to demonstrate modifications of plant parts, tools for caring for these plants: aprons and sleeves, sticks for loosening, metal children's rakes and shovels, a spray bottle, watering cans, etc. For all plants, passports with symbols. In addition to indoor plants, this center contains various educational environmental games, a series of paintings such as “Seasons”, “Fauna and Plants”, collections natural material, dummies of vegetables and fruits, insects, etc. An important component of a corner of nature is the nature and weather calendar.

Center "Experimental experimental activities» is represented by a variety of collections (soil, stones, minerals, seeds, cereals, etc.). It contains material for carrying out experimental activities: magnifying glasses, microscopes, compasses, beakers, flasks, measuring cups, watering cans, watches, etc. In the process of experimental activities on growing plants, observation diaries are kept in which the teacher records the conclusions made by the children on results of daily observation. Our little “why girls” will turn into inquisitive testers, conduct simple experiments, and determine the properties of various natural materials.

Mathematics Center (game library) has important developmental functions. In this center there are normative and symbolic materials: a magnetic board, sets of cards for comparing numbers and quantities, sets of cubes with numbers and numerical figures, various types of mosaics and modern puzzles are presented. Enough wide choose games for development fine motor skills hands. When choosing games, preference was given to the games' ability to stimulate children's development. Such games are educational games by Voskobovich, “Mongolian Games”, Cuisenaire Sticks, Nikitin’s “Cut Square”, “Dyenesh Logic Blocks”, etc. Game equipment creates a rich, holistic environment with sufficient space for games. The Center decides the following tasks:

purposeful formation children have an interest in elementary mathematical activities.

instilling in children the need to occupy their free time not only with interesting games, but also with games that require mental stress and intellectual effort.

This center contains a variety of entertaining material so that each child can choose a game according to their interests.

IN "Moral and Patriotic" Center state symbols are placed hometown Maykop and Russia. It contains manuals reflecting the multinationality of our Motherland, illustrative material to familiarize children with the sights of our small Motherland - Adygea, examples of folk arts and crafts, etc.

"Construction" (constructive) center , although it is concentrated in one place and takes up little space, it is quite mobile. Its practicality lies in the fact that with the contents of the construction corner (construction sets of various types, large and small wooden construction sets), you can move to any place in the group and organize this activity both with a subgroup of children and individually. Our students independently use diagrams and models of buildings. Center expanded small toys for playing. The mobility of this center allows children to develop the plot of the game outside of it. This allows our children to feel comfortable in any corner of the group.

"Musically - theatrical center - this is an important object of the developmental environment, since it is theatrical activities that help to unite the group and unite children interesting idea. In the theater, preschoolers open up, demonstrating unexpected facets of their character. There are screens and various types of theaters located here. Children are great artists, so they happily participate in productions and happily act as spectators. It is represented by various types of theaters (puppet, shadow, tabletop, finger). Here there are masks, attributes for acting out fairy tales, elements of costumes for the characters, and the children make their own decorations.

Musical development The child’s education comes down not only to classes with a teacher, but also to the opportunity to play, improvise, and play music freely.

For this purpose, our group has created a musical Center "Merry Notes" Which helps my students transfer what they have received to music lessons experience in other conditions helps to establish a sense of self-confidence, activity, and initiative.

Direction: Social and personal development.

At the Center for Role Playing Games equipment and aids are placed in such a way that children can easily select toys and combine them “to suit their creative play ideas.” Due to the fact that the play plans of older preschoolers are very diverse, all stationary play furniture is used multifunctionally for various role-playing games. Universal game layouts located in places easily accessible to children.

Security Center reflects safety at home, on the street (traffic rules) and fire safety. It is equipped with the necessary attributes, toys, and educational games. Creating such a center in a group helps children become familiar with the rules and regulations safe behavior, and the formation of values healthy image life.

Direction: Physical development.

Center “If you want to be healthy!” contains both traditional physical education equipment, and non-traditional (non-standard), made by the hands of teachers and parents. This equipment is aimed at developing the physical qualities of children - dexterity, accuracy, eye, reaction speed, strength qualities. At the present stage of development, there is a need to place games and manuals in this center to introduce older preschoolers to healthy lifestyle skills. This Center is popular among children because it fulfills their need for physical activity. An increase in physical activity has a beneficial effect on the physical and mental development and health of children.

In a noisy space game room There must be an island of peace and tranquility. The bedroom is also located "Privacy Corner" . If a child is tired of noise and wants to be in silence, he can go to a corner of solitude and relaxation. This is a cozy quiet place. Musical recordings with birdsong, the murmur of a river, the noise of a forest - all this has a beneficial effect on emotional condition children.

English writer Oscar Wilde said that " The best way to make children good is to make them happy...” And all our children are good! And by creating a favorable development environment for our children, we want to see them also like this: mastering the basic cultural ways of activity, possessing a positive attitude towards the world, a developed imagination, able to express their thoughts, curious, resilient and physically developed, and most importantly, happy! The advantage of the created environment is that it is possible to involve all children in active independent activities. Each child chooses an activity of interest in any center, which is ensured by a variety of subject content, accessibility and ease of placement of materials. It was noted that pupils have less conflict with each other: they rarely quarrel over games, play space or materials, because they are passionate about interesting activities. The positive emotional mood of children indicates their cheerfulness, openness, and desire to attend kindergarten.

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

...If we can teach a child to feel

Beauty, marvel at the wondrous creations

human hands, the beauty of nature, then

Let's raise a person with high culture

feelings, but to reveal to children the beauty of the world

possible through creativity, which

brings joy... (V. A. Sukhomlinsky)

Our group is called "Buratino". Compensatory speech therapy group for children with severe speech impairments. We tried to create all the conditions for our children so that they feel comfortable throughout the day. When opening the group and registering it, we took into account all the standards of the program.

Let's start Dear colleagues our tour from the entrance to the group. Welcome! The changing room is decorated according to the name of the group. Our fairy tale hero we changed into Olympic uniforms. After all, the Olympics in Sochi 2014 are coming soon. The children and I are also preparing for it (we have conversations, look at illustrations, study sports).

Our stands are also designed based on the fairy tale “Pinocchio” (information stand and menu).

When we have holidays, open days, we make sure to decorate our locker room according to the theme of holidays, lexical topics, and events.

To the left of our fairy-tale hero is our sports corner.

Well, what shall we go further? Before entering the group we have a mood corner. Modern life requires from a person qualities that allow a creative and productive approach to any type of activity. This is explained by preschool age sensitive to the development of imaginative thinking, imagination, mental processes, forming the basis of activity. We need to create conditions for psychomotor development V speech therapy group. Therefore, almost all corners of the group are associated with the work of fine motor skills. Children find the corresponding symbol of their mood at the moment and hang it on a stem bright dandelion(hook). It was not by chance that we installed the mirror, since children sometimes simply do facial exercises to show their emotions and can change the symbol (the group has a card index of exercises).

Right at the entrance we have developed a corner “Hello, I’m here!” or in another way we call it “Zodiac circle”. Photos of children are attached to those rays of the sun, which zodiac sign they are. The kids really like it. They learned the entire zodiac circle. They know the signs of their family and friends, even each other. When children come to kindergarten in the morning, they turn the photo over to the front side, and when they leave in the evening, they do it all the other way around. It is possible to combine the correction of existing disorders in children with the improvement of motor skills using non-traditional methods and techniques.

Let's go further and what do we see? Wow! Pinocchio and his children found themselves in a field of miracles. What miracles happened to our children today? We know, we know, our Anya learned to say the sound “R”, so she got another gold coin. Both children and parents can always track the progress of their children. Due to the fact that every year there is an increase in the number of children with various disorders, including speech disorders, we must focus on the current, immediate and promising development children, as well as on the development of their individual abilities.

Immediately on the opposite side there is a large stand for creative works"City of masters". Exhibitions at the stand change very often, because in addition to GCD we have visual arts, the group work “Skillful Hands” is being carried out. There is also a shelf for making plasticine and other DIY projects. The principles of our work are the development of children's free activity, during which self-realization, self-expression, self-affirmation of the child's personality and individual capabilities occur.

On the opposite side of the creative stand there grows a miracle - a tree. We use it to get to know our surroundings. The seasons change according to the calendar: leaves, birds at the feeder, snow, insects, buds and much more, depending on the season and changes in nature. The children themselves help us organize our work. Observing the activities of children during the day, we ask ourselves the question, what else can we do in our work so that our students can reveal their potential?

We use the tree according to environmental education. Rules of behavior in nature.

Some topics in visual arts may also be suitable for our wonderful tree, for example, “Bullfinches are like apples.” Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview and his personal growth.

Oh look! What a caterpillar. Are there any pockets on her belly? These pockets are for mommies, daddies and kids. And in the pockets there are many different riddles, poems, signs about the seasons. We learn them together with moms and dads at home. Parents themselves choose what to teach today. We base our activities on both previously developed methods and our own proprietary developments, including unconventional methods. Thus, our group has created all the conditions for the comprehensive development of children.

We ask you to move on, dear guests! We have a fun corner for duty officers. Do you know why he’s funny? Yes, because our cook always calls the attendants to set the tables a funny song. Teachers turn it on at a time. The guards on duty hear the song and run to be on duty. Like this. The information in the corner changes frequently: table manners, table settings, national dishes, and more.

A little further away we have a children's library. Yes, you heard right, it’s the library. If children want to take a book home, they sign up on their library cards. Just like in a real library. There is a library card for every child, and even for adults. The library has: a card index of books (list of literature); first aid kit for books; bookmarks that the children made themselves; illuminated magnifying glass; little books for your own authorship (design); table lamp for individual reading or evening reading (we have an evening tradition in the group, reading fairy tales by candlelight. A magic chest containing objects with which we find out how the book appeared, what we used to write on? Children can do it themselves at any time try to write: on clay, papyrus, bark, stone, leather.We organize various exhibitions dedicated to writers and poets.

Next to the library we have a creative area. Here you can find everything “Whatever your heart desires.” We love to “create”. We do a lot with help unconventional techniques. Our doll Alyonushka changes her outfits, or rather National costumes. Decorative and applied arts products are changing.

To the right of the creativity zone we have a fine motor zone. As researchers of children's speech note, hand movements have always been closely related to speech and contributed to its development. In the process of manipulating the materials, there is a natural massage of biologically active points located on the palms and fingers, which has a positive effect on the general well-being of the child. Therefore, our children use these trays with different objects to develop their fingers and hands in their free time. There are various massagers, sujo-ki, tops, tablets for tactile sensations, sorting cereals, stringing beads, working with tweezers, a pipette and much more. To ensure that children do not lose interest, benefits are changed once a week.

A significant role in this direction is played by the search and cognitive activity of preschool children, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden significant connections with natural phenomena.

And we have something to watch. Now you will see for yourself. In order to improve the state of speech function and reduce the number of speech disorders, develop fine motor skills of the hands, it is necessary to create a system correctional work with kids. For such children, the process of acting with objects throughout the day is often important. In order to form in children initial concepts about the basic calendar units of time and give a correct interpretation of these measures, we have developed a nature calendar for children with severe speech impairments.

Children determine the time of year and month using an arrow. On the calendar, children determine the state of today's weather and move the arrow to the corresponding symbol. When determining the weather, children change clothes on dolls - templates also located on the calendar. All templates can be easily removed and reattached.

At the bottom of the calendar there are tree templates. In our case, it is birch. The tree can be traced in all months throughout the entire season (without leaves in winter, in spring it begins to turn green gradually, in summer with green leaves, in autumn with yellow leaves). Then we determine which week is in this month. To do this, buttons are attached under each tree for the number of weeks in this month.

On each button hangs a week (lace) on which we put a bead (day of the week). The beads are also the corresponding color: Winter - white, spring - pale green, summer - bright green, autumn - yellow. Every day beads are added and we count which day, for example Wednesday, if there are three beads? (third). We identify weekends with red beads. At the end of each week we count the beads (how many days are in the week). The proposed manual served as a model calendar year, since with its help the interrelation of all measures of calendar time was clearly reflected. The children themselves took down the weeks of the calendar and added the weeks together to form a month.

The months gradually and consistently formed into a year. Children at any time could come up to determine how many days had passed since the beginning of the week, how many weeks had passed since the beginning of the month, how many months had passed since the beginning of the year, and by the empty weeks - how much was left before its end. By performing all these actions, children gradually comprehend and realize the complex quantitative relationships between individual measures of time. Working with a calendar and a calendar year model makes the learning task much easier. Children develop clear ideas about the length of the year and the standards for measuring it.

Look, dear colleagues. We use a hoop to hang pictures, illustrations lexical topics. We also use it for speech breathing exercises: snowflakes, butterflies, flowers and more. To ensure truly comprehensive development of the child, it is necessary to maintain the unity of the subject-development environment and meaningful communication between adults and children.

We live in the far north. And we always lack warmth, sunshine, some greenery, vitamins. Children see snow for almost 9 months. We implement mini-projects throughout the year. Children are invited to prepare a mini-report. Projects are developed and implemented taking into account the program being implemented. These projects fill the educational gaps well - educational work with kids. The children and I worked on the “Little Gardeners” project. The child encounters phenomena of the surrounding world, in particular living and inanimate nature, very early and strives to understand them.

The defense of the project consists of transmitting the collected information on the topic by the child himself, using photographs, drawings, crosswords, riddles - prepared together with parents on this topic. The child, defending his project, learns to speak in front of a group audience and answer questions from those present. Evelina defends the “My Motherland” project.

Well, the time has come to look into the quietest place. This is a children's bedroom. Here we wake up, do exercises and walk along the corrective paths that we sewed ourselves. My children and I call it the “Health Path.” How great it is to do everything yourself, with your own hands, with your parents and children. Caring for the health of the younger generation is one of the priority areas of state policy in the field of education.

And this is our pride. Our theater is the best. We host children's productions, finger theaters, tabletop theaters and other theaters. Behind the curtain we have a dressing room with a mirror, a costume room and various types of theaters. Conditions are created for the predominance of positive emotions in the organization of children's theatrical activities.

We even show the REMP theater (the poem “Once a cube went into the forest, there he found a cylinder!”). This way the children remembered geometric bodies better. After all, we don’t have classes now, but we have direct educational activities. The purpose of this theatrical performance was to generalize, systematize, clarify ideas about geometric shapes and geometric bodies.

Well, all that remains is to look at our washroom. There are fish swimming around the algae. Scheme maps (algorithms) are posted everywhere. And in the group, locker room, bedroom.

Today we need education that faces the child, his characteristics and abilities, and gives him the opportunity to express himself where he is successful. This is especially important when raising children with disabilities health. Taking into account the importance of this problem, the work being carried out does not lose its relevance. The novelty of this work lies in understanding the priority of correctional work on the development of fine motor skills of the hands unconventional methods and techniques like effective remedy personality development of a child with severe speech impairment.

List of used literature:

1.Preschool development program educational institution(from the experience of MADOU)

2.N.E. Veraxa " Project activities preschoolers"

3.L.D. Postoeva L.A. Martynenko “Play, listen, learn!”

4.L.L. Timofeev “Design method in kindergarten»

5.M.E. Khilko Developmental psychology

6.E.A. Lifits "Development of speech, movement and fine motor skills"

7.Own developments (from work experience)

Certificate of publication in the media Series A 0002223- 0002224 ShPI 62502666132205 date of dispatch November 16, 2013.

We invite teachers preschool education Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra publish your methodological material:
- Teaching experience, author's programs, methodological manuals, presentations for classes, electronic games;
- Personally developed notes and scripts educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

Alexandra Bosenko
Group View

IN Lately we often have to represent your group at various MOs. I want to help those who have also encountered this problem and do not know how to do it correctly.

Senior presentation group No. 8

Dear colleagues! Welcome to Senior group.

I, Bosenko A. A., teacher of the 1st qualification category, work experience 16 years.

We work on basic general education programs "Childhood" edited by Gogoberidze and Babaeva and O. L. Knyazeva “Introducing children to the origins of Russian folk culture» , we use additional programs by L. N. Voloshina in our work “Play for your health!”, O. S. Ushakova “Speech development of preschool children” and “An end-to-end program for early teaching of English to children in kindergarten and 1st grade primary school"edited by Epanchintseva and Moiseenko.

The reception room is prepared for parents advisory material teachers additional education, information stand, exhibitions of children's works on productive activities

Subject-wise-developmental environment in the senior group provides the opportunity for each child to choose activities based on his interests and allows him to interact with peers or act individually.

Occupancy subject The developmental environment ensures the diversified development of children, the accumulation of experience in play, productive, cognitive-research, communicative, labor, musical, artistic and motor activities.

Leading objectives of the program "Childhood" in working with children 6 years:

1. Strengthen health, continue to develop the motor and hygienic culture of children.

This is one of the main tasks of work in our kindergarten - strengthening the physical and mental health. To solve problems educational field « Physical Culture» V group a motor activity center has been created. Children can use sports equipment and attributes for outdoor games at any time.

Next tasks:

2. Foster a culture of communication, emotional responsiveness and goodwill towards people.

3. Develop children’s aesthetic senses, emotional and value orientations, and introduce children to artistic culture.

Develop interest in the life of your country, city, activities and relationships of people in society; enrich social and gender representation, social value orientations, humane and patriotic feelings of children, are decided by the educational field "Socialization",

We have them presented in the center patriotic education preschoolers. The purpose of which is the education and development of patriotic and civic feelings. We have organized an exhibition for the same purpose. items, made by Russian craftsmen.

IN group conditions have been created for active, diverse creative play activity. Creative games are selected taking into account the gender education of children. For girls - "Polyclinic", "Shop", "Salon", "Family". For boys - "Builders", "Garage", "Car service", "Construction".

The Art Activities Center helps develop aesthetic perception and support children’s desire for independent artistic activities.

4. Develop cognitive activity, horizons, cognitive motivation, and intellectual ability of children.

The interests of older preschoolers gradually extend beyond the immediate environment of the kindergarten and family. Mastering the tasks of the educational field "Cognition", the mathematical development of children is carried out both in activities organized by the teacher and in free independent activity in conditions substantively-spatial environment, in a specially organized toy room, game center, experimentation center. Elementary children's experimentation is given the leading position. Center "Sand and Water" promotes the development of fine motor skills of the hands, cognitive activity and speech. Here there is material for experiments and experimental activities, a card index of experiments.

In the environmental center, children care for and observe plants. Here we have a selection of games presented, literature, cards, where the tasks of the educational field are also implemented "Cognition".

When organizing various types of activities, we make maximum use of modeling methods, techniques for working with diagrams and algorithms. Children also carry them into independent activities.

The Center for Didactic Games promotes intellectual development children, speech development and fine motor skills.

5. Develop children's independence and initiative, friendly relationships and cooperation with peers.

6. To cultivate in every child love for his family, self-esteem, self-respect, and the desire for active work and creativity.

An important area of ​​children’s upbringing and development is speech development. To implement this task in the group has a book center, where children get acquainted with various types literary genre (fairy tale, story, riddle, poem). To familiarize children with the expressiveness of performing a literary text, introducing them to the art of words in group There is a tape recorder and audio recordings appropriate for their age and program "Childhood". Thematic exhibitions are periodically organized at the book center. Thematic albums created together with children enrich and activate children’s speech, promote the development of thinking, memory, attention, imagination, and expand children's ideas about the environment. Often, children, remembering their favorite fairy tale, want to show a dramatization, which is very welcome by us. By playing theater, children learn to realize their creative ideas, find and choose means of expression performance, all tasks of speech development are actively implemented here.

The theater center is combined with a dressing room where children learn to transform themselves into various characters and develop emotional sphere child, creativity, imagination, acting skills, speech.

Educational area "Communication" presented in the center in English, the purpose of which is the development of the motivational sphere of study foreign language children, through practical and playful activities.

Using in your work various shapes and methods we help children “Feel, know, create”.

Nadezhda Brigadirova
Representation of the group at the competition of a developing subject-spatial environment

In our kindergarten there was contest"Organization developing subject-spatial environment».

Is our presentation of RPPS.

Educators: Brigadirova N. A., Levus A. S.

Come in, come in, we are very glad to see you! Well, we won’t delay, let’s begin our story.

A very correct question is being asked today. Federal State Educational Standard: Where is she treasured, our subject environment?

To know what to strive for and what we should achieve! We decided that we should start the topic with the Greats!

Concept subject-development environment is defined as“a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development».

S. A. Novoselova.

There is no aspect of education that is not influenced by the situation, there is no ability that is not directly dependent on directly surrounding the child concrete world...

Anyone who manages to create such an environment will make his work easier to the highest degree. Among her child will live - develop own life , his spiritual growth will be improved from himself, from nature...

U. I. Tikheyeva.

And there’s no escape from this, and it’s not nonsense at all. 9 criteria - they already exist, we must take into account in our work.

Our group the youngest is the second smallest, but the number of children 26 does not deprive us of ideas.

There are goals, tasks too, we arrange everything as best we can. We will spare no effort and will tell you what we have.

Now by group We’ll walk through and find everything we need there! Let’s start with our reception room, we’ll tell you about it now.

There is a locker for each child, and it contains clothes, shoes and even a comb. Sports uniform in a separate package, all our children know about it! There are two exhibition showcases for both modeling and paintings, information for parents, grandparents and other viewers.

Let's finish here and now let's take a look at this door. Everyone understands that this is a way out for a walk and home, but we have a locker there where we store the portable one. There is external material for difficult walks and simple:

sultans - watch the wind;

shovels - for digging;

chalk – to draw on the asphalt;

toys for everyone to play with.

And now everyone is quiet - quiet. ... Tikhon enters these doors. Don't hoot, don't scream, but cradle and rock. Tikhon sings a song and distributes dreams to the children. For complete relaxation, we play music. The children sleep on the cribs, their noses sniffling quietly. Well, it’s nanny Zhenya who controls the process, we’ll now close the doors and transfer interest. After sleep, they will have exercise, and then everything will be done in order, we will take off our pajamas and fold them, we will help someone ourselves, but many children now do everything themselves, which makes us happy.

Having finished all the work in the bedroom, we quickly go here. This room is brilliant, the toilet and washroom. Hygiene skills are very necessary! Hygiene skills are very important! Let’s say we put soap in a bag, here each child has a potty, and since there are 26 children, we hung the urinal here. A towel for everyone to dry their hands, and pictures to avoid boredom. We store clay here for modeling, because we sculpt not only from plasticine.

1. here we teach how to communicate;

2. and to know the world;

3. get physically stronger;

4. and speech develop;

5. do everything beautifully, be friends with art - and let's tell you straight - be aesthetes.

Look:

This corner "Three in one" we name it because it unites three centers at once, so as not to torment you for too long, we will list them now. Theatrical, musical, physical education corners - we tried very hard to fit them in as best we could. There is a mirror, costumes - everything is available for children and others there ideas:

If you want to dance, we can get you a rug;

If it’s a puppet theater, you need to get a screen;

There is a matryoshka theatre, a finger theater too, and also a magnetic board that will help with the lessons.

We won’t get everything, but we won’t forget about it. What's in our boxes? More on that later in our story.

And the next date is assigned to us by knowledge. Everything related to nature, days of the week, seasons and, of course, the weather, you don’t have to go far - you can find everything here. A natural corner is very fashionable these days. Watering cans - for watering. Shovels - for loosening, digging. Well, use mittens to wipe the leaves. We teach you to take care and love our nature. To please the eye, to compose a story. We have pictures, we can find a change on any topic!

There is a corner for books nearby, it is neither small nor large. To teach how to leaf through, you need to read books, and then, well, what should you do? - fold everything carefully.

To know what we are studying, on this day and at this hour, let’s stop our eyes on this shelf! Everyone famous topic folk - cheerful and round dancing.

Musical break - a musical toy plays.

Here's a chest of drawers for science, with it we all don't know boredom! To find everything for experiments, you don’t have to go far. To avoid dexterity, there is a marking. We take the markings and find what we need!

And now I ask your attention, unconventional drawing! This is semolina and a tray, what are they for? Question? And the answer is simple - do as I do and don’t stand (demonstration of drawing with semolina). This process does not yawn, orientation, coordination, dexterity, eye develops.

And for development sensory and fine motor skills, we have manuals and, alas, they are not recount: puzzles, bushings and mosaics, pyramids, cubes, inserts and developers. Everything is on the shelves waiting for the guys. You can easily come and take it, sit at the table and play, our parents helped us, they brought us a lot.

And at this point we would like to sing a whole ODE to these tables. We eat from them and do a lot of work, draw, sculpt, glue, build - it’s worth a lot.

Look here, we put the dishes on the table, here we take paints, plasticine and pencils and draw from the heart.

And here is the heart subject environment and there is movement coming from it, guess what? What is this? And these are our applications! There is an application for each type of activity, and it contains a ready-made solution: or this one or that one subject environment. Hence new tasks, but how could it be otherwise and one of those ideas is our Mini Museum. Mini-museum for mini-toys, for mini-cars, cartoons and mini-animals.

A game center or playroom - there is a living room, a kitchen and a fashion center, there are always a lot of people there, there is a garage and a hospital, children love to get treatment, and if something is suddenly missing, then these modules help us out, and we will build and break Overall we're playing great. There is another designer, look at what it is. Everything is easy to assemble, carry, and move. As you understand now, there was a story about mobility.

I have a favorite store and of course more than one. There are many more toys, here Railway. Two large trucks, we have removed them for now. Someone is riding a horse, a hot horse. Someone goes to the store. Someone wants to be alone, he seeks salvation in a corner of solitude, he sits on a chair, talks to himself, he reads books and dreams about something.

But basically - what to hide, children love to play!

Someone is sailing on the sea, driving a boat on the sea, but this dump truck has been at a construction site. Doll - good toy, every girl has a friend. There is a basket of diapers, and a baby doll for diapers. Well, there are board games, they are very cool.

There are pictures for decoration, you will see them soon.

In general, a lot, a lot already exists and this must be taken into account in the work.

We get it when we need it, when it demands it Wednesday, well, we'll finish here, thank you all and bye. Maybe we forgot something, we didn’t cover something, we will answer your questions as soon as possible.

Publications on the topic:

Kurzova Olga Mikhailovna, teacher; Vinogradova Elena Bronislavovna, teacher-defectologist. Requirements for the development environment are an important component.

I, the teacher, build the educational environment of the group based on the need to satisfy the preschooler’s needs for movement, communication, and cognition.

Using the subject-spatial development environment of the group to enhance the speech activity of speech-language pathologist children Our kindergarten has been working on the problem of updating the subject-spatial development environment for several years. Child development in many ways.

The kindergarten today operates and develops in an unstable socio-economic and educational situation. Big changes.

Children spend most of their time in kindergarten. That's why environment should meet their interests, develop, provide the opportunity to freely play and communicate with peers, and develop the individuality of each child. Therefore, filling the group with games and toys is not enough. With the implementation of the Federal State Educational Standard, new priorities have emerged in the creation of a developing subject-spatial environment (DSES). It should be comfortable, cozy, rationally organized, filled with various sensory stimuli and gaming materials. One of the main tasks is to enrich the environment with elements that would stimulate cognitive speech, motor and other activity of children. The development of cognitive and speech abilities is one of the main tasks of preschool education.

A developing subject-spatial environment (according to the Federal State Educational Standard) is a specific space, organized and subject-rich, adapted to meet the child’s needs for cognition, communication, physical and spiritual development in general.

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

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

2. Full communication with each other, and in the process educational activities with the teacher, provide the opportunity for privacy at the child’s request.

3. Implementation educational program DOW.

4. Taking into account the national, cultural and climatic conditions in which educational activities are carried out.

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

Transformable;

Variable;

Multifunctional;

Available;

Safe.

The saturation of the RPP environment assumes:

Variety of materials, equipment, inventory in the group;

Compliance with age characteristics and program content.

Multifunctionality of materials implies:

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

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

From the educational situation;

From the changing interests of children;

From the possibilities of children.

Environmental variability suggests:

Availability of various spaces (for play, construction, privacy);

Periodic change of game material;

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

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

Availability of the environment assumes:

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

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

Serviceability and safety of materials and equipment.

Environment security:

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

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

1. Social – communicative;
2. Cognitive;
3. Speech;
4. Artistic and aesthetic;
5. Physical.

Each region has its own centers.

Social and communicative development:

Traffic Safety Center;

Fire Safety Center;

Game activity center (center for role-playing games).

Cognitive development:

Center "Nature Corner";

Center for Sensory Development;

Center for Constructive Activity;

Center mathematical development;

Experimentation Center.

Speech development:

Center speech development or speech and literacy corner;

Book Center;

Speech therapy corner.

Artistic and aesthetic development:

Fine Arts Center or Creativity Corner;

Center for musical and theatrical activities.

Physical development:

Center for Physical Development;

Sports corner “Be healthy!”

Direction:

Social and communicative development.

Play is the main activity of our children. Bright, rich game center creates conditions for children’s creative activity, develops imagination, develops gaming skills and abilities, and fosters friendly relationships between children.
Attributes for role-playing games emerging at this age are freely available to children:

The center for traffic rules and fire safety contains the necessary attributes for role-playing games and classes to reinforce the rules traffic. Children, if necessary, combine the center of role-playing games, traffic rules and fire safety.

Cognitive direction.

The science center is very popular among children. It contains material for carrying out experimental activities: magnifying glasses, measuring cups, hourglasses, stones, etc.

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

The constructive activity center is organized so that children can build in subgroups and individually. There are large and small builders, a variety of Legos, and construction sets.

Safe plants have been selected in a corner of nature, there is necessary equipment to care for them.

Speech development.

Direction plays a significant role in developing children's interest and love for fiction. In this corner, the child has the opportunity to independently choose a book according to his taste and calmly examine it with bright illustrations.

Artistic and aesthetic development.

The Creative Workshop Center houses materials and equipment for artistic and creative activities: drawing, sculpting and appliqué. If desired, the child can find and use what is necessary to realize his creative ideas, plans, and fantasies. This center has free access.

Theatrical activities.

Theatrical games solve the following problems:

1. Develop articulatory motor skills;
2. Expand vocabulary;
3. Develop monologue and dialogic speech;
4. Develops gross and fine motor skills.

Physical development:

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

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

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

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

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

4. Decorative 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 laws mental development, indicators of their health, psychophysiological and communication characteristics, level of general and speech development.

7. Color palette should be presented in warm, pastel colors.

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

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

Algorithm for designing a developing subject-spatial environment.

1. Formulate the goals and objectives of the work to create a developmental environment.
2. Determine gaming and didactic equipment for solving educational problems.
3. Identify additional equipment.
4. Determine how to place equipment in the playroom.

The organization of developmental teaching staff in preschool educational institutions, taking into account the requirements of the Federal State Educational Standard, is structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity.